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Kalamuna
Published by STAI DR. KHEZ. Muttaqien Purwakarta
ISSN : 26554267     EISSN : 27456943     DOI : https://doi.org/10.20212/klm
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Yhis journal is written using multilingual and contains scientific articles, research, research of community society, students thesis and we are invites scholars and experts working specializes in arabic education and learning at schools, madrassas, an/or Islamic boarding schools (pesantren) in Indonesian Context.
Arjuna Subject : -
Articles 112 Documents
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Optimalisasi Memori dalam Pembelajaran Bahasa Arab: Kajian Neuropsikolinguistik : Indonesia Sriyono, Siti Amelia; Amrulloh, Abdul Kahfi; Ahmad, Zainal Arifin; Setyorini, Dwichandra
Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 7 No. 1 (2026): Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat (P3M) STAI DR. KHEZ. Muttaqien Purwakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52593/klm.07.1.01

Abstract

Learning Arabic for non-Arabic speakers faces complex linguistic, cognitive, and affective challenges, particularly related to working memory limitations, cognitive load, and difficulties in retaining vocabulary and linguistic rules. Differences in the phonological, morphological, syntactic, and writing systems of Arabic often complicate the process of encoding and storing information in long-term memory. Therefore, learning strategies that optimize memory function and strengthen learners' memory are needed. This study aims to examine the role of mnemonic method and multisensory approach in strengthening memory in Arabic language learning. The method used is a narrative review of scientific articles from 2020 to 2025 obtained through Google Scholar and ResearchGate. The results show that mnemonic techniques—such as rhymes, acronyms, keywords, and chunking—are effective in helping to encode, store, and recall Arabic language information, especially vocabulary and grammar. In addition, a multisensory approach involving visual, auditory, and kinesthetic components has been proven to enrich the information encoding process, increase learning motivation, and strengthen material retention. The integration of mnemonic method and multisensory learning contributes significantly to creating Arabic language learning that is more effective, engaging, and adaptive to the memory mechanisms of learners.
The Role of a Multilingual Environment in the Acquisition of Arabic as a Second Language: A Case Study at Pondok Modern Arrisalah Ponorogo Kirani, Lintang Luthfi; Meiliyati, Ruhamauliyah; Munip, Abdul
Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 7 No. 1 (2026): Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat (P3M) STAI DR. KHEZ. Muttaqien Purwakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52593/klm.07.1.02

Abstract

This study aims to analyze the role of a multilingual environment in the acquisition of Arabic as a second language at Pondok Modern Arrisalah Ponorogo. The multilingual environment, which involves the use of Arabic, English, and Indonesian, represents an interesting linguistic phenomenon to be examined from the perspective of second language acquisition. This research employs a qualitative approach with a case study design. Data were collected through observation, in-depth interviews, and documentation, involving students, Arabic language teachers, and language coordinators as research participants. The findings indicate that the multilingual environment at Pondok Modern Arrisalah is systematically developed through language policies, structured language programs, and the habituation of language use in students’ daily lives. This environment plays a significant role in supporting the acquisition of Arabic, particularly through the intensity of language exposure, social interaction, and continuous communicative practice. The presence of other languages does not entirely hinder the process of Arabic acquisition; rather, in certain contexts, it functions as scaffolding that helps students understand and strengthen their linguistic competence. The main supporting factors include the consistency of language policies, teachers’ role modeling, and students’ motivation, while the inhibiting factors include differences in students’ linguistic backgrounds, low self-confidence among some learners, and the influence of non-target language use
Kompetensi Digital Guru Bahasa Arab di MAN 2 Kudus Zahro', Kharirotuz; Alfian, Muhammad Ivan
Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 7 No. 1 (2026): Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat (P3M) STAI DR. KHEZ. Muttaqien Purwakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52593/klm.07.1.03

