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Lukmanul Hakim
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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 HISTORICAL DEVELOPMENT OF NEOLOGISM STUDIES: FROM TRADITIONAL APPROACHES TO MODERN LINGUISTIC TRENDS Shakhzod Akhmedov; Badar Al Mamari; Faedurrohman; Muhammad Syaifullah; Eva Lathifah Fauzia; Muhammad Nur Iman
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.v5i1.14868

Abstract

This study examines the historical development of neologism studies through a historical-analytical approach that traces the movement from early descriptive and lexicographic observations to structural, generative, sociolinguistic, cognitive, and computational perspectives. Drawing on a purposive sample of classical and modern linguistic sources, the paper analyzes how the concept of neologism, its mechanisms of formation, and its diffusion have been understood across different stages of linguistic scholarship. The study argues that neologisms should not be treated merely as isolated new lexical items, but as indicators of broader processes of lexical change shaped by cultural, social, and technological transformation. The findings show that the study of neologisms has become increasingly interdisciplinary and that a comprehensive understanding of lexical innovation requires integrating historical, social, and digital perspectives.
ENHANCING THE QUALITY OF ARABIC LANGUAGE LEARNING THROUGH MICROLEARNING PLATFORMS: A QUANTITATIVE ANALYSIS Afriza; Alwizar; Aria Lada Br Bancin; Halomoan
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.v5i1.16027

Abstract

Perkembangan teknologi digital telah membawa perubahan signifikan pada praktik pembelajaran, termasuk pembelajaran bahasa. Salah satu pendekatan yang muncul dalam pembelajaran digital adalah microlearning. Penelitian ini bertujuan untuk menganalisis pemanfaatan platform microlearning dalam meningkatkan kualitas pembelajaran bahasa Arab di Madrasah. Penelitian ini menggunakan pendekatan kuantitatif dengan metode deskriptif. Subjek penelitian terdiri dari 37 guru bahasa Arab dari berbagai Madrasah di Provinsi Riau yang dipilih melalui teknik pengambilan sampel acak. Data dikumpulkan menggunakan kuesioner skala Likert 25 item. Data yang diperoleh dianalisis menggunakan teknik statistik deskriptif untuk menentukan tren penggunaan microlearning dan kualitas pembelajaran bahasa Arab. Hasil penelitian menunjukkan bahwa pemanfaatan platform microlearning dalam pembelajaran bahasa Arab termasuk dalam kategori sangat tinggi, dengan skor rata-rata 51,70 dari skor maksimal 60 (86,17%). Selanjutnya, kualitas pembelajaran bahasa Arab yang didukung oleh platform microlearning juga dikategorikan sangat tinggi, dengan skor rata-rata 55,32 dari skor maksimal 65 (92,2%). Temuan ini menunjukkan bahwa penggunaan microlearning memberikan kontribusi positif dalam meningkatkan efektivitas pembelajaran melalui penyampaian materi pembelajaran yang ringkas, fleksibel, dan mudah diakses bagi siswa. Oleh karena itu, integrasi microlearning dapat berfungsi sebagai strategi pembelajaran digital inovatif untuk meningkatkan kualitas pembelajaran bahasa Arab di era transformasi digital.
EMBEDDING READING SKILLS AND VALUE EDUCATION WITHIN STRUCTURAL SCAFFOLDING: ANALYZING NOVICE ARABIC TEXTS IN THE DIGITAL AGE Ammar Zainuddin; Muqimah Liwais Sunnah; Ninik Indrawati
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.v5i1.16032

