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Alibbaa': Jurnal Pendidikan Bahasa Arab
Published by Universitas 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 120 Documents
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Arabic Orthography Instruction and Writing Accuracy among Madrasah Students: Insights for AI-Assisted Language Learning Rifka Emiyiati; Kamalia
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.24571

Abstract

The growing use of AI-assisted language learning highlights the importance of foundational writing competencies in Arabic language education. This study aims to investigate the implementation of Arabic writing instruction, identify students’ writing difficulties, and examine its relevance to AI-assisted language learning. Using a qualitative descriptive approach, the study was conducted at MTs Darul Irsyadiyah Labuhanbatu involving seventh-grade students and an Arabic language teacher. Data were collected through observations, interviews, and documentation and analyzed descriptively. The findings reveal that writing instruction was implemented systematically to improve students’ orthographic accuracy. However, students continued to experience difficulties in distinguishing visually similar Arabic letters, applying harakat accurately, and writing independently. Limited instructional time and insufficient writing practice were identified as major challenges. The study suggests that orthographic competence remains a fundamental prerequisite for effective Arabic writing, even in AI-assisted learning environments where automated feedback and writing support are increasingly available.
Bridging Traditional and AI-Supported Arabic Language Learning: Evidence from Gallery Walk Activities among Young Learners Asyah Mutina; Mochamad Hasyim; Syarifuddin
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.24692

Abstract

Foreign language anxiety is one of the affective factors that frequently hinders the success of Arabic language learning, particularly in speaking skills (maharah kalam). High levels of anxiety may reduce students’ participation in communicative activities and negatively affect their speaking performance. This study aimed to examine the effectiveness of the Gallery Walk method in reducing foreign language anxiety and improving the Arabic speaking skills of third-grade students at MI Miftahul Khoir 1 Karangrejo. The study employed a quantitative approach using a one-group pretest-posttest design. The participants consisted of 22 third-grade students selected through total sampling. Data were collected using a foreign language anxiety questionnaire adapted from the Foreign Language Classroom Anxiety Scale (FLCAS) and an Arabic speaking performance test. The data were analyzed using descriptive statistics, the Wilcoxon Signed Rank Test, and a paired sample t-test. The results revealed that the Gallery Walk method significantly reduced students’ foreign language anxiety (Z = -4.177; p < .001) and significantly improved their Arabic speaking skills (t = -17.648; p < .001). These findings indicate that Gallery Walk creates a more collaborative, interactive, and low-pressure learning environment that supports both affective development and speaking performance. Beyond its contribution to Arabic language instruction, the study highlights the potential of Gallery Walk as a pedagogical bridge between traditional Arabic language learning and emerging AI-supported language learning environments.
Enhancing Arabic Speaking Skills Through AI-Assisted Adaptive Vocabulary Games: Evidence from a Classroom Intervention Cahaya Tuw Fajardini; Sri Wahyuningsih; Nurul Zuhriyah
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.24704

Abstract

The development of Arabic speaking skills remains a significant challenge for many secondary school learners, particularly due to limited vocabulary mastery and insufficient opportunities for meaningful oral communication. This study investigates the effectiveness of AI-assisted adaptive vocabulary games in enhancing Arabic speaking skills among secondary school students. Using a classroom intervention design conducted in two instructional cycles, the study involved 31 tenth-grade students at MA Muhammadiyah Kota Bima, Indonesia. Data were collected through speaking performance tests, classroom observations, and learning documentation. The findings revealed a consistent improvement in students’ speaking performance, as indicated by an increase in the mean score from 62 in the pre-intervention stage to 68 in Cycle I and 76.25 in Cycle II. Learning mastery also increased substantially from 16.7% to 80.64% by the end of the intervention. Furthermore, the N-Gain score of 0.375 indicated a moderate level of effectiveness. The findings suggest that vocabulary-centered interactive activities can facilitate oral language production by promoting contextual vocabulary use and repeated speaking practice. From an adaptive learning perspective, the study highlights the potential of integrating Generative Artificial Intelligence into vocabulary game design to support more personalized and communicative Arabic language learning environments. The study contributes to the growing discourse on AI-enhanced language learning by demonstrating the pedagogical value of adaptive vocabulary-based interventions for developing Arabic speaking skills.
Leveraging Artificial Intelligence-Supported Quizlet Flashcards to Enhance Arabic Vocabulary Acquisition among Madrasah Students Nur'atika; Nurlaila; Sri Wahyuningsih
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.24705

