cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Rahmat Satria Dinata
Contact Email
lisaanuna_pba@uinib.ac.id
Phone
-
Journal Mail Official
lisaanuna_pba@uinib.ac.id
Editorial Address
Prodi Pendidikan Bahasa Arab, Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Imam Bonjol Padang ---- Jl. M. Yunus, Lubuk Lintah, Kuranji. Kota Padang, Sumatera Barat 25153
Location
Kota padang,
Sumatera barat
INDONESIA
Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab
Published by Universitas Islam Negeri Imam Bonjol Padang
ISSN : 26213117     EISSN : 28078977     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab is a peer-reviewed journal on Arabic education. This journal is published by the the Program Studi Pendidikan Bahasa Arab, Fakultas Tarbiyah dan Keguruan, Universitas Islam Negeri Imam Bonjol Padang. Editors welcome scholars, researchers, and practitioners of Arabic Education to submit scholarly articles to be published through this journal. All articles will be reviewed by experts before being accepted for publication. Each author is solely responsible for the content of published articles. This journal encompasses original research articles, review articles, and short communications, including Teaching Arabic as a Foreign Language, Arabic Linguistic, Arabic Literature, Arabic History, History of Arabic Education, Strategy of Arabic Teaching, Arabic Islamic Culture, Media of Arabic Teaching, Technology of Arabic Teaching, Modern Standard Arabic, Arabic Second Language Acquisition, Arab Islamic History
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 130 Documents
 9   10   11   12   13 
Konsep Teknik Penyusunan Tes Maharah Qira’ah Pada Pembelajaran Bahasa Arab Nelvianti, Lidia
Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab Vol 7, No 2 (2024): Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab
Publisher : Universitas Islam Negeri Imam bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/lisaanuna.v7i2.10858

Abstract

Maharatul Qiraah or reading skills is one of four skills, including maharahatul istima', maharahatul kalam, and maharatul kitabah. Maharah Qiraah is one of the basic skills in a foreign language which is also important, this is because reading skills are classified as active receptive abilities, and this ability is to understand the language spoken by other parties (decoding process). In Maharah Qira'ah learning, teachers are required to choose appropriate and effective learning methods, because the choice of method plays a very important role in making things easier for teachers and also making things easier for students in the teaching and learning process. This research uses the Qualitative Library Research research method. And this article also aims to describe how to prepare the correct Maharah Qira'ah test for learning Arabic. Having guidelines for preparing the Maharah Qira'ah test will make it easier for teachers to find appropriate and effective learning methods for learning Maharah Qira'ah. From the research results, it was found that this method was able to improve students' reading skills in learning maharah qira'ah
Maḥmud yunus wa manhajihi fii ta’liifi al qamuus “‘Arabiy - induunisiy Yusnani, Yusnani
Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab Vol 7, No 2 (2024): Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab
Publisher : Universitas Islam Negeri Imam bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/lisaanuna.v7i2.10853

Abstract

The “Arabic-Indonesian” dictionary by Mahmoud Yunus is one of the most famous and widely used dictionaries in Indonesia. It is also suitable for Arabic language learners, especially for beginners. This research aims to find out the Arabic-Indonesian dictionary by Mahmoud Yunus, the methodology of its composition, and the advantages and disadvantages. The results of this research: the writing of an Arabic-Indonesian dictionary by Mahmoud Yunus in June 1972 to renew the Al-Zahbi dictionary. The methodology of its composition uses the radical alphabet according to the pioneers. The advantages of this dictionary are the ease of searching for words, because the dictionary takes the simplest dictionary system, which is the regular alphabet system, and includes rare or colloquial words that cannot be known using morphological rules. This dictionary includes meanings from the infinitive, plural, feminine, masculine, and others. This dictionary contains illustrated vocabulary by presenting a group of words. It is easy to use and handle because the size of the dictionary is moderate and light. To complete this dictionary, in the last unit you write the method for using it, the brief word table, and the list of references. The disadvantages of this dictionary are that in searching for the word, some words had to be abstracted to the root of the word, but some of them were without abstraction and there is no renewal from the author, so there is no modern modern vocabulary in this dictionary, such as vocabulary about science and technology, and there is no correction on it. Errors in this dictionary are either misidentifications or typographical errors.
Utilization of Technology-Based Learning Media in Online Arabic Language Learning at Annajm Academy Kosim, Nanang
Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab Vol 7, No 2 (2024): Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab
Publisher : Universitas Islam Negeri Imam bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/lisaanuna.v7i2.10854

