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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 113 Documents
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The Implementation of the Mimicry Memorization Method in Arabic Vocabulary Learning at MI Takhassus Darul Ulum Humaidah, Humaidah; Qomariyah, Nurul; Samoh, Tasneem
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.6.1.23362

Abstract

This study aims to describe the application of the mimicry memorization method in teaching Arabic vocabulary, analyze its implementation based on its inherent characteristics, and identify the strengths and weaknesses of this method in the context of Arabic vocabulary learning among fifth-grade students at Madrasah Ibtidaiyah (MI) Takhassus Darul ʿUlum Ngaliyan, Semarang. Employing a qualitative descriptive approach through fieldwork, the research utilized data collection techniques including observation, interviews, and documentation. Data analysis followed the Miles and Huberman model, comprising data reduction, data display, and conclusion drawing. Findings reveal that the mimicry memorization method at MI Takhassus Darul ʿUlum involves processes of listening, pronouncing, imitating, and memorizing vocabulary. Its strengths include direct skill acquisition by students, accurate and proper pronunciation, ease and enthusiasm in memorizing vocabulary, improved understanding of vocabulary material, increased student engagement, and enhanced recall of vocabulary. The weaknesses identified are limited learning time during memorization, reduced student attention to the teacher’s pronunciation in noisy classroom settings, and a lack of diverse media resources.
Taṭwīr ʾAdawāt Ikhtibār Taʿlīm al-Ṣarf al-Muʿtamidah ʿalá Niẓām ʾAndrūyd: Dirāsah Taṭbīqīyah ʿalá Ṭalābat Maʿhad Dār al-Najāh al-ʾIslāmī Silviya, Arina
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.6.1.23364

Abstract

Technological advancements have become vital in enhancing Arabic language education, particularly in assessing Arabic morphology learning at the Pondok Pesantren Daarun Najaah, where traditional methods lack innovation. This study develops "Kuis Shorof," an Android-based interactive assessment tool, driven by a needs analysis revealing the demand for digital media to improve student comprehension. Designed using Android Studio, the application includes 125 questions (35 multiple-choice, 35 true/false, 30 matching, 25 arranging) sourced from the Naẓm al-Maqṣūd textbook, featuring a user interface with cover pages, instructions, and results. Validation yielded a validity of 0.67 and reliability of 0.72, with questions rated "good" and "easy/medium," supported by expert evaluations (87% media, 95% content). Tested on 5 then 25 students, it achieved ratings of 83.73% and 88.64% ("very good"), with scores rising from 74.6 to 84.3 (13%) at statistical significance (t = -7.580, p < 0.05) and time efficiency (grading reduced to 5 minutes). Despite its benefits (interactivity, accessibility), limitations such as the absence of immediate feedback and a faulty back button necessitate improvements. Future enhancements, including AI integration, could broaden its educational impact.
Istikhdām Kitāb "Belajar Bahasa Arab Secara Tepat" fī Ta‘līm al-Lughah al-‘Arabīyah lil-Ṣaff al-Thālith bi-Madrasat Binnur al-Thānawīyah al-Islāmīyah 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

This study aims to describe the use of the textbook "Belajar Bahasa Arab secara Tepat" in teaching Arabic to third-grade students at Binnur High School, Sulang, Rembang, and to identify its strengths and weaknesses. Employing a qualitative descriptive field approach, the researcher collected data through observation of teaching processes, interviews with students and teachers, analysis of curriculum documents and the textbook, and a questionnaire involving 20 students. Data analysis involved reduction, presentation, and conclusion drawing. Findings indicate that the textbook supports the acquisition of language skills (reading, writing, listening, speaking) within 2-2.5 years, with a 95% student satisfaction rate. Its strengths include a systematic structure and practical exercises, while limitations include reliance on teacher explanations and limited alignment (20%) with the national curriculum (KMA 183/2019). The findings suggest the textbook’s potential for effective Arabic instruction in pesantren contexts, though adaptations are needed to enhance alignment and support diverse learners. Further research is recommended to test generalizability across other institutions.
Dawr Tajribat "Bandongan” al-Taʿlīmīyah fī al-Qudrah ʿalá Tarjamat al-Mubtada’ wa-al-Khabar min Wajhat Naẓar Ṭalabat Qism Taʿlīm al-Lughah al-ʿArabīyah 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

