cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Moh Sholeh Afyuddin
Contact Email
sholehafyuddin@gmail.com
Phone
+6281554384774
Journal Mail Official
asalibuna@iainkediri.ac.id
Editorial Address
Self Access Center, Fakultas Tarbiyah, Institut Agama Islam Negeri Kediri Jl. Sunan Ampel, No 07, Ngronggo Kecamatan Kota Kediri, Jawa Timur
Location
Kota kediri,
Jawa timur
INDONESIA
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 203 Documents
 17   18   19   20   21 
The Role of Linguistics in the Formation of IT-Based Arab Language Learning Methods Marsiah; Hamidah; Nurul Wahdah; Noor Hujjatusnaini; Muhammad Taufiq
Asalibuna Vol. 9 No. 02 (2025): Volume 09, Nomor 02, Desember 2025
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v9i02.6802

Abstract

This research examines the role of linguistic science in creating more effective and contextually relevant Arabic language learning methods, particularly through the incorporation of digital technology. Employing a qualitative approach that is both descriptive and analytical, this study investigates the contributions of five key branches of linguistics: phonology, morphology, syntax, semantics, and pragmatics, in developing learning strategies that are not only theoretical but also practical and supportive of communication skill enhancement. It highlights the shortcomings of traditional methods, such as the grammar-translation approach, which often prove to be monotonous and inadequate in training students' communicative abilities. In response, various linguistically-informed learning method and strategies have been devised, including contextual learning, authentic text analysis, project-based learning, and the utilization of interactive technology. The findings indicate that merging linguistic theory with digital media—such as learning applications, speech recognition, and gamification—can boost motivation, improve pronunciation, and deepen understanding of the structure and meaning of the Arabic language. This research aims to inspire the development of innovative Arabic language learning methods that align with modern demands and meet the needs of learners in Indonesia.
Morphological Model of Derivational Patterns of Fi‘il Tsulāthī Mujarrad: Integration of Classical And Modern Linguistics Setiyadi, Alif Cahya; Moh. Ismail; Muhyiddin, Luthfi
Asalibuna Vol. 9 No. 02 (2025): Volume 09, Nomor 02, Desember 2025
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v9i02.6910

Abstract

This study explores the derivational patterns of fi‘il tsulāthī mujarrad, the unaugmented trilateral verb roots that form the foundation of Arabic morphology, by integrating insights from classical Arabic grammar and modern linguistic theory. Classical grammarians such as Sībawayh, Ibn Mālik, and al-Zamakhsharī offered detailed descriptions of verb patterns (awzān) like fa‘ala, fa‘ila, and fa‘ula, categorizing them based on nuanced semantic functions such as transitivity, stativity, and intensity. While these classical frameworks provide valuable semantic depth, they often lack formal structural explanations and predictive power. To address this gap, the study adopts a qualitative-descriptive approach, conducting a textual analysis of classical grammatical works and comparing them with modern theories of non-concatenative and templatic morphology, particularly as proposed by McCarthy and Watson. This comparison enables the reconstruction of core patterns within a more systematic and scalable model. The research further classifies verb forms into functional semantic categories and presents a visual schema that maps root-pattern structures from both perspectives. By bridging the descriptive richness of classical grammar with the formal abstraction of modern linguistics, this study offers an integrative framework with implications for Arabic language pedagogy and natural language processing (NLP). It contributes to more structured teaching methods and improved morphological modeling in computational applications.
The Self Determination Strategies in Spoken Language Performance Among Students of Arabic Language Education Department at Kiai Abdullah Faqih University Haq, Muhammad A'inul; Ibrahim, Faisal Mahmoud Adam; Nur Hadi; Muhammad Syahrul Munir; Dibi Afriansyah
Asalibuna Vol. 9 No. 02 (2025): Volume 09, Nomor 02, Desember 2025
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v9i02.7069