Abstract

Online learning was initially used to facilitate students so they could study from home when the Covid-19 outbreak hit. Currently, everyone is getting used to online learning, and many institutions are starting to provide learning, one of which is Annajm Academy. However, there are many obstacles faced when learning online, among them, students often feel bored because their learning only focuses on looking at the screen. To make learning more interesting, interesting and varied learning media are available to support learning. This research aims to find out how much benefit technology-based teaching media has in supporting Arabic language learning at Annajm Academy. This research uses descriptive qualitative methods with the Miles and Huberman method in data analysis. The results obtained from this research are that there are several learning media used during Arabic language learning at Annajm Academy, including charts, YouTube videos, PowerPoint, online games and quizzes, and zoom as the main learning media. All of these media complement each other so that they can support learning to be more communicative even though it is carried out online.
Wasilat fidyu alrusum al mutaharikat ‘abro CapCut ‘alā mahārāt al istima’ litulāb al safi al sābi’ fi al Madrasah al Tsānawiyah al islāmiah al hukūmiyat 3 lima Puluh Kota Adrianti, Yudia
Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab Vol 7, No 2 (2024): Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab
Publisher : Universitas Islam Negeri Imam bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/lisaanuna.v7i2.10849

Abstract

The main problem in this research is "what is the influence of animated video media via CapCut in learning listening skills for class VII students at MTsN 3 Limapuluh Kota?”. The research objectives are as follows: To reveal the listening skills of class students VII at MTsN 3 Lima puluh Kota before using animated video media via CapCut, to reveal the use of animated video media via CapCut in listening skills for class students VII at MTsN 3 Lima puluh Kota, and to determine the effectiveness of CapCut animated video media on listening skills after being used for class students VII at MTsN 3 Lima puluh Kota. This research approach is quantitative. The research method that researchers use is an experimental method based on field research. The data collection techniques are interviews, tests and documentation. The results of the research are (1)after the researcher conducted a pre-test in the experimental class and control class, the students' ability in Arabic, especially listening skills without animated video media via CapCut, was weak. Because researchers found that the results of the pre-test listening skills were at the lowest level, (2)the use of animated video media via CapCut in Arabic in the listening skills of class students VII MTsN 3 Lima Puluh Kota From preliminary activities to final activities, educational and teaching activities using animated video media via CapCut were carried out "very well". (3)After the researchers conducted the experiment, the use of animated video media via CapCut in teaching listening skills was effective.
Integration of Religious Moderation in The Arabic Textbook “Mumtaz 1” at UIN Imam Bonjol Padang Zaimatuz Zakiyah; Rezkya Afril
Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab Vol 8, No 2 (2025): Lisaanuna Ta'lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab
Publisher : Universitas Islam Negeri Imam bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/lisaanuna.v8i2.13168

Abstract

Religious moderation has become a key pedagogical mandate in Indonesia’s Islamic higher education, including at UIN Imam Bonjol Padang, where Arabic instruction is expected to promote balance, tolerance, and peaceful engagement. This study examines how far the Mumtaz 1 textbook used in several undergraduate programs embeds moderation values and supports their pedagogical application. The study aims to: (1) identify moderation values across the book’s lexical, textual, visual, and task components; (2) analyze their representation using a rubric based on moderation indicators; and (3) assess the textbook’s pedagogical adequacy for fostering critical reflection and dialogic competence. Using qualitative content analysis, data were drawn from the textbook and relevant literature, then analyzed thematically according to the Ministry of Religious Affairs’ moderation framework. The findings show that moderation values appear implicitly through polite expressions, cooperative dialogues, balanced-lifestyle messages, and peaceful community depictions, but their presentation is unsystematic and provides limited support for higher-order thinking skills. The study concludes that while Mumtaz 1 contains basic elements of moderation, its effectiveness relies heavily on teacher mediation and supplementary reflective activities.
Strategies for Teaching Arabic Phonetics in the Book “Iḍāʾāt Li-Muʿallimī Al-Lughah Al-ʿArabiyyah Li-Ghayr Al-Nāṭiqīn Bihā” by Abd Al-Rahman Al-Fawzan Mulhendra Mulhendra
Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab Vol 9, No 1 (2026): Lisaanuna Ta'lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab
Publisher : Universitas Islam Negeri Imam bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Teaching Arabic pronunciation to non-native speakers requires systematic phonetic instruction to develop accurate articulation and communicative competence. However, practical phonetic training models based on established pedagogical references remain underexplored. This study aims to examine the concept and implementation of the dual sound training method (tadrībāt tsunā’iyyah) presented in Iḍāʾāt li-Muʿallimī al-Lughah al-ʿArabiyyah li-Ghayr al-Nāṭiqīn Bihā” by Abdurrahman Al-Fawzan. This research employs a qualitative descriptive approach using library research and content analysis. The findings reveal that the book proposes three progressive phonetic training stages: sound recognition, sound discrimination, and sound abstraction, which systematically enhance learners’ phonological awareness and pronunciation accuracy. The dual training method, particularly through minimal pair exercises, effectively improves learners’ ability to distinguish similar sounds. These findings suggest that the phonetic training model in Idhaat provides a practical and applicable framework for improving Arabic pronunciation among non-native learners.
Analysis of Arabic Speaking Errors in PBA Student Presentation Activities of UIN Syahada Padangsidimpuan Ira Aniati; Marisya Putri Diana; Hurriyatus Sa'adiyah
Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab Vol 9, No 1 (2026): Lisaanuna Ta'lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab
Publisher : Universitas Islam Negeri Imam bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/lisaanuna.v9i1.13445

