cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muchsinul Khuluq
Contact Email
alibbaa@iainmadura.ac.id
Phone
+6282332998080
Journal Mail Official
alibbaa@iainmadura.ac.id
Editorial Address
Jl. Raya Panglegur km. 04 Pamekasan East Java. Phone. (0324)333187 fax 322551
Location
Kab. pamekasan,
Jawa timur
INDONESIA
Alibbaa': Jurnal Pendidikan Bahasa Arab
Published by Institut Agama Islam Negeri Madura
ISSN : 27211606     EISSN : 27164985     DOI : http://dx.doi.org/10.19105/alb.v1i2
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Alibbaa: Jurnal Pendidikan Bahasa Arab published twice a year (January and July), is a multilingual (Bahasa, Arabic, and English), peer-reviewed journal, and specializes in Arabic Education and Arabic Studies. This journal is published by the Arabic Language Education Department, Faculty of Tarbiyah, State Islamic Institute of Madura. Editors welcome scholars, researchers and practitioners of Arabic Education around the world to submit scholarly articles to be published through this journal. All articles will be reviewed by experts before accepted for publication. Each author is solely responsible for the content of published articles.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 114 Documents
 8   9   10   11   12 
Bridging Traditional Arabic Pedagogy and AI-Supported Learning through Snakes and Ladders Game-Based Instruction M. Naufal Al Qurthuby Fuady S; Halimi Zuhdy; Idrus Muchsin bin Agil
Alibbaa': Jurnal Pendidikan Bahasa Arab Special Issue 2026 Vol. 01 | Artificial Intelligence in Arabic Language Education: Pedagogy, Media,
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.vi.24169

Abstract

This study explores the use of snakes and ladders game-based instruction in Arabic uslub learning at LSBA Ula within the broader perspective of AI-supported pedagogy. The study emerged from the challenges of contextual Arabic language learning, particularly students’ difficulties in understanding the communicative functions and contextual usage of Arabic expressions through conventional teacher-centered instruction. Using a qualitative case study approach, data were collected through classroom observation, semi-structured interviews, and learning documentation involving students and teachers participating in Arabic uslub instruction. The findings reveal that the traditional snakes and ladders game created collaborative and contextual learning interactions through peer discussion, meaning negotiation, reflective feedback, and experiential learning activities. The study also found that the pedagogical mechanisms emerging during gameplay, including real-time feedback, error identification, and adaptive instructional support, align with the principles of AI-supported learning without transforming the traditional game into a digital AI-based system. This study concludes that traditional game-based instruction remains pedagogically relevant for Arabic language learning in the AI era because it supports collaborative, reflective, and human-centered learning experiences. The study contributes to the development of low-tech yet AI-compatible Arabic pedagogy, particularly in non-formal educational contexts.
Integrating the Flower and Hayes Cognitive Writing Model into Advanced Arabic Dictation Instruction with AI-Assisted Learning Aiman; Abdul Nasser Sa'id
Alibbaa': Jurnal Pendidikan Bahasa Arab Special Issue 2026 Vol. 01 | Artificial Intelligence in Arabic Language Education: Pedagogy, Media,
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.vi.24323

Abstract

This study examines the relevance of the cognitive writing model developed by Linda Flower and John R. Hayes in advanced Arabic dictation instruction and explores the integration of Artificial Intelligence (AI) in supporting cognitive writing processes during orthographic learning. The study is based on the assumption that Arabic dictation (imla’) is not merely a mechanical orthographic exercise, but a cognitive writing activity involving planning, linguistic processing, monitoring, and self-revision throughout the writing process. This research employed a qualitative descriptive-analytical approach through library research by analyzing various studies related to Arabic dictation, cognitive writing processes, the Flower and Hayes model, and AI-assisted language learning. The findings reveal that the stages of planning, translating, and reviewing in the Flower and Hayes model are closely related to orthographic activities in advanced Arabic dictation learning. The planning stage involves orthographic anticipation and linguistic retrieval before writing, the translating stage involves the transformation of mental representation into Arabic graphic forms, while the reviewing stage includes monitoring, evaluation, and orthographic revision. The study also indicates that AI can support these cognitive processes through predictive spelling, contextual prompting, real-time orthographic feedback, and automated revision assistance. Furthermore, AI contributes to the development of metacognitive awareness and self-monitoring during the writing process. This study concludes that integrating the Flower and Hayes cognitive writing model with AI-assisted learning may contribute to the development of more reflective, learner-centered, and cognitively oriented Arabic dictation instruction.
Learning Arabic Speaking (Kalam) through Thorndike’s Behaviorism: Pedagogical Implications for AI-Assisted Learning Mulia Daulay, Andhika; Mia Nurmala; Yusuf Ali Tantowi
Alibbaa': Jurnal Pendidikan Bahasa Arab Special Issue 2026 Vol. 01 | Artificial Intelligence in Arabic Language Education: Pedagogy, Media,
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.vi.24326

