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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 125 Documents
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Istikhdām Kitāb "Belajar Bahasa Arab Secara Tepat" fī Ta‘līm al-Lughah al-‘Arabīyah lil-Ṣaff al-Thālith bi-Madrasat Binnur al-‘Āliyah Rembang Muntafa, Abdullah Zulfa
Alsina : Journal of Arabic Studies Vol. 6 No. 2 (2024)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.6.2.23365

Abstract

The objectives of this research are to describe the use of the educational book "Belajar Bahasa Arab secara Tepat" in teaching Arabic to the third-grade students at Binnur High School, Solang, Rembang Regency, and to identify its advantages and disadvantages. This research is a descriptive field study or qualitative descriptive research conducted at Binnur High School, Solang. Data were collected through four methods: observation, interviews, documentation, and questionnaires. The methods used for data analysis after collection are data retrieval, data reduction, data presentation, and conclusion drawing. The research results show that the book "Belajar Bahasa Arab secara Tepat" is a new discovery in the field of Arabic language methodology as an attempt to simplify and accelerate the learning of Arabic. Teaching Arabic using the book "Belajar Bahasa Arab secara Tepat" at Binnur High School, Solang, is effective and highly impactful, as this book is a new innovation. The advantages of using the book "Belajar Bahasa Arab secara Tepat" in teaching Arabic to the third-grade students at Binnur High School, Solang, include factors related to the students, teachers, educational tools, environment, time, and study materials. The disadvantages are related to factors such as the students, teachers, teaching tools, environment, and study materials.
Dawr Tajribat "Bandongan” al-Ta‘līmīyah fī al-Qudrah ‘alá Tarjamat al-Mubtada’ wa-al-Khabar min Wajhat Naẓar Ṭalabat Qism Ta‘līm al-Lughah al-‘Arabīyah Kamila, Annisa Nabhan; Salma, Qatrunnada Habibah; Tsabit, Ubaidillah
Alsina : Journal of Arabic Studies Vol. 6 No. 2 (2024)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.6.2.23367

Abstract

The learning method for the Yellow Book in Islamic boarding schools uses the Arabic translation of Pegon to make its meaning. Pegon Arabic translation is one of the local wisdoms and traditions of studying medieval Islamic texts in the education system implemented by traditional Islamic boarding schools in Java which is still used today. This research takes the form of field research with research methods in the form of qualitative methods, namely data collection techniques by filling out questionnaires and tests. What defines Bandongan is a learning activity that has an approach that prioritizes collective service (collective approach). Mubtada linguistically means starting, so in nahwu science terms mubtada is the term at the beginning of a sentence in the form of ma'rifah. Meanwhile, Khobar is the isim read by Rofa, side by side with mubtada. So the definition of Mubtada Khobar is two isim which form the composition of the number of ismiyyah (perfect sentences). Based on the results of data collection using a questionnaire conducted on 26 students in the PBA 3B class, researchers found that almost 100% of the PBA 3B Class of 2022 students had studied the book. From the test results, it can be seen that almost 80% of students who have studied using the bandongan method have the ability to translate well based on the data presented above, so the author concludes that reciting the Koran using the bandongan method is more common than the sorogan method. In bandongan method activities, students do not need to demonstrate their ability to read or translate the yellow book. And in this activity students only pay attention, write, listen and listen to kiai when translating a book into Javanese. Bandongan has been used for a long time by some Indonesian people in Islamic boarding schools, especially in Central Java and East Java.
The Challenges of Learning Arabic Listening Skills Using Youtube as a Learning Tool Azka, Lulu; Hafsoh, Ummi Nur; Ibrahim, Faishol Mahmoud Adam
Alsina : Journal of Arabic Studies Vol. 6 No. 2 (2024)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.6.2.23369

Abstract

This study presents the challenges of learning maharah al-istima' (listening skills) through the use of YouTube as a learning tool. The research employed a quantitative approach with a survey design as its methodological framework. The survey aimed to gather data on students' experiences and perceptions regarding the use of YouTube in learning maharah al-istima' in Arabic. The results revealed several challenges, including the fast-paced speech of native Arabic speakers, unclear dialogue, the presence of unfamiliar vocabulary, auditory difficulties, trouble understanding the material, and a lack of focus during learning. The analysis also explored the psychological impact and student motivation when using this medium. Despite the challenges identified, the potential benefits of YouTube as a learning tool remain substantial. Therefore, further efforts are required to improve accessibility, establish stricter content selection criteria, and implement effective guidance strategies to create a more balanced and productive learning experience.
Tren Pengembangan Media Pembelajaran Bahasa Arab di Indonesia Era 5.0 Alfurochmatin, Anisa; Jusoh, Ahmad Muhaimin Bin Mat
Alsina : Journal of Arabic Studies Vol. 6 No. 1 (2024)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.6.1.21278

