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Arabic Education Study Program, Faculty of Islamic Religion, Unversitas Muhammadiyah Tangerang, Jalan Perintis Kemerdekaan I Babakan No.33, RT.007/RW.003, Cikokol, Kec. Tangerang, Kota Tangerang, Banten 15118
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Al-Muyassar: Journal of Arabic Education
Published by Universitas Muhammadiyah Tangerang
ISSN : -     EISSN : 2829095X     DOI : https://dx.doi.org/10.31000/al-muyassar.v2i1
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences Other
Al-Muyassar: Journal of Arabic Education is a journal published twice a year (June and December), is a multilingual (Bahasa, Arabic, and English), and specializes in Arabic Education and Arabic Studies. This journal published by the Arabic Education Department, Faculty of Islamic, Muhammadiyah University (UMT). Scope: 1. Arabic Language in Education 2. Teaching Arabic as a Foreign Language 3. Media of Arabic Teaching 4. Strategy of Arabic Teaching 5. Technology of Arabic Teaching 6. Arabic Second Language Acquisition 7. Arabic Language and Literature 8. Arabic History 9. Arabic Language and Linguistic 10. History of Arabic Education 11. Arabic Islamic Culture 12. Islam and Arabic Language Studies. 13. Modern Standard Arabic 14. Arab Islamic History
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 126 Documents
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The Effectiveness of Using Journals to Enhance Students' Confidence in Their Psychological Ability to Master the Arabic Language Mudea Dwi Anugrah; Ahmad Royani; Erta Mahyudin
Al-Muyassar: Journal of Arabic Education Vol 4 No 2 (2025): Al-Muyassar: Journal of Arabic Education
Publisher : Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/al-muyassar.v4i2.13600

Abstract

This research is based on the importance of mastering Arabic as a key competency for students at Madrasah Tsanawiyah Islamiyah Ciputat. However, in reality, many students lack confidence in their ability to learn and master the Arabic language. This issue is evident at the research site, where students tend to hesitate in demonstrating their skills in various aspects of Arabic, such as vocabulary (mufradat), syntax (tarkib), and reading comprehension (qira’ah). This study aims to examine the effectiveness of using daily journals in enhancing students  confidence in Arabic language proficiency and to determine the improvement in students' learning outcomes before and after implementing this method. The study employs a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The research sample consists of 61 ninth-grade students divided into two groups: 24 students in the experimental class, who used daily journals, and 37 students in the control class, who followed traditional methods. Both groups were assessed using pre-tests and post-tests. Data were collected through tests, observations, and interviews. The findings indicate that daily journals effectively enhance students' confidence. The experimental group's average post-test score was 80.20, compared to 59.27 in the control group. The t-test results show a significance value of 0.226 (>0.05), indicating significant improvement. The N-Gain score of 0.4 categorizes the method as moderately effective. Thus, daily journals not only boost students' confidence but also improve their Arabic proficiency. Keywords: Effectiveness, Daily Journal, Confidence, Arabic Language Proficiency. مستخلص البحثيستند هذا البحث إلى أهمية إجادة اللغة العربية كإحدى الك?اءات الأساسية التي يجب أن يمتلكها طلاب المدرسة الإسلامية المتوسطة تشيبوتات. ومع ذلك، ?إن الواقع يشير إلى أن العديد من الطلاب ي?تقرون إلى الثقة بأن?سهم ?ي تعلم اللغة العربية وإتقانها. وقد لوحظ ذلك ?ي موقع البحث، حيث يميل الطلاب إلى التردد ?ي إظهار قدراتهم. يهد? هذا البحث إلى الكش? عن ?عالية استخدام اليوميات لترقية ثقة التلاميذ بأن?سهم على إجادة اللغة العربية، بالإضا?ة إلى معر?ة تحسين نتائج تعلمهم قبل وبعد تطبيق هذا الأسلوب. استخدم هذا البحث منهجًا كميًا بأسلوب شبه تجريبي (تصميم المجموعة الضابطة غير المتكا?ئة). تأل?ت عينة البحث من ٦١ طالبًا من الص? التاسع، تم تقسيمهم إلى مجموعتين: ٢٤ طالبًا ?ي المجموعة التجريبية الذين استخدموا اليوميات و٣٧ طالبًا ?ي المجموعة الضابطة الذين استخدموا الأسلوب التقليدي. تم تقييم كلتا المجموعتين باستخدام اختبار قبلي واختبار بعدي. ج?معت البيانات من خلال الاختبارات، الملاحظة، والمقابلات. أظهرت نتائج البحث أن استخدام اليوميات كان ?عالًا ?ي ترقية ثقة التلاميذ بأن?سهم. وقد أثبتت النتائج ذلك من خلال متوسط درجات الاختبار البعدي للمجموعة التجريبية الذي بلغ ٨٠.٢٠ مقارنة بالمجموعة الضابطة التي بلغ متوسطها ٥٩.٢٧. وأظهر اختبار "تي" أن قيمة الدلالة بلغت ٠.٢٢٦، وهي أكبر من ٠.٠٥، مما يعني ر?ض ال?رضية الص?رية (Ho) وقبول ال?رضية البديلة (Ha)، وبالتالي يمكن الاستنتاج أن هناك تحسنًا ملحوظًا ?ي ثقة التلاميذ بأن?سهم بعد استخدام اليوميات. بالإضا?ة إلى ذلك، أظهرت نتيجة اختبار N-Gain أن ?عالية الأسلوب كانت عند مستوى متوسط بقيمة بلغت ٠.٤. الكلمات الم?تاحية: ?عالية، اليوميات، الثقة بالن?س، إجادة اللغة العربية.
The Effectiveness of Using the Quizizz Tool in Teaching Directed Composition (An Experimental Study Among Students at Al-Najah Senior High School Bogor Qotrunnada Qotrunnada; Siti Uriana Rahmawati; Raswan Raswan
Al-Muyassar: Journal of Arabic Education Vol 4 No 2 (2025): Al-Muyassar: Journal of Arabic Education
Publisher : Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/al-muyassar.v4i2.13638