Abstract

This study investigates the implementation of Arabic speaking instruction in Thorndike’s behaviorism principles (law of readiness, law of exercise, and law of effect) at SMPIT Imam An-Nawawi Pekanbaru and explores their pedagogical implications for AI-assisted language learning. Using a qualitative case study design, the research involved classroom observations, semi-structured interviews, and documentation in Arabic speaking classes. The findings reveal that law of readiness was reflected through verbal stimulation and guided prompting that prepared students’ speaking engagement, while law of exercise appeared through repetition, drilling, and repeated speaking interaction that gradually formed students’ speaking habits. In addition, law of effect was implemented through positive reinforcement, corrective feedback, and motivational responses that strengthened students’ speaking confidence and verbal participation. The study also found that pedagogical mechanisms identified in the classroom, such as repetition, adaptive prompting, corrective feedback, and reinforcement-based interaction, conceptually align with the learning logic used in contemporary AI-assisted language learning systems. The study concludes that Thorndike’s behaviorism remains pedagogically relevant in Arabic speaking instruction and offers conceptual insights for the development of AI-assisted Arabic language learning, particularly in speaking habit formation and adaptive verbal interaction.
Enhancing Maharah Istima’ Through Roleplay and Focus Group Discussion: Implications for AI-Supported Language Learning Mushthafa Shadiq Al-Rafi'i; Nissa Media Utami; Anneu Rosyanti Suryana; Rizzaldy Satria Wiwaha
Alibbaa': Jurnal Pendidikan Bahasa Arab Special Issue 2026 Vol. 01 | Artificial Intelligence in Arabic Language Education: Pedagogy, Media,
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.vi.24350

Abstract

Arabic language learning in Indonesia continues to face challenges, particularly in developing students’ Maharah Istima’ (listening skills), which are often hindered by limited vocabulary, rapid speech input, and the dominance of passive instructional approaches. This study aims to examine the effectiveness of integrating Roleplay and Focus Group Discussion (FGD) in improving students’ listening ability within a classroom context. This research employed a quantitative approach using a quasi-experimental design with a non-equivalent control group. The participants consisted of 20 fifth-grade students at Al-Irhaam Global Islamic School Bandung, divided into an experimental group receiving Roleplay and FGD-based instruction and a control group receiving conventional audio-based instruction. Data were collected through pre-test and post-test and analyzed using Shapiro-Wilk normality test, homogeneity test, paired sample t-test, and N-Gain analysis. The findings indicate a statistically significant improvement in the experimental group (p < 0.05), with mean scores increasing from 72.0 to 88.0 and an N-Gain value of 0.63 (moderate category). Compared to the control group, the results suggest that interactive and collaborative learning activities contribute more effectively to the development of listening skills. These findings highlight the pedagogical potential of integrating Roleplay and FGD in promoting active engagement and deeper processing of language input. While this study is limited to a small-scale classroom context, it offers practical implications for designing interactive listening instruction and suggests opportunities for future integration with AI-supported language learning tools.
Local Dialect Interference and AI-Based Arabic Speech Recognition: Evidence from Madurese Learners Nasyithah, Indi Hulwun; Rahman, Habibur; Abdillah, Maulana
Alibbaa': Jurnal Pendidikan Bahasa Arab Special Issue 2026 Vol. 01 | Artificial Intelligence in Arabic Language Education: Pedagogy, Media,
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.vi.24450

Abstract

This study investigates the influence of Madurese phonetic interference on the accuracy of AI-based Arabic Speech Recognition systems. The research focuses on vowel-shift deviations produced by Madurese native speakers in Arabic pronunciation and evaluates the performance of Google Speech-to-Text and OpenAI Whisper in recognizing dialect-influenced Arabic speech. Using a mixed-method approach, speech data were collected from 13 sixth-semester students of the Arabic Language Education Department at UIN Madura through direct voice recording involving isolated words, continuous Arabic sentences, and Qur’anic recitations. Acoustic observation using Praat identified systematic vowel shifts, particularly the transitions of /a/ to [e], /i/ to [e], and /u/ to [o], which generated acoustic variability in Arabic speech production. The findings reveal that OpenAI Whisper achieved higher recognition accuracy (84.0%) with a lower Word Error Rate (16.0%) compared to Google Speech-to-Text, which obtained an accuracy of 61.8% and a WER of 38.2%. The dominant errors included substitution, deletion, insertion, and segmentation errors, indicating instability in phoneme mapping caused by dialect-induced vowel transitions. The study concludes that current AI-based Arabic Speech Recognition systems remain sensitive to low-resource dialect interference and that acoustic variability significantly affects recognition stability in multilingual speech environments. These findings highlight the importance of developing more adaptive and linguistically inclusive ASR models for Arabic language learning contexts.
Fragmented Scaffolding in Arabic Textbooks: A Genre-Based Analysis of the Teaching Learning Cycle in Indonesian Madrasah Education Safira Nur Rizqina; Shofa Musthofa Khalid
Alibbaa': Jurnal Pendidikan Bahasa Arab Special Issue 2026 Vol. 01 | Artificial Intelligence in Arabic Language Education: Pedagogy, Media,
Publisher : Universitas Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.vi.24476

