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Alis Asikin
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Alsina : Journal of Arabic Studies
Published by Universitas Islam Negeri Walisongo Semarang
ISSN : 26226138     EISSN : 26226146     DOI : 10.21580
Core Subject : Science, Education, Social,
Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences
Alsina : Journal of Arabic Studies, ISSN 2477-8117 (e) 2477-8109 (p) is published by the Arabic Language Learning Department, Fakultas Ilmu Tarbiyah dan Kependidikan, Universitas Islam Negeri (UIN) Walisongo Semarang. This journal focuses on theories and thoughts on Arabic studies in general. This journal specializes in Arabic language learning, and theories. This journal warmly welcomes contributions from scholars of related disciplines.
Arjuna Subject : Umum - Umum
Articles 6 Documents
 1 
Search results for , issue "Vol. 7 No. 1 (2025)" : 6 Documents clear
Implementasi Penilaian Non-Tes Mahārah Kalām: Studi Kasus Multisitus di Perguruan Tinggi Yogyakarta Setyawan, Cahya Edi; Zulaeha; Akhsan; Alribdi, Nada Ibrahim; Ahmadi M
Alsina : Journal of Arabic Studies Vol. 7 No. 1 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.7.1.26108

Abstract

Non-test assessment is an evaluation method that focuses on students’ processes and performance in real contexts without relying on written examinations. This study aims to analyze the implementation of non-test assessment in the mahārah kalām (speaking skills) course at three higher education institutions: STAI Masjid Syuhada (STAIMS), Universitas Muhammadiyah Yogyakarta (UMY), and UIN Sunan Kalijaga Yogyakarta (UIN Suka). Employing a multi-site case study with a descriptive qualitative approach, data were collected through in-depth interviews, participatory classroom observations, and analysis of assessment documents and student outputs. The findings reveal diverse strategies tailored to each institution’s characteristics. STAIMS applies a project-based assessment by producing Arabic-language vlogs to enhance communication, creativity, and digital literacy. UMY adopts a process-based approach through simulations and role-play, enabling gradual skill development with direct feedback. UIN Suka relies on intensive muḥādathah and khiṭābah minbarīyah practices to refine fluency and formal rhetoric. All three models are grounded in authentic and performance-based assessment principles, evaluating competence contextually, applicatively, and holistically. This study underscores that diverse approaches can complement one another in developing Arabic speaking proficiency, offering comparative insights into locally adapted pedagogical innovations aligned with learners’ needs and learning contexts.
Kahoot Gamification: Fostering Critical Thinking in Arabic Listening Comprehension Hikmawati, Sholihatul Atik; Fatim, Al Lastu Nurul; Hamid, M. Abdul; Ma’arif, A. Samsul; Bakhiet, Bakri Muhammad
Alsina : Journal of Arabic Studies Vol. 7 No. 1 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.7.1.28086

Abstract

In the era of digital transformation, education increasingly demands innovative pedagogical approaches that not only enhance language proficiency but also cultivate students’ critical thinking skills. This study explores how Kahoot gamification supports the development of critical thinking in Arabic listening comprehension. The research employed a qualitative approach with a single instrumental case study design to examine the integration of Kahoot-based learning activities and their cognitive outcomes. Data were collected through participant observation, documentation, and interviews involving 39 undergraduate students from the Faculty of Sharia, UIN Maulana Malik Ibrahim Malang, class of 2024. The data were analyzed using the interactive model of Miles and Huberman to identify indicators of critical thinking based on Facione’s six dimensions: interpretation, analysis, evaluation, inference, explanation, and self-regulation. The findings revealed that Kahoot gamification was implemented through four learning activities: song playback, simple dialogue, short film, and short story. Each activity stimulated distinct aspects of critical thinking, with song and short film activities generating the most active responses. The study suggests that Kahoot gamification may serve as an effective pedagogical tool to foster engagement and higher-order thinking in Arabic listening instruction, particularly for beginner-level learners.
Internalisasi Nilai-nilai Multikultural dalam Proses Pembelajaran Bahasa Arab di Pendidikan Tinggi Miftachul Taubah; Bin Madi, Faisol Nasar; Khumaidah, Sofkhatin; Khimmataliev, Dustnazar
Alsina : Journal of Arabic Studies Vol. 7 No. 1 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.7.1.26544

