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Muchsinul Khuluq
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alibbaa@iainmadura.ac.id
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+6282332998080
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alibbaa@iainmadura.ac.id
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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 84 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.

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