Abstract

This study employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The research sample consisted of 50 eleventh-grade students divided into two groups: an experimental group of 25 students from the Science and Technology class and a control group of 25 students from the Health class. Each group underwent two tests, namely a pre-test and a post-test. The experimental group received special treatment through the use of Quizizz as a tool for teaching guided composition. Data collection techniques included tests, interviews, and observations. Data were analyzed using various statistical tests, including the independent sample t-test, normality test, and N-Gain test to measure the effectiveness of using Quizizz in teaching guided composition. The post-test results showed that the experimental group achieved an average score of 84.2, while the control group scored 56.8. Based on the t-test analysis using SPSS, the Sig (2-tailed) value was 0.000, which is lower than the 0.05 threshold. This indicates that the null hypothesis (Ho) is rejected, while the alternative hypothesis (Ha) is accepted, leading to the conclusion that the use of Quizizz significantly improves learning outcomes. Additionally, the average N-Gain score of 71.65%, which falls within the 56-75% range, suggests that Quizizz is an effective tool for teaching guided composition.Keywords: Quizizz Method, Teaching Guided Composition, Writing kill.مستخلص البحثاستخدمت هذه الدراسة نهجًا كميًا مع طريقة شبه تجريبية وتصميم مجموعة التحكم غير المتكا?ئة. تأل?ت عينة البحث من 50 طالب ?ي الص? الحادي عشر مقسَّمين إلى مجموعتين: مجموعة تجريبية تضم 25 طالبًا من الص? الحادي عشر للعلوم والتكنولوجيا ومجموعة ضبيطة تضم 25 طالبًا من الص? الحادي عشر الصحة. خضعت كل مجموعة لاختبارين، وهما الاختبار القبلي والاختبار البعدي. تلقت المجموعة التجريبية معاملة خاصة ?ي شكل استخدام وسيلة Quizizz ?ي تعليم الإنشاء الموجه. تشمل تقنيات جمع البيانات الاختبارات والمقابلة والمراقبة. تم تحليل البيانات باستخدام العديد من صيغ الاختبار، وهي اختبار العينة المستقلة T، واختبار الحالة الطبيعية، واختبار N-Gain لقياس ?عالية استخدام وسيلة Quizizz ?ي تعليم الإنشاء الموجه. أظهرت نتائج ما بعد الاختبار أن المجموعة التجريبية حصلت على متوسط درجة 84،2، بينما حصلت المجموعة الضابطة على 56،8. استنادًا إلى اختبار t باستخدام SPSS، تم الحصول على Sig (2-ذيل) 0،000 قدرها 0،000 ، وهي أقل من المعيار 0،05. يوضح هذا أن ال?رضية الص?رية (Ho) مر?وضة و ال?رضية البديلة (Ha) مقبولة، لذلك يمكن استنتاج أن استخدام وسيلة Quizizz يحسن بشكل كبير نتائج التعلم. بالإضا?ة إلى ذلك، يشير متوسط نتيجة N-Gain البالغ 71،65٪، والذي يتراوح بين 56-75، إلى أن استخدام وسيلة Quizizz ?عال ?ي تعليم الإنشاء الموجه. الكلمات الم?تاحية : وسيلة Quizizz، تعليم الإنشاء الموجه، مهارة الكتابة.
An Analysis of Nahwu Learning Difficulties among Students of Zainul Hasan Genggong Islamic Boarding School Muhammad Hawal Sholeh; Edi Kurniawan Farid; Ainur Rofiq Sofa