Abstract

This study aims to analyze the development methodologies of Arabic language learning media that utilize technology in the 5.0 era, mainly through applications used in the learning process. With the onset of the 5.0 era in 2017, teachers are expected to harness advancing technologies to achieve educational objectives. This study employs the Corpus Approach by collecting 30 articles published over the last five years, between January 2019 and December 2023, using the Google Scholar search engine. The study focuses on identifying development methodologies, product outcomes, types of applications developed, year of publication, article indexing, and the skills (mahārah) intended to be achieved. The results indicate that most developers utilized Research and Development (R&D) methodologies, with 54% employing the ADDIE model, 30% using the Borg & Gall model, 7% using the 4D model, 6% employing the Hannafin Peck model, and 3% using the Lee & Owens model. 80% of the articles developed software applications for PC or Android, while 20% focused on hardware development. The year 2019 saw the highest number of articles submitted. Article indexing includes SINTA 2-5 and conference proceedings. The primary focus of skill development was on vocabulary (mufradāt) mastery and reading (qirā’ah). Feasibility tests showed that 100% of the products were rated as "very feasible and good," supported by validation tests from experts and pre-test and post-test evaluations conducted directly using either T-tests or limited-scale tests.
Implementasi Pembelajaran Bahasa Arab Materi Qawāʿid Menggunakan Media Visual Wall Chart di Madrasah Aliyah Nisa, Luthfiyah Khoirun; Mutholib, Abdul
Alsina : Journal of Arabic Studies Vol. 6 No. 2 (2024)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.6.2.22325

Abstract

This study evaluates Arabic grammar (qawāʿid) instruction using visual wall charts in class XD at MA NU 03 Sunan Katong, Kaliwungu, Kendal, during the 2023/2024 academic year, assessing alignment with the SECTIONS framework. Employing a qualitative descriptive approach, the study involved the Arabic teacher, principal, and 33 students, with data collected via observations, interviews, documentation, and assessment records, analyzed using triangulation. Findings reveal that instruction comprises preparation (material development, wall chart creation), implementation (introducing concepts, examples, question-and-answer sessions, interactive exercises, discussions), and follow-up (group assessments, daily quizzes). The wall chart improved student outcomes, with an average score of 81 (meeting ≥75 criteria), notably for 70% of students without Arabic knowledge, and enhanced engagement among 60.6% visual learners. Per the SECTIONS framework, the wall chart aligns with seven criteria (Students, Ease of Use, Cost, Teaching and Media Selection, Interaction, Organizational Issues, Security and Privacy). However, it lacks Networking alignment due to its non-digital nature. Wall charts are effective for qawāʿid in resource-limited settings, though digital integration could enhance learning resources. Future research should explore multimodal approaches to accommodate diverse learning styles. 
Peran Dosen Native Speaker dalam Pembelajaran Bahasa Arab di Perguruan Tinggi Taflilah, Dina; Nordin, Puan Farah Nadiah
Alsina : Journal of Arabic Studies Vol. 6 No. 2 (2024)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.6.2.22385

Abstract

This study aims to analyze the implementation of Arabic language learning with a native speaker at the Arabic Language Education Program (PBA) of UIN Walisongo Semarang, the role of the native speaker in enhancing language skills, and the responses of the 2021 cohort students to their presence. Employing a mixed methods approach with a convergent parallel design, the study integrates qualitative data from observations, interviews, and documentation, and quantitative data from a Guttman scale questionnaire involving 24 International Class Program (ICP) students in the sixth semester. Findings indicate that the native speaker enhances kalām (speaking) and istimāʿ (listening) skills through a bī’ah lughawīyah (Arabic language environment). The native speaker serves as a teacher, authentic language source, motivator, facilitator, and provider of Arabic cultural insights. Students responded positively, most agreeing on the native speaker’s role and expressing satisfaction and comfort. The study suggests integrating native and non-native teachers and developing cultural modules for optimal learning outcomes.
Investigating the Implementation of Language Learning Strategies in Alleviating Foreign Language Anxiety Among University Students Hasan, Muhammad; Masruroh, Lu'luil
Alsina : Journal of Arabic Studies Vol. 6 No. 1 (2024)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.6.1.22948

