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Al-Fashahah: Journal of Arabic Education, Linguistics, and Literature
Published by Universitas Negeri Makassar
ISSN : -     EISSN : 27971287     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Al-Fashahah is published by the Arabic Language Education Study Program, Department of Foreign Languages, Faculty of Languages and Letters, Makassar State University. It is a research journal that publishes various research reports, literature studies and scientific writings with the object of Arabic language studies, both language education, linguistics, literature, and Arabic culture. It is published regularly twice a year in April and October. Every article published in Al-Fashahah will undergo an assessment process by a peer reviewer.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 77 Documents
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Pengaruh Pemanfaatan Media Pembelajaran Digital Terhadap Motivasi Belajar Bahasa Arab Siswa MTs Negeri 2 Kota Bima Rosdiana Djahibakal
Al-Fashahah: Journal of Arabic Education, Linguistics, and Literature Vol 6, No 1 (2026): Al-Fashahah: Journal of Arabic Education, Linguistics, and Literature
Publisher : Fakultas Teknik Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/al-fashahah.v6i1.88684

Abstract

The rapid development of digital technology has driven significant changes in the learning process across various levels of education, including Arabic language learning in madrasahs. The utilization of digital learning media is viewed as a strategic approach to enhance students' learning motivation through the delivery of more interactive, engaging, and accessible instructional materials. This study aims to analyze the effect of digital learning media utilization on the Arabic language learning motivation of students at MTs Negeri 2 Kota Bima. Employing a quantitative approach with an explanatory survey design, the population of this study consisted of 420 students, from which a sample of 205 students was selected using Slovin's formula and proportionate stratified random sampling techniques. Data were collected via a five-point Likert scale questionnaire that had undergone validity and reliability testing. Data analysis was performed using descriptive statistics, normality tests, linearity tests, simple linear regression, t-tests, and the coefficient of determination with the assistance of SPSS version 26.            The results indicate that both the utilization of digital learning media and students' Arabic language learning motivation fall into the high category. Furthermore, the simple linear regression test demonstrates that the utilization of digital learning media has a positive and significant effect on students' Arabic learning motivation; the higher the level of digital media usage, the higher the students' motivation to learn Arabic. These findings reinforce the Technology Acceptance Model (TAM) and Self-Determination Theory (SDT), which explain that the perceived ease of use and usefulness of technology, alongside the fulfillment of students' psychological needs, can successfully boost learning motivation. This study provides theoretical contributions to the development of educational technology and learning motivation research, as well as practical implications for teachers and madrasahs in optimizing the use of digital learning media.
Humanisasi Pendidikan Bahasa Arab: Analisis Kebijakan Kurikulum Berbasis Cinta (KBC) di MTs Berdasarkan Kepdirjen Pendis No. 6077 Tahun 2025 Muh. Sabilar Rosyad
Al-Fashahah: Journal of Arabic Education, Linguistics, and Literature Vol 6, No 1 (2026): Al-Fashahah: Journal of Arabic Education, Linguistics, and Literature
Publisher : Fakultas Teknik Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/al-fashahah.v6i1.82661

Abstract

Penelitian ini bertujuan menganalisis kebijakan Kurikulum Berbasis Cinta (KBC) sebagai kerangka humanisasi pembelajaran Bahasa Arab di Madrasah Tsanawiyah (MTs), sebagaimana dirumuskan dalam Keputusan Direktur Jenderal Pendidikan Islam Nomor 6077 Tahun 2025. Latar belakang penelitian ini berangkat dari problem pembelajaran Bahasa Arab yang masih didominasi pendekatan kognitif-struktural, minim dimensi afektif dan empatik, serta cenderung melahirkan persepsi Bahasa Arab sebagai mata pelajaran yang sulit dan kaku. Penelitian ini menggunakan pendekatan kualitatif dengan metode analisis kebijakan pendidikan dan jenis studi dokumen. Data primer berupa dokumen kebijakan dan panduan implementasi Kurikulum Berbasis Cinta, sedangkan data sekunder diperoleh dari literatur tentang humanisasi pendidikan, kurikulum pendidikan Islam, dan pembelajaran Bahasa Arab di madrasah. Data dianalisis menggunakan analisis isi melalui reduksi data, kategorisasi tema, dan interpretasi kebijakan. Hasil penelitian menunjukkan bahwa KBC dibangun atas landasan filosofis, sosiologis, dan pedagogis yang menempatkan cinta, empati, toleransi, dan relasi humanis sebagai prinsip inti pendidikan. Kebijakan ini merepresentasikan pergeseran paradigma dari orientasi kognitif-normatif menuju humanistik-transformasional. Dalam pembelajaran Bahasa Arab di MTs, KBC berimplikasi pada perubahan orientasi tujuan pembelajaran, penguatan pendekatan dialogis dan kontekstual, serta reposisi peran guru sebagai fasilitator dan teladan nilai cinta. Penelitian ini menyimpulkan bahwa KBC memiliki potensi kuat untuk merehumanisasi pembelajaran Bahasa Arab di MTs. Namun, efektivitasnya bergantung pada kesiapan pedagogis guru, ketersediaan panduan teknis, dan dukungan sistem evaluasi yang lebih holistik.
IMPLEMENTASI CHATBOT BERBASIS ARTIFICIAL INTELLIGENCE DALAM PEMBELAJARAN MAHARAH KITABAH MAHASISWA Abd. Salam Cahya Sasmita Jd.; Moh. Supriyadi; Fatmawati Fatmawati
Al-Fashahah: Journal of Arabic Education, Linguistics, and Literature Vol 6, No 1 (2026): Al-Fashahah: Journal of Arabic Education, Linguistics, and Literature
Publisher : Fakultas Teknik Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/al-fashahah.v6i1.84316