Al-Muyassar: Journal of Arabic Education Vol 4 No 2 (2025): Al-Muyassar: Journal of Arabic Education
Publisher : Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/al-muyassar.v4i2.13670

Abstract

This study aims to analyze the difficulties in learning Nahwu among the students of Pondok Pesantren Zainul Hasan Genggong. Nahwu, as one of the branches of Arabic linguistics, plays a crucial role in understanding Islamic texts, particularly the Qur'an and Hadith. However, many students face challenges in learning Nahwu, which can hinder their comprehension of Islamic teachings.This research employs a qualitative approach with a descriptive method to explore the factors contributing to the difficulties in learning Nahwu among the students at Pondok Pesantren Zainul Hasan Genggong. Data were collected through interviews with teachers and students, as well as observations of the learning process at the pesantren.The findings indicate that the main difficulties faced by students include a lack of fundamental understanding of Nahwu rules, limited time to study the material in depth, and less interactive teaching methods. Additionally, students' motivation and interest in Nahwu lessons also play a significant role in determining the level of difficulty they experience. Based on these findings, it is recommended to enhance teaching methods to be more interactive and to develop learning strategies that can facilitate students' understanding of Nahwu more effectively.Keywords: Learning Problems, Nahwu, Students, Pesantren, Problem Solving.  مستخلص البحثيهد? هذا البحث إلى تحليل مشكلات تعلم النحو لدى طلاب معهد زين الحسن قنقونج. يعتبر النحو، كأحد ?روع اللغة العربية، ذا أهمية كبيرة ?ي ?هم النصوص الإسلامية، خاصة القرآن الكريم والحديث النبوي. ومع ذلك، يواجه العديد من الطلاب صعوبات ?ي تعلم النحو، مما قد يعيق ?همهم للتعاليم الإسلامية. يستخدم هذا البحث المنهج النوعي مع الأسلوب الوص?ي لاستكشا? العوامل التي تسبب مشكلات تعلم النحو لدى طلاب معهد زين الحسن قنقون. تم الحصول على البيانات من خلال المقابلات مع المعلمين والطلاب، بالإضا?ة إلى ملاحظة عملية التعلم ?ي المعهد. أظهرت نتائج البحث أن المشكلات الرئيسية التي يواجهها الطلاب تشمل قلة ال?هم الأساسي لقواعد النحو، ومحدودية الوقت لدراسة المواد بعمق، وطرق التدريس الأقل ت?اعلية. بالإضا?ة إلى ذلك، تلعب عوامل الدا?ع واهتمام الطلاب بدروس النحو دورًا مهمًا ?ي تحديد مستوى الصعوبة التي يواجهونها.بناءً على هذه النتائج، ي?قترح تحسين طرق التدريس لتكون أكثر ت?اعلية وتطوير استراتيجيات تعليمية يمكن أن تسهل ?هم الطلاب لمادة النحو بشكل أكثر ?عالية.الكلمات الم?تاحية: مشكلات التعلم، النحو، الطلاب، المعهد الإسلامي,حل المشكلات.
The Development of a Cooperative Learning Model Using Educandy for Vocabulary Instruction at State Islamic Primary School 1 South Tangerang Elta Dwi Prasepti; Muhbib Abdul Wahab; Wati Susiawati
Al-Muyassar: Journal of Arabic Education Vol 4 No 2 (2025): Al-Muyassar: Journal of Arabic Education
Publisher : Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/al-muyassar.v4i2.13697

