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Moh Sholeh Afyuddin
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asalibuna@iainkediri.ac.id
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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 188 Documents
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In Between Code and Knowledge Exploring Students' Computational Thinking in Analyzing Arabic Texts Ani, Ahmad Faisal Zam; Thohir, Muhammad; Qomaruddin, Moch.; Rifqi, Arina Fadlilatar; Saputri, Intan Nur Fauziah
Asalibuna Vol. 8 No. 02 (2024): Volume 08, Nomor 02, Desember 2024
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v8i02.2845

Abstract

Computational thinking has become a crucial skill in the 21st century, particularly in fostering critical thinking and problem-solving abilities. In their research, the Arabic Language teacher for Grade X Religion 1 at MAN 2 Banyuwangi has employed computational thinking skills in teaching Arabic text. This article aims to investigate students' computational thinking in analyzing Arabic texts. The research methodology employed a qualitative descriptive approach with data collection techniques including observation, interviews, and documentation. Data analysis utilized the qualitative analysis technique, specifically the interactive model version by Miles, Huberman, and Saldana. The research findings indicate that among the 32 students in Grade X Religion 1, all demonstrated 100% proficiency in the decomposition indicator with 32 students. In the pattern recognition stage 72% with 23 students demonstrated proficiency. Meanwhile, in the algorithmic thinking, abstraction, and generalization stages 16% with 5 students showed proficiency. Students with high computational thinking skills were able to meet all indicators, including decomposition, pattern recognition, algorithmic thinking, abstraction, and generalization. Students with moderate computational thinking skills fulfilled the decomposition and pattern recognition indicators, whereas those with low computational thinking skills only met the decomposition indicator. Thus, through the exploration of computational thinking, students are able to solve problems in analyzing Arabic text critically and creatively.
Integrating Religious Moderation Values in Arabic Language Learning at AN-NOOR Islamic Boarding School, Bandarlampung Gunawan, Riski; Anwar, Saepul; Afyuddin, Moh Sholeh
Asalibuna Vol. 8 No. 02 (2024): Volume 08, Nomor 02, Desember 2024
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v8i02.5214

Abstract

This study explores the integration of religious moderation values into Arabic language instruction at AN-NOOR Islamic Boarding School, Bandarlampung. In light of rising concerns over exclusivism and intolerance, the need to promote tolerance and peace through education has become imperative. Arabic, as a sacred language of Islam, serves not only as a medium of communication but also as a vehicle for transmitting religious and cultural values. Through a qualitative case study approach, this research investigates how Arabic language teaching is adapted to embody the principles of religious moderation, including tolerance, anti-violence, respect for local culture, and national commitment. Data were collected through interviews with teachers and students, classroom observations, and documentation. The findings reveal that Arabic teaching at AN-NOOR incorporates texts and expressions that emphasize peaceful coexistence, critical thinking, and intercultural understanding. Furthermore, the curriculum is designed to develop not only linguistic competence but also character formation aligned with Indonesia’s vision of religious harmony. This study contributes to the discourse on language education as a tool for promoting inclusive religious understanding in Islamic educational institutions.
Best Practice of Summative Assessment for Arabic Writing Proficiency: Evidence from Pondok Pesantren Modern Ar-Rahmah Kediri, Indonesia Muslimah, Maziyyatul; Sulalah, Iin Anis; Rohmawati, Rosalina; Sofi, Niswatus; Zunairoh, Yuyun
Asalibuna Vol. 8 No. 02 (2024): Volume 08, Nomor 02, Desember 2024
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v8i02.5221

Abstract

Writing proficiency (maharah kitabah) is a fundamental yet demanding component of Arabic language education. In pesantren contexts, where tradition and discipline are central, effective assessment strategies remain underexplored. This study investigates the best practices in implementing summative assessment for Arabic writing at Pondok Pesantren Modern Ar-Rahmah Kediri. Using a qualitative case study approach, data were gathered through classroom observation, interviews, and document analysis. The study identified three significant best practices: (1) the contextual use of imla’ al-istima’i (auditory dictation) as a summative tool that simultaneously assesses listening and writing skills; (2) the integration of formative and summative assessments to scaffold students' learning progress systematically; and (3) the application of standardized, transparent rubrics to ensure fairness and clarity in evaluation. These practices collectively foster writing accuracy, vocabulary enrichment, grammatical mastery, and learner autonomy. Despite these strengths, a notable percentage of students remain below the expected proficiency level, indicating a need for enhanced remedial support. Future research should explore how digital tools and AI-driven feedback systems can further optimize these best practices and promote scalable, individualized Arabic writing assessments.
The Development of Comic Learning Media Featuring the Exemplary KH. A. Wahab Hasbullah to Improve Arabic Writing Skills Maulidi; Mufidah, Milatul Laila; Rina Dian Rahmawati
Asalibuna Vol. 8 No. 02 (2024): Volume 08, Nomor 02, Desember 2024
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v8i02.3172

Abstract

This study addresses the low Arabic writing skills of students at MAN 10 Jombang, attributed to a lack of engaging learning media. The aim is to develop a comic-based learning media themed on the exemplary life of KH. A Wahab Hasbullah to enhance students' motivation and writing skills. The research employs a Research & Development (R&D) methodology with both quantitative and qualitative approaches. The comic's development involved expert validation, individual trials, small-scale tests, and field testing. The results show a significant improvement in Arabic writing skills, with an average pre-test score of 57.5 and a post-test score of 85.75. The conclusion is that comics are effective as learning media, capable of enhancing students' writing skills and learning interest. It is recommended to expand the use of comics across various subjects and integrate exemplary values to improve students' character education.
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.
Transforming Student’s Arabic Writing Skills through Word Square Media: Examining its Effectiveness Siti Soleha; Evi Muzaiyidah Bukhori; Mokhammad Miftakhul Huda
Asalibuna Vol. 8 No. 02 (2024): Volume 08, Nomor 02, Desember 2024
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v8i02.5231

Abstract

This study aims to examine the effectiveness of Word Square media in improving students’ Arabic writing skills. Writing in Arabic requires structured, engaging, and student-centered learning strategies to enhance learners' outcomes. However, traditional methods often fail to stimulate students’ interest and competence in Arabic writing. This quantitative research employed a one-group pretest-posttest experimental design involving 22 eleventh-grade students. Data were collected through writing tests administered before and after the implementation of Word Square media. The objective was to measure the extent to which the media could enhance students’ writing performance. Descriptive statistics showed a substantial improvement in students’ average scores from 66.05 in the pretest to 81.77 in the posttest. There were also consistent increases in minimum, maximum, and standard deviation values. The Shapiro-Wilk test indicated normal data distribution with significance values of 0.584 (pretest) and 0.147 (posttest), both greater than 0.05. The paired sample t-test showed a significance value (2-tailed) of 0.000, which is less than 0.05, indicating a statistically significant difference between pretest and posttest scores. The findings confirm that Word Square media is effective in enhancing students’ Arabic writing skills. The media enables students to engage in learning interactively, enjoyably, and collaboratively. Thus, Word Square can be considered a valuable instructional tool to be integrated into Arabic language learning to boost students’ writing performance.
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.

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