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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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FROM ARABIC LITERACY TO MODERATE THINKING: DESIGNING RELIGIOUS MODERATION-BASED READING INSTRUCTIONAL MATERIALS IN INDONESIA Muhammad Najib; Achmad Fudhaili
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.v5i1.16151

Abstract

This study aims to design and evaluate Arabic reading instructional materials grounded in religious moderation, aligned with Indonesia’s Kurikulum Merdeka, to promote moderate religious understanding among intermediate learners. Using a Research and Development (R&D) approach, the study applies the ADDIE instructional design model, encompassing analysis, design, development, implementation, and evaluation. The needs analysis, conducted through classroom observations, interviews, and curriculum document reviews, revealed that Arabic reading instruction at the secondary level remains predominantly grammar-oriented and lacks systematic integration of religious moderation values. The developed materials integrate core principles of religious moderation, including tolerance (tasāmuh), balance (i‘tidāl), deliberation (shūrā), and peaceful coexistence, into contextual reading texts such as narratives, dialogues, and visual-based content. The materials align with the learning outcomes and character dimensions of the Merdeka Curriculum and incorporate multimodal features to support comprehension and engagement. Implementation results indicate significant improvements in students’ reading achievement and moderate religious perspectives, demonstrating the effectiveness of value-based Arabic reading instruction.
BEHAVIORIST-BASED ARABIC CALLIGRAPHY INSTRUCTION IN DEVELOPING MORAL VALUES AMONG ARABIC LANGUAGE EDUCATION STUDENTS AT UNZAH GENGGONG PROBOLINGGO Ahmad Zainullah; Uril Bahruddin; Danial Hilmi
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.v5i1.16188

Abstract

This study aims to (1) to explain Arabic calligraphy instruction using a behaviorist approach among students in the Arabic Language Education Department at Zainul Hasan Genggong Islamic University in Probolinggo, (2) to describe its contribution to the development of students’ moral values, and (3) to identify the challenges faced in its implementation. This study employs a qualitative approach to collect data in the field. It is a case study. The data collection methods used include observation, interviews, and document analysis. The data analysis method used in this study is the qualitative approach according to Miles, Huberman, and Saldana, which consists of data reduction, data presentation, and drawing conclusions. This study employs source triangulation and methodological triangulation. The results of the study conducted on Arabic Language Education students at Zainul Hasan Genggong Islamic University in Probolinggo are as follows: 1) Khat Araby instruction is carried out systematically using a behaviorist approach through structured practice, habituation, and reinforcement. Instructors provide examples, followed by repeated practice with guidance, immediate correction, and evaluations that emphasize both process and outcomes, thereby effectively improving students’ ability to write Arabic letters correctly and neatly. 2) Khat Araby instruction using a behaviorist approach makes a tangible contribution to the development of students’ moral values through repeated practice, immediate correction, and consistent reinforcement. This process not only improves writing skills but also fosters patience, discipline, perseverance, and responsibility. 3). The challenges faced include internal factors, such as low motivation, boredom, lack of self-confidence, and inconsistent practice, as well as external factors such as limited credit hours, facilities, classroom conditions, and the influence of digital technology. Behaviorist-based instruction in Khat Araby, utilizing structured practice and systematic reinforcement, has proven effective in improving students’ technical skills. These findings indicate that repetitive practice not only hones motor skills but also serves as a means of fostering moral values such as patience, discipline, perseverance, and responsibility.
THE DYNAMICS OF LANGUAGE IMMERSION MODELS IN THE I'DAD LUGHAH PROGRAM: ANALYSIS OF STRATEGIES AND CHALLENGES AT STAI AS-SUNNAH DELI SERDANG Ade Muhammad Ritonga; Tulus Musthofa; Ahmad Zaky
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.v5i1.16206

Abstract

Research on Arabic language immersion has predominantly focused on learning effectiveness within classroom contexts, while studies that integrate social, institutional, and implementation dynamics in residential-based educational settings remain limited. Therefore, this study aims to analyze the dynamics of the language immersion model in the I’dad Lughah Program at STAI As-Sunnah Deli Serdang, as well as to identify its implementation strategies and the challenges encountered in practice. This research employs a qualitative approach using a case study method. Data were collected through observation, interviews, and documentation, and were analyzed using a descriptive-analytical approach.The findings reveal that the language immersion model is not merely implemented as a pedagogical approach but as an ecological system that integrates formal learning and social practice through a language environment (bi’ah lughawiyah). The implementation strategies include the use of Arabic as the medium of instruction, an immersion-based curriculum, the presence of native speakers, and structured language activities. However, its effectiveness is influenced by several challenges, such as limited use of technology, restrictions on digital access, inconsistent use of Arabic among students, and the heterogeneity of students’ initial language proficiency.These findings offer a conceptual contribution by extending the language immersion model from a classroom-based approach to an ecosystem-based model that emphasizes the interaction between environment, institutional regulation, and social practice. Theoretically, this study enriches the global discourse on language immersion by highlighting the importance of integrating social and institutional dimensions in second language acquisition. Practically, it recommends strengthening adaptive immersion strategies, including the optimization of technology use and differentiated instruction, in order to enhance the effectiveness of Arabic language learning in residential higher education contexts.
NAVIGATING CULTURAL AND RELIGIOUS IDENTITY THROUGH ARABIC AND ENGLISH LANGUAGE EDUCATION: STUDENTS' AND TEACHERS' PERSPECTIVES Suparmanto; Muhsinin; Ruwaida
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.v5i1.16273

