cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Alis Asikin
Contact Email
alsina@walisongo.ac.id
Phone
+6281575562237
Journal Mail Official
alsina@walisongo.ac.id
Editorial Address
Fakultas Ilmu Tarbiyah dan Keguruan Jl. Prof. Dr. Hamka, Tambakaji, Kec. Ngaliyan, Kota Semarang, Jawa Tengah 50185
Location
Kota semarang,
Jawa tengah
INDONESIA
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 162 Documents
 13   14   15   16   17 
Analisis Bahan Ajar Bahasa Arab Siswa Kelas VII MTs Raudlatul Ulum Guyangan Pati Perspektif ‘Abdurraḥmān Al-Fawzān Haning Rofi'ah
Alsina : Journal of Arabic Studies Vol. 4 No. 1 (2022)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.4.1.13139

Abstract

Teaching materials are a very important tool in learning, with the existence of materials the teacher is no longer the focal point and main source for students. Thus, the teacher is no longer burdened with complete mastery of the material or teaching materials, because students can learn independently with the existence of teaching materials or materials. This study will analyze the teaching materials for class VII Junior high school Raudhatul 'Ulum Guyangan Trangkil Pati using the perspective of 'Abd al-Raḥmān Ibn Ibrāhīm al-Fawzān. This study uses a qualitative library research method. The result of this study is that the teaching materials of Madrasah Tsanawiyah Raudlatul Ulum Guyangan Trangkil Pati are mostly in accordance with the expectations of 'Abd al-Raḥmān Ibn Ibrāhīm al-Fawzān but there are some things that are not according to the theory of 'Abd al-Raḥmān Ibn Ibrāhīm al-Fawzān. The limitation of this research is that the research does not include an analysis of the results of the use of teaching materials at Junior high school Raudhatul 'Ulum Guyangan Trangkil Pati.
Mushkilāt al-Ṭalabah fī Qirā’at al-Nuṣūṣ al-ʿArabīyah ʿalá Asās Naẓarīyat Muḥammad ʿAlī al-Khūlī Restu Budiansyah Rizki
Alsina : Journal of Arabic Studies Vol. 4 No. 2 (2022)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.4.2.13706

Abstract

This study aims to describe the problems that students face when reading Arabic texts based on Muhammad Ali Al Khuli's theories. The qualitative descriptive field method was used in this study. Data collection methods included: (1) observation, (2) questionnaire, and (3) interview methods. Data analysis methods in this study were based on Miles and Huberman's methods, which involve 4 steps: (1) data collection, (2) data reduction, (3) data presentation, and (4) data conclusion. Meanwhile, data validity testing in this study used triangulation methods from both data sources and data collection. The results of this study showed that the problems faced by students in reading Arabic texts include moving backward, emplacement, focusing, confusion, preparation, boredom, remembering, taking notice, attention, and repetition problems.
Problematika Non-Linguistik Pembelajaran Bahasa Arab Kurikulum 2013 Pascapandemi Covid-19 di MI Darul Ulum Ngaliyan Semarang Humaidah Humaidah; Luthfiyah Khoirun Nisa’
Alsina : Journal of Arabic Studies Vol. 4 No. 2 (2022)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.4.2.14599

Abstract

This research aims to describe the non-linguistic problems of implementing the 2013 curriculum in Arabic learning at MI Darul Ulum Ngaliyan Semarang after the COVID-19 pandemic and efforts to overcome them. The method used in this research is descriptive qualitative. Data were collected by interview and documentation. Non-linguistic problems are found in the process of learning activities and human resources. The problems of learning activities include interaction patterns, learning models and techniques, learning media, assessments, teaching materials, and learning processes. The problems of human resources are in the teacher and heterogeneity of students, low interest in learning Arabic, and lack of understanding of students in Arabic. Therefore, teachers must prepare, develop, and make learning Arabic as good and interesting as possible so that students become excited to learn Arabic.
Augmented Reality and Virtual Reality in Arabic Speaking Skills Instruction: A Systematic Review of Pedagogical Contributions Muhammad Fatih Budiman Putra; Octa Syakila Salsabila; Syahri Ramadhan Siregar; Idrus Afandi Akbar; Iklil Syaqifah
Alsina : Journal of Arabic Studies Vol. 8 No. 1 (2026)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.8.1.27660

