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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 156 Documents
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أثر استخدام الفيديو المتحرّك في ترقية مهارة الكلام لطلاب مدرسة خزانة كباجيكان المتوسطة الإسلامية تانجيرانج Afiyah Nur Rusydah; Toto Edidarmo
Al-Muyassar: Journal of Arabic Education Vol 4 No 1 (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.v4i1.13317

Abstract

This research aims to examine the effect of using animated videos on students' speaking skills and to identify the supporting and inhibiting factors in teaching speaking skills through animated videos. The study employed a mixed-method approach that combines quantitative and qualitative research. The population in this study consisted of all seventh-grade students, with a research sample of 71 students divided into experimental and control groups. Data collection methods for the quantitative research included pre-tests and post-tests, while qualitative data were gathered through interviews and observations. Data analysis for the quantitative research employed t-tests. The results showed that the average post-test score for the experimental group was 81.6, compared to 72.4 for the control group. Data analysis using the Independent Sample T-test revealed a significant difference between the experimental and control groups, with a p-value of 0.000 (< 0.05), indicating that the alternative hypothesis was accepted and the null hypothesis was rejected. This demonstrates that the use of animated videos has a significant effect on speaking skills. Supporting factors in the learning process included increased student interest, support from the school environment, and ease of access to educational media. Inhibiting factors included differences in students' educational backgrounds and the need for additional time. This study explores the use of animated videos as a novel tool to improve intermediate-level Arabic speaking skills. It examines both the impact of these videos and the factors influencing the learning process. However, limitations include a small sample size limited to seventh-grade students and a short study duration, making it challenging to assess long-term effects.
Analysis of the Difficulties in Teaching Arabic Language to Students: Field Study at "Sarj Al-Huda" Islamic Primary School, East Jakarta Muhammad Qadhafi; Niken Sundari; Taufik Hidayat; Tahir Wijaya; Soraiya Mohammad Usman
Al-Muyassar: Journal of Arabic Education Vol 5 No 2 (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/hfs4tb43

Abstract

This research aims to describe the difficulties faced by sixth-grade students at Sirojul Huda Islamic Elementary School in East Jakarta in learning Arabic, to identify the factors influencing these difficulties, and to propose appropriate solutions to overcome them. The research employed a descriptive qualitative approach supported by a questionnaire. Data was collected through observation, interviews, documentation, and the questionnaire itself. This methodology allowed the researcher to gain a comprehensive understanding of the educational reality and the challenges students face in learning Arabic. The research findings revealed that students encounter a range of linguistic and non-linguistic difficulties. The linguistic difficulties included a weak command of Arabic vocabulary, difficulty speaking Arabic, and a limited ability to understand some grammatical rules. The non-linguistic difficulties included limited opportunities for practice and training, weak motivation to learn, and certain aspects of the teaching methods and educational resources used. These results indicate that difficulties in learning Arabic are not solely related to linguistic factors but are also influenced by psychological, educational, and environmental factors surrounding the learners. To address these difficulties, the study recommends developing teaching methods to be more interactive and engaging, providing greater opportunities to practice the Arabic language inside and outside the classroom, enhancing students’ motivation and self-confidence, in addition to employing diverse educational tools that contribute to the development of various language skills.
Instagram-Based Arabic Microlearning: Content Mapping, Pedagogical Patterns, and Engagement Analysis of @kursus_arab_alazhar A. Syahid Robbani; Qaem Aulassyahied; Dara Safina Darmayana; Muhammad Fahmi
Al-Muyassar: Journal of Arabic Education Vol 5 No 2 (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: 10.31000/2my26b49

