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Muchsinul Khuluq
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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 97 Documents
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Internal and External Barriers to Arabic Reading Mastery: An Empirical Study in an Indonesian Islamic Junior High School Tri Lasti Br Karo; Zulfahmi Lubis
Alibbaa': Jurnal Pendidikan Bahasa Arab Vol. 6 No. 2 (2025): Vol. 6 No. 2 (2025)
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.v6i2.21406

Abstract

This study aims to describe the types of difficulties students face in Arabic reading (qirāʾah) skills and to identify the internal and external factors influencing these challenges, including the strategies employed by teachers to address them. Employing a qualitative descriptive approach, data were collected through classroom observation, interviews, and documentation. The research subjects were seventh-grade students at MTs Sirajul Huda Tigabinanga Karo. The findings reveal that students struggle with basic literacy skills such as hijaiyah letter recognition, low motivation, and negative perceptions of Arabic. External factors such as limited teacher availability, inadequate learning support, and scarce instructional materials further exacerbate these difficulties. Nevertheless, teachers have adopted contextual strategies such as daily vocabulary routines and the integration of Islamic values to enhance students’ qirāʾah abilities. This study recommends context-based interventions and institutional support to promote more effective reading instruction in resource-constrained madrasah settings.
Gamified Digital Tools in Arabic Language Instruction: The Case of Froggy Jumps in an Indonesian Secondary Islamic School Putri, Tarisha; Sahkholid Nasution
Alibbaa': Jurnal Pendidikan Bahasa Arab Vol. 6 No. 2 (2025): Vol. 6 No. 2 (2025)
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.v6i2.21379

Abstract

This study investigates the implementation of Froggy Jumps, a gamified digital platform, in enhancing students’ motivation to learn Arabic at an Indonesian secondary Islamic school. The research was conducted using a qualitative case study approach involving eighth-grade students and their Arabic teacher. Data were collected through classroom observations, interviews, and documentation. The findings reveal that Froggy Jumps positively influenced classroom dynamics, increased student engagement, and stimulated learning interest. The gamified elements; points, levels, challenges, audio, and visual features, contributed to a more interactive and enjoyable learning experience. However, the implementation was also influenced by several contextual factors, including internet stability, access to digital devices, and classroom management. The study concludes that while Froggy Jumps is a promising instructional tool, its effectiveness depends on adequate infrastructure, teacher readiness, and responsive pedagogical strategies. Further research using quantitative or mixed methods is recommended to evaluate its impact on student learning outcomes more comprehensively.
Rhetorical Structures of Conclusion Sections in Arabic Scholarly Articles for Indonesian and Arabic Speakers Khoerun nisa, Salma; Rinaldi Supriadi; Tatang
Alibbaa': Jurnal Pendidikan Bahasa Arab Vol. 6 No. 2 (2025): Vol. 6 No. 2 (2025)
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.v6i2.21432

Abstract

This study investigates the rhetorical structures of conclusion sections in Arabic research articles written by Arab native speakers and Indonesian scholars. Using Yang and Allison’s (2003) move-step framework and a directed content analysis approach, the study examined a balanced corpus of 80 articles from linguistics and education journals. The findings reveal that Move 2 (summary of results and evaluation) is obligatory, appearing in all texts, while Move 1 (introduction) and Move 3 (implications and recommendations) are conventional but vary in frequency. Arab authors tended to emphasize Move 3, highlighting implications and prospective contributions, whereas Indonesian authors relied more on Move 1 and Move 2, stressing restatement and summary. Linguistics articles favored Move 2, while education articles highlighted Move 3. The analysis of tense and diathesis further indicates that Arab writers used māḍī (past) to stress finality and majhūl (passive) for impersonal reporting, while Indonesian writers favored muḍāriʿ (present/future) and maʿlūm (active) for generalization and clarity. Theoretically, the study confirms the adaptability of the genre-based move-step framework across languages and disciplines. Practically, it offers pedagogical insights for teaching Arabic academic writing, emphasizing discipline-sensitive genre awareness and rhetorical flexibility
Development of Genre-Based Arabic Teaching Materials Inspired by Kediri Ulama to Enhance Students’ Motivation Zubairi, Ahmad; Asrori, Imam; Nurhidayati; Judijanto, Loso; Darmanto; Azizah, Suti Mega Nur
Alibbaa': Jurnal Pendidikan Bahasa Arab Vol. 6 No. 2 (2025): Vol. 6 No. 2 (2025)
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.v6i2.21569