Abstract

This study investigates the implementation of the Teaching Learning Cycle (TLC) in the Grade XI Arabic textbook published by KSKK Madrasah (2020). Using qualitative content analysis grounded in Systemic Functional Linguistics and Genre-Based Approach, the study analyzed six textbook chapters through the stages of BKOF, MOT, JCOT, and ICOT. AI-assisted comparative validation using ChatGPT-5 was additionally employed to support analytical consistency between manual and AI categorization results. The findings reveal that although all TLC stages formally appeared in the textbook, their pedagogical continuity was implemented inconsistently. BKOF and MOT generally provided adequate contextual and rhetorical support, while JCOT frequently lacked collaborative text construction and was often reduced to oral interaction. Consequently, several ICOT activities required students to produce independent texts without sufficient scaffolding. The study contributes to genre-based Arabic textbook evaluation within the context of Indonesian madrasah education.
The Foundations of AI-Driven Arabic Learning Materials: Toward an Integrative Conceptual Framework Imam Haromaen; Vina Ri’ayatillah; Adi Fadli; Dewi Qotrun Nada Najwa
Alibbaa': Jurnal Pendidikan Bahasa Arab Special Issue 2026 Vol. 01 | Artificial Intelligence in Arabic Language Education: Pedagogy, Media,
Publisher : Universitas Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.vi.24477

Abstract

Artificial Intelligence (AI) has created new opportunities for developing Arabic learning materials that are more adaptive, personalized, and interactive. However, existing studies have primarily focused on technological applications, with limited attention to the theoretical foundations that should guide the development of AI-driven Arabic learning materials. This study aims to analyze the theoretical foundations underlying the development of Arabic learning materials in the era of artificial intelligence. Using a qualitative library research design, data were collected from scholarly books, journal articles, conference proceedings, and other relevant academic publications. The data were analyzed through content analysis, thematic analysis, and conceptual synthesis. The findings indicate that the development of AI-driven Arabic learning materials should be grounded in five interconnected foundations: philosophical, pedagogical, linguistic, psychological, and sociocultural. These foundations provide a comprehensive framework for integrating AI into Arabic language education while ensuring adaptability, personalization, interactivity, and cultural authenticity. This study contributes an integrative conceptual perspective that positions AI as an educational enabler rather than merely a technological tool.
Canva AI as a Cognitive Partner in Arabic Writing Instruction: Enhancing Linguistic Expression and Communicative Competence through Magic Write Nurdiana Arifah; Hesti Firdausi Mahdaf; Dahlia Dwi Ni'matul Fitri; Nila Ayu Veronica
Alibbaa': Jurnal Pendidikan Bahasa Arab Special Issue 2026 Vol. 01 | Artificial Intelligence in Arabic Language Education: Pedagogy, Media,
Publisher : Universitas Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.vi.24502

Abstract

The integration of Artificial Intelligence (AI) into language learning has introduced new opportunities for developing writing skills beyond conventional grammar-focused instruction. This study investigates the role of Canva AI, particularly its Magic Write feature, in enhancing Arabic writing (Maharah Kitabah) among university students. Using a qualitative descriptive approach, the study analyzes the transformation of students’ drafts into AI-assisted texts through documentation and content analysis. The primary data consist of Arabic writing products in the genres of condolence messages (ta'ziyah) and birthday greetings (yaumul milad), while relevant literature on AI-assisted writing and Arabic language learning serves as supporting data. The findings reveal that Canva AI contributes to Arabic writing development in two significant ways. First, it functions as a linguistic refinement tool by improving lexical choice, textual cohesion, pragmatic appropriateness, and stylistic quality. Second, it serves as an expressive enrichment tool by expanding semantic content, diversifying expressions, and enhancing the emotional and communicative dimensions of writing. The study further demonstrates that Canva AI operates not merely as a writing assistant but as a cognitive partner that supports students in producing more natural, contextually appropriate, and aesthetically appealing Arabic texts. These findings suggest that the integration of Generative AI into Arabic writing instruction can promote communicative competence, pragmatic awareness, and linguistic creativity while maintaining the learner’s central role in the writing process.
Integrating Artificial Intelligence into Arabic Textbook Evaluation: A Linguistic Analysis Based on Al-Fawzan's Framework Muhammad Ilham Nadhif; Rizal Firdaus; Fahmi Ridha
Alibbaa': Jurnal Pendidikan Bahasa Arab Special Issue 2026 Vol. 01 | Artificial Intelligence in Arabic Language Education: Pedagogy, Media,
Publisher : Universitas Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.vi.24519