Abstract

This study investigates Instagram-based Arabic language learning practices through a content mapping and engagement analysis of 50 posts uploaded by the account @kursus_arab_alazhar. Using qualitative content analysis, this research categorizes content types, instructional materials, presentation strategies, and audience engagement patterns. The findings reveal that Arabic microlearning on Instagram is predominantly delivered through Reels and Carousel formats, with speaking skills, vocabulary, and grammar (nahwu) constituting the primary instructional focus. Engagement was strongly associated with emotionally contextualized topics, relatable real-life themes, dramatization, and interactive calls to action. Notably, grammar content achieved the highest engagement when presented through theatrical and narrative-based visualization, suggesting that pedagogical presentation may be more influential than content complexity in social media learning environments. Based on these findings, this study proposes the Contextualized Expressive Microlearning Model (CEMM), a conceptual model that integrates emotional contextualization, expressive dramatization, embedded practice, interaction-driven design, and platform-adaptive content delivery. The study extends microlearning scholarship by demonstrating how social media affordances can be leveraged to transform complex language-learning content into highly engaging learning experiences and contributes to the emerging field of digital Arabic pedagogy.
Improving Arabic Speaking Skills Through the Implementation of Daily Arabic Expressions in a Language Environment Irsal Amin; Mahyudin Ritonga; Sylvia Kurnia Ritonga; Ridho Abdul Ali Abbas Riswan
Al-Muyassar: Journal of Arabic Education Vol 5 No 2 (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/gczhdp09

Abstract

Arabic speaking skills (maharah al-kalam) are widely regarded as a primary objective of Arabic language learning, yet they remain one of the most challenging competencies for students to acquire. This study aims to examine the implementation of a daily Arabic expressions program in enhancing students’ maharah al-kalam at Ma'had Darul Ikhlas Padangsidimpuan. A qualitative approach with a case study design was employed. Data were collected through classroom observations, semi-structured interviews, and document analysis, and analyzed using an interactive model involving data reduction, data display, and conclusion drawing through triangulation. The findings indicate that the implementation of daily Arabic expressions significantly enhanced students’ speaking competence, particularly in terms of fluency, self-confidence, and contextual language use. These improvements were supported by integrated language activities, including Shobahul Lughah, Muhadatsah, Muhadharah, Arabic vlog production, and regular Musabaqah Lughawiyah. Nevertheless, the findings also reveal that improvements in speaking fluency were more substantial than gains in grammatical accuracy. Several challenges affected the implementation of the program, including differences in students’ cognitive abilities, varying levels of learner commitment, limited supervision, and institutional support. The study concludes that a language environment enriched with structured daily Arabic expressions provides an effective strategy for developing students’ maharah al-kalam. However, strengthening grammatical instruction, ensuring consistent implementation, and enhancing institutional support are essential for achieving more comprehensive and sustainable speaking competence.
From Memorization to Morphological Awareness: Developing a Self-Regulated Learning Model for Arabic Vocabulary Acquisition Ruhul Kudus; Randy; Dyah Adila Perdana; Dessy Sintari Daoed
Al-Muyassar: Journal of Arabic Education Vol 5 No 2 (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: 10.31000/0yn6mc92

Abstract

The mastery of Arabic vocabulary is currently still dominated by rote memorization patterns which result in surface learning. Students often have difficulty applying vocabulary in new contexts or understanding complex morphological structures. This research aims to develop a Transformative Morphological Self-Regulated Learning (T-MSRL) learning model based on the wazan pattern by integrating morphological awareness, self-regulation, and transformative learning. Using the Research and Development (R&D) method with a 4D (Define, Design, Develop, Disseminate) model, the research was conducted on Arabic Language Education students at Universitas Negeri Makassar. The research instruments included vocabulary mastery tests, independent questionnaires, and observation sheets. The results of the study show that the T-MSRL model is very valid according to expert judgment and practical to apply. The effectiveness test proved that students who used this model experienced significant improvements in vocabulary mastery, morphological awareness, and self-regulation skills compared to the control class. The T-MSRL model has succeeded in changing the paradigm of student learning from mere memorization to in-depth and systematic morphological analysis.
Learning Obstacles in Nahwu Learning: A Study on the Theory of Didactic Situations for Islamic Boarding School Students Syirojul Huda; Aji Rizqi Ramadhan; Arina Dienana; Yusta Rizaldi Yusuf Suliadi
Al-Muyassar: Journal of Arabic Education Vol 5 No 2 (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: 10.31000/839qhn07