Abstract

This qualitative case study investigates the implementation of Self-Determination Theory (SDT) strategies to enhance Arabic spoken language performance among students of the Arabic Language Education Department at Universitas Kiai Abdullah Faqih, a pesantren-based institution in East Java, Indonesia. The study involved five high-achieving students and three lecturers. Data were collected over a three-month period through participant observation, in-depth interviews, and document analysis (audio recordings and reflective journals), and analyzed thematically using NVivo 14. The findings reveal eight key strategies categorized according to the basic psychological needs outlined in SDT: (1) Autonomy a) integration of salafi-modern materials, b) personal goal setting, c) self-recording); (2) Competence d) daily speaking challenges, e) role-play activities); and (3) Relatedness f) language community engagement, g) classroom discussions, h) utilization of social media. The study concludes that fulfilling the needs for autonomy, competence, and relatedness through SDT-based strategies significantly improves speaking performance. Moreover, it addresses a research gap concerning the application of SDT in developing Arabic oral proficiency in pesantren-based educational settings, with implications for curriculum and pedagogy design grounded in intrinsic motivation.  
Development of a Project Based Learning Arabic Curriculum to Improve the Quality of Learning Arabic for 8th Grade Students at Junior Islamic High School Amdadiyah Kediri Sa'idah, Ratna; Sholihah, Qintan Emilia; Afyuddin, Moh Sholeh; Permata, Bagus Andrian
Asalibuna Vol. 6 No. 01 (2022): Volume 06, Nomor 01, Juni 2022
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v6i01.7997

Abstract

Based on the facts, it shows that teachers are still using the old model curriculum and students are still having difficulties in learning Arabic and there is a need for the development of a new curriculum. So that here researchers will develop a new learning curriculum, namely the Arabic language learning curriculum based on project-based learning. The researcher chose a project-based learning Arabic learning curriculum because it can increase learning motivation, improve problem-solving skills, increase collaboration and improve skills in managing resources.This research uses a type of research and development or what is commonly called research and development (R&D). This research method aims to develop a particular product or create a new product accompanied by a test of the effectiveness of the product. The development model used is the ADDIE model (Analyze, Design, Develop, Implement and Evaluate). This research and development is based on researchers who will develop an Arabic language learning product, namely a project-based learning Arabic curriculum. Small-group or limited-group trials were carried out at MTs Amdadiyah Kediri. Therefore, a curriculum with various activities is needed that can develop students' creativity in completing assignments. Product trials are carried out by validation tests and field tests. The results of the validation test by curriculum experts I and II obtained an average R (Percentage of agreement) value of the validator of 81,53%. The normality test used is the Shapiro-Wilk. The significance value (Sig.) in the Shapiro-Wilk pre-test and post-test was above (p > 0.05), so based on the Shapiro-Wilk normality test the data was normally distributed. That is, there was no decrease (reduction) and as many as 22 students experienced an increase in Arabic scores after participating in learning activities that implemented a project-based learning Arabic learning curriculum. As for the results of the questionnaire on the responses of class VIII MTs Amdadiyah students to the application of the Arabic language curriculum based on project-based learning, they obtained a percentage of 86.06% which was categorized as "very feasible".
Intensive Arabic Language Program to Strengthen the Reading Ability of New Arabic Language Education Students Sa'idah, Ratna; Putri, Patria Ayudha; Fitriana, Fatma; Faruq, Umar; Hartanto, Eko Budi
Asalibuna Vol. 6 No. 02 (2022): Volume 06, Nomor 02, Desember 2022
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v6i02.7998

Abstract

This study aims to find out how the application of the intensive class program to prepare the maharah qiroan 1 course for new students of the Arabic Language Education study program. By knowing this application, new students of the Arabic Language Education study program are able to prepare to take the qiroah 1 course in the next semester. This research uses a qualitative approach with a descriptive type. Data collection techniques use interviews, observation and documentation. The results showed that the intensive Arabic program was carried out 4 consecutive days for one semester and spent 21 dars. When learning the TAM program using the mubasyaroh method and communicative approach, the results of improvement and positive impact are shown on the scores of the placement test and post test. The average placement test score is 56% and the post test score is 65%, an increase of 9%. The advantages of the TAM program are being able to understand basic Arabic in a short time, improving Arabic language skills, facilitating the teaching and learning process, motivating students in the spirit of learning Arabic, increasing student confidence because TAM classes are adjusted to the level of ability of each student, showing more student learning results. Furthermore, the disadvantage of the TAM program is the factor of students who feel bored at the end of lectures, from the factor of books, patterns, texts or sentences used in learning TAM and maharah qiroah 1, there are significant differences so that it is difficult to understand according to new students.
Implementation of Differentiated Learning in Arabic for Children with Special Needs Fuadhi, Muhammad Iqbal; Niqie, Mohammad Syah Rizal; Muttaqiyah , Almar'atul; Ulya, Naufal; Huda, Hisbullah
Asalibuna Vol. 9 No. 02 (2025): Volume 09, Nomor 02, Desember 2025
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v9i02.5807