Abstract

The researcher selected this topic based on the need to develop a learning model that supports vocabulary acquisition and aligns with students' needs. Students face difficulties in learning vocabulary, such as the limited variety of instructional media, particularly technological tools, reliance on traditional methods, and low motivation, which hinder the optimal achievement of educational objectives. This study aims to explore the development process, validity, and effectiveness of a cooperative learning model, specifically the Teams Games Tournaments (TGT) type, utilizing Educandy for vocabulary instruction. The researcher employed the Research and Development (R&D) methodology, following the ADDIE model developed by Raiser and Molenda. This model consists of five phases: Analysis, Design, Development, Implementation, and Evaluation. The data collection instruments used in this study included tests (pre-test and post-test), questionnaires, interviews, and observations. For data analysis, the researcher applied the Likert scale and the N-Gain test. The findings indicated that the cooperative learning model of the Teams Games Tournaments type, integrated with Educandy, demonstrated a "very good" quality, receiving an evaluation score of 92% from the instructional media expert, 83.3% from the subject matter expert, and 77% from the Arabic language teacher. Furthermore, the results of the N-Gain test showed that the model's effectiveness was classified as "moderate effectiveness," with a score of 0.7. Keywords: Educandy, Cooperative Learning Model, Vocabulary. مستخلص البحثاختارت الباحثة هذا الموضوع على خل?ية البحث وهي الحاجة إلى تطوير نموذج التعلم الذي يدعم تعلم الم?ردات ويتناسب مع احتياجات الطلاب. يواجه الطلاب صعوبات ?ي تعلم الم?ردات، مثل قلة تنوع الوسائل التعليمية، خاصة التكنولوجية، والاعتماد على الأساليب التقليدية، وضع? الدا?عية، مما يعيق تحقيق الأهدا? التعليمية بشكل? أمثل. يهد? هذا البحث إلى الكش? عن عملية تطوير نموذج التعلم التعاوني، الذي يقتصر على نوع مسابقة ألعاب ال?ريق (Teams Games Tournaments)، باستخدام إيدوجاندي لتعليم الم?ردات، وصلاحيته، و?عاليته. استخدمت الباحثة ?ي هذا البحث منهج البحث والتطوير (Research and Development)  و?قًا لنموذج ADDIE  الذي طوّره Raiser و Molenda. يتكون هذا النموذج من خمس مراحل، وهي: التحليل، والتصميم، والتطوير، والتن?يذ، والتقييم. أما أدوات جمع البيانات المستخدمة ?ي هذا البحث، ?تشمل الاختبارات (الاختبار القبلي والبعدي)، والاستبيان، والمقابلة، والملاحظة. ولتحليل البيانات، استخدمت الباحثة مقياس ليكرت واختبار “N-Gain??. أظهرت نتائج البحث أن نموذج التعلم التعاوني من نوع مسابقة ألعاب ال?ريق القائم على وسيلة Educandy يتمتع بجودة "جيد جدا"، حيث حصل على تقييم بنسبة 92% من خبير الوسائل، و83.3% من خبيرة المواد، و77% من تقييم معلمة اللغة العربية. كما أظهرت نتائج اختبار N-Gain أن ?عالية النموذج تقع ?ي مستوى "ال?عالية المتوسطة" بدرجة 0.7. الكلمات الم?تاحية : إيدوجاندي، نموذج التعلم التعاوني، الم?ردات.
The Effectiveness of Using the Al-Muhawarah Book to Develop Arabic Speaking Skills at Riyad al-Salihin Islamic Junior High School Muhammad Wasi Bikunnun; Shobirin Shobirin
Al-Muyassar: Journal of Arabic Education Vol 4 No 2 (2025): Al-Muyassar: Journal of Arabic Education
Publisher : Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/al-muyassar.v4i2.13759