Abstract

Although Arabic is the sacred language of the Qur’an and the key to understanding Islamic teachings, in Indonesia it is often misunderstood due to its association with socio-political issues. This study is significant in strengthening the values of tolerance, pluralism, and nationalism through an inclusive and humanistic Arabic language learning approach at Yudharta University Pasuruan (UYP), an Islamic boarding school–based university that upholds diversity. The aim of this research is to analyze the concept, implementation, and multicultural values internalized in Arabic language learning. The study employs a qualitative case study approach using interviews, moderate participant observation, and documentation, with data analyzed through condensation, presentation, and verification stages using source and technique triangulation. The findings show that the internalization of multicultural values at UYP is based on three main pillars: institutional policy, curriculum integration, and pesantren culture. Implementation is carried out through active and inclusive learning, value integration in assignments, and experiential field activities. The dominant values include tolerance, togetherness, equality, and cultural openness. This study produces the Multicultural Learning Ecosystem Model, illustrating that the internalization of values occurs simultaneously through structural, pedagogical, cultural, and experiential dimensions, serving as a model for multicultural-oriented Arabic language education.
Al-Aṣwāt wa-Dalālātuhā ʿinda Ibn Taymīyah Gumilar, Rizki; Rusady, Achmad Tito; Imansyah, Nur
Alsina : Journal of Arabic Studies Vol. 7 No. 1 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.7.1.26651

Abstract

Phonetic problems in Arabic are classic problems studied since the age of Al-Khalil bin Ahmed Al-Farahidi (d. 170 AH). This science is still being studied and developed to this day and has even become something that cannot be separated from linguistics. Ibn Taymiyah was an expert in religious knowledge who paid great attention to sound and its meaning. On this basis, through the use of semantic descriptive analysis, this research seeks to collect opinions regarding the meaning of sounds and at the same time compare them with what ancient and contemporary phonetic scholars have put forward regarding this issue. Among the results obtained from this research is the correspondence between the sounds in Arabic and the meaningThe phonetic intensity of a sound corresponds to the semantic intensity of its meaning, and vice versa. This study is really needed by Arabic language students, because some of them have difficulty memorizing Arabic vocabulary which is so large and cannot be distinguished from one another except by just one letter or just one vowel. Not only that, it is hoped that this research can contribute to knowledge on the topic of discussing semantics and phonetics.
Domestication and Foreignization Strategies in the Translation of Humorous Hadiths: An Inquiry into Translation Ideology Al Munawar, Agil Husein; Mohamad Zaka Al Farisi; Deni Ramdani
Alsina : Journal of Arabic Studies Vol. 7 No. 1 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.7.1.26831

Abstract

The difficulty of translating humor that is rich in cultural and religious values poses a dilemma between preserving the authenticity of the source text or adapting it to the culture of the target audience. This challenge becomes even more significant in the translation of the Prophet's humorous hadiths, which contain messages of Islamic preaching and ethics. To address this issue, a qualitative approach was employed, involving content analysis of the humorous hadiths in the book Everything Has Its Time by Sheikh Mahmud Al-Mishri, translated by Ustadz Abdul Somad. Data analysis was conducted by identifying cultural words, classifying translation strategies according to Peter Newmark, and interpreting ideological tendencies based on Lawrence Venuti's domestication and foreignization theory. The results of the study indicate that domestication strategies, particularly descriptive equivalent, through-translation, and paraphrase, were used most frequently, while other strategies such as componential analysis, recognized translation, modulation, and shifts appeared less often. The conclusion suggests that domestication strategies contribute to achieving a balance between meaning accuracy and cultural acceptance, thereby maintaining both comprehensibility and religious values. Translators of religious humorous texts are therefore encouraged to uphold this balance so that the message of Islamic preaching remains intact and communicative.
Integration of Arabic Language Curriculum in Salaf and Khalaf Mukminin, Amirul; Hanun, Aisyatul; Maskuri; Wassalwa, Almannah; Sani, Dahiru
Alsina : Journal of Arabic Studies Vol. 7 No. 1 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.7.1.27631

Abstract

This study aims to analyze the design and impact of the integration of Arabic language curricula between the salaf and khalaf pesantren approaches in the Arabic Language Program at Madrasah I’dadiyah Salafiyah Syafi’iyah Sukorejo Situbondo. This integration is carried out in response to the challenges of contemporary Arabic education, which requires mastery of classical texts as well as modern communication skills. Using a descriptive qualitative approach, data were collected through observation, in-depth interviews, and document analysis involving the curriculum, teachers, students, and institutional management. The results of the study indicate that the integrative curriculum successfully combines the strengths of the salaf pesantren, which emphasizes the understanding of classical Islamic texts (kitab kuning), with the advantages of the khalaf pesantren, which focuses on communicative competence. The pedagogical approaches employed include the sorogan, bandongan, hiwar, muhadatsah, and qirā’ah methods, all of which have proven effective in enhancing students’ abilities in both understanding Islamic texts and actively using the Arabic language. Substantively, this curriculum has produced graduates who are adaptive, communicative, and ready to compete in both academic and global arenas. This research provides both conceptual and practical contributions to the development of a contextual and sustainable pesantren-based Arabic language curriculum.

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