Abstract

Basic level Arabic language learning is often reduced to mere phonetic exercises, separating linguistic mastery from value education. However, integrating character education in contemporary Arabic pedagogy is highly urgent, as novice learners in the digital age face moral and ecological crises demanding holistic interventions from an early age. This study aims to explore the anatomy of structural scaffolding and the core moral values embedded in novice-level (mubtadi) reading texts on the 3asafeer digital platform. Utilizing Krippendorff's Qualitative Content Analysis, 12 texts were purposively sampled based on novice-level classifications (Levels Jim to Waw) and genre diversity. The results revealed two main findings. First, strict word quantity limitation (1-15 words per page) and engineered syntactic progression act as cognitive scaffolding to manage visual attention and facilitate reading skills—a practical strategy educators can directly implement for material design. Second, through this syntactic simplification, the texts brilliantly embed four 21st-century values via relatable daily contexts: mental resilience (e.g., reframing failure), ecological literacy (e.g., observing nature's patterns), global awareness (e.g., redefining everyday heroism), and digital wellbeing (e.g., managing screen time). This research concludes that grammatical limitation is not a weakness, but a powerful hidden curriculum instrument, offering curriculum developers and textbook authors a practical blueprint to simultaneously embed value education into the development of reading skills and children's moral maturity.
AN ARTIFICIAL INTELLIGENCE-DRIVEN ROLE-PLAY-BASED COMMUNICATIVE LEARNING MODEL FOR ENHANCING SPEAKING SKILLS IN ARABIC LANGUAGE EDUCATION Mamluatun Ni'mah
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.v5i1.16041

Abstract

This study aims to enhance students’ Arabic speaking skills through the development and implementation of an Artificial Intelligence (AI)-Driven Role-Playing Communicative Learning model. Conducted through Classroom Action Research (CAR) involving 40 undergraduate students at Zainul Hasan Genggong Islamic University, the study integrates AI-supported role-playing activities via the MemBot feature in the Memrise application. Data were collected through observation, questionnaires, and speaking performance assessments, and analyzed qualitatively. The results reveal that AI-driven role-playing significantly increases students’ motivation and oral proficiency. Crucially, the MemBot feature facilitates a student-centered environment by providing adaptive, real-time feedback and personalized pronunciation correction, allowing learners to engage in authentic conversational contexts without the anxiety often found in traditional settings. This finding confirms that integrating AI with Communicative Language Teaching (CLT) principles creates an interactive, responsive, and transformative pedagogical framework for modern Arabic language education.
INNOVATIVE STRATEGIES FOR ARABIC LANGUAGE LEARNING ACROSS EDUCATIONAL LEVELS: AN ANALYTICAL DISSERTATION STUDY Abdul Wahab Rosyidi; Umi Machmudah; Khofid Roziki; Abdurrauf; Faisol Mahmud Adam
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.v5i1.16050

Abstract

Providing fast, accurate, and accessible Arabic language learning in Islamic educational institutions—both formal and informal—is still a challenge. Many teaching strategies rely on limited resources, making Arabic seem hard to learn and lacking professionalism. This study explores the theories used in innovating teaching strategies and evaluates the outcomes of these innovations based on doctoral dissertations for elementary, secondary, and higher education levels. The research uses a qualitative approach with library research methods, focusing on dissertations from the Doctoral Program in Arabic Language Education (2012–2022). The main data include the theories that guided the innovations and the results achieved, while secondary data consist of curricula, syllabi, and teaching modules. Data collection methods include documentation, observation, interviews, and analysis techniques such as data reduction, categorization, triangulation, and drawing conclusions. Findings indicate that innovations in Arabic teaching strategies are built on theories such as Multiple Intelligences, Robert Mill Gagné’s Micro Strategies, Contextual Teaching, Constructivism (PJBL), HOTs, SIOP, and 4Cs. Innovative strategies include: (1) adapting learning objectives to match the applied theories, (2) creating teaching materials aligned with these objectives, (3) combining traditional and modern teaching methods, (4) integrating conventional media with digital platforms, and (5) using diverse evaluation methods, including authentic, portfolio-based, formative, and summative assessments.
ENHANCING ARABIC LANGUAGE PROFICIENCY THROUGH INTERACTIVE DIGITAL LEARNING PLATFORMS: A QUASI-EXPERIMENTAL STUDY IN HIGHER EDUCATION Ahmad Maghfurin; Ramdhan Yurianto; Hasyim Asy’ari; Silviatul Hasanah
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.v5i1.16063