Abstract

This study aimed to evaluate the effectiveness of the Muhawarah textbook in enhancing Arabic speaking skills among students at MTs Riyadlus Sholihin. The research adopted a classroom action research design using a cyclical model comprising planning, implementation, observation, and reflection stages, carried out over two cycles. In Cycle 1, students engaged in introductory speaking activities using the textbook, with data gathered through observations, speaking assessments, and questionnaires. In Cycle 2, the program expanded to include varied exercises and group discussions to further develop speaking abilities. The results showed notable improvement in students’ Arabic speaking skills, particularly in fluency, pronunciation, and grammatical accuracy. Student motivation and confidence in speaking also increased, as evidenced by more active participation during class discussions and speaking tasks. Quantitatively, student understanding improved from 60% in the pre-cycle to 70% in Cycle 1, and further to 90% in Cycle 2. By the end of Cycle 2, 30 students demonstrated excellent mastery of Arabic speaking, following Nahwu and Sorrof rules accurately. The study concludes that the Muhawarah textbook is highly effective in improving students’ speaking skills and recommends its integration into the Arabic curriculum. Additionally, it emphasizes the need for continuous teacher training to optimize textbook use in enhancing learning outcomes. Keywords: Effectiveness, Muhawarah Textbook Learning, Arabic Languageمستخلص البحثهد? هذا البحث إلى تقييم ?اعلية كتاب المحاورة ?ي تنمية مهارات التحدث باللغة العربية لدى طلاب مدرسة متوسطة رياض الصالحين الإسلامية. وقد اعتمد البحث على منهج البحث الإجرائي الص?ي باستخدام نموذج دائري يتأل? من أربع مراحل: التخطيط، والتن?يذ، والملاحظة، والتقويم، وذلك عبر دورتين متتاليتين. ?ي الدورة الأولى، شارك الطلاب ?ي أنشطة تمهيدية للتحدث باستخدام الكتاب، وتم جمع البيانات من خلال الملاحظات، وتقييمات التحدث ال?ردية، والاستبيانات. و?ي الدورة الثانية، تم توسيع البرنامج ليشمل تدريبات متنوعة ومناقشات جماعية لتعزيز مهارات التحدث بشكل أعمق. أظهرت نتائج الدراسة تحسناً ملحوظاً ?ي مهارات التحدث لدى الطلاب، ولا سيما ?ي الطلاقة والنطق والدقة النحوية. كما ارت?عت دا?عية الطلاب وثقتهم ?ي التحدث، وهو ما انعكس ?ي مشاركتهم النشطة ?ي المناقشات الص?ية والأنشطة الش?وية. من الناحية الكمية، تحسّن مستوى ?هم الطلاب من 60٪ ?ي المرحلة التمهيدية إلى 70٪ ?ي الدورة الأولى، ثم إلى 90٪ ?ي الدورة الثانية. وبنهاية الدورة الثانية، أظهر ثلاثون طالباً إتقاناً ممتازاً لمهارة التحدث باللغة العربية، و?قاً لقواعد النحو والصر?. وتخلص الدراسة إلى أن كتاب المحاورة ?عّال بدرجة عالية ?ي تحسين مهارات التحدث لدى الطلاب، وتوصي بإدماجه ضمن المنهج الدراسي لمادة اللغة العربية. كما تؤكد على ضرورة تو?ير تدريب مستمر للمعلمين لتعظيم الاست?ادة من هذا الكتاب ?ي تحسين مخرجات التعلم. الكلمات الم?تاحية:  ?عالية، كتاب المحاورة ، تعليم اللغة العربية.
The Utilization of Comic Media for Arabic Language Learning in Indonesia Siti Nurhayati Solihah; Moch. Mu'izzuddin; Aspandi Aspandi; Siti Nurislamiah
Al-Muyassar: Journal of Arabic Education Vol 4 No 2 (2025): Al-Muyassar: Journal of Arabic Education
Publisher : Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/al-muyassar.v4i2.13821