Abstract

This study aims to identify the implementation of differentiated learning in the context of Arabic language subjects for children with special needs at Muhammadiyah 1-2 Taman Primary School and its supporting and inhibiting factors. The subjects studied include inclusion assistant teachers, subject teachers, students with special needs. The method used is descriptive qualitative where data is collected from observation, interviews and documentation, the results show that in its application differentiated learning is carried out with several stages of mapping learning needs, implementing differentiation of content, process and product in learning. several supporting factors such as active collaboration between the principal and parents in providing support, high enthusiasm and interest of students, comfortable and happy learning situations inhibiting factors in the application of differentiated learning in Arabic language subjects for children with special needs include limited ability to read and write Arabic and minimal learning motivation, unstable emotions, difficulty in concentration, limited teacher understanding in conducting initial assessments of the abilities and learning readiness of students with special needs.   Penelitian ini bertujuan untuk mengidentifikasi implementasi pembelajaran diferensiasi dalam konteks mata pelajaran Bahasa Arab untuk anak berkebutuhan khusus di SD Muhammadiyah 1-2 Taman serta faktor pendukung dan penghambatnya. Subjek penelitian meliputi guru pembantu inklusi, guru mata pelajaran, dan siswa berkebutuhan khusus. Metode yang digunakan adalah deskriptif kualitatif di mana data dikumpulkan dari observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa dalam penerapannya, pembelajaran diferensiasi dilakukan dengan beberapa tahapan pemetaan kebutuhan belajar, implementasi diferensiasi isi, proses, dan produk dalam pembelajaran. Beberapa faktor pendukung seperti kolaborasi aktif antara kepala sekolah dan orang tua dalam memberikan dukungan, antusiasme dan minat siswa yang tinggi, situasi belajar yang nyaman dan menyenangkan. Faktor penghambat dalam penerapan pembelajaran diferensiasi pada mata pelajaran Bahasa Arab untuk anak berkebutuhan khusus meliputi kemampuan membaca dan menulis Bahasa Arab yang terbatas dan motivasi belajar yang minimal, emosi yang tidak stabil, kesulitan berkonsentrasi, pemahaman guru yang terbatas dalam melakukan penilaian awal kemampuan dan kesiapan belajar siswa berkebutuhan khusus.
Effectiveness Analysis of Thematic Tafsir-Based Maharah Qira’ah Learning Materials for Students Memorizing the Qur’an Akmalun Ni'am, Iqbal; Nurul Murtadho; Moh. Ainin; Umi Machmudah
Asalibuna Vol. 9 No. 02 (2025): Volume 09, Nomor 02, Desember 2025
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v9i02.6474