Abstract

This study examined student and instructor opinions of the unique roles that Arabic and English play in influencing cultural and religious identities within Indonesian pesantren, institutions that endeavor to reconcile traditional Islamic education with global expectations. This study used a qualitative research paradigm to perform a comprehensive analysis of the relationship between language acquisition and identity development within the pesantren setting. This study utilises a case study methodology to perform a thorough uation of how pesantren institutions incorporate Arabic and English training to foster cultural and religious identity. The study utilized questionnaires distributed to 111 students and 8 teachers to determine the impact of various languages on identity formation. Research consistently indicates that Arabic is regarded as essential for religious identity and cultural preservation; pupils strongly associate it with faith and legacy, a perspective unanimously supported by educators. In contrast, English exhibited a complex representation. Although acknowledged for its worldwide prospects and influence on personal identity, many students encountered difficulties in preserving their religious and cultural identity while acquiring English language skills. Educators also recognized this dual function of English. Notwithstanding these conflicts, a significant majority of students contended that bilingualism in both languages eventually enriches their entire identity. This study emphasizes the necessity for a balanced, culturally sensitive teaching that recognizes Arabic's fundamental significance while deliberately incorporating English to cultivate strong, multidimensional identities that are grounded in heritage and engaged worldwide.
TEACHING VOCABULARY TO BEGINNERS THROUGH A CONTEXTUAL APPROACH M. Rizal Rizqi
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.v5i1.16287

Abstract

The aims of this study are twofold. First, this study aims to develop vocabulary learning materials based on a contextual approach for the students of “Fadllillah”. Second, it aims to examine the effectiveness of the developed vocabulary learning materials. The development of this textbook was motivated by the fact that vocabulary instruction at “Fadllillah” had long relied on Durus al-Lughah; however, its use had not sufficiently improved students’ learning achievement or increased their interest in learning. This study employed a Research and Development (R&D) method based on the Borg and Gall model. The procedures included research and information gathering, planning, developing the preliminary product, validation testing, field testing, product revision, and final product revision.               The results of this study show two major findings. First, the developed learning materials have several characteristics: they are specifically designed for beginner learners of Arabic, easy to memorize and understand, and practical to use in conversations related to daily activities. The examples, exercises, and presentation of the materials are systematically arranged from simple to more complex topics. In addition, the materials employ an interactive presentation method that encourages active learning. Various colors and illustrations are also included to help students understand the content more easily. Second, the use of the developed vocabulary learning materials effectively improved students’ vocabulary learning outcomes and increased their learning interest. This effectiveness was indicated not only by the differences in achievement scores between the control group and the experimental group, as analyzed using SPSS version 22, but also by the questionnaire results, which showed that the learning materials were easy to understand and attracted students to read and learn with greater enthusiasm.               The results of this study indicate that students showed greater interest in learning vocabulary than before. Consequently, they were able to understand the learning materials more easily through the use of vocabulary learning materials developed based on a contextual approach.
Artificial Intelligence in Arabic Language Learning: A Systematic Literature Review of Educational Trends and Future Directions Muhammad Ainul Yaqin; Hadjira Adlani; Ridwan; M Isroul Laili
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/vpmkc594

Abstract

Traditional pedagogical methods in Arabic language instruction often suffer from a lack of interactivity and rigidity, failing to adapt to the individual linguistic needs of non-native speakers. This study aims to synthesize existing research on AI-driven pedagogical strategies to evaluate how these technologies enhance personalization, interactive engagement, and overall language acquisition effectiveness This review employs a systematic literature search across databases including Scopus, Google Scholar, and DOAJ, covering scholarly publications from 2016 to 2025 to identify and synthesize peer-reviewed interventions. The analysis framework utilizes AlAfnan’s Taxonomy of Educational Objectives to categorize AI impacts across cognitive, affective, and psychomotor domains. The synthesis reveals that AI integration significantly improves learner motivation and language proficiency through adaptive feedback and personalized learning platforms. Furthermore, these technologies facilitate the development of core linguistic competencies, including grammar acquisition and speaking practice, while simultaneously fostering character traits such as discipline and responsibility through technology-mediated interactions. Despite these advancements, the findings also underscore a critical reliance on human instructors for navigating the nuanced cultural-contextual complexities inherent in the Arabic language. The study underscores that while AI-driven tools provide essential support for morphological and semantic challenges, successful implementation requires a balanced integration of automated systems and human pedagogical guidance Keywords: Artificial Intelligence; Arabic Language Learning; Personalized Education; Educational Technology; Linguistic Competency.

Page 13 of 13 | Total Record : 126

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