Abstract

Speaking skills (kalam) are an essential productive competence in Arabic language learning. This study aims to describe and analyze in-depth the oral Arabic language errors made by students of the Arabic Language Education (PBA) Study Program at UIN Syahada Padangsidimpuan during paper presentation activities. The main focus of the analysis is on linguistic errors covering phonological, morphological, syntactic, and translation aspects, with an emphasis on identifying mother tongue interference (Indonesian and local dialects) as one of the primary causal factors. This research employed a qualitative descriptive method. Data were collected through observation and note-taking techniques during students' oral presentations, which were then analyzed through the steps of error identification, classification, and explanation. The results indicate that phonological errors are dominant in the pronunciation of letters whose makhraj have no equivalent in the Indonesian language. Morphological errors were found in the use of tashrif (conjugation), plural forms, and gender markers. Syntactic errors included inaccuracies in i'rab (case endings), na'at-man'ut (adjective-noun) structures, and idhafah (genitive construction). Translation errors occurred due to improper diction and the transfer of sentence structures from the mother tongue. These findings imply the need for more contextual teaching strategies focused on contrastive analysis to minimize mother tongue interference and improve students' Arabic language accuracy.
Role-Playing Strategy in Arabic Language Learning: Concepts, Theoretical Foundations, Implementation Model, and Implications Rezkya Afril; Hanomi Hanomi; Rahmawati Rahmawati
Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab Vol 9, No 1 (2026): Lisaanuna Ta'lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab
Publisher : Universitas Islam Negeri Imam bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/lisaanuna.v9i1.14390

Abstract

This article examines the role-playing strategy in Arabic language learning as a response to the persistent gap between learners' knowledge of vocabulary and grammar and their ability to use Arabic orally in meaningful interaction. The study aims to clarify the concept of role playing, synthesize its theoretical foundations, formulate a practical implementation model, and identify its pedagogical implications for developing maharah al-kalam. This research uses an integrative library research design. The data consist of conceptual statements, empirical findings, and methodological recommendations drawn from books, peer-reviewed journal articles, proceedings, and relevant research reports on role playing, communicative language teaching, active learning, social constructivism, experiential learning, Arabic speaking skills, and foreign language anxiety. The data were collected through documentation, selected by relevance, credibility, and recency, and analyzed through thematic synthesis involving data reduction, data display, comparison, interpretation, and conclusion drawing. The findings show that role playing is pedagogically relevant because it integrates linguistic forms, communicative functions, social interaction, affective support, and reflective feedback. Its implementation should be gradual: starting from guided dialogues, moving to semi-open scenarios, and ending with free or problem-based performances. Practically, this strategy requires clear objectives, sufficient language input, contextual scenarios, role distribution, rehearsal, performance, observation sheets, constructive feedback, and follow-up activities. Therefore, role playing should not be treated merely as an entertaining classroom activity, but as a structured communicative strategy for building speaking confidence, contextual vocabulary mastery, and meaningful Arabic language use.
Implementing the Love-Based Curriculum in Arabic Language Teaching: A Case Study at MTsN 1 Bukittinggi Lissa Afrisandi; Fajriyani Arsya
Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab Vol 9, No 1 (2026): Lisaanuna Ta'lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab
Publisher : Universitas Islam Negeri Imam bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/lisaanuna.v9i1.14728