Abstract

Arabic language learning in Indonesia faces various challenges, including low student interest and ineffective learning methods and tools used. One of the discoveries that can increase the effectiveness of learning is the use of comic media. Comics offer interesting visual and narrative elements, so they can increase interest in learning, facilitate understanding of the material, and develop language skills such as reading, writing, and expanding vocabulary. This study examines the effectiveness of comic media in Arabic language learning through a systematic literature review. The results of the analysis show that comics, both in print and digital formats, significantly increase students' learning motivation and help achieve better learning outcomes. Thus, comic media becomes a relevant and innovative learning alternative to be applied at various levels of education in Indonesia.Keywords: Comic Media, Arabic Language Learning, Utilization of Comic Media.
TEACHING PREPOSITIONS IN SURAH AR-RAHMAN: ANALYSIS AND EFFECTIVE TEACHING METHODS Muhammad Qadhafi; Aliyatul Jannah; Azmi Ali Muchtar
Al-Muyassar: Journal of Arabic Education Vol 5 No 1 (2026): Al-Muyassar: Journal of Arabic Education
Publisher : Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/al-muyassar.v5i1.13828

Abstract

This research aims to identify the prepositions in the Arabic grammar and to know the meanings of the prepositions in Surat Al-Rahman. The prepositions, which are simple materials, are not distinguished from the rules of the Arabic language, and has an important role in Arabic grammar, whether in the texts of the Holy Quran or other sciences. Learning prepositions and their rules is important. This research is library research, and it collects all data related to the topic of discussion. After obtaining data and research materials from the library, the researcher collects and classifies all data and materials to suit the research interests. The results of this research are that in Surah Ar-Rahman there are 94 prepositions. Each preposition has many meanings that differ from one another depending on the context of the word. In Surah Ar-Rahman, the preposition "min" has the meaning of partiality, the meaning of initiation, the meaning of in, the meaning of emphasis, the meaning of substitution, the meaning of "an", and the meaning of causation. The preposition "Ba" has the meaning of attachment, transitivity, swearing, substitution, companionship, and superiority. The preposition "ila" has the meaning of ending, accompanying, and near. The preposition "an" has the meaning of "on", substitution, from, and far. The preposition "ala" has the meaning of "in", "with", and "from". The preposition "kaf" has the meaning of comparison and emphasis. The preposition "lam" has the meaning of clarification, strengthening, and exclamation. The preposition "rabbi" has the meanings of abundance and diminution. There are two appropriate methods for teaching Arabic grammar using prepositions, as Kamel Mahmoud explains in his article "Methods of Teaching Arabic Grammar," namely the syllogistic method and the inductive method. The syllogistic method involves moving thought from a general rule to a specific rule, or from the general to the specific, i.e., from the rule to examples. The inductive method involves moving thought to a general rule or from the specific to the general, i.e., from examples to the rule.
TEACHER STRATEGIES FOR OVERCOMING STUDENTS' DIFFICULTIES IN LEARNING ARABIC VOCABULARY AT AL-HIKMA ISLAMIC PRIMARY SCHOOL IN BINTARO Azmy Ali Muchtar; Farah Nursaidah; Muhammad Qadhafi
Al-Muyassar: Journal of Arabic Education Vol 5 No 1 (2026): Al-Muyassar: Journal of Arabic Education
Publisher : Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/al-muyassar.v5i1.13829