Abstract

This study evaluates the linguistic dimension of Durus al-Lughah al-'Arabiyyah li Ghayr al-Natiqin Biha (Book I) based on Abdul Rahman Al-Fawzan’s framework and explores the role of artificial intelligence (AI) in supporting textbook evaluation. Using a qualitative content analysis approach, the study examined selected linguistic materials, including vocabulary, grammatical structures, dialogues, and reading texts. A human–AI collaborative procedure was employed, in which AI assisted in identifying linguistic patterns and organizing data, while pedagogical interpretation remained under the researcher’s responsibility. The findings indicate that the textbook strongly fulfills the criteria of using Standard Arabic without intermediary language and employing dialogue as the primary instructional entry point. However, the integration of language elements with language skills and the comprehensive treatment of language skills were only partially fulfilled. The study also demonstrates that AI can support textbook evaluation by facilitating the identification of recurring linguistic patterns and structural relationships. Nevertheless, pedagogical judgment and contextual interpretation still require human expertise. The findings suggest that AI is most effective as an analytical assistant rather than an autonomous evaluator in Arabic textbook evaluation.
Arabic Scrabble as a Game-Based Learning Innovation for Vocabulary Mastery in AI-Oriented Arabic Education Risti Fikriyah; Ihsan Satrya Azhar
Alibbaa': Jurnal Pendidikan Bahasa Arab Special Issue 2026 Vol. 01 | Artificial Intelligence in Arabic Language Education: Pedagogy, Media,
Publisher : Universitas Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.vi.24566

Abstract

This study investigates the implementation of Arabic Scrabble as a game-based learning innovation for enhancing Arabic vocabulary mastery among seventh-grade students at Darul Ihsan Modern Islamic Boarding School within the framework of AI-oriented Arabic education. The study responds to the continuing challenges of Arabic vocabulary learning, particularly students’ difficulties in memorizing and using vocabulary communicatively in classroom interaction. Using a qualitative phenomenological case study approach, data were collected through non-participant observation, semi-structured interviews, and documentation involving Arabic teacher and seventh-grade students. The findings reveal that the implementation of Arabic Scrabble created a more interactive and student-centered learning environment by increasing learner engagement, collaborative learning, vocabulary retention, and students’ confidence in using Arabic vocabulary. Through activities such as arranging Arabic letters into words, discussing meanings collaboratively, and constructing simple sentences, students became more active and motivated during the learning process. Furthermore, the study indicates that Arabic Scrabble reflects several characteristics associated with AI-oriented Arabic pedagogy, particularly interactive, adaptive, and engagement-based learning experiences. This study contributes to the discourse of game-based Arabic learning by positioning Arabic Scrabble not merely as an educational game, but as a pedagogical innovation that supports learner-centered Arabic education in modern Islamic boarding schools.

Page 11 of 12 | Total Record : 114

 8   9   10   11   12 

Filter by Year

2020 2026


Reset
Filter By Issues
All Issue Vol. 7 No. 1 (2026): Vol. 7 No. 1 (2026) | in progress Vol. 7 No. 1 (2026): Vol. 7 No. 1 (2026) Special Issue 2026 Vol. 01 | Artificial Intelligence in Arabic Language Education: Pedagogy, Media, Vol. 6 No. 2 (2025): Vol. 6 No. 2 (2025) Vol. 6 No. 1 (2025): Vol. 6 No. 1 (2025) Vol. 5 No. 2 (2024): Vol. 5 No. 2 (2024) Vol. 5 No. 1 (2024): Vol. 5 No. 1 (2024) Vol. 4 No. 2 (2023): Vol. 4 No. 2 (2023) Vol. 4 No. 1 (2023): Vol. 4 No. 1 (2023) Vol. 3 No. 2 (2022): Vol. 3 No. 2 (2022) Vol. 3 No. 1 (2022): Vol. 3 No. 1 (2022) Vol. 2 No. 2 (2021): Vol. 2 No. 2 (2021) Vol. 2 No. 1 (2021) Vol. 1 No. 2 (2020) Vol 1, No 2 (2020) Vol 1, No 1 (2020) Vol. 1 No. 1 (2020) More Issue