This study examines the impact of the bandongan method, utilizing Pegon Arabic translation, on students’ ability to translate mubtada’-khabar structures in medieval Islamic texts. Employing a mixed-method approach, the research involved 26 students from the class of 3B of the Arabic Language Education Study Program at Universitas Islam Negeri Walisongo Semarang. We collected data using questionnaires, tests, and observations. The questionnaire assessed experience and methods, while the test evaluated translation skills. Results indicate that 100% of students have Yellow Book (classical Islamic texts) experience, with 61,5% using bandongan, and 75% achieving high translation scores. However, 69,2% reported recitation difficulties, and 36,4% erred in identifying mubtada’-khabar. These findings suggest bandongan supports initial skills but may be limited by syntactic and non-linguistic challenges, such as Pegon adaptation for non-Javanese students. The study concludes that integrating bandongan with structured syntactic training could enhance outcomes, though further research with larger samples is recommended.
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 investigates the challenges encountered in learning mahārat al-istimāʿ (listening skills) through using YouTube as a supplementary learning tool. Employing a quantitative approach with a survey design, the research gathered data on students’ experiences and perceptions regarding the integration of YouTube in Arabic listening instruction. The findings indicate several obstacles, such as rapid native speech, unclear dialogues, unfamiliar vocabulary, auditory processing difficulties, limited comprehension, and reduced concentration. The study also highlights the psychological effects and motivational responses associated with using this platform. Despite these challenges, YouTube demonstrates significant potential as a rich and accessible resource for enhancing listening skills. The study recommends improving content accessibility, applying stricter content selection, and integrating guided learning strategies to support a more effective and engaging learning environment.
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.
Internalisasi Nilai-Nilai Multikultural dalam Proses Pembelajaran Bahasa Arab di Pendidikan Tinggi Taubah, Miftachul; Faisol Nasar Bin Madi; Sofkhatin Khumaidah; Dustnazar Khimmataliev
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

Abstract

Arabic is often perceived as a symbol of radicalism in Indonesia, despite being the sacred language of the Qur’an and a key to understanding Islamic teachings. In a diverse society like Indonesia, Arabic language education has strong potential to promote tolerance, pluralism, and nationalism, especially when integrated with a multicultural approach. Universitas Yudharta Pasuruan, rooted in pesantren traditions and committed to diversity, serves as a model for cultivating inclusive and humanistic character through Arabic learning. This study aims to: (1) analyze the concept and implementation of multicultural values internalization in Arabic language education, and (2) identify the multicultural values reflected in the process. Using a qualitative case study method, data were collected through interviews, participatory observation, and document analysis, with the researcher as the primary instrument. Data were analyzed using the Miles, Huberman, and Saldaña model, supported by triangulation. The findings show that multicultural values are internalized holistically through institutional policy, curriculum integration, contextual strategies like Project-Based Learning (PBL), student involvement, and pesantren culture. Values such as tolerance, equality, cooperation, and openness are embedded in the learning process, positioning Arabic education as an effective medium for shaping inclusive, democratic, and civilized individuals in a multicultural context.
Domestication And Foreignization Strategies In The Translation Of Humorous Hadiths: An Inquiry Into Translation Ideology Agil Husein Al Munawar; Mohamad Zaka Al Farisi; Deni Ramdani
Alsina : Journal of Arabic Studies Vol. 7 No. 1 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

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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 the descriptive equivalent, through-translation, and paraphrase strategies were each used 12.28% of the time, indicating the dominance of the domestication approach in conveying the message. Other strategies such as componential analysis (8.77%) and recognized translation, modulation, and shifts, each at 7.02%, were used in smaller proportions. The conclusion indicates that domestication strategies are more effective in maintaining both comprehensibility and religious value simultaneously. Implicitly, translators of religious humorous texts need to balance meaning accuracy and cultural acceptance to ensure that the message of religious preaching remains intact and communicative.
Al-Aṣwāt wa Dalālātuhā ‘inda Ibn Taimiyyah Rizki Gumilar; Achmad Tito Rusady; Nur Imansyah
Alsina : Journal of Arabic Studies Vol. 7 No. 1 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

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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 meaning. The strength of the sound indicates the strength of the meaning it contains, 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.
Integration of Arabic Language Curriculum in Salaf and Khalaf Islamic Boarding Schools Amirul Mukminin; Wahidmurni; Syuhadak
Alsina : Journal of Arabic Studies Vol. 7 No. 1 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

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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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