Abstract

أدى تطور التكنولوجيا الرقمية إلى تحول في طرق التعلم، بما في ذلك تعلم اللغة العربية، الأمر الذي يتطلب من المعلمين أن يكونوا مستعدين ومؤهلين رقمياً. وتعد الكفاءة الرقمية للمعلمين عاملاً أساسياً في دمج التكنولوجيا بشكل فعال وهادف في عملية التعلم. تهدف هذا البحث إلى استكشاف الكفاءة الرقمية لمعلمي اللغة العربية، ودورهم في تطوير تعلم اللغة العربية القائم على التكنولوجيا، فضلاً عن التحديات والجهود التي ينطوي عليها تطوير هذه الكفاءة. تستخدم هذه الدراسة نهجا نوعيا بتصميم وصفي، وأجريت في المدرسة الثانوية الإسلامية الحكومية 2 قدس. تم جمع البيانات من خلال مقابلات شبه منظمة، ومراقبة غير مشاركة، وتوثيق، ثم تم تحليلها باستخدام نموذج التحليل التفاعلي لميلز وهوبيرمان مع تقنيات التثليث لضمان صحة البيانات. تشير نتائج البحث إلى أن معلمي اللغة العربية يتمتعون بالفعل بكفاءات رقمية جيدة إلى حد ما في استخدام الأجهزة والمنصات الرقمية لدعم التعلم التفاعلي والسياقي. ومع ذلك، لا يزال تطوير الكفاءات الرقمية للمعلمين يواجه تحديات تتمثل في الإلمام المحدود ببعض التقنيات، والقيود التقنية، ومتطلبات التكيف المستمر. يلعب الدعم المؤسسي والتحفيز المهني للمعلمين دورا هاما في تعزيز هذه الكفاءات الرقمية. وتساهم هذه النتائج في تطوير ممارسات تعلم اللغة العربية القائمة على التكنولوجيا، وتشكل مرجعاً في صياغة السياسات والبرامج لتنمية كفاءات المعلمين في العصر الرقمي.
Living the Language: Self-Regulated Arabic Usage among Pesantren University Students in Indonesia Baharun, Segaf; Habib, Moh. Tohiri
Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 7 No. 1 (2026): Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat (P3M) STAI DR. KHEZ. Muttaqien Purwakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52593/klm.07.1.04

Abstract

Arabic language education in pesantren-based Islamic universities increasingly emphasizes self-regulated learning to encourage authentic language use beyond formal classrooms. However, empirical evidence on how learners independently sustain Arabic across social, academic, and digital domains remains limited, particularly in Islamic higher education contexts. This study examines the extent of self-regulated Arabic usage and identifies motivational, social, and digital factors supporting learner autonomy among university students in Indonesia. Using a convergent mixed-methods design, data were collected from 60 undergraduate students at Darullughah Wadda’wah International Islamic University, a pesantren-based institution in Pasuruan, East Java, Indonesia, through questionnaires, interviews, and observations. The findings reveal that 65% of students use Arabic daily in informal interaction, religious activities, and digital communication. Advanced learners show higher autonomous engagement (78.6%) compared to intermediate (64.0%) and beginner students (52.4%). Integrative motivation, peer support, and engagement with Arabic digital religious content significantly predict independent language use, while spontaneous oral production remains the main challenge. The study concludes that Arabic functions as a lived linguistic, academic, and spiritual identity practice in pesantren-based Islamic higher education. Practically, it recommends strengthening peer-supported language immersion and Arabic-based digital environments to sustain learner autonomy beyond classroom instruction.
Partikel Penegas Bahasa Indonesia dan Bahasa Arab: Kajian Analisis Kontrastif: A Contrastive Analysis Wihandani, Wihandani; Rohanda, Rohanda; Mutiarsih, Yuliarti
Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 7 No. 1 (2026): Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat (P3M) STAI DR. KHEZ. Muttaqien Purwakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52593/klm.07.1.05