Abstract

In the context of Islamic boarding school (pesantren) education, the skill of memorizing the Qur’an is often not accompanied by an adequate understanding of its meaning. One promising approach to address this issue is the integration of Maharah Qira’ah (reading skills) with thematic Qur’anic interpretation (tafsir tematik). This study aims to analyze the effectiveness of a Maharah Qira’ah teaching material based on thematic interpretation that was previously developed for students who have memorized the Qur’an (santri penghafal Al-Qur’an). This research employed a quantitative approach using a pre-experimental design with a one-group pre-test and post-test model. The research subjects consisted of 10 Qur’an-memorizing students from an Islamic boarding school in East Java. The instruments included pre-test and post-test assessments, supplemented by observation and field notes as supporting data. Data were analyzed using a paired sample t-test with the assistance of SPSS software. The results showed a significant increase in the mean score from 76.0 to 97.0 after the use of the teaching material, with a significance value of 0.004 (p < 0.05). The decrease in standard deviation from 16.47 to 4.83 indicates improved equality in student learning outcomes. These findings demonstrate that the thematic tafsir-based Maharah Qira’ah material is effective in enhancing students’ contextual understanding of Qur’anic verses. Therefore, this teaching material can serve as an innovative alternative for reading instruction among Qur’an-memorizing students, as it successfully integrates memorization with comprehension through a thematic and real-life context-based approach.   Abstrak:  Dalam konteks pendidikan pesantren, keterampilan menghafal Al-Qur’an belum sepenuhnya diimbangi dengan kemampuan memahami isi kandungannya. Salah satu pendekatan yang berpotensi mengatasi permasalahan ini adalah pembelajaran Maharah Qiraah berbasis tafsir tematik. Penelitian ini bertujuan untuk menganalisis efektivitas bahan ajar Maharah Qiraah berbasis tafsir tematik yang telah dikembangkan sebelumnya untuk santri penghafal Al-Qur’an. Penelitian ini menggunakan pendekatan kuantitatif dengan metode pre-experimental design tipe one group pre-test and post-test. Subjek penelitian adalah 10 santri penghafal Al-Qur’an dari salah satu pesantren di Jawa Timur. Instrumen yang digunakan meliputi tes awal dan tes akhir, serta observasi dan catatan lapangan sebagai data pendukung. Analisis dilakukan menggunakan uji paired sample t-test dengan bantuan program SPSS. Hasil penelitian menunjukkan peningkatan signifikan nilai rata-rata dari 76,0 menjadi 97,0 setelah penggunaan bahan ajar, dengan nilai signifikansi sebesar 0,004 (p < 0,05). Penurunan standar deviasi dari 16,47 menjadi 4,83 menunjukkan adanya peningkatan pemerataan hasil belajar. Temuan ini menunjukkan bahwa bahan ajar Maharah Qiraah berbasis tafsir tematik efektif meningkatkan pemahaman santri terhadap makna ayat-ayat Al-Qur’an secara kontekstual. Dengan demikian, bahan ajar ini dapat menjadi alternatif inovatif dalam pembelajaran membaca bagi penghafal Al-Qur’an, karena mampu menggabungkan aspek hafalan dengan pemahaman melalui pendekatan tematik dan berbasis konteks kehidupan nyata.
Sociolinguistic Implementation in Qiroah Learning to Enhance Merdeka Belajar's Educational Effectiveness at University Huda, Mokhammad Miftakhul; Abicandra, Muhammad Nidhom Hamami; Yulianti, Yessi
Asalibuna Vol. 9 No. 02 (2025): Volume 09, Nomor 02, Desember 2025
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v9i02.6633

Abstract

This study addresses the critical need to enhance the effectiveness of Arabic reading (Qiro'ah) instruction within Indonesia’s Merdeka Belajar (Freedom to Learn) program by integrating sociolinguistic approaches. Previous research has primarily focused on traditional pedagogical methods, overlooking the influence of social and cultural contexts on language comprehension, particularly within the flexible framework of Merdeka Belajar. This research aims to analyze the role of sociolinguistics in Qiro'ah learning at UIN KHAS Jember, with a focus on bridging comprehension gaps among students from diverse linguistic backgrounds. Using a qualitative descriptive approach, data were collected through classroom observations, interviews, focus group discussions, and documentation involving students and lecturers. The findings reveal that applying sociolinguistic strategies—such as contextualizing language use according to social factors like dialect, status, and educational background—significantly improves students’ reading comprehension, cultural sensitivity, and classroom participation. The study concludes that sociolinguistically informed teaching methods align effectively with the Merdeka Belajar program’s goals, promoting an inclusive, adaptive, and socially responsive curriculum for Arabic language education.   Penelitian ini menjawab kebutuhan mendesak untuk meningkatkan efektivitas pembelajaran membaca bahasa Arab (Qiro'ah) dalam program Merdeka Belajar dengan mengintegrasikan pendekatan sosiolinguistik. Studi terdahulu umumnya berfokus pada metode pengajaran tradisional tanpa mempertimbangkan pengaruh konteks sosial-budaya terhadap pemahaman bahasa, terutama dalam kerangka fleksibel Merdeka Belajar. Penelitian ini bertujuan menganalisis peran sosiolinguistik dalam pembelajaran Qiro'ah di UIN KHAS Jember, khususnya untuk menjembatani kesenjangan pemahaman mahasiswa dari berbagai latar belakang bahasa. Metode deskriptif kualitatif digunakan dengan pengumpulan data melalui observasi kelas, wawancara, diskusi kelompok terarah, dan dokumentasi yang melibatkan mahasiswa dan dosen. Hasil penelitian menunjukkan bahwa penerapan strategi sosiolinguistik—seperti kontekstualisasi penggunaan bahasa berdasarkan faktor sosial seperti dialek, status, dan latar pendidikan—secara signifikan meningkatkan pemahaman bacaan, kepekaan budaya, serta partisipasi aktif mahasiswa. Disimpulkan bahwa pendekatan pengajaran berbasis sosiolinguistik sejalan dengan tujuan program Merdeka Belajar dalam menciptakan kurikulum bahasa Arab yang inklusif, adaptif, dan responsif terhadap keragaman sosial mahasiswa.
The Influence of Generative AI on Student Engagement and Academic Outcomes in Arabic Language Learning Albantani, Azkia Muharom; Rozak, Abd.; Sahrir, Muhammad Sabri; Khoiriyyah, Bilqis
Asalibuna Vol. 9 No. 02 (2025): Volume 09, Nomor 02, Desember 2025
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v9i02.6810