Abstract

The integration of digital technology has increasingly transformed language learning practices in higher education. However, empirical evidence regarding the effectiveness of interactive learning platforms in Arabic language instruction remains limited. This study aimed to examine the impact of an interactive digital learning platform on university students’ Arabic language proficiency. The research employed a quasi-experimental design using a one-group pre-test–post-test approach. A total of 40 undergraduate students enrolled in an Arabic language course at UIN Saifuddin Zuhri, Purwokerto participated in the study. Students’ language proficiency was measured through standardized tests assessing four language skills: reading, listening, writing, and speaking. The data were analyzed using descriptive statistics, paired sample t-test, and effect size (Cohen’s d). The findings revealed a significant improvement in students’ Arabic language proficiency after the implementation of the interactive learning platform. The average scores increased across all four language skills, with the most substantial improvement observed in speaking ability. Statistical analysis indicated that the difference between pre-test and post-test scores was statistically significant (p < 0.01). Furthermore, the calculated effect sizes ranged from 1.18 to 1.56, indicating a strong practical impact of the learning intervention. These findings suggest that interactive digital platforms can effectively enhance students’ engagement and language learning outcomes. The study highlights the pedagogical potential of integrating Computer-Assisted Language Learning (CALL) and Mobile-Assisted Language Learning (MALL) approaches into Arabic language instruction. The results provide important insights for educators and institutions seeking to improve the effectiveness of Arabic language learning in higher education.
RECONCEPTUALIZING CLASSROOM IMMERSION IN ARABIC AS A FOREIGN LANGUAGE: A PEDAGOGICALLY ENGINEERED MODEL IN A NON-RESIDENTIAL CONTEXT Mochammad Indra Yumanto; Ibnu Mas&#039;ud Luthfi; Kamal Yusuf; Nasaruddin; Muflihah; Hasyim Asyari
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.v5i1.16073

Abstract

Language immersion has traditionally been associated with native-speaker environments or residential systems, a view that has limited the pedagogical imagination of Arabic as a Foreign Language (AFL) instruction in non-residential contexts. Addressing this gap, the present study reconceptualizes classroom immersion as a pedagogically constructed, classroom-centered model. Using a qualitative case study design at Madrasatul Alsun in Sidoarjo, the study draws on interviews with institutional leaders, teachers, and students, classroom observation, document analysis, and field notes. The findings show that classroom immersion is constructed through the integration of Arabic as the primary medium of instruction, the staged organization of comprehensible input, interactional design, the prioritization of acquisition over explicit learning, and the extension of language exposure through institutionally supported semi-immersive practices. The study concludes that this model does not constitute full or natural immersion; rather, it is best understood as a pedagogically designed semi-classroom immersion model that can be built, sustained, and adapted in non-residential contexts beyond reliance on a pre-existing natural language environment.
DEVELOPMENT OF AN ARABIC GRAMMAR INSTRUCTIONAL MEDIUM BASED ON ILLUSTRATED STORIES IN ELEMENTARY SCHOOL Siti Nurhayati Solihah; Moch Mu&#039;izzuddin; Ahmad Habibi Syahid; Siti Nurislamiah; Nur Alfin Bintang Perkasa
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.v5i1.16116