Abstract

Arabic language learning in Indonesian madrasahs continues to face challenges, particularly in fostering students' learning motivation, meaningful engagement, and character development alongside linguistic competence. In response to these challenges, the Ministry of Religious Affairs of the Republic of Indonesia introduced the Love-Based Curriculum as a humanistic educational framework that integrates spiritual values, compassion, and character formation into the teaching and learning process. This study aims to analyze the implementation of the Love-Based Curriculum in Arabic language instruction at MTsN 1 Bukittinggi, covering the planning, implementation, and evaluation stages of instruction. This study employed a qualitative method with a descriptive approach. The participants consisted of one Arabic language teacher, one vice principal for curriculum affairs, and five seventh-grade students, while teaching modules, assessment instruments, and other instructional documents served as supporting data sources. Data were collected through classroom observations, semi-structured interviews, and document analysis, and were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing and verification. The findings reveal that the Love-Based Curriculum has been systematically implemented throughout all stages of Arabic language learning. At the planning stage, the values of love were integrated into teaching modules, learning objectives, instructional strategies, and assessment instruments. During the implementation stage, learning was conducted through joyful, meaningful, and mindful learning by integrating the five core values of love into classroom activities. A major finding of this study is that the curriculum transformed teachers' instructional orientation from emphasizing linguistic competence alone to fostering students' spiritual, emotional, and social development through Arabic language learning. Another significant finding is that the implementation of the curriculum strengthened humanistic teacher–student relationships, creating a psychologically supportive classroom environment that enhanced students' participation and confidence in learning Arabic. At the evaluation stage, teachers employed diagnostic, formative, and summative assessments that measured students' knowledge, skills, attitudes, and character development. The study concludes that the Love-Based Curriculum contributes to creating more humanistic, meaningful, and character-oriented Arabic language learning in madrasahs.
Arabic Language Curriculum Model Based on Bugis-Makassar Local Wisdom for Madrasah Ibtidaiyah: A Study at MIS DDI Palanro Muammira Enemsaini; Darmawati Darmawati; Nuralam Alwi
Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab Vol 9, No 1 (2026): Lisaanuna Ta'lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab
Publisher : Universitas Islam Negeri Imam bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/lisaanuna.v9i1.13936

Abstract

This study addresses the persistent gap between normative-textual Arabic curricula and the sociocultural realities of students embedded in Bugis-Makassar traditions. The research aims were to (1) describe the integration model of siri', pacce, and sipakatau values into the Arabic curriculum; (2) analyze the effectiveness of local wisdom-based approaches on students' motivation and linguistic competence; and (3) formulate a replicable curriculum design for similar madrasah ibtidaiyah contexts. The study was conducted at MIS DDI Palanro, Barru Regency, South Sulawesi, using a research and development (R&D) approach with the ADDIE model, reinforced by a qualitative-phenomenological approach. Data were collected through participatory observation, in-depth interviews, focus group discussions, and curriculum document analysis, then analyzed quantitatively using an independent samples t-test and qualitatively using thematic analysis. Findings indicate that integrating pangngadereng values particularly siri' and pacce into Arabic materials, methods, and assessment significantly increased student engagement by 67.3% and speaking competence (maharah al-kalam) attainment by 54.8% compared to the control group. These results confirm that local wisdom functions not merely as cultural decoration but as cognitive and affective scaffolding that accelerates Arabic language internalization. The study's implications advocate for the development of ethnopedagogy-based Arabic syllabi relevant to South Sulawesi contexts.

Page 13 of 13 | Total Record : 130

 9   10   11   12   13 

Filter by Year

2018 2026


Reset
Filter By Issues
All Issue Vol 9, No 1 (2026): Lisaanuna Ta'lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab Vol 8, No 2 (2025): Lisaanuna Ta'lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab Vol 7, No 2 (2024): Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab Vol 6, No 1 (2023): Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab Vol 5, No 2 (2022): Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab Vol 5, No 1 (2022): Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab Vol 4, No 2 (2021): Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab Vol 4, No 1 (2021): Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab Vol 3, No 2 (2020): Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab Vol 3, No 1 Maret (2020): Lisaanuna Ta`lim Al-Lughah Al-Arabiyah : Jurnal Pendidikan Bahasa Arab Volume 2, Nomor 2, September 2019 Volume 2, Nomor 1, Maret 2019 Volume 1, Nomor 2, Maret 2018 Volume 1, Nomor 1, Maret 2018 More Issue