Abstract

Foreign Language Anxiety (FLA) significantly impacts language acquisition, yet its interplay with Language Learning Strategies (LLS) remains underexplored in the context of Arabic language learning in Indonesian Islamic higher education. This study examines the relationship between FLA and LLS among university students learning Arabic at STAI Al-Yasini Pasuruan, Indonesia. In this setting, cultural and religious factors may uniquely influence language anxiety. The research aims to assess the levels of FLA, evaluate the frequency of LLS use, and explore the correlation between these variables. Employing a quantitative descriptive and correlational design, data were collected using Horwitz and Cope’s Foreign Language Classroom Anxiety Scale (FLCAS) and Oxford’s Strategy Inventory for Language Learning (SILL). The study involved 82 students, selected through convenience sampling due to its practicality and accessibility within the institution’s academic schedule. Descriptive statistics revealed moderate anxiety levels among participants, with female students reporting slightly higher anxiety than males. Students moderately used most LLS categories but employed compensation strategies less frequently. Pearson product-moment correlation analysis indicated a statistically significant negative correlation (r = -.140, p < .05) between FLA and LLS, suggesting that increased use of LLS is associated with reduced anxiety in Arabic language learning. These findings offer practical implications for educators integrating strategy training to mitigate FLA, particularly in culturally distinct educational contexts.
Al-Dalālāt al-Naḥwīyah li-Ḥarf al-Jarr “Min” fī Matn al-Ghāyah wal-al-Taqrīb li-Abī Shujāʿ al-Iṣfahānī: Dirāsah Taḥlīlīyah fī al-Siyāq al-Fiqhī Ardhiani, Aldia Rahma; El Farruq, Mohammed Dzaky
Alsina : Journal of Arabic Studies Vol. 6 No. 1 (2024)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.6.1.23067

Abstract

This study analyzes all instances of the preposition “min” in Matn al-Ghāyah wal-Taqrīb by Abū Shujāʿ al-Iṣfahānī, with the aid of an Indonesian translation to facilitate tracing. The method employed is library research with a descriptive qualitative approach. The analysis focuses on identifying the meaning of the preposition “min” based on its syntactic and semantic contexts in the text. A total of 177 occurrences of “min” were found, reflecting eleven primary meanings. The most dominant meaning is bayān al-jins (28.8%), typically in sacrificial animals, zakat, and wives’ maintenance discussions. This meaning is followed by zā’idah (22.0%), often found in emphatic contexts or following a negative element, and tabʿīḍ (20.9%), related to partition or part of a category. The meaning ibtidāʾ al-ghāyah (13.0%) also appears in zakat, pilgrimage, and expiation topics. Other meanings, such as al-mujāwazah, taʿlīl, and several minor meanings, were found in smaller numbers. These results indicate that the distribution of meanings is uneven and influenced by fiqh themes and the normative objectives of the text. Studying grammatical structure and semantic function within legal contexts analyzes four primary meanings deeply. These findings confirm that using the preposition “min” in fiqh texts is systematic and reflects a linguistic strategy aligned with the pattern of Islamic legal formulation.
Penerapan Metode Audiolingual dalam Pembelajaran Keterampilan Menyimak Bahasa Arab secara Daring: Studi Kasus di SMPIT Adzkia Padang Lestari, Sri Indah; Yasmadi, Yasmadi; Taufiqurrahman, M.
Alsina : Journal of Arabic Studies Vol. 6 No. 1 (2024)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.6.1.23100

Abstract

This study aims to investigate the implementation of the audiolingual method in teaching Arabic listening skills at SMPIT Adzkia Padang during the COVID-19 pandemic. The research employs a qualitative descriptive approach, with data collected through structured observations and in-depth interviews with eighth-grade students and Arabic language teachers. The findings reveal that the audiolingual method positively impacts students' listening skills, with nearly 90% of students being able to memorize, recall, and use the sentences or texts taught. However, online learning and time constraints posed challenges to the optimal application of this method. Teacher perceived the audiolingual method as less effective for online learning and suggested that lecture-based methods were more suitable for explaining theoretical concepts. The study also found that the Arabic learning guidebook needed to be aligned with the students' proficiency levels, which hindered the learning process. These findings provide educators with insights regarding the audiolingual method's strengths and limitations, emphasizing the importance of adapting teaching methods to the context and students' needs.  
Conventional and Contemporary Arabic Language Teaching Methods: A Comparative Analysis Mahbubi, Abdillah
Alsina : Journal of Arabic Studies Vol. 6 No. 2 (2024)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.6.2.23307

Abstract

This study compares conventional and contemporary Arabic language learning methods to analyze their effectiveness, assessment strategies, and integration in Indonesia's context of pesantren and madrasah. Using a literature review approach, this research examines conventional methods (grammar-translation, direct, audio-lingual) and contemporary methods (eclectic, communicative, technology-based). The findings reveal that conventional methods, dominant in pesantren, excel in building grammatical foundations and understanding classical texts but lack emphasis on practical communication skills. Conversely, contemporary methods, prevalent in madrasahs, enhance speaking and student engagement through technology and interactive activities, though they require robust infrastructure and teacher training. Assessment strategies range from written tests for conventional methods to project-based and online assessments for contemporary methods. An integrated model combining grammar-translation, communicative, and technology-based approaches is proposed to address diverse learner needs across beginner, intermediate, and advanced levels.

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