Abstract

The rapid development of Artificial Intelligence (AI) technology has brought various innovations to the field of education, including the use of chatbots as language learning media. This study aims to describe the implementation of AI-based chatbots in teaching Maharah Kitabah (Arabic writing skills) to university students and to examine students’ perceptions of their use. The research employs a qualitative descriptive approach, with participants drawn from students of the Arabic Language Education program. Data were collected through classroom observations, questionnaires, and limited interviews. The findings indicate that the use of AI-based chatbots assists students in generating ideas, improving sentence structure, and enhancing motivation to write in Arabic. Moreover, chatbots function as flexible and responsive learning companions, although certain limitations were identified, particularly in terms of linguistic accuracy and students’ dependency on technology. This study concludes that AI-based chatbots have the potential to serve as an alternative medium for teaching Maharah Kitabah; however, pedagogical guidance is necessary to ensure their effective and proportional use.
Implementasi Metode Manhaji sebagai Inovasi Pembelajaran Nahwu di PPTQ Lentera Qur'ani Mojogedang Fityatun Naffa; Kafin Jaladri
Al-Fashahah: Journal of Arabic Education, Linguistics, and Literature Vol 6, No 1 (2026): Al-Fashahah: Journal of Arabic Education, Linguistics, and Literature
Publisher : Fakultas Teknik Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/al-fashahah.v6i1.86765

Abstract

Nahwu learning is often perceived as a difficult and tedious subject for beginner students. This study aims to describe the implementation of the Manhaji method and to examine students’ responses and its impact on nahwu learning at PPTQ Lentera Qur’ani Mojogedang. This research employed a descriptive qualitative approach involving seventh-grade students as the research subjects. Data were collected through observation, interviews, and documentation, then analyzed using the interactive model of Miles and Huberman. The findings showed that the Manhaji method was implemented through systematic stages of preparation, implementation, and evaluation. Learning activities were conducted gradually by using contextual examples from Qur’anic verses and reinforcing grammatical rules through Manhaji songs. Students showed positive responses indicated by increased attention, enthusiasm, and participation during the learning process. Cognitively, the method helped students understand basic nahwu concepts, while affectively it increased learning motivation and self-confidence. The findings suggest that the Manhaji method has the potential to serve as an alternative approach for teaching nahwu to beginner learners, particularly in tahfizh-based Islamic boarding school environments with limited learning time and learning resources.
Sholawat Jawi Emprak Kaliopak, Yogyakarta : Pemetaan dan Fungsi Varian Bahasa Dalam Lirik “Yo Sayid” Perspektif Linguistik Antropologi Saddam Reza Hamidi; Dimas Raditya Bagaskara; Muhammad Farihul Qulub; Hendrokumoro Hendrokumoro; Sulistyowati Sulistyowati; Rahmat Rahmat
Al-Fashahah: Journal of Arabic Education, Linguistics, and Literature Vol 6, No 1 (2026): Al-Fashahah: Journal of Arabic Education, Linguistics, and Literature
Publisher : Fakultas Teknik Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/al-fashahah.v6i1.89055

