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Al-Lahjah Lembaga Penelitian dan Pengabdian Masyarakat (LPPM) Universitas KH. A. Wahab Hasbullah Jombang Jl. Garuda No. 09 61451 Tambakberas Jombang Jawa Timur Email: allahjah.unwaha@gmail.com
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Al-Lahjah : Jurnal Pendidikan, Bahasa Arab dan Kajian Linguistik Arab
Published by Universitas KH. A. Wahab Hasbullah
ISSN : -     EISSN : 26155656     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
JURNAL AL-LAHJAH adalah jurnal terbitan berkala dalam bidang kajian pendidikan dan sastra arab yang diterbitkan oleh LPPM Universitas KH. A. Wahab Hasbullah. Publikasi pada jurnal ini diterbitkan dua kali dalam satu tahun pada bulan Januari dan Juli serta menekankan pada hasil penelitian. Al-Lahjah memiliki tujuan sebagai media informasi dari hasil penelitian para peneliti. e-issn 2615-5656
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 152 Documents
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Pemanfaatan Quizizz dan Al-Qalam AI Dalam Pembelajaran Maharah Kitabah Berbasis Nahwu Ikhwanul Habib; Dian Afrilianti; Miftahul Huda
Al-Lahjah : Jurnal Pendidikan, Bahasa Arab, dan Kajian Linguistik Arab Vol. 8 No. 1 (2025): Januari
Publisher : LPPM Universitas KH.A. Wahab Hasbullah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/lahjah.v8i1.5947

Abstract

Penelitian ini bertujuan untuk menganalisis pemanfaatan media Quizizz berbasis nahwu dan Al-Qalam AI (Artificial Intelligence) dalam pembelajaran maharah kitabah pada mahasiswa pascasarjana UIN Malang. Metode penelitian menggunakan kualitatif dengan pendekatan studi kasus. Teknik pengumpulan data menggunakan observasi, wawancara dan dokumentasi. Sumber primer adalah mahasiswa pascasarjana UIN Malang berjumlah 14 orang yang menggunakan media Quizizz dan Al-Qalam dalam proses pembelajaran. Sumber data sekunder adalah hasil instrumen penilaian media dan data pendukung seperti media, bahan ajar, dan penelitian relevan. Analisis data menggunakan triangulasi dengan tahapan dimulai dari reduksi, penyajian, dan interpretasi data. Hasil penelitian menunjukkan bahwa penggunaan Quizizz meningkatkan partisipasi, motivasi, serta pemahaman siswa terhadap konsep nahwu, sementara Al-Qalam AI efektif dalam membantu siswa memperbaiki kesalahan dan meningkatkan akurasi tulisan. Instrumen penilaian terhadap kedua media meliputi aspek materi, desain pembelajaran, dan kemudahan penggunaan yang secara umum memperoleh skor diantara 4 hingga 5 yang menunjukkan kualitas sangat baik dari peserta didik. Media ini dinilai memiliki keakuratan isi, relevansi materi, kemudahan akses, serta mampu meningkatkan minat dan motivasi belajar. Namun, penelitian ini masih terbatas pada jumlah responden yang kecil dan belum mengkaji dampak jangka panjang terhadap peningkatan kemampuan menulis. Oleh karena itu, penelitian lanjutan dengan cakupan lebih luas dan pendekatan evaluasi yang lebih komprehensif sangat dianjurkan. Penelitian ini diharapkan mampu memberikan kontribusi yang signifikan dalam berbagai aspek, mulai dari pengembangan metode pembelajaran, peningkatan keterampilan berbahasa, hingga pemanfaatan teknologi digital dalam proses belajar mengajar.
Ta'lim Al-Mufradat Bi Tariqah As-Sam'iyah Al-Lugawiyah Wa Tatbiquha Fi Tarqiyah Maharah Al-Kalam Li Tullab Madrasah Hifd Al-Qur'an bi Medan Triandani, Mirsa; Salamuddin, Salamuddin
Al-Lahjah : Jurnal Pendidikan, Bahasa Arab, dan Kajian Linguistik Arab Vol. 8 No. 1 (2025): Januari
Publisher : LPPM Universitas KH.A. Wahab Hasbullah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/lahjah.v8i1.5969