Abstract

An ongoing issue in the majority of schools is the lack of enthusiasm among students for Arabic classes. The purpose of this research is to identify effective strategies for piquing students' interest in Arabic language acquisition through the creation of genre-based pedagogical resources informed by the works of Kediri ulama. There are 60 Students from Madrasah Aliyah Sunan Gunung Jati who were divided into two groups for the study: one group was given a pre-test and the other group was given an experimental assignment. The study used a quasi-experimental approach. Product Moment Correlation, Cronbach's Alpha, Levene's test, Shapiro-Wilk test, and Independent Sample T-test were used to assess the quantitative data that was collected from a learning motivation questionnaire. Students' intrinsic motivation to learn Arabic was significantly higher in the experimental group compared to the control group after the development and implementation of genre-based instructional materials. To ensure that instructional materials are relevant and practical in madrasah education, the study stresses the importance of collaboration among historians, educators, and professionals in the Arabic language.
The AI Revolution in Arabic Language Learning: An Analysis of ChatGPT’s Role in Autonomous Learning Humairoh, Sitti Wardatul; Nurul Hadi; Umi Hanifah
Alibbaa': Jurnal Pendidikan Bahasa Arab Vol. 7 No. 1 (2026): Vol. 7 No. 1 (2026) | in progress
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.v7i1.22479

Abstract

The rapid advancement of artificial intelligence (AI) has increasingly influenced language education, including Arabic as a foreign language. This study examines the role of ChatGPT as an AI-based conversational model in supporting autonomous Arabic language learning and explores the pedagogical implications of its use in the digital era. Employing a qualitative conceptual library research approach, the study synthesizes academic literature published between 2020 and 2025 on AI-assisted language learning, learner autonomy, and Arabic language pedagogy. This synthesis is complemented by structured interaction simulations with ChatGPT, which are employed as analytical artifacts. Through conceptual and thematic analysis, the study identifies three core pedagogical functions of ChatGPT: (1) providing interactive and adaptive linguistic input, (2) delivering corrective feedback, and (3) functioning as a co-writing partner that supports text revision. These functions enable flexible, iterative, and reflective language practice while maintaining learner control over the learning process. The findings suggest that the use of ChatGPT should be integrated within a well-defined pedagogical framework, underscoring the continued importance of human instructors and the need for further empirical research. This study proposes a conceptual framework that positions ChatGPT as a learning companion in Arabic language education.
Revisiting Arabic Grammar Instruction: An Experimental Study on the Pedagogical Application of Antoun Dahdah’s Linguistic Framework Gilang Mahirul Mursyid
Alibbaa': Jurnal Pendidikan Bahasa Arab Vol. 7 No. 1 (2026): Vol. 7 No. 1 (2026) | in progress
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.v7i1.22485

Abstract

Arabic grammar instruction is often perceived as complex and cognitively demanding due to its abstract and rule-based nature. This study revisits Arabic grammar instruction by examining the pedagogical application of Antoun Dahdah’s linguistic framework, which emphasizes the visual and systematic organization of grammatical rules. Using a quasi-experimental design, the study was conducted at a public Islamic senior high school (MAN 1 Lamongan, Indonesia) and involved two intact eleventh-grade classes: an experimental group taught using Dahdah’s framework and a control group taught through conventional instruction. The instructional focus was on fiʿl muḍāriʿ mansūb and majzūm. Data were collected through pre-tests and post-tests to measure grammar achievement and a questionnaire to examine students’ perceptions. The results showed a significant difference in post-test scores in favor of the experimental group. Normalized gain analysis indicated that the Dahdah-based instruction was moderately effective in improving students’ grammatical competence. In addition, students reported highly positive perceptions toward the clarity and organization of the instructional framework. These findings suggest that Antoun Dahdah’s linguistic framework offers a pedagogically valuable approach to reorganizing Arabic grammar instruction in secondary education.
Aristotelian Rhetoric and Arabic Balāghah in Teaching Arabic as a Foreign Language: A Conceptual Comparative Study Muhammad Dhiya’ Syaifullah; Kamal Yusuf; Sovia Fahraini
Alibbaa': Jurnal Pendidikan Bahasa Arab Vol. 7 No. 1 (2026): Vol. 7 No. 1 (2026) | in progress
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.v7i1.22504