Abstract

This study aims to analyze the morphological difficulty level of Arabic particles for Indonesian speakers through a contrastive analysis approach. The method used is a literature review with reference to Robert Lado's contrastive analysis theory and his six-level hierarchy of difficulty. The research data includes Indonesian and Arabic emphatic particles. The results of the analysis show four main morphological differences: (1) morphological position: Indonesian particles are generally postpositional, while Arabic particles are prepositional except for nūn al-tawkīd; (2) type of morpheme: Indonesian particles are mostly clitics except for pun, while Arabic particles are free morphemes except for nūn al-tawkīd and lām al-ibtidā'; (3) particle function: both function as emphatic particles, but the concept of ḥurūf al-qasam has no equivalent in Indonesian; (4) morphological variation: both are relatively invariant, although nūn al-tawkīd has phonological variations. A distinctive feature of Arabic is the use of more than one emphatic particle in a single word (e.g., lām al-ibtidā' and nūn al-tawkīd), which poses a unique cognitive challenge because Indonesian learners must process cumulative emphasis markers. Indonesian learners are not predicted to experience difficulties at level zero due to the similarity in basic functions. Difficulties arise at level three due to differences in morphological distribution, increase at level four due to features without equivalents such as ḥurūf al-qasam and variations of nūn al-tawkīd, and peak at level five due to the diversity of Arabic particle functions. This study provides a pedagogical framework for teaching Arabic emphatic particles with specific instructional strategies for each level of difficulty: positive transfer strategies for Level 0, explicit contrastive instruction for Level 3, intensive focus instruction with cultural-pragmatic explanations for Level 4, and systematic differentiation training for Level 5.
A Balāghah Analysis of Majāz Mursal Usage in the Verses of the Qur’an, Juz 14 Khaerunnisa, Hilda; Firdaus, Farhan
Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 7 No. 1 (2026): Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat (P3M) STAI DR. KHEZ. Muttaqien Purwakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52593/klm.07.1.06

Abstract

The language used in the Qur’an represents the most beautiful form of the Arabic language, and no written work is able to equal its eloquence. Among the aspects of this linguistic beauty is the extensive use of rhetorical devices, one of which is majaz mursal, found in the verses of the Qur’an, particularly in the fourteenth juz. The purpose of this study is to identify the verses in the fourteenth juz that contain majaz mursal and to analyze them based on the various types of ‘alaqah. The research employs a qualitative approach using a descriptive-analytical method. The findings indicate that there are twenty-six verses in the fourteenth juz that contain majaz mursal, distributed across Surah Al-Ḥijr and An-Naḥl. The types of ‘alaqah identified include juz’iyyah, kulliyyah, mahaliyyah, ḥāliyyah, musabbabiyyah, and al-umūm. These findings demonstrate that majaz mursal enriches the meaning of the Qur’an and deepens the understanding of divine messages, serving as a bridge between linguistic beauty and the depth of meaning that characterizes the Qur’anic style.
The Phenomenon of Digital Media Use in Arabic Langauge Learning at Secondary School: A Digital Psychology Persprective Salsabila, Felizka; Junaidi, M. Thamrin; Sanusi, Anwar; Sholiha, Mar'atun; Helty, Helty
Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 7 No. 1 (2026): Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat (P3M) STAI DR. KHEZ. Muttaqien Purwakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52593/klm.07.1.07

Abstract

This study examines the phenomenon of digital media use in Arabic language learning at secondary schools from a digital psychology perspective, focusing on students' attention, memory, and motivation. Utilizing a descriptive qualitative method, data was collected via interviews, observation, and documentation. Findings indicate that digital media, such as Canva based visuals, interactive animations, and digital quizzes, effectively attracted student attention and enhanced motivation compared to conventional methods. This multisensory approach facilitated material comprehension and strengthened vocabulary and sentence structure retention. From a digital psychology perspective, these media fostered emotional engagement, promoting active, consistent, and reflective learning. Despite technical constraints like limited data and mobile phone regulations, student preference for digital media remained high, leading to increased focus, participation, and motivation. This study confirms the significant role of digital media in improving student attention, memory, and learning motivation, emphasizing proper utilization and digital literacy for an effective and engaging learning experience.
What Is the Arabic Verb for…? Guessing-Based Learning and Verb Retention among Malaysian Learners Najmuddin, Adham Hasif bin; Masnun, Masnun
Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 7 No. 1 (2026): Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat (P3M) STAI DR. KHEZ. Muttaqien Purwakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52593/klm.07.1.08