Abstract

This study aims to analyze several types of learning obstacles faced by junior high school students in learning Nahwu, focusing on the topic of mubtada' and khobar. This study uses a descriptive qualitative method with the Theory of Didactic Situations (TDS) approach. The study was conducted at the At-Tarbiyah Sukabumi Islamic Boarding School with a sample of 20 ninth-grade students who had studied Nahwu, specifically the chapters on mubtada' and khobar. Data were collected through written tests, in-depth interviews, and an analysis of textbooks. The findings indicate that students face epistemological, didactic, and ontogenetic barriers. Epistemological barriers are the most dominant, as evidenced by students' difficulties in applying theoretical knowledge to practical examples and understanding changes in the mubtada'-khobar structure. Didactic barriers arise due to ineffective teaching methods, while ontogenetic obstacles are related to students' mental readiness. This study will contribute to theoretical discussions on learning obstacles and the theory of didactic situations in language learning. Further research is needed to develop learning trajectories to help students overcome several learning obstacles.
Development of Genially-Based BAHARI Learning Media for Enhancing Arabic Speaking Skills Mukhtar Ishak Miolo; Nicky Befli Lasanggo; Damhuri; Ratni Bt. Hj. Bahri; Suharia Sarif
Al-Muyassar: Journal of Arabic Education Vol 5 No 2 (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: 10.31000/52zy6f68

Abstract

This study aims to develop and evaluate BAHARI (Bahasa Arab Interaktif), a Genially-based interactive multimedia designed to enhance students’ speaking skills (maharah al-kalam) at MA Al-Huda, Gorontalo City. This research employed a Research and Development (R&D) approach using the ADDIE model, encompassing analysis, design, development, implementation, and evaluation stages. The novelty of this study lies in the development of an interactive animation-based Arabic learning medium using the Genially platform specifically designed for speaking skill acquisition and aligned with the KMA No. 183 of 2019 curriculum. Data were collected through interviews, observations, expert validation, and pre-test–post-test assessments. Validation by four experts (media, material, language, and audio-linguistics) yielded an average feasibility score of 99% (excellent), indicating high pedagogical, technical, and linguistic quality. The results revealed a significant improvement in students’ speaking performance, with mean scores increasing from 33.18 to 69.09 (p < 0.05), thereby answering the research problem regarding the effectiveness of digital interactive media in improving maharah al-kalam. The findings demonstrate that the integration of animation, narration, and interactivity enhances learners’ motivation, pronunciation accuracy, and oral fluency. Theoretically, this study contributes to the development of multimedia-based Arabic learning models, while practically offering an effective and engaging digital resource to support communicative competence in classroom settings.
Fostering Critical Thinking in Arabic Language Learning: An Integrated Deep Learning–Love-Based Curriculum Approach Manisha Aulia; M. Abdul Hamid; Nurhadi; Nur Kholis; Budi Santoso; Muhammad Hasyim
Al-Muyassar: Journal of Arabic Education Vol 5 No 2 (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: 10.31000/3wcq6p63