Abstract

This study examines the conceptual relationship between Aristotelian rhetoric and Arabic balāghah within the context of Teaching Arabic as a Foreign Language (TAFL), with a particular focus on speaking skills (maharah al-kalām). Using a conceptual comparative approach, the study analyzes primary rhetorical texts and relevant secondary literature to identify differences in epistemological orientation, rhetorical mechanisms, and pedagogical implications. The findings reveal that Aristotelian rhetoric is grounded in rational–pragmatic persuasion, positioning language as an instrument to influence audiences, whereas Arabic balāghah is oriented toward the appropriateness of meaning and context, viewing language as a system of contextualized meaning. These differences result in distinct approaches to speech design, rhetorical evaluation, and assessment in TAFL. The study argues that uncritical adoption of Aristotelian rhetorical frameworks risks neglecting the language-specific and contextual nature of Arabic rhetoric. Consequently, it proposes an integrative pedagogical perspective that combines the structural strengths of Aristotelian rhetoric with the linguistic–pragmatic foundations of Arabic balāghah to enhance the teaching of Arabic speaking skills.
AI-Augmented Game-Based Learning for Enhancing Arabic Speaking Skills: Evidence from a Quasi-Experimental Study Mustaghfirin; Masrun; Rusdi
Alibbaa': Jurnal Pendidikan Bahasa Arab Vol. 7 No. 1 (2026): Vol. 7 No. 1 (2026) | in progress
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.v7i1.22619

Abstract

This study investigates the effectiveness of AI-augmented game-based learning in enhancing Arabic speaking skills (maharah kalām) among junior secondary students. Employing a quasi-experimental design with a pretest–posttest control group, the study was conducted at SMP Islam Baitul Qur’an Riau involving 40 students divided into an experimental group and a control group. The experimental group received Arabic speaking instruction through a Truth or Dare game designed with instructional support from artificial intelligence, while the control group followed conventional instruction. Data were collected through speaking tests and analyzed using paired-samples and independent-samples t-tests. The findings reveal that both groups showed improvement; however, the experimental group demonstrated a significantly higher increase in speaking performance than the control group. These results indicate that integrating game-based learning with AI-supported instructional design can create a more interactive and communicative learning environment, thereby effectively improving Arabic speaking skills
Constructivist Principles in Arabic Reading Instruction: An Analysis of the Fathul Kutub Program in an Islamic Boarding School Nisa Ainul Itsna; Agus Yasin; Najma Ulayya Alfany
Alibbaa': Jurnal Pendidikan Bahasa Arab Vol. 7 No. 1 (2026): Vol. 7 No. 1 (2026) | in progress
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.v7i1.22625

Abstract

This study examines how constructivist learning principles are manifested in Arabic reading instruction through the Fathul Kutub program in an Islamic boarding school and explores the learning processes that characterize students’ engagement with Arabic texts. Employing a qualitative case study design, data were collected through classroom observations, semi-structured interviews with students and teachers, and document analysis. The findings reveal that Arabic reading instruction in the Fathul Kutub program is characterized by active student engagement, gradual meaning construction, and facilitated learning interactions. Text comprehension does not emerge instantly but develops through a sequence of independent reading, peer discussion, and guided clarification. Teachers play a facilitative role by prompting students’ thinking and supporting meaning-making rather than providing direct explanations. The study highlights Arabic reading instruction as a learning process shaped by interaction among learners, texts, and pedagogical practices. Rather than evaluating program effectiveness, this study contributes conceptually by emphasizing a process-oriented understanding of qirā’ah instruction within a pesantren context
Bridging Fusha and ‘Ammiyah: Rethinking Arabic as a Foreign Language Curriculum in Diglossic Contexts Nursyahidatul Urwati; Zailani Novian; Abd Syakur; Sarah Salsabila; Hesti Agustin
Alibbaa': Jurnal Pendidikan Bahasa Arab Vol. 7 No. 1 (2026): Vol. 7 No. 1 (2026) | in progress
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.v7i1.22726

Abstract

Although Arabic diglossia between fusha and ‘ammiyah has been widely examined in sociolinguistic studies, Arabic as a Foreign Language curricula in Indonesia largely remain fusha-centered and structurally oriented, with limited attention to the sociolinguistic and communicative realities of Arabic-speaking communities. This study addresses this gap by examining the functional use of fusha and ‘ammiyah in social interaction and analyzing their implications for Arabic language curriculum development in Indonesia. Employing a descriptive qualitative approach based on a critical review of relevant sociolinguistic and pedagogical literature, this research synthesizes conceptual findings on Arabic diglossia and curriculum orientation. The findings indicate that the dominance of a fusha-centered structural approach creates a mismatch between learners’ linguistic competence and the communicative practices of native Arabic speakers, who predominantly rely on ‘ammiyah in everyday interaction. This study contributes to Arabic language pedagogy by proposing a conceptual framework for integrating selective ‘ammiyah elements into the curriculum alongside the development of intercultural communicative competence. Such integration is expected to enhance learners’ contextual, pragmatic, and sociocultural abilities, enabling more effective and authentic communication in real-life Arabic-speaking environments.

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