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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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Employing the Linguistic Corpus in Teaching Arabic Writing Skill: A Proposed Instructional Model for the Arabic Program Ilham Fatkhu Romadhon; Muassomah; Zakiyah Arifa
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/wj6e7x52

Abstract

This study proposes an instructional model for teaching Arabic writing skills to students of the Program for Arabic Language (PKPBA) at Maulana Malik Ibrahim State Islamic University Malang, Indonesia, based on the use of a language corpus. The novelty of this model lies in the integration of three instructional resources (PowerPoint presentations, Sketch Engine corpus analysis software, and worksheets) grounded in a single, locally relevant corpus ('Indonesia Al-Youm'), which has not been systematically employed in previous corpus-based Arabic writing instruction. Using a descriptive-analytical method based on document analysis and expert validation, the study found that the teaching materials received an average score of 4.32 (very appropriate) and the learning design received 2.70 (appropriate), confirming the model's suitability for field implementation from an expert perspective. The model consists of five sequential steps: concept presentation, guided corpus exploration, analytical exercises, guided writing production, and reflection with feedback. As an expert-validated proposal, this model offers a conceptual framework that potentially bridges the gap between declarative knowledge and procedural skills in teaching Modern Standard Arabic writing, though empirical testing with learners remains necessary.
Artificial Intelligence in Arabic Language Learning: Exploring Students’ Usage Patterns, Purposes, Benefits, and Perceptions Akmal; Abdurrahman Wahid Abdullah; Ulyatul Khairat; Sitti Aminah; Irfan
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/kc19j647

Abstract

This study examines how students in Arabic Language Education program uses Artificial Intelligence (AI) to support Arabic language learning. Specifically, it explores students’ AI usage patterns, learning purposes, perceived benefits, and overall perceptions of AI-assisted Arabic language learning. This study employed a descriptive quantitative approach involving 89 students from several universities in Indonesia. Data were collected through an online questionnaire using a Likert-scale instrument and analyzed using descriptive statistics, including percentages and mean scores. The findings reveal that students reported a moderate level of AI use in Arabic language learning (M = 3.20), particularly for information searching (M = 3.53), text translation (M = 3.43), and vocabulary comprehension (M = 3.44). Students also perceived AI as useful, practical, and easy to use in supporting learning activities. Furthermore, AI was considered beneficial in improving learning efficiency, facilitating independent learning, and helping students understand difficult materials. However, students expressed concerns regarding the accuracy of AI-generated information and the potential risk of overdependence on technology. The findings indicate that AI has become an important supporting tool in Arabic language learning, although its use still requires critical awareness and academic supervision. While previous studies have mainly focused on AI effectiveness, technology acceptance, or specific applications in language learning, this study provides a comprehensive examination of students’ AI usage patterns, learning purposes, perceived benefits, and perceptions within Arabic language education. The findings contribute to the growing body of literature on AI-assisted language learning and offer practical insights for educators and institutions seeking to integrate AI responsibly into Arabic language instruction.
Arabic Khatabah Learning Strategies and the Development of Students’ Self-Efficacy: A Social Cognitive Perspective of Albert Bandura Munirah; Sutaman; Syaiful Mustofa
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/a8a6d274

Abstract

This study explore how Arabic khatabah learning is perceived contributes to the students’ self-efficacy from the perspective of Albert Bandura’s social cognitive theory. The study aims to explore the learning strategies, experiences, and psychological processes that may support students in building confidence in Arabic public speaking despite limited linguistic proficiency. A qualitative case study design was employed involving students and lecturers in the Arabic Language Education Department at Universitas Negeri Malang. Data were collected through observation, semi-structured interviews, and documentation, and analyzed interactively through data reduction, display, and conclusion drawing. The findings suggest that students’ self-efficacy may be shaped through interconnected reflected reflected in Bandura’s dimensions of attention, retention, reproduction, and motivation. Students reported gaining confidence through activities such as observing speech models, organizing and processing language information, repeated speaking practice, social reinforcement, emotional regulation, and the use of digital media and artificial intelligence tools such as ChatGPT. The findings suggest that students' self-efficacy may not be solely associated with Arabic proficiency but is perceived to emerge through gradual speaking experiences, supportive learning environments, and repeated exposure to speaking situations. The novelty of this study lies in examining Arabