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Self Access Center, Fakultas Tarbiyah, Institut Agama Islam Negeri Kediri Jl. Sunan Ampel, No 07, Ngronggo Kecamatan Kota Kediri, Jawa Timur
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Asalibuna
Published by Institut Agama Islam Negeri Kediri
ISSN : 26155885     EISSN : 26563533     DOI : -
Core Subject : Education, Art, Social,
Arts Education Languange, Linguistic, Communication & Media Social Sciences
Asalibuna is a journal of linguistics and education on Arabic fields, published biannually: on June and December by Arabic Education Department, the State Islamic Institute (IAIN) of Kediri, Indonesia. This journal accepts research-based on papers from the fields of Arabic language teaching and linguistics. Papers are all subject to peer review before being accepted for inclusion. Contributions for future editions are welcome. The scope of Asalibuna covers current analysis on: - Arabic language teaching and learning - Arabic language testing and assessment - Arabic language instructional materials - Curriculum design and development - Applied linguistics on Arabic fields - Arabic translation
Arjuna Subject : Umum - Umum
Articles 15 Documents
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Search results for , issue "Vol. 9 No. 01 (2025): Volume 09, Nomor 01, Juni 2025" : 15 Documents clear
Thorndike’s Connectionism in Practice: A Qualitative Study of Arabic Morning Programs in Indonesia Munazzalurrohmi, Muhammad; Mubarok, Khusnul; Rosyada, Amrina; Muzadi, Narul Hasyim; Warahmah, Mawadda
Asalibuna Vol. 9 No. 01 (2025): Volume 09, Nomor 01, Juni 2025
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v9i01.5188

Abstract

This research is important to raise as a reflection on the importance of applying discipline in the learning process, especially Arabic. Arabic. Thorndike's theory of behaviorism which discusses how to strengthen the relationship between stimulus and response is closely related to reflection in Arabic. Relationship between stimulus and response is closely related to the above reflection above. As a behaviorist approach emphasizing stimulus-response reinforcement, Connectionism provides a relevant theoretical lens for evaluating Arabic language learning practices. This study aims to analyze the Arabic Morning program based on the perspective of Thorndike's Connectionism theory which includes 3 aspects 1) aspects of the law of exercise 2) aspects of the law of cause and effect, and 3) aspects of the law of readiness. This research is a case study type with a descriptive approach. Data were collected by interview, observation, and documentation. The data came from 1) interviews with Arabic Morning tutors, 2) participant observation, and 3) Arabic Morning document review. The data analysis technique uses the Miles and Hubermann model which consists of three steps, namely data reduction, data presentation, and conclusion drawing. The results of the study show that three aspects of Thorndike's Connectionism theory have been applied. The forms of implementation are 1) the legal aspect of practice in the form of memorizing mufrodat, writing, and expressing Arabic sentences, 2) the legal aspect of cause and effect in the form of applying rewards and punishments, and 3) the aspect of readiness in the form of emphasis on students to have internal and external readiness in participating in the Arabic Morning program. Based on the results of the data analysis process, it is found that the three legal aspects of Thorndike's Connectionism theory have been fully implemented in Arabic language learning.
An Innovative Model for Teaching Speaking Skills: Integrating Contextual and Cooperative Learning M. Dzikrul Hakim Al Ghozali; Uril Bahruddin; Syuhadak
Asalibuna Vol. 9 No. 01 (2025): Volume 09, Nomor 01, Juni 2025
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v9i01.5279

Abstract

This study addresses the lack of an effective learning model for speaking skills, which remains traditional and misaligned with students' competencies. Aiming to bridge this gap, the research designs a speaking skill teaching model grounded in cooperative and contextual learning, then examines its validity for Arabic Language Education students at KH. Abdul Wahab Hasbullah University (UNWAHA) Jombang. Adopting Borg and Gall’s research and development (R&D) approach, this study combines qualitative and design-based methodologies. Data were collected through classroom observations, interviews, and questionnaires, then analyzed using both qualitative and quantitative techniques. Key findings include: (1) the speaking skill teaching model developed on the basis of cooperative and contextual learning was designed using the Borg and Gall steps. The teaching model guide consists of three main stages of educational activities, namely introductory activities, core activities, and concluding activities, and includes educational content, technical specifications, and implementation steps. (2) Validation by experts confirmed the model’s high usability. The teaching model received a 90% score (“excellent”) from instructional design experts, while material experts rated the accompanying resources at 89% (“excellent”), reflecting robust readiness for classroom implementation. These results demonstrate that the cooperative and contextual learning-based model offers a theoretically sound and empirically validated approach to enhancing speaking skills in Arabic language education. The study underscores the importance of modernizing pedagogical frameworks to better align with learner needs.
Integration of Bayani, Burhani and Irfani Epistemologies in Arabic Language Learning in Islamic Boarding School-Based Colleges Amirul Mukminin; Hanun, Aisyatul; Zainuddin; Mushtofa , Lutfi; Wassalwa, Almannah
Asalibuna Vol. 9 No. 01 (2025): Volume 09, Nomor 01, Juni 2025
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v9i01.5292

Abstract

This study aims to explore the integration of three Islamic epistemological approaches—Bayani, Burhani, and Irfani—in Arabic language education. These approaches represent distinct yet complementary sources and methods of acquiring knowledge, collectively contributing to the development of a holistic and meaningful instructional model. The Bayani approach emphasizes textual interpretation based on authoritative sources and classical scholarly traditions; the Burhani approach prioritizes logic and rational analysis; while the Irfani approach centers on intuition, spiritual depth, and inner experience. Through a literature review of philosophical and Arabic language education sources, this study finds that the current dominance of the grammatical approach in Arabic instruction has led to a fragmentation of meaning and a disconnection from the philosophical and spiritual dimensions of the language. Integrating these three epistemological perspectives not only strengthens learners’ linguistic competencies but also cultivates critical thinking and spiritual awareness of language as a divine medium. This research proposes an epistemological synthesis model as an alternative pedagogical framework for a more contextual, reflective, and transformative Arabic language learning experience.
The Values of Kediri Local Wisdom in the Qiroah Mahaliyah Text of Malzamah Arabiyah Book in the Syarqi Awwal Program at Markaz Arabiyah: (Critical Discourse Analysis Study Using Norman Fairclough's Model) Miqdarul Khoir Syarofit; Salma, Ria Fauziah; Hanik Mahliatussikah; Abushihab, Eiman Fowzan
Asalibuna Vol. 9 No. 01 (2025): Volume 09, Nomor 01, Juni 2025
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v9i01.5304

Abstract

This research aims to identify and analyze the values of Kediri's local wisdom integrated in the Qiroah Mahaliyah texts of the Malzamah Arabiyah book used in the Syarqi Awwal Program at Markaz Arabiyah. Using Norman Fairclough's Critical Discourse Analysis approach, which emphasizes three analytical dimensions (text, discursive practice, and sociocultural practice), this study explores how local wisdom is represented, interpreted, and positioned in Arabic language teaching materials. The research corpus consists of nine reading texts in the Malzamah Arabiyah book containing Kediri's local wisdom content, including historical figures, cultural monuments, traditional cuisine, tourist attractions, and educational institutions. The results show that: (1) textually, there is a strong representation of Kediri's cultural identity and history through the use of lexicon, grammar, and text structures deliberately designed to highlight local excellence; (2) in the dimension of discursive practice, this book interprets local wisdom as an instrument of language-culture integration that functions to facilitate Arabic language learning through contexts familiar to learners; and (3) from the sociocultural aspect, the texts reproduce Islamic values that harmonize with local culture, strengthening the narrative of moderate Islam that forms the identity of Markaz Arabiyah. This research also reveals ideological agendas in the form of strengthening Islamic identity, reinforcing sociocultural bonds with local communities, cultural preservation, and introducing multicultural values through language learning. These findings contribute to the development of Arabic language learning models based on local wisdom that are contextual, meaningful, and in continuity with the cultural identity of learners.
A Rhetorical Move Analysis of Arabic-Language Abstracts in Education and Linguistics : A Comparative Study of Native Arabic and Indonesian Speakers Humairoh, Jasmine Afifah; Mohamad Zaka Al Farisi; Rinaldi Supriadi
Asalibuna Vol. 9 No. 01 (2025): Volume 09, Nomor 01, Juni 2025
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v9i01.5429