Abstract

Tradisi sholawat Jawi Emprak merupakan tradisi membaca dan melantunkan sholawat kepada Nabi Muhammad SAW, dengan disertai kesenian musik dan tarian jawa sebagai pengiring sholawat tersebut. Tujuan dari penelitian ini adalah (1) mendeskripsikan bentuk varian bahasa dalam teks tradisi Sholawat Jawi Emprak; (2) dan menjelaskan fungsi pemakaian varian bahasa dalam tradisi Sholawat Jawi Emprak. Jenis penelitian ini adalah deskripstif kualitatif. Sumber data primer berupa teks Sholawat Jawi Emrak beserta konteks sosial budaya masyarakat, sedangkan sumber data sekunder diperoleh melalui wawancara, serta literatur terkait sholawat jawi emprak. Teknik pengumpulan data dilakukan dengan metode observasi mendalam dengan simak, catat, dan wawancara. Dalam teknik analisis data menggunakan model Miles dan Huberman melalui tiga tahapan: reduksi data, penyajian data, dan penarikan kesimpulan yang mengarah pada pemetaan dan fungsi varian bahasa. Validitas temuan melalui triangulasi sumber dan triangulasi metode untuk memastikan kevalidan data. Adapun hasil penelitian menunjukkan bahwa: (1) pemetaan varian bahasa memperlihatkan tiga bentuk utama, yaitu a) varian kata Bahasa Arab; b) varian kata Bahasa Jawa; c) varian lirik Bahasa Jawa; serta d) varian lirik bahasa hybird Arab-Jawa; dan (2) Fungsi varian bahasa menegaskan tiga metafungsi dalam lfs halliday, yaitu ideasional, interpersonal, dan tekstual dengan perincian: a) fungsi varian bahasa Arab: fungsi ibadah, fungsi legitimasi teologis, dan fungsi stratifikasi sosial; b) fungsi varian bahasa Jawa:  fungsi kedekatan kultural, fungsi penghormatan, fungsi estetis, rasa dan dimensi mistik; c) fungsi varian lirik bahasa hybird Arab-Jawa: jembatan religius-kultural, strategi negoisasi bahasa, dan penanda lokalitas.
PERAN PROGRAM CLUB BAHASA ARAB SEBAGAI MEDIA PENGEMBANGAN KOMPETENSI MAHARAH LUGHAWIYAH DI PONDOK PESANTREN DARUNNAJAH JAKARTA Ikmal Maeliny; Arya Eka Saputra; Irwakhi Kholishotul Azam; Abyan Hanif Kurniawan; Muasomah Muasomah
Al-Fashahah: Journal of Arabic Education, Linguistics, and Literature Vol 6, No 1 (2026): Al-Fashahah: Journal of Arabic Education, Linguistics, and Literature
Publisher : Fakultas Teknik Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/al-fashahah.v6i1.87266

Abstract

This research examines the role of the Arabic Language Club program in developing students' linguistic skills (maharah lughawiyah) at Pondok Pesantren Darunnajah Jakarta. Specifically, this study describes how the program is implemented and its impact on four language skills: speaking (kalam), listening (istima'), reading (qira'ah), and writing (kitabah), as well as the factors that support and hinder the program's implementation. Using a descriptive qualitative method, data were collected through participatory observation, in-depth interviews with coordinators and participants, and analysis of program documentation. Findings reveal that the Arabic Language Club, which has been actively operating since December 18, 2009, has successfully organized its activities in a systematic daily, weekly, monthly, and annual cycle. Among the four language skills, speaking ability (kalam) shows the most notable progress, followed by improved reading skills and expanded vocabulary mastery. The supportive atmosphere of the Islamic boarding school, diverse teaching approaches, and the dedication of coordinators are key factors in the program's success. Conversely, low self-confidence among students and limited vocabulary remain challenges that require ongoing, creative intervention.
EFEKTIVITAS METODE TOTAL PHYSICAL RESPONSE (TPR) TERHADAP KETERAMPILAN MENYIMAK SISWA KELAS III MIN 1 GOWA Nurul Istiqamah; Mantasiah R; Fatkhul Ulum
Al-Fashahah: Journal of Arabic Education, Linguistics, and Literature Vol 6, No 1 (2026): Al-Fashahah: Journal of Arabic Education, Linguistics, and Literature
Publisher : Fakultas Teknik Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/al-fashahah.v6i1.85331

Abstract

Listening comprehension among third-grade students at MIN 1 Gowa was evaluated by examining the integration of the Total Physical Response (TPR) method. A quantitative quasi-experimental framework using a nonequivalent control group design was established, involving a cohort of 36 students in the experimental class and 35 students in the control class. While the experimental group received TPR training, the control group followed standard conventional teaching. The assessment metrics consisted of a ten-item test comprising five true-false queries and five multiple-choice questions. Empirical records show that the experimental group mean score surged from 23.89 in the pre-test to 51.39 in the post-test, whereas the control group progressed from 23.43 to 36.29. Wilcoxon test calculations indicated significance values of less than 0.001 for the experimental cohort and 0.002 for the control group, verifying distinct performance shifts in both settings. This divergence is further corroborated by a Mann-Whitney test yielding a significance value of 0.002, falling below the 0.05 threshold. Consequently, TPR serves as a highly reliable approach to strengthen students' receptive language competencies, offering an active, engaging, and meaningful instructional alternative for language classrooms.

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