Abstract

Arabic language education in Malaysia continues to develop in response to increasing demands for communicative competence and access to Islamic knowledge. However, many learners still struggle to recall basic Arabic verbs during spontaneous communication despite years of instruction. This study examines the effectiveness of guessing-based learning in improving Arabic verb retention among Malaysian learners. A classroom-based quasi-experimental mixed-methods design was employed, involving an experimental group exposed to structured guessing activities and a comparison group receiving conventional instruction. Quantitative data were collected through pre-tests and post-tests, while qualitative data were obtained from classroom observations and interviews. The findings reveal a statistically significant improvement in verb retention in the experimental group (p = .034, Cohen’s d = 0.38), whereas the comparison group showed no significant change. Qualitative results indicate increased learner attention, confidence, and engagement during learning activities. These findings suggest that guessing-based learning strengthens verb retention by activating cognitive effort and retrieval processes. This study concludes that guessing-based learning offers a practical and low-cost instructional strategy to support Arabic vocabulary acquisition and communicative competence in Malaysian Arabic education.
Eco-Theological Symbolism in Raayatul ‘Izz, a Poem by Sayyid Idrus Al-Jufri: An Ecocritical Analysis Based on Greg Garrard’s Six Dimensions Anwar, Eva Annisa; Rokhim, Minatur; Sanjani, Muhammad Ali Raaf
Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 7 No. 1 (2026): Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat (P3M) STAI DR. KHEZ. Muttaqien Purwakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52593/klm.07.1.09

Abstract

Using an ecocritical approach, this study examines the ecological and spiritual values embedded in Raayatul ‘Izz, a poem by Sayyid Idrus Al-Jufri. Ecocritical studies of Arab-Indonesian religious poetry remain relatively limited, particulary those that explore natural symbolism in the works of Indonesia’s archipelago scholars. This research positions literature as a moral-spiritual medium for fostering ecological awareness amid environmental degradation in Indonesia, such as air, marine, and terrestrial pollution. The study employs a qualitative descrptive method through close reading, coding based on Greg Garrard’s ecocritical dimensions, and eco-theological interpretation. The findings indicate that the poem explicitly presents only the dimensions of “earth” and “wilderness”, manifested through natural imagery such as the sky, the earth, and mountains within its stanza as symbols of fertility, cosmics balance, and submission to the will of God. These representations of nature construct an interconnecion between religious nationalism, ecological consciousness, and spiritual responsibility within the poem’s structure of meaning. The poem thus builds a synthesis of love for the homeland, environmental awareness, and spiritual responsibility, thereby enriching ecocritical discourse in the study of Arab religious literature through the integration of Garrard’s ecocriticism and Islamic eco-theology.
Game-Assisted Multimodal Learning Efficacy on Arabic Vocabulary Mastery: A Pre-Experimental Study in Indonesian Islamic Elementary Education Ramdhani, Desal Putri; Agus Yasin; Siti Nurfadlilah; Andi Nurizzah Aqila; Zulfani, Alya
Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 7 No. 1 (2026): Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat (P3M) STAI DR. KHEZ. Muttaqien Purwakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52593/klm.07.1.10

Abstract

This study examines the effectiveness of a game-assisted multimodal learning approach implemented through the Fun Arabic Class program in improving Arabic vocabulary mastery among fifth-grade students at MI Nurussalam. Grounded in Game-Based Learning theory, this study employed an experimental method using a one-group pretest–posttest design involving 26 students selected through total sampling. The instructional treatment was conducted over four learning sessions, integrating video-based learning, picture-matching games, and digital quizzes via Kahoot to support multimodal engagement. Data were collected using a validated Arabic vocabulary test with acceptable internal consistency reliability (Cronbach’s alpha = 0.82) and analyzed using the Wilcoxon Signed-Rank Test. The results indicated a statistically significant improvement in students’ vocabulary mastery, with mean scores increasing from 40.19 to 74.42 (p < 0.05), accompanied by a substantial median gain, indicating practical significance beyond statistical significance alone. These findings suggest that game-assisted multimodal learning can enhance student engagement and vocabulary retention in elementary Arabic instruction. However, the absence of a control group presents a potential internal validity limitation. Therefore, future studies are recommended to employ comparative experimental designs with larger samples to examine scalability and instructional effectiveness across different Arabic language competencies.

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