Abstract

This study aims to analyze the application of audiolingual method in improving maharah kalam (speaking skills) for students of class VII 3 MTs Yayasan Islamic Center Medan. This audiolingual method is based on the theory of behaviorism, which is used with a focus on listening exercises, imitating, and repeating Arabic sentence patterns to improve pronunciation, sentence structure, and student confidence in speaking. This research is a field research with a qualitative descriptive approach, with data collection techniques through observation, interviews, and documentation. The results showed that the application of the audiolingual method was effective in improving the ability of students in class VII 3 MTs Yayasan Islamic Center Medan in terms of pronunciation of hijaiyah letters, pronunciation of words, and the ability to express intentions with appropriate sentences. Supporting factors consist of clear teacher pronunciation examples, intensive practice, a pleasant learning atmosphere, and motivation. The obstacles found include students' limited vocabulary, difficulty understanding the meaning of words, and the lack of focus of some students. With consistent practice and a structured method, audiolingual method can be an effective alternative to develop students' maharah kalam in Arabic language learning.
Implementasi dan Tantangan 4C dalam Pembelajaran Bahasa Arab di MIS Raudhatul Jannah Aziza, Siti Nur; Khoirunnisa, Khoirunnisa; Salsabila, Nayla; Azizah, Rachmatul; Maswani, Maswani
Al-Lahjah : Jurnal Pendidikan, Bahasa Arab, dan Kajian Linguistik Arab Vol. 8 No. 2 (2025): Juli
Publisher : LPPM Universitas KH.A. Wahab Hasbullah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/lahjah.v8i2.5982

Abstract

Penelitian ini bertujuan untuk menganalisis implementasi keterampilan abad ke-21 (4C)—berpikir kritis, komunikasi, kolaborasi, dan kreativitas—dalam pembelajaran Bahasa Arab di kelas II Madrasah Ibtidaiyah Swasta Raudhatul Jannah. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Subjek penelitian adalah guru pengampu mata pelajaran Bahasa Arab kelas II. Teknik analisis data mengikuti model interaktif Miles dan Huberman yang mencakup reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi keterampilan 4C belum optimal. Pembelajaran masih bersifat klasikal, dengan dominasi hafalan dan minimnya aktivitas kolaboratif serta kreatif. Faktor pendukung meliputi komitmen guru dan ketersediaan bahan ajar tematik dari Kementerian Agama, sedangkan faktor penghambat mencakup keterbatasan waktu, kurangnya pelatihan guru, minimnya media interaktif, serta ketimpangan kesiapan siswa. Implikasi dari temuan ini menunjukkan perlunya pelatihan guru yang berkelanjutan, pengembangan bahan ajar kontekstual, dan dukungan struktural yang kuat agar pembelajaran Bahasa Arab dapat selaras dengan tuntutan keterampilan abad ke-21.
Sidq wa Tsabat Bunud As’ilah Ikhtibar At-Taqyim At-Tajmi' An-Niha'i Li Maddah Al-Lugah Al-Arabiyah Bi Al-Madrasah Al-Mutawasitah Malang Mufidha, Ulfatul; Ibrahim, Fikri Haikal; Gafur, Abdul; Anshori, Muhammad Ridho; Qomari, Nur
Al-Lahjah : Jurnal Pendidikan, Bahasa Arab, dan Kajian Linguistik Arab Vol. 8 No. 2 (2025): Juli
Publisher : LPPM Universitas KH.A. Wahab Hasbullah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/lahjah.v8i2.5985

Abstract

This study aims to analyze the validity and reliability of the final year summative exam (SAT) questions for the Arabic language subject for class VII of SMP Integral Malang. The subjects of this study were 25 students of class VII C, while the data were in the form of students' raw scores from the multiple-choice questions that had been completed. The method used in this study was a descriptive quantitative type, with data collection in the form of documentation. Data analysis was carried out using the IBM SPSS Statistic 25 application. The results of the analysis of the final year summative exam (SAT) questions for class VII of SMP Integral Malang showed that out of 33 multiple-choice questions, only 9 questions were valid, while 24 questions did not meet the validity criteria, with reference to the calculated r value> r table and Sig. <0.05. However, the reliability value using Cronbach's Alpha was 0.657, which was greater than the r table (0.396), indicating a high level of question reliability. This finding reveals that an instrument can remain reliable even though most of the questions are invalid. The results of this study provide an empirical basis for teachers to conduct evaluations and improvements in the preparation of questions and become an academic reference in developing evaluations of Arabic language learning at the junior high school level.
Pedagogical Patterns of Grammatical Examples in Alfiyah Notebooks at an Indonesian Pesantren Siti Sulaikho; M. Abdul Hamid; Umi Machmudah
Al-Lahjah : Jurnal Pendidikan, Bahasa Arab, dan Kajian Linguistik Arab Vol. 9 No. 1 (2026): Januari
Publisher : LPPM Universitas KH.A. Wahab Hasbullah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/tf1g3k11