Abstract

Advances in Augmented Reality (AR) and Virtual Reality (VR) have opened innovative opportunities in Arabic language learning, particularly in Arabic speaking skills (mahārat al-kalām). However, previous research remains fragmented, examining AR and VR separately without providing a comprehensive picture of their integration's impact. This study analyzes the role of AR and VR in enhancing Arabic speaking skills through a Systematic Literature Review using the PRISMA framework on 12 Scopus-indexed articles (2020–2025). The findings indicate that the integration of AR and VR significantly enhances communicative interaction and learning engagement. According to the reviewed studies, AR is effective in helping students enrich vocabulary and contextual understanding through visualization, while VR demonstrates greater effectiveness in improving speaking fluency, pronunciation accuracy, and self-confidence through immersive simulations. The combination creates a more holistic learning experience by integrating visual, auditory, and social interaction elements. However, implementation effectiveness is influenced by teacher readiness, technological infrastructure, and cost. This study identifies that AR and VR serve complementary pedagogical functions, with AR supporting vocabulary acquisition and VR enabling communicative practice. It emphasizes that effective implementation requires systematic alignment of instructional design, teacher professional development, and institutional infrastructure.
The Effect of Anxiety and Self-confidence on Arabic Speaking Proficiency in the International Class Program (ICP) Ratni Bt Hj. Bahri; Ibnu Rawandhy N. Hula; Nurul Aini Pakaya; Musdelifa Abu Samad; Yousif Abdelmannan Mohamed Godat Arrashedy
Alsina : Journal of Arabic Studies Vol. 8 No. 1 (2026)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.8.1.29134

Abstract

This study aims to analyze the influence of anxiety and self-confidence on Arabic speaking proficiency among students in face-to-face learning in the International Class Program (ICP), and to examine the direct contributions of both psychological variables to speaking performance. Using a quantitative survey design, 148 second-semester ICP students at IAIN Sultan Amai Gorontalo participated in the study. Data were collected through questionnaires and an oral speaking assessment, and were analyzed using descriptive statistics and Structural Equation Modeling (SEM). The results show that the highest anxiety indicator was frustration during live dialogue/discussion (83.8%), followed by panic when speaking (72.3%) and increased heart rate when asked to speak (71.6%). The lowest self-confidence indicator was speaking confidence (35.3%), although tolerance for making mistakes was relatively high (65.0%). In terms of speaking performance, the highest mean scores were found in fluency (78.25) and vocabulary usage (77.10), while grammar mastery had the lowest mean score (73.80). Correlation analysis showed that anxiety was negatively associated with all speaking indicators (r = –0.52 to –0.58), whereas self-confidence was positively associated with all speaking indicators (r = 0.44 to 0.49). SEM analysis showed significant direct effects: anxiety had a negative effect on Arabic speaking proficiency (β = –0.55, p < 0.001), while self-confidence had a positive effect (β = 0.47, p < 0.001). However, the model did not test a moderation effect; therefore, self-confidence cannot be interpreted as a statistically confirmed moderator. Overall, the findings indicate that anxiety and self-confidence are important psychological predictors of Arabic speaking proficiency and should be considered in the design of face-to-face Arabic learning in international classroom settings.
Development of QIRAMA Website-Based Media for Teaching Arabic Reading Skills to Eighth-Grade MTs Students in Batang Atikah Junelsya; Zukhaira; Mushaffa Rasyid Ridha
Alsina : Journal of Arabic Studies Vol. 8 No. 1 (2026)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.8.1.29532

Abstract

The reading skill (mahārah qirāʾah) is one of the four language skills that play an important role in Arabic language learning. However, research findings indicate that Arabic reading instruction for eighth-grade students at MTs in Kota Batang remains dominated by conventional teaching methods, leading to low student interest and motivation, as well as limited ability to comprehend Arabic texts. Based on these problems, this study aims to develop a web-based learning media, QIRAMA (Qirāʾah Mudah dan Asyik), to support Arabic reading skills among eighth-grade MTs students in Kota Batang. The development model used in this study is the Hannafin and Peck model, consisting of three main stages: needs assessment, design, development, and implementation. QIRAMA was designed and developed by integrating reading materials, audio features, supporting visuals, and interactive exercises. The validation results from media, material, and language experts yielded an average score of 4.72, indicating high feasibility. These findings indicate that QIRAMA is feasible based on expert validation and ready for trial as an interactive website-based learning medium for Arabic reading skills for Grade VIII MTs students in Batang City. This study focuses on feasibility only, with classroom trials suggested as the next step.
Enhancing Students’ Interest in Arabic Learning through H5P-Based Interactive E-Books Wildan Afkar; Ahmad Farhan Rif'an Najib; Ahmad Inzimam Haq
Alsina : Journal of Arabic Studies Vol. 8 No. 1 (2026)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.8.1.30477

Abstract

The growing integration of digital technology in Islamic boarding school environments has created increasing demand for interactive learning media that can sustain students' affective engagement in Arabic language instruction. This study examines the effectiveness of Lumi Education (H5P)-based interactive e-books in enhancing junior high school students' interest in learning Arabic vocabulary, employing a quasi-experimental pretest-posttest control group design with 60 students from grades VIII–IX divided equally into experimental and control groups. Learning interest is measured through five indicators, namely pleasure, attention, interest, active involvement, and desire to learn independently. The measurement was carried out using a 25-point Likert scale questionnaire that has been tested for validity and reliability. Educators and curriculum developers working in digitally transitioning Islamic educational settings may find interactive e-books a viable instructional medium for fostering affective engagement, particularly in contexts where learner homogeneity and structured intervention conditions are present. Broader adoption should, however, account for instrument sensitivity and participant diversity to ensure that reported effects are appropriately calibrated to varied educational environments.
Educators’ Strategic Roles in the Merdeka Curriculum and Their Impact on Students’ Interest in Learning Arabic Rahma Aisha Nabila; Musli Musli; Mustar Mustar; Dina Chabib Uluum; Mursyid Mursyid; Fitri Nurul'ain Nordin
Alsina : Journal of Arabic Studies Vol. 8 No. 1 (2026)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.8.1.30652