Abstract

Abstract writing in Arabic-language academic articles reflects culturally situated rhetorical strategies. This study investigates and compares the rhetorical structures and linguistic features of abstracts written by native Arabic speakers and Indonesian speakers in the fields of Education and Linguistics. Using a qualitative content analysis approach, 80 abstracts were analyzed based on Hyland's five-move model and Kanoksilapatham's salience theory, with a focus on tense usage (māḍī vs. muḍāriʿ) and voice (ma‘lūm vs. majhūl). The analysis reveals that Moves 1–4 are obligatory (100%) while Move 5 is conventional (96.3%). In terms of linguistic realization, ma‘lūm (39.4%) and māḍī (28.3%) were most commonly used across the corpus. Notably, Arabic writers predominantly employed māḍī (77.4%) and ma‘lūm (74.9%), whereas Indonesian writers favored muḍāriʿ (57.7%) and also showed a strong preference for ma‘lūm (79.3%). These patterns suggest that Arabic authors tend to emphasize factual reporting and authorial agency, while Indonesian authors adopt a more prospective and procedural tone. These findings highlight the impact of linguistic and cultural backgrounds on academic rhetorical preferences, with pedagogical implications for enhancing Arabic academic writing instruction for non-native speakers.   Abstrak: Penulisan abstrak dalam artikel akademik berbahasa Arab mencerminkan strategi retorika yang terletak secara budaya. Penelitian ini menyelidiki dan membandingkan struktur retorika dan fitur linguistik abstrak yang ditulis oleh penutur asli bahasa Arab dan penutur bahasa Indonesia di bidang Pendidikan dan Linguistik. Dengan menggunakan pendekatan analisis konten kualitatif, 80 abstrak dianalisis berdasarkan model lima gerakan Hyland dan teori Kanoksilapatham, dengan fokus pada penggunaan tegang (māḍī vs. muḍāriʿ) dan suara (ma‘lūm vs. majhūl). Analisis mengungkapkan bahwa Langkah 1–4 adalah wajib (100%) sedangkan Langkah 5 adalah konvensional (96,3%). Dalam hal realisasi linguistik, ma‘lūm (39,4%) dan māḍī (28,3%) paling sering digunakan di seluruh korpus. Khususnya, penulis Arab didominasi mempekerjakan māḍī (77,4%) dan ma‘lūm (74,9%), sedangkan penulis Indonesia lebih menyukai muḍāriʿ (57,7%) dan juga menunjukkan preferensi yang kuat untuk ma‘lūm (79,3%). Pola-pola ini menunjukkan bahwa penulis Arab cenderung menekankan pelaporan faktual dan agen penulis, sedangkan penulis Indonesia mengadopsi nada yang lebih prospektif dan prosedural. Temuan ini menyoroti dampak latar belakang linguistik dan budaya pada preferensi retorika akademik, dengan implikasi pedagogis untuk meningkatkan pengajaran penulisan akademik Arab untuk penutur non-asli.
Developing a Nahwu Module Using a Self-Directed Learning Approach for Beginner-Level Learners Bahy, Moh. Buny Andaru; Arifin, Ahmad; Saputra, Firman Cahaya; Vetiana, Gautama Veri; Abdullah
Asalibuna Vol. 9 No. 01 (2025): Volume 09, Nomor 01, Juni 2025
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v9i01.5261

Abstract

Abstract: Difficulties in understanding Arabic grammar materials are commonly experienced by students due to the complexity of Nahwu content in instructional materials. This phenomenon leads to a lack of comprehension and low academic achievement. This study aims to develop a Nahwu learning module using a self-directed learning approach to help students better understand Nahwu concepts. This research adopts a Research and Development (R&D) design using the ADDIE development model. The study was conducted at Madrasah Tsanawiyah Attanwir Bojonegoro. After completing all development stages, the study produced a Nahwu learning module based on a self-directed learning approach. The developed module has been validated by subject matter and media experts. In practice, the Nahwu module has proven effective in improving students' understanding of Arabic grammar independently, as it features well-structured content that is easy for students to grasp.   Abstrak:  Kesulitan memahami materi gramatika bahasa Arab sering terjadi di kalangan siswa karena sulitnya memahami materi dalam bahan ajar Nahwu. Fenomena ini berdampak pada kurangnya pemahaman dan hasil belajar siswa. Penelitian ini bertujuan untuk mengembangkan modul pembelajaran Nahwu menggunakan pendekatan pembelajaran mandiri, agar siswa dapat memahamami materi nahwu dengan baik. Penelitian ini berenis penelitian R&D dengan langkah pengembangan ADDIE. Penelitian ini dilakukan di Madrasah Tsanawiyah Attanwir Bojonegoro. Setelah melakukan seluruh tahapan pengembangan, penelitian menghasilkan produk modul pembelajaran Nahwu dengan menggunakan pendekatan pembelajaran mandiri. Modul yang dikembangkan telah melalui uji validasi oleh ahli materi dan media. Dalam penerapannya, modul Nahwu ini efektif untuk meningkatkan pemahaman gramatika bahasa Arab siswa seacara mandiri, karena modul pembelajaran Nahwu ini memiliki karakteristik materi yang terstruktur dan mudah dipahami oleh siswa.  
Balance in Teaching Balaghah at Pondok Modern Darussalam Gontor Agung Nurcholis, Agung Nurcholis; Yoke Suryadarma; Rendi Sabana
Asalibuna Vol. 9 No. 01 (2025): Volume 09, Nomor 01, Juni 2025
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v9i01.5189

Abstract

This study examines the principles of balance in teaching Balaghah (Arabic rhetoric) at Pondok Modern Darussalam Gontor, analyzing how these principles are applied in the instruction of Arabic rhetorical sciences. The research is based on qualitative content analysis of curricula and teaching materials at the institution, focusing on four dimensions of balance: balance between academic, emotional, and spiritual aspects, balance between theory and practice, balance between individual and social development, and balance in assessment methods. The findings reveal that the Balaghah teaching approach at Pondok Modern Darussalam Gontor embodies these principles through an integrated approach that connects theoretical knowledge of rhetoric with its practical applications, balances the study of traditional texts with the use of modern methods, combines individual and collaborative learning, and integrates academic, emotional, and spiritual dimensions in the educational process. The study presents a theoretical framework for teaching Balaghah based on balance principles, contributing to the development of Arabic rhetoric teaching methods and enhancing their effectiveness in various educational contexts. تبحث هذه الدراسة في مبادئ التوازن في تعليم البلاغة في معهد دار السلام كونتور الحديث، وتحلل كيفية تطبيق هذه المبادئ في تدريس علوم البلاغة العربية. تعتمد الدراسة على تحليل محتوى المناهج الدراسية والمواد التعليمية في المعهد، مع التركيز على أربعة أبعاد للتوازن: التوازن بين الجوانب الأكاديمية والعاطفية والروحية، والتوازن بين النظرية والتطبيق، والتوازن بين التنمية الفردية والاجتماعية، والتوازن بين التقليد والابتكار، والتوازن في أساليب التقييم. تكشف النتائج أن منهج تعليم البلاغة في معهد دار السلام كونتور يجسد هذه المبادئ من خلال نهج متكامل يربط بين المعرفة النظرية للبلاغة وتطبيقاتها العملية، ويوازن بين دراسة النصوص التقليدية واستخدام الأساليب الحديثة، ويجمع بين التعلم الفردي والتعاوني، ويدمج الأبعاد الأكاديمية والعاطفية والروحية في عملية التعليم. تقدم الدراسة إطارًا نظريًا لتعليم البلاغة قائم على مبادئ التوازن، مما يسهم في تطوير أساليب تعليم البلاغة العربية وتعزيز فعاليتها في السياقات التعليمية المختلفة.
Rethinking Technology-Driven CPD (Continuing Professional Development) for Arabic Language Teachers in Indonesia Akmalia, Frida; Andriyanti, Erna; Triyono, Sulis
Asalibuna Vol. 9 No. 01 (2025): Volume 09, Nomor 01, Juni 2025
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v9i01.5208

Abstract

Abstract: Amid the global shift toward digital education, the professional growth of teachers is increasingly shaped by their ability to integrate technology into pedagogical practice. However, Arabic language teachers often face systemic barriers in accessing relevant and effective technology-driven professional development. This conceptual paper investigates the underexplored intersection between educational technology and Continuing Professional Development (CPD) for Arabic language educators, particularly in the context of Indonesia. Drawing on Technological Pedagogical Content Knowledge (TPACK), Professional Competence Theory, and Andragogy, the study proposes a contextualized CPD framework that addresses the unique instructional demands of Arabic teaching. It critically analyzes current limitations in teacher training such as low digital literacy, limited subject-specific support, and a mismatch between CPD content and classroom realities. Moreover, the paper underscores the scarcity of scholarly attention to Arabic teacher development in the broader discourse on technology-enhanced learning. By bridging theory and practice, this article contributes a model for inclusive and sustainable CPD that empowers Arabic teachers to design more engaging and culturally relevant learning experiences. The proposed framework has implications for educational policy, curriculum design, and future empirical research in multilingual and digitally evolving contexts.   Abstrak: Di tengah pergeseran global menuju pendidikan digital, pertumbuhan profesional guru semakin dibentuk oleh kemampuan mereka untuk mengintegrasikan teknologi ke dalam praktik pedagogi. Namun, guru bahasa Arab sering menghadapi hambatan sistemik dalam mengakses pengembangan profesional berbasis teknologi yang relevan dan efektif. Artikel konseptual ini menyelidiki persimpangan yang belum dieksplorasi antara teknologi pendidikan dan Pengembangan Keprofesian Berkelanjutan (PKB) untuk pendidik bahasa Arab, khususnya dalam konteks Indonesia. Dengan mengacu pada TPACK, Teori Kompetensi Profesional, dan Andragogi, penelitian ini mengusulkan kerangka kerja PKB kontekstual yang membahas tuntutan instruksional yang unik dari pengajaran bahasa Arab. Studi ini secara kritis menganalisis keterbatasan saat ini dalam pelatihan guru seperti literasi digital yang rendah, dukungan mata pelajaran yang terbatas, dan ketidaksesuaian antara konten PKB dan realitas di kelas. Selain itu, artikel ini menggarisbawahi kelangkaan perhatian para akademisi terhadap pengembangan guru bahasa Arab dalam wacana yang lebih luas tentang pembelajaran yang ditingkatkan dengan teknologi. Dengan menjembatani teori dan praktik, artikel ini memberikan kontribusi berupa model PKB yang inklusif dan berkelanjutan, yang memberdayakan para guru bahasa Arab untuk merancang pengalaman belajar yang lebih menarik dan relevan secara budaya. Kerangka kerja yang diusulkan memiliki implikasi untuk kebijakan pendidikan, desain kurikulum, dan penelitian empiris di masa depan dalam konteks multibahasa dan perkembangan digital.
The Influence of Self-Confidence through Language Development Programs on Arabic Communication Learning Outcomes of Indonesian Students Akhirudin; Syuhadak; Chamidah, Dewi
Asalibuna Vol. 9 No. 01 (2025): Volume 09, Nomor 01, Juni 2025
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v9i01.6196

Abstract

Abstract: The purpose of this study is to assess the influence of self-confidence development through language development programs implemented at four universities in Indonesia: IAIN Kudus, UIN Fatmawati Sukarno Bengkulu, Universitas Ma'arif Lampung, and UIN Maliki Malang, on students' Arabic speaking learning outcomes. The study employs a quantitative ex post facto approach. Respondents in this study are students from the aforementioned universities who participated in language development programs under various names. The total number of informants is 138 students: 41 from UIN Maliki Malang, 35 from IAIN Kudus, 22 from UMALA Lampung, and 40 from UIN Fatmawati Sukarno Bengkulu. Data collection involved a modified psychological confidence scale focusing on Arabic language-related points and academic scores in Arabic speaking courses. The analysis techniques include instrument trials to test the validity and reliability of the questionnaire, normality tests, homogeneity tests, and hypothesis testing using Spearman Rank Correlation. Data analysis was conducted using SPSS version 26. The Spearman Rank Correlation test results show a significance value (p < 0.001), which is less than 0.05, with a correlation coefficient strength of 0.675. This indicates that variable X (self-confidence developed through language development programs) significantly correlates strongly with variable Y (students' Arabic speaking learning outcomes) at IAIN Kudus, UIN Fatmawati Sukarno Bengkulu, UIN Maliki Malang, and UMALA Lampung. Thus, it can be concluded that the higher the students' self-confidence, the more it correlates with their Arabic speaking learning outcomes.   Abstrak: Tujuan dari penelitian ini adalah untuk menilai pengaruh pengembangan kepercayaan diri melalui program pengembangan bahasa yang dilaksanakan di empat universitas di Indonesia: IAIN Kudus, UIN Fatmawati Sukarno Bengkulu, Universitas Ma’arif Lampung, dan UIN Maliki Malang, terhadap hasil belajar mahasiswa dalam berbicara bahasa Arab. Penelitian ini menggunakan pendekatan kuantitatif ex post facto. Responden dalam penelitian ini adalah mahasiswa dari keempat universitas tersebut yang mengikuti program pengembangan bahasa dengan berbagai nama. Jumlah total informan adalah 138 mahasiswa: 41 dari UIN Maliki Malang, 35 dari IAIN Kudus, 22 dari UMALA Lampung, dan 40 dari UIN Fatmawati Sukarno Bengkulu. Pengumpulan data dilakukan menggunakan skala psikologis kepercayaan diri yang telah dimodifikasi dan difokuskan pada poin-poin terkait bahasa Arab, serta nilai akademik dalam mata kuliah keterampilan berbicara bahasa Arab. Teknik analisis yang digunakan meliputi uji coba instrumen untuk menguji validitas dan reliabilitas kuesioner, uji normalitas, uji homogenitas, dan uji hipotesis menggunakan Korelasi Rank Spearman. Analisis data dilakukan menggunakan SPSS versi 26. Hasil uji Korelasi Rank Spearman menunjukkan nilai signifikansi (p < 0,001), yang lebih kecil dari 0,05, dengan kekuatan koefisien korelasi sebesar 0,675. Hal ini menunjukkan bahwa variabel X (kepercayaan diri yang dikembangkan melalui program pengembangan bahasa) memiliki korelasi yang signifikan dan kuat dengan variabel Y (hasil belajar berbicara bahasa Arab mahasiswa) di IAIN Kudus, UIN Fatmawati Sukarno Bengkulu, UIN Maliki Malang, dan UMALA Lampung. Dengan demikian, dapat disimpulkan bahwa semakin tinggi kepercayaan diri mahasiswa, maka semakin tinggi pula korelasinya dengan hasil belajar berbicara bahasa Arab mereka.
Interpretation of I’rāb Rules in Naẓam Alfiyah Based on Jumlah Ismiyah and Jumlah Fi’liyah Sulaikho, Siti; Hamid, M. Abdul; Machmudah, Umi
Asalibuna Vol. 9 No. 01 (2025): Volume 09, Nomor 01, Juni 2025
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v9i01.5338