Abstract

This study analyzes the pedagogical patterns of grammatical examples recorded in students’ Alfiyah notebooks at an Indonesian pesantren. It responds to a gap between studies that discuss Arabic grammar teaching in general and the limited attention given to teacher-provided examples as micro-pedagogical input. This research employed a qualitative case study design with document analysis. The case was Special Female Class 3A at Madrasah Muallimin Muallimat, Bahrul Ulum Pesantren, Tambakberas, Jombang, involving 46 students from Classes 3-A1 and 3-A2 aged 16 to 17 years. The primary data consisted of students’ Arabic grammar notebooks containing examples presented by the teacher during Alfiyah instruction. Data were collected through documentation, repeated reading, unitization of examples, and classification based on lexical choice, lexico-grammatical arrangement, and Qur’anic verse use. The data were analyzed through qualitative content analysis, including coding, categorization, comparison across notebooks, and theoretical interpretation. The findings reveal three patterns: lexical repetition across different nahwu chapters, stable and simple lexico-grammatical arrangements in teacher-produced examples, and Qur’anic verses that were unfamiliar to students because they did not appear in the fiqh and hadith books studied during the same period. These patterns show that Alfiyah examples function as controlled pedagogical input that guides grammatical attention, reduces cognitive load, and connects grammar with authoritative texts. The study suggests that Alfiyah instruction requires staged examples that combine stability, lexical variation, structural expansion, and intertextual explanation
Analysis and Inventory of Nahwu-Sharaf Materials in Juz ‘Amma for an Arabic Language Question Bank Alfan Afifi Kurniawan; Sakinah Naziha
Al-Lahjah : Jurnal Pendidikan, Bahasa Arab, dan Kajian Linguistik Arab Vol. 9 No. 1 (2026): Januari
Publisher : LPPM Universitas KH.A. Wahab Hasbullah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/f7rdkz51

Abstract

This study aims to analyze and inventory nahwu (syntax) and sharaf (morphology) materials contained in the surahs from Surah Ad-Dhuha (Q.S. 93) to Surah An-Nas (Q.S. 114) as an empirical basis for developing an Arabic-language question bank. It responds to the limited availability of standardized, classified question banks for Arabic grammar and to the underuse of the Qur'an as a systematic source of authentic grammatical items. This research employed a descriptive-analytical qualitative method with a linguistic (content analysis) approach. Data were collected through critical reading, identification and selection of morphologically and syntactically distinctive words or phrases, and systematic tabulation, then verified through source triangulation using three classical i'rab references. The findings show 154 total entries: 101 sharaf entries (46 fi'il/45.5% and 55 isim/54.5%) and 53 nahwu entries spanning ten syntactic patterns. The most productive sharaf categories are isim masdar tsulasi and sifah musyabbahah/mubalaghah (11.9% each), while all mazid tsulasi verb patterns are represented. The dominant nahwu patterns are jumlah fi'liyyah (17.0%), followed by jumlah qasam and jumlah ismiyyah mubtada'-khabar (13.2% each). The study also identifies rare but pedagogically valuable tarkib constructions, such as dhamir fashl, istitsna' mufragha, man syarthiyyah, and taqdim khabar li al-hasr. These findings demonstrate that Juz 30 contains sufficient morphological and syntactic richness to serve as an authentic, structured, and pedagogically valuable source for a nahwu-sharaf question bank, and they suggest that item development should be staged according to grammatical category, textual familiarity, and construction complexity.
The Historical Transformation of Arabic in the Multilingual Landscape of the Muslim Community of Tidore Island Agustang Kallang; Sugirma Sugirma; M. Risal Abdullah; Iman Yamin
Al-Lahjah : Jurnal Pendidikan, Bahasa Arab, dan Kajian Linguistik Arab Vol. 9 No. 1 (2026): Januari
Publisher : LPPM Universitas KH.A. Wahab Hasbullah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/vwsbbq42

Abstract

This study examines the historical transformation of the Arabic language in the multilingual landscape of the Muslim community on Tidore Island, North Maluku. This study aims to understand how Arabic interacts with local and immigrant languages, as well as its role in the traditions, education, and social identity of communities. The research method uses a qualitative approach with ethnography and literature studies, as well as data collection through documents, interviews, and field observations. The results of the study show that Arabic was originally present as a ritual and religious language, used in prayers, manuscript texts, as well as naming terms and regions. Over time, this language has undergone a transformation into a means of communication, education, and social identity, which is strengthened through formal and non-formal educational institutions such as madrassas and pesantren. The interaction of Arabic with Tidore, Makian, Ternate, and immigrant languages creates a distinctive multilingual landscape, where Arabic becomes an integral part of people's social and cultural lives. These findings confirm that Arabic is not only a religious heritage, but also a social and cultural agent that shapes the linguistic dynamics and traditions on Tidore Island. This research opens up opportunities for further studies on language adaptation, language contact, and the development of Arabic language learning based on local culture in multiethnic areas.
Error Analysis of Mudzakkar and Muannats Usage among Indonesian University Students Learning Arabic Ahmad Fikri; Harisah Harisah
Al-Lahjah : Jurnal Pendidikan, Bahasa Arab, dan Kajian Linguistik Arab Vol. 9 No. 1 (2026): Januari
Publisher : LPPM Universitas KH.A. Wahab Hasbullah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/bseqnz67