Abstract

This study analyzes the strategic roles of teachers in implementing the Merdeka Curriculum and their contribution to developing students’ interest in learning Arabic at MTs Nurul Iman, Jambi City. A qualitative case study approach was employed, with data collected through interviews, questionnaires, classroom observations, and documentation involving 16 eighth-grade students and one Arabic teacher. Data analysis integrated Teacher Role Theory, Pedagogical Content Knowledge, and Interest Development Theory. The findings show that teachers effectively enacted their roles as facilitators, motivators, learning designers, role models, and assessors providing feedback. These roles contributed to triggering situational interest, maintaining student engagement, and fostering the development of individual interest in Arabic learning. In this context, students demonstrated high and sustained interest, reflected in active participation, awareness of the importance of Arabic, and willingness to engage in independent learning. However, the use of digital-based learning media remains suboptimal due to limited facilities and infrastructure. These findings highlight that successful implementation of the Merdeka Curriculum depends on the synergy between teachers’ competencies and institutional support.
Mandailing Local Wisdom-Based Arabic Teaching Materials for Critical Thinking in Islamic Higher Education Fadlan Masykura Setiadi; Syaipuddin Ritonga; Zulpina Zulpina; Hajer Abdallah Albshkar
Alsina : Journal of Arabic Studies Vol. 8 No. 1 (2026)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.8.1.30942

Abstract

The cultural mismatch between Arabic teaching materials and students' local backgrounds remains a persistent challenge in Islamic higher education in Indonesia, often hindering cognitive engagement and critical thinking development. This study aimed to develop Arabic teaching materials integrating Mandailing local wisdom to support reading skills and critical thinking among undergraduate students at STAIN Mandailing Natal, using a Research and Development (R&D) framework with the ADDIE model. Data were collected through classroom observations, semi-structured interviews, questionnaires, expert validation, and pre-test and post-test assessments involving 30 third-semester students of the Arabic Education Program. These findings carry strategic implications for instructional innovation in Arabic language education, suggesting that culturally grounded teaching materials can serve as a meaningful pedagogical framework for strengthening linguistic competence, fostering critical thinking, and affirming students' cultural identity in Islamic higher education contexts across Indonesia.
Developing a Technology-Integrated Authentic Pragmatic Portfolio Assessment for Mahārah al-Kalām in the Malzamah Akbarnas Program Fajrotuz Zahroh; R. Umi Baroroh; Triani Agustin; Khaerul Muttakin; Agna Hawari
Alsina : Journal of Arabic Studies Vol. 8 No. 1 (2026)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.8.1.30985

Abstract

This study aims to develop a technology-integrated portfolio assessment instrument and rubric for mahārah al-Kalām, based on an authentic, pragmatic approach in the Malzamah Program Akbarnas book. Conventional assessment of mahārah al-Kalām tends to focus on structural linguistic aspects and memorization, so it does not fully represent students' Arabic language skills in the context of real communication. The study applied a Research and Development (R&D) design using the Define–Design–Develop (3D) model. Expert validation involved five experts in Arabic language education and educational assessment. The instrument achieved strong content validity (Aiken's V = 0.87) and high internal consistency (Cronbach's Alpha = 0.91), indicating high validity and reliability. A limited trial involving 32 students demonstrated the instrument's practicality and usability in real learning settings. The resulting assessment framework integrates authentic pragmatic tasks, structured rubrics, and digital portfolio documentation to assess speaking competence in contextual and communicative settings. This model offers a replicable framework for Arabic language educators seeking to implement more authentic, systematic, and technology-supported speaking assessments.

Page 16 of 17 | Total Record : 162

 13   14   15   16   17 

Filter by Year

2019 2026


Reset
Filter By Issues
All Issue Vol. 8 No. 1 (2026) Vol. 7 No. 2 (2025) Vol. 7 No. 1 (2025) Vol. 6 No. 2 (2024) Vol. 6 No. 1 (2024) Vol 5, No 2 (2023) Vol. 5 No. 2 (2023) Vol 5, No 1 (2023) Vol. 5 No. 1 (2023) Vol 4, No 2 (2022) Vol. 4 No. 2 (2022) Vol 4, No 1 (2022) Vol. 4 No. 1 (2022) Vol 3, No 2 (2021) Vol. 3 No. 2 (2021) Vol. 3 No. 1 (2021) Vol 3, No 1 (2021) Vol 2, No 2 (2020) Vol. 2 No. 2 (2020) Vol. 2 No. 1 (2020) Vol 2, No 1 (2020) Vol. 1 No. 2 (2019) Vol 1, No 2 (2019) Vol 1, No 1 (2019) Vol. 1 No. 1 (2019) More Issue