Abstract

This study develops comic-based instructional media for Arabic grammatical learning at the elementary school level. The background of this research lies in the low interest and understanding of elementary students toward Arabic grammar due to conventional teaching methods and unattractive learning media. The objectives of this study are to investigate the actual condition of Arabic grammar learning before using comic media, to develop comic-based instructional media, to assess its feasibility, and to measure its effectiveness in improving students’ understanding. The theoretical foundation of this study is the importance of interactive visual media in supporting students’ cognitive processing (Clark & Mayer) as well as the need for media that are aligned with children’s characteristics. The research method applied is Research and Development (R&D) using the ADDIE model. The research subjects were fourth grade students of Muhammadiyah Elementary School 33 Kademangan, with research instruments including observation, interviews, expert validation in content and media, student response questionnaires, and pretest–posttest assessments. The findings revealed that the comic media obtained an excellent feasibility score from the content expert (92.5%) and the media expert (96.66%). Student responses were also very positive, with an average of 95%. The effectiveness of the media was evidenced by the increase in the average pretest score (54.57) to the posttest score (81.52), with an N-Gain value of 0.60 (categorized as moderate). This research contributes to the development of innovative instructional media that suit the characteristics of elementary school students and proves effective in enhancing their understanding of Arabic grammar.
MANAGEMENT OF THE INTERNATIONAL ARABIC DEBATE PROGRAM AT QATAR DEBATE CENTER Agung Muttaqien; Mochammad Deddy Soe&#039;aiddy; Fikni Mutiara Rachma; Muhammad Agus Mulyana
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.v5i1.16126

Abstract

This research aims to understand the planning, organization, implementation, and monitoring processes of the International Arabic Debate Championship program at QatarDebate, a member of Qatar Foundation. This qualitative research employs a descriptive approach, utilizing interviews, observations, and document analysis to collect data. Data analysis involves reducing, presenting, summarizing, and verifying the data. The research findings are: 1) Planning involves setting the fundamental objectives that promote the art of debate at the global level, understanding the current situation, determining effective participation, establishing criteria for achieving the objectives, and fostering collaboration, including with Qatar Airways and the Algerian international media partner. 2) Organization involves defining activities, such as conducting the debate training course and the International Arabic Debating Championship, assigning responsibilities to staff, volunteers, and certified trainers, setting dates, and providing necessary resources. Implementation includes classifying the participating country's team based on native and non-native speakers, encouraging participants in the championship rounds, fostering respect in the exchange of ideas, and overseeing the judging process. Monitoring involves internal evaluation after the program's conclusion, analyzing the competition's processes for strengths and weaknesses, and revising the International Arabic Debating Program to address future challenges. The management model used, based on the POAC theory, encompasses planning and preparing the training, organizing the championship process, ensuring optimal debate participation, monitoring the championship, and assessing the learning experience for debaters, participants, and learners.
ENHANCING ARABIC VOCABULARY LEARNING THROUGH FILL-IN-THE-BLANK SENTENCE PUZZLES: EVIDENCE FROM A QUASI-EXPERIMENTAL STUDY ON RETENTION AND LEARNER ENGAGEMENT Ahmad Fikri; Harisah Harisah; Abdul Hafidz bin Zaid; Mukmin Mukmin; Nurul Hidayah
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.v5i1.16149

Abstract

Vocabulary mastery is essential in language learning, particularly in Arabic, which features complex morphological and syntactic structures. However, vocabulary instruction ofte relies on memorization, limiting meaningful and sustained acquisition. This study examines the effectiveness of fill-in-the-blank sentence puzzles as a contextual instructional strategy to enhance vocabulary learning, retention, and learner engagement. A quasi-experimental design with a non equivalent control group was employed, involving 50 junior secondary students (25 experimental, 25 control). Data were collected through pretest, posttest, delayed posttest, an a motivation questionnaire. Quantitative data were analyzed using t-test and effect size calculations. The results show that the experimental group significantly outperformed the control group in both immediate learning (t(48) = 7.85, p < 0.001) and retention (t(48) = 6,92, p < 0.001). The experimental group also achieved higher retention (93.44% vs. 90.63%) and engagement (M = 88 vs. 72). These findings indicate that contextual puzzle-based tasks promote deeper cognitive processing and more durable vocabulary acquisition. This study provides emperical support for contextua; and task-based vocabulary learning and offers a practical, low-resource strategy for enhancing Arabic vocabulary instruction.

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