Abstract

This study examines the influence of generative artificial intelligence (AI) on student engagement and academic outcomes in Arabic language learning through a quantitative descriptive survey design that captures learners’ perceptions of AI-assisted instruction. Participants were students engaged in Arabic language learning contexts who had used generative AI tools to support their studies. The findings show that learners perceived AI as most effective in facilitating access to learning materials and enhancing vocabulary acquisition, while its role in sustaining focus and supporting writing skill development received the lowest ratings. Qualitative findings further indicate that students valued AI for its immediacy, flexibility, and personalized feedback, alongside concerns about overreliance and reduced depth of engagement. Overall, the results suggest that while generative artificial intelligence provides meaningful pedagogical support in Arabic language learning—particularly for vocabulary development and resource accessibility—intentional instructional guidance remains necessary to address its limitations, contributing novel mixed-methods evidence to the underexplored field of AI-assisted Arabic as a second language learning.   Penelitian ini mengkaji pengaruh kecerdasan buatan generatif (AI) terhadap keterlibatan siswa dan hasil akademik dalam pembelajaran bahasa Arab melalui desain survei deskriptif kuantitatif yang menangkap persepsi siswa terhadap instruksi yang didukung AI. Peserta penelitian adalah siswa yang terlibat dalam konteks pembelajaran bahasa Arab dan telah menggunakan alat kecerdasan buatan generatif untuk mendukung studi mereka. Hasil penelitian menunjukkan bahwa peserta didik menganggap AI paling efektif dalam memfasilitasi akses ke bahan pembelajaran dan meningkatkan penguasaan kosakata, sementara perannya dalam mempertahankan fokus dan mendukung pengembangan keterampilan menulis mendapatkan penilaian terendah. Temuan kualitatif lebih lanjut menunjukkan bahwa siswa menghargai kecerdasan buatan (AI) karena kecepatan, fleksibilitas, dan umpan balik yang dipersonalisasi, meskipun ada kekhawatiran tentang ketergantungan berlebihan dan berkurangnya kedalaman keterlibatan. Secara keseluruhan, hasil penelitian menunjukkan bahwa meskipun kecerdasan buatan generatif memberikan dukungan pedagogis yang berarti dalam pembelajaran bahasa Arab—terutama dalam pengembangan kosakata dan aksesibilitas sumber daya—panduan instruksional yang terencana tetap diperlukan untuk mengatasi keterbatasannya, sehingga memberikan bukti baru berbasis metode campuran dalam bidang yang belum banyak dieksplorasi mengenai pembelajaran bahasa Arab sebagai bahasa kedua dengan bantuan kecerdasan buatan.
Teaching Arabic for Children: A Case Study at Islamic Integrated Elementary School Suryadarma, Yoke; Zaki, Muhammad; Setyo Rini, Fitri; Nikmatul Rochma, Siti
Asalibuna Vol. 9 No. 02 (2025): Volume 09, Nomor 02, Desember 2025
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v9i02.6860