Abstract

Arabic vocabulary acquisition remains a major challenge for many learners, particularly in contexts where instruction is dominated by memorization and teacher-centered approaches. This study aimed to investigate the implementation of Artificial Intelligence-Supported Quizlet Flashcards in enhancing Arabic vocabulary acquisition among eleventh-grade students at MA Muhammadiyah Kota Bima. The study employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages conducted across two cycles. The participants were 12 students. Artificial Intelligence was utilized as a supporting tool for developing vocabulary materials, contextual example sentences, and learning exercises that were subsequently integrated into Quizlet flashcards. Data were collected through observation, tests, and documentation and analyzed using descriptive quantitative techniques. The findings revealed a consistent improvement in students’ vocabulary acquisition throughout the research cycles. The mean score increased from 67 in the pre-cycle stage to 75.17 in Cycle I and 80.67 in Cycle II. Similarly, the learning mastery rate improved from 16.7% in the pre-cycle stage to 50% in Cycle I and reached 83.33% in Cycle II. These findings indicate that AI-Supported Quizlet Flashcards can provide a more interactive, flexible, and engaging learning experience, thereby supporting students’ Arabic vocabulary acquisition. The study highlights the potential of integrating AI-assisted learning-material development with digital flashcard platforms to enhance Arabic language learning in madrasah settings.
Integrating Active Learning within an AI-Supported Gamified Environment through Zep Quiz to Improve Arabic Language Achievement Ahmad Sucipto Mulyo Utomo; Robiyah Nur; Damanhuri; Erni Zuliana
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.24896

Abstract

This study investigates the integration of Active Learning into an AI-supported gamified environment through Zep Quiz to improve Arabic language achievement among seventh-grade students at MTs Negeri 1 Bandar Lampung. The study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, consisting of two cycles involving 32 students. Data were collected through classroom observations, learning achievement tests, and documentation. Quantitative data were analyzed using mean scores, classical mastery percentages, and N-Gain, while qualitative data were analyzed through observations of student engagement during the learning process. The findings reveal that the integration of Active Learning and Zep Quiz successfully enhanced both student engagement and Arabic language achievement. The average score increased from 52.38 in the pre-cycle stage to 78.13 in Cycle I and 87.50 in Cycle II. Similarly, classical mastery improved from 28.13% to 65.63% and eventually reached 90.63%, exceeding the predetermined success criterion of 85%. The N-Gain score of 0.74 indicates a high level of improvement. These findings suggest that AI-supported gamified learning environments can effectively support Active Learning and foster meaningful improvements in Arabic language learning outcomes.
Master's Students' Perceptions of Instagram for Self-Directed Arabic Learning in the Age of Artificial Intelligence Hairul Anam; Sanja Dimyati
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.25717

Abstract

The increasing use of social media has created new opportunities for self-directed language learning beyond formal classrooms. However, little is known about how postgraduate students perceive Instagram as a medium for self-directed Arabic language learning. This study explores master's students' perceptions of Instagram and identifies its perceived benefits and challenges. A qualitative descriptive approach was employed involving master's students in the Teaching Arabic to Non-Native Speakers program at the International Islamic University Malaysia. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings indicate that students generally perceive Instagram positively because it provides flexible access to authentic learning resources, promotes continuous language exposure, and supports learner autonomy. The platform also enhances vocabulary development, listening skills, motivation, and learning flexibility. Nevertheless, digital distractions, fragmented learning content, and varying content quality remain significant challenges, highlighting the importance of self-regulation and digital literacy. This study demonstrates that Instagram's educational value lies in fostering learner autonomy and provides practical insights for integrating social media into Arabic language learning in the AI era.
تطوير التطبيق الذكي باستخدام كودولار لتعليم اللغة العربية للمبتدئين استنادا إلى كتاب "العربية بين يدي أولادنا" الجزء الأول: Developing an Intelligent Application Using Kodular for Teaching Arabic to Beginners Based on Al-‘Arabiyyah Bayna Yaday Awlādina Volume One M. Syarif Hidayatullah; Ahmed El Khateeb; Budiansyah
Alibbaa': Jurnal Pendidikan Bahasa Arab Vol. 7 No. 2 (2026)
Publisher : Universitas Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.v7i2.24910

Abstract

The teaching of Arabic to beginners in many educational institutions encounters persistent challenges, particularly the limited availability of interactive instructional tools that accommodate learner characteristics and foster autonomous learning. Although numerous educational applications exist, they often lack alignment with accredited curricula, especially the textbook Al-‘Arabiyyah Bayna Yaday Awlādina. This highlights the need to develop an intelligent application that integrates curricular content with contemporary digital technologies. The present study aimed to design and develop a smart application for beginner-level Arabic instruction, grounded in Al-‘Arabiyyah Bayna Yaday Awlādina, Volume One, utilizing the Kodular platform, and to evaluate its pedagogical validity. Employing a Research and Development (R&D) methodology based on the Borg and Gall model, the study combined qualitative and quantitative approaches across the stages of design, development, and evaluation. Findings revealed the successful creation of an intelligent application comprising interactive learning modules, exercises, language games, and audiovisual media aligned with the textbook content. The application achieved a validity rating of 93.45%, categorized as “highly appropriate,” indicating its suitability for beginner Arabic instruction. The scientific novelty of this study lies in the development of a Kodular-based intelligent application explicitly grounded in Al-‘Arabiyyah Bayna Yaday Awlādina, thereby bridging formal curricular frameworks with interactive digital technologies and offering a practical model for the development of similar educational applications.
تحليل المحتوى لتيك توك "مركز العربية" في تعليم اللغة العربية: Content Analysis of the “Markaz al-‘Arabiyya” TikTok Platform in Arabic Language Education Fatimah Syarifani; Nurul Wahdah; Aulia Mustika Ilmiani
Alibbaa': Jurnal Pendidikan Bahasa Arab Vol. 7 No. 2 (2026)
Publisher : Universitas Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.v7i2.24919