Abstract

This study aims to analyze the implementation of the Deep Learning Approach integrated with the Love-Based Curriculum in Arabic language learning and its contribution to developing students’ critical thinking skills at MTsN Kota Batu. This study employed a descriptive qualitative approach to understand the learning process, classroom interactions, teachers’ experiences and students’ responses to the implementation of this integrative approach. Data were collected through observation, semi-structured interviews, documentation and students’ reflections. The data were then analyzed using Miles and Huberman’s interactive model, which consists of data reduction, data display and conclusion drawing. The findings indicate that the integration of the Deep Learning Approach in Arabic language learning through the theme عِيَادَةُ الْمَرْضَىٰ was able to create meaningful, mindful and joyful learning through discussion, dialogue, reading, role play, presentation and reflection activities. The Love-Based Curriculum was also concretely integrated through the values of Hubbullah, Hubburrasul, Hubbunnafs, Hubbunnaas, Hubbul Bi’ah and Hubbul Wathan, which were reflected in the habituation of prayer, the strengthening of manners, empathy, cooperation, environmental awareness and love for the homeland. The integration of these two approaches contributed to the development of students’ critical thinking skills through interpretation, analysis, evaluation, inference, explanation and self-regulation activities. This study concludes that Arabic language learning can be developed as an integrative space for language mastery, the internalization of Islamic values and the strengthening of critical thinking skills. The novelty of this study lies in its emphasis that the Deep Learning Approach and the Love-Based Curriculum not only improve the classroom learning atmosphere but also form a humanistic, reflective, contextual and relevant pedagogical approach that responds to the needs of Islamic education in the twenty-first century.
Representation of Hope and Optimism in RedOne’s Song “La Mustahila”: The Diction, Linguistic Styles, and Implied Meanings Mohammad Rofiqi; Ibnu Burdah; Moh. Habib
Al-Muyassar: Journal of Arabic Education Vol 5 No 2 (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/fz6rd056

Abstract

This study aims to analyze the lyrics of the song “La Mustahila” by RedOne from stylistic and semantic perspectives, considering it as a literary text that possesses aesthetic and expressive value. Language in song lyrics is not merely a means of communication, but also serves as an artistic medium rich in meanings and implicit connotations. This research employed a descriptive qualitative method using documentation techniques and data analysis based on the Miles and Huberman model, while also drawing on Gorys Keraf’s stylistic theory and Geoffrey Leech’s semantic theory. The results of the study indicate that the song lyrics demonstrate significant stylistic richness, particularly in sentence structure, such as repetition, parallelism, antithesis, and gradation (climax). In addition, several rhetorical styles were identified, including imperative expressions, hyperbole, ellipsis, and inversion, all of which strengthen the motivational and persuasive nature of the text. From a semantic perspective, the song contains various types of meaning, including conceptual, connotative, affective, social, and collocative meanings, which work together to convey messages of optimism and belief that nothing is impossible. Keywords: “La Mustahila” song lyrics, stylistic theory, semantic theory, optimism, hope.
The Effectiveness of Non-Digital Interactive Spinning Wheel Media in Improving Arabic Learning Outcomes at Madrasah Aliyah Yulanda Ilda; Musli; Mustar; Dina Chabib Uluum; Almu Padol; Mohamad Hussin
Al-Muyassar: Journal of Arabic Education Vol 5 No 2 (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/vtby2q18

Abstract

Although previous studies have examined the use of spinning wheel media and digital instructional media in language learning, limited research has investigated the effectiveness of non-digital interactive spinning wheel media in Arabic language learning at the Madrasah Aliyah level, particularly in schools with limited technological facilities. This study aimed to examine the effectiveness of non-digital interactive spinning wheel media in improving students' Arabic learning outcomes at Madrasah Aliyah As'ad Jambi. The study employed a quantitative approach using a quasi-experimental non-equivalent control group design. The participants consisted of 66 students divided into an experimental group and a control group. Data were collected through pre-tests and post-tests and analyzed using the Mann–Whitney U test with SPSS software. The results revealed a significant difference between the learning outcomes of students in the experimental and control groups after the treatment (U = 274.00, Z = –3.54, p < .001). Students in the experimental group achieved higher learning outcomes than those in the control group. These findings indicate that non-digital interactive spinning wheel media can effectively support Arabic language learning and improve students' learning outcomes. This study contributes to the development of interactive and game-based Arabic language learning by demonstrating that effective instructional innovation can be implemented without relying on digital technology, particularly in educational settings with limited technological resources.

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