Abstract

This study aims to examine the implementation of Arabic language teaching at SDIT Qurrota A’yun Ponorogo, with particular attention to instructional methods and challenges encountered in the learning process. Employing a qualitative descriptive approach, the study involved four informants consisting of one school principal and three Arabic language classroom teachers. Classroom observations were conducted in Grades 4, 5, and 6 to capture authentic instructional practices. Data sources comprised primary data obtained from in-depth interviews and direct classroom observations, and secondary data derived from relevant educational documents. Data were analyzed descriptively by Miles and Huberman’s Method to provide a comprehensive portrayal of the instructional context. The findings indicate that Arabic language instruction at SDIT Qurrota A’yun Ponorogo is implemented through an interactive and supportive learning environment that accommodates students’ psychological and cognitive development. Instruction emphasizes the acquisition of basic Arabic language skills using student-centered strategies, including educational games, group activities, and the use of instructional media to enhance comprehension and retention. Nevertheless, variations in students’ learning abilities emerge as a major challenge, particularly in reading and writing skills, necessitating differentiated instructional support. This study contributes new empirical insights into Arabic language instruction at the Islamic primary school level by demonstrating how the integration of Qur’anic reading reinforcement, interactive pedagogy, and adaptive classroom strategies can effectively support early Arabic language acquisition.   Penelitian ini bertujuan untuk mengkaji implementasi pengajaran bahasa Arab di SDIT Qurrota A’yun Ponorogo, dengan fokus khusus pada metode pengajaran dan tantangan yang dihadapi dalam proses pembelajaran. Menggunakan pendekatan deskriptif kualitatif, penelitian ini melibatkan empat informan, yaitu satu kepala sekolah dan tiga guru bahasa Arab di kelas. Observasi kelas dilakukan di kelas 4, 5, dan 6 untuk menangkap praktik pengajaran yang autentik. Sumber data meliputi data primer yang diperoleh dari wawancara mendalam dan pengamatan langsung di kelas, serta data sekunder yang diambil dari dokumen pendidikan yang relevan. Data dianalisis secara deskriptif menggunakan Metode Miles dan Huberman untuk memberikan gambaran komprehensif tentang konteks pengajaran. Temuan menunjukkan bahwa pengajaran bahasa Arab di SDIT Qurrota A’yun Ponorogo dilaksanakan melalui lingkungan belajar interaktif dan mendukung yang mengakomodasi perkembangan psikologis dan kognitif siswa. Pengajaran menekankan penguasaan keterampilan dasar bahasa Arab menggunakan strategi berpusat pada siswa, termasuk permainan edukatif, aktivitas kelompok, dan penggunaan media pembelajaran untuk meningkatkan pemahaman dan retensi. Namun, perbedaan kemampuan belajar siswa muncul sebagai tantangan utama, terutama dalam keterampilan membaca dan menulis, yang memerlukan dukungan pengajaran yang dibedakan. Studi ini memberikan wawasan empiris baru tentang pengajaran bahasa Arab di tingkat sekolah dasar Islam dengan menunjukkan bagaimana integrasi penguatan membaca Al-Qur’an, pedagogi interaktif, dan strategi kelas adaptif dapat secara efektif mendukung penguasaan bahasa Arab pada tahap awal.

Page 20 of 21 | Total Record : 203

 17   18   19   20   21 

Filter by Year

2017 2025


Reset
Filter By Issues
All Issue Vol. 9 No. 02 (2025): Volume 09, Nomor 02, Desember 2025 Vol. 9 No. 01 (2025): Volume 09, Nomor 01, Juni 2025 Vol. 8 No. 02 (2024): Volume 08, Nomor 02, Desember 2024 Vol. 8 No. 01 (2024): Volume 08, Nomor 01, Juni 2024 Vol. 7 No. 02 (2023): Volume 07, Nomor 02, Desember 2023 Vol. 7 No. 01 (2023): Volume 07, Nomor 01, Juni 2023 Vol. 6 No. 02 (2022): Volume 06, Nomor 02, Desember 2022 Vol. 6 No. 01 (2022): Volume 06, Nomor 01, Juni 2022 Vol. 5 No. 02 (2021): Volume 05, Nomor 02, Desember 2021 Vol. 5 No. 01 (2021): Volume 05, Nomor 01, Juni 2021 Vol. 4 No. 02 (2020): Volume 04, Nomor 02, Desember 2020 Vol. 4 No. 01 (2020): Volume 04, Nomor 01, Juni 2020 Vol. 3 No. 02 (2019): Volume 03, Nomor 02, Desember 2019 Vol. 3 No. 01 (2019): Volume 03, Nomor 01, Juni2019 Vol. 2 No. 02 (2018): Volume 02, Nomor 02, Desember 2018 Vol. 2 No. 01 (2018): Volume 02, Nomor 01, Juni 2018 Vol. 1 No. 02 (2017): Volume 01, Nomor 02, Desember 2017 Vol. 1 No. 01 (2017): Volume 01, Nomor 01, Juni 2017 More Issue