Abstract

Abstract: This study aims to analyze interpretation of i’rāb in both ism and fi'il within the context of naẓam Alfiyah. Specifically, it explores how this uncertainty is influenced by the arrangement of jumlah ismiyah (nominal sentences) and jumlah fiʿliyah (verbal sentences) in naẓam Alfiyah. Adopting a qualitative descriptive approach grounded in classical Arabic grammar analysis, the methodology involves data collection, classification, and subsequent analysis. The theoretical framework for this analysis is based on the concept of الجملة الاسمية تفيد بأصل وضعها ثبوت شيء لشيء ليس غير، وأمّا الجملة الفعلية فموضوعة أصلا لإفادة الحدوث في زمن معيّن. The findings of this study demonstrate that naẓam Alfiyah employs the structure of jumlah fi'liyah when explaining the sign of i’rāb in ism. This indicates that the sign of i’rāb in ism is not permanent and may change. The reasons for these changes in the i’rāb sign include: 1) the adjustment based on the type of ism, 2) the presence of additional huruf at the end of the ism, and 3) under certain conditions, the i’rāb sign may change even if the ism remains of the same type. In contrast to ism, naẓam Alfiyah utilizes two distinct structures for explaining fi'il. Jumlah ismiyah is used when discussing fi'il māḍi and fi'il amar, while jumlah fi'liyah is employed to explain fi'il muḍāri’. The reasons for naẓam Alfiyah applying the structure of jumlah fi'liyah to fi'il muḍāri’ are as follows: 1) in addition to possessing the mu'rab rule, fi'il muḍāri’ also follows the mabnī rule; 2) the sign of i’rāb is not determined by the type of fi'il, but rather by the additional huruf that follow fi'il muḍāri’; 3) The sign of i’rāb on fi'il muḍāri’ is influenced by the āmil that precedes it; 4) a fi'il muḍāri’ that is governed by the mabnī rule can revert to mu'rab when separated by alif taṡniyah, wāw jama', or ya' mukhāṭabah from nũn taukīd.   Abstrak: Penelitian ini bertujuan untuk menganalisis interpretasi hukum i’rāb ism dan fi’il dalam naẓam Alfiyah. Secara khusus, penelitian ini menyelidiki bagaimana ketidakpastian i’rāb ism dan fi’il terkait dengan susunan jumlah ismiyah (kalimat nominal) dan jumlah fiʿliyah (kalimat verbal) dalam naẓam Alfiyah. Penelitian ini menggunakan pendekatan deskriptif kualitatif yang berakar pada analisis tata bahasa Arab klasik. Langkah metodologis meliputi pengumpulan data, klasifikasi, dan analisis data. Teori yang digunakan sebagai pisau analisis adalah الجملة الاسمية تفيد بأصل وضعها ثبوت شيء لشيء ليس غير، وأمّا الجملة الفعلية فموضوعة أصلا لإفادة الحدوث في زمن معيّن. Hasil penelitian menunjukkan bahwa naẓam Alfiyah menggunakan susunan jumlah fiʿliyah saat menjelaskan tanda i’rāb pada ism. Artinya, tanda i’rāb pada ism tidak bersifat tetap dan dapat berubah. Alasan tanda i’rāb pada ism dapat berubah, antara lain: 1) menyesuaikan jenis ism, 2) terdapat huruf tambahan di akhir ism, dan 3) pada kondisi tertentu, tanda i’rāb dapat berubah meski dari jenis ism yang sama. Berbeda dengan ism, naẓam Alfiyah menggunakan dua jumlah ketika menjelaskan fi’il. Jumlah ismiyah digunakan saat menjelaskan fi’il māḍi dan fi’il amar, sementara jumlah fi’liyah digunakan untuk menerangkan fi’il muḍāri’. Alasan naẓam Alfiyah menerapkan susunan jumlah fiʿliyah pada fi’il muḍāri’ adalah: 1) selain memiliki hukum mu’rab, fi’il muḍāri’ juga memiliki hukum mabnī, 2) tanda i’rāb tidak berhubungan dengan jenis fi’il, melainkan berkaitan dengan huruf tambahan yang terletak setelah fi’il muḍāri’, 3) tanda i’rāb pada fi’il muḍāri’ juga dipengaruhi oleh āmil yang terletak sebelumnya, dan 4) fi’il muḍāri’ yang berhukum mabnī dapat kembali menjadi mu’rab ketika terdapat alif taṡniyah, wāw jama’, dan ya’ mukhāṭabah yang memisahkan antara fi’il muḍāri’ dan nũn taukīd.

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