Abstract

This study aims to determine the teacher's strategy in overcoming students' learning difficulties in learning Arabic vocabulary at SDIT Al-Hikmah Bintara. Students' difficulties in understanding, memorizing, and applying Arabic vocabulary are caused by internal and external factors, such as the lack of variety in teaching methods, low student motivation, and the lack of use of interactive learning media. This study used descriptive qualitative method with observation, interview, and documentation techniques. The results showed that most students had difficulty in memorizing long vocabulary, understanding the meaning of words, and reading in Arabic. To overcome this problem, teachers apply the talaqqi method, the use of songs and poems, as well as interactive quizzes and games. In addition, teachers utilize visual media such as videos and pictures to clarify the meaning of vocabulary and repeat the material regularly to improve student retention. With the application of innovative and effective strategies, students are expected to understand and memorize Arabic vocabulary more easily, thus improving their language skills.
PHONOLOGICAL CHANGES IN CLASSICAL ARABIC TO MODERN ARABIC: A HISTORICAL REVIEW Iis Susiawati; Mustaien Billah; Rizka AlFajr; Dadan Mardani; Muhammad Faiz Alhaq
Al-Muyassar: Journal of Arabic Education Vol 5 No 1 (2026): Al-Muyassar: Journal of Arabic Education
Publisher : Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/al-muyassar.v5i1.13922

Abstract

The phonology of the Arabic language, both classical and modern, is recognized for its richness and deep complexity, influenced by religious texts and traditional linguistic schools. However, research on the phonological changes from Classical Arabic to Modern Arabic remains limited and has not been extensively explored. This study aims to examine the main phonological changes that have occurred from Classical Arabic to Modern Arabic, focusing on shifts in the pronunciation of consonants and vowels as well as the social, political, and cultural factors influencing these changes. The research method employed is a literature review with a historical approach, encompassing the analysis of literature from various historical, linguistic, and classical and modern texts. The findings reveal that the major phonological changes include shifts in the pronunciation of several consonants and vowels. Additionally, it was found that social factors such as urbanization and contact with foreign languages, as well as political and cultural factors such as the spread of Islam and administrative changes, have influenced the evolution of Arabic phonology. These results provide a deeper understanding of the evolution of the Arabic language and the factors influencing it.
PSYCHOLINGUISTIC GENEALOGY: A CRITICAL READING OF ITS ROOTS, PARADIGMS, AND DEVELOPMENT OF KNOWLEDGE Aulia Maratu Dzikra; Dina Febrina; Hanifa Syahri; Wilsa Martiana; Aprijon Efendi
Al-Muyassar: Journal of Arabic Education Vol 5 No 1 (2026): Al-Muyassar: Journal of Arabic Education
Publisher : Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/al-muyassar.v5i1.13936

Abstract

Psycholinguistics is a discipline that studies the relationship between language and human mental processes, combining psychological and linguistic elements. This science came to be known in 1954, after criticism put forward by Noam Chomsky against structural linguistic theory and behavioral psychology. Psycholinguistics studies the process of language acquisition, language processing, and the relationship between language and the brain. Key concepts in psycholinguistics include the innate ability to acquire language (Language Acquisition Device), developed by Chomsky, as well as its relationship to psychological theories such as behaviorism and cognitivism. In addition, psycholinguistics is also relevant in language teaching, emphasizing the importance of understanding mental processes in language learning. Paradigms in psycholinguistics, including behavioristic, nativistic, cognitivistic, and socio-cognitive, provide different perspectives on understanding the way language is learned and processed. Research in psycholinguistics continues to evolve with the support of modern technologies in the field of cognition and neuroimaging.

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