Abstract

Grammatical gender is one of the most challenging morphosyntactic features of Arabic, requiring agreement between masculine (mudzakkar) and feminim (muannats) nouns and other sentence elements, including verbs, adjectives, demonstratives, and pronouns. This study aims to analyze students` error patterns in the use of mudzakkar and muannats and identify the factors contributing to these errors. A descriptive qualitative approach employing error analysis was used. Data were collected through a  written tests administered to 28 students enrolled in an Arabic Language Education program at an Indonesian university. The data were analyzed through error identification, classification, and interpretation. The findings indicate that the most frequent errors involved nouns adjective gender agreement, followed by subjects verbs agreement and the use of demonstratives and pronouns. These errors were mainly attributed to first language interference, limited vocabulary, and insufficient contextual practice. The findings highlights the importance of contextualized, usage based Arabic grammar instruction to improve learners` mastery of gender agreement.
Problematics of Arabic Language Learning at the End of Class Sessions in Hubulo Islamic Boarding Schools Gorontalo Ratna Bt Hj Bahri; Khairus Sakinah Chaeruddin; Damhuri Damhuri
Al-Lahjah : Jurnal Pendidikan, Bahasa Arab, dan Kajian Linguistik Arab Vol. 9 No. 1 (2026): Januari
Publisher : LPPM Universitas KH.A. Wahab Hasbullah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/ctss1w23

Abstract

This study aims to analyze the problematics of Arabic language learning at the end of class sessions at Hubulo Islamic Boarding School, Gorontalo, to identify the factors contributing to these problems, and to examine their impact on students' achievement of Arabic language competencies. This research is a qualitative study employing a descriptive field study design. The research method used is a case study, focused on exploring learning dynamics during the final periods of Arabic instruction. The research subjects consist of Arabic language teachers and students at Hubulo Islamic Boarding School who participate in the intensive Arabic learning program, while the research object is the process of Arabic language learning at the end of class sessions. Data were collected through participatory classroom observation during final learning hours, in depth interviews with teachers and students, and documentation studies involving learning modules, evaluation records, and boarding school activity schedules. Data were analyzed using the Miles and Huberman model, comprising data reduction, data display, and conclusion drawing verification. The results show that problems at the end of class sessions include decreased learning motivation, weakened concentration, limited variation in adaptive teaching methods, unconducive classroom conditions due to collective fatigue and noise, and the absence of rapid micro evaluation strategies. These conditions negatively affect students' mastery of vocabulary, grammar, and the four language skills. This study implies the need for adaptive, interactive pedagogical strategies such as language games, energizers, and micro evaluations to sustain student engagement and improve the effectiveness of Arabic learning at Hubulo Islamic Boarding School.
A Reconstruction Of Habermas’s Communicative Act In Critical-Normative Arabic Language Epistemology Rangga Mukti; Muniron Muniron
Al-Lahjah : Jurnal Pendidikan, Bahasa Arab, dan Kajian Linguistik Arab Vol. 9 No. 1 (2026): Januari
Publisher : LPPM Universitas KH.A. Wahab Hasbullah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/64tgnj05

Abstract

This study reconstructs Jurgen Habermas' theory of communicative action by developing a Critical-Normative Language Epistemology for Arabic language education. Addressing this gap, the study aims to formulate a philosophical framework that integrates communicative rationality with normative orientation in the production and validation of knowledge. Employing a library research design with critical philosophical analysis and conceptual synthesis, the study systematically examines Habermas' communicative action alongside contemporary literature on critical theory, philosophy of language, and Arabic language education. The findings reveal that Habermas' epistemology retains substantial explanatory power but exhibits a normative deficit because communicative validity primarily emphasizes procedural legitimacy rather than the ethical orientation of knowledge. To address this limitation, the study proposes Normative-Transcendental Validity as a meta-validity dimension and formulates the Critical-Normative Language Epistemology (CNLE) Framework, which conceptualizes language as a mechanism for knowledge production, epistemic validation, normative orientation, and emancipatory transformation. The originality of this study lies in reconstructing communicative action into a comprehensive epistemological framework rather than merely reinterpreting it within pedagogical discourse. This framework contributes theoretically to philosophy of science and language epistemology while providing a philosophical foundation for developing Arabic language education that is dialogical, critical, ethically grounded, and emancipatory.

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