Abstract

This study aims to analyze the content and presentation of TikTok @MarkazArabiyah in Arabic language learning. This research uses a qualitative approach with the Critical Discourse Analysis method. The research data consisted of the last ten videos uploaded within a one-month period and were analyzed based on language elements, text, audio, visuals, captions, and the context of their presentation. The last ten videos were purposively selected to represent the current content presentation pattern, while the limitation to one month was done so that the data was in a relatively similar publication context so that the analysis was more consistent. The results of the study show that the content of @MarkazArabiyah presents Arabic language learning through an edutainment approach, which is a combination of educational and entertainment elements. The materials presented include vocabulary, everyday expressions, dialogues, and terms from nahwu and sharaf, packaged through songs, humor, roleplay, animation, and TikTok trends. Discourse-wise, the content is multimodal, contextual, and capable of building the image of Arabic as a modern, communicative, and enjoyable language. Although it has not replaced formal learning, TikTok @MarkazArabiyah serves as a supportive medium that broadens exposure to the Arabic language and increases the digital audience's interest in learning.
The Effectiveness of Using E-Comics to Enhance Arabic Reading Skills: A Quasi-Experimental Study at Nurul Hikmah Islamic Junior High School, East Jakarta Achmad Cholip; Azmy Ali Mucthar; Tahir Wijaya
Alibbaa': Jurnal Pendidikan Bahasa Arab Vol. 7 No. 2 (2026)
Publisher : Universitas Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.v7i2.25135

Abstract

This study aimed to investigate the effectiveness of e-comic media in  improving the Arabic reading skills of eighth-grade students at Nur Al-Hikmah Islamic Junior High School, East Jakarta. The study was motivated by students’ low interest and limited proficiency in Arabic reading, as well as the lack of interactive learning media used in classroom instruction. A quantitative approach employing a quasi-experimental method with a one-group pretest–posttest design was applied. The sample consisted of 25 eighth-grade students. Data were collected through observation, documentation, and pretest–posttest assessments and were analyzed using a paired-sample t-test. The findings revealed a significant improvement in students’ reading performance, with the mean score increasing from 62.16 in the pretest to 72.60 in the posttest. Statistical analysis indicated that the calculated t-value (13.865) exceeded the critical t-value (2.0638), with a significance value below 0.05. Therefore, e-comic media was found to be effective in enhancing students’ Arabic reading skills.
فاعلية استخدام منصة نيربود لتحسين مهارة القراءة في تعلم اللغة العربية : The Effectiveness of Utilizing the Nearpod Platform to Enhance Reading Skills in Arabic Language Learning Diyah Yunita Hikmatul Khofifah; Abdul Mutholib
Alibbaa': Jurnal Pendidikan Bahasa Arab Vol. 7 No. 2 (2026)
Publisher : Universitas Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.v7i2.25190

Abstract

This study aims to investigate the effectiveness of the Nearpod platform in improving the Arabic reading skills of tenth-grade students at Madrasah Aliyah Darul Hikmah Jepara amid the persistent challenges of Arabic language instruction, which remains largely dominated by traditional teacher-centered methods and limited integration of interactive technology. The study employed a quantitative approach using a one-group pre-test–post-test quasi-experimental design. The sample consisted of 37 students selected through purposive sampling. Data were collected through a 20-item multiple-choice achievement test that had been confirmed to be valid and reliable. Data analysis was conducted using the Shapiro–Wilk test, paired-samples t-test, N-gain analysis, and Cohen’s d effect size with IBM SPSS Statistics. The findings revealed a statistically significant difference between the pre-test and post-test scores (p < 0.001), with a mean N-gain score of 0.6209, which falls into the moderate category. In addition, the Cohen’s d effect size of 3.689 indicated a strong effect on the improvement of students’ reading skills. These findings suggest that Nearpod contributes to enhancing classroom interaction and students’ comprehension of Arabic texts. This study extends the empirical evidence on the effectiveness of Nearpod in teaching maharah qirā’ah within the context of Madrasah Aliyah, not only in terms of improving learning outcomes but also in relation to the magnitude of its impact on the quality of the learning process. Therefore, Nearpod has the potential to serve as a relevant instructional medium for strengthening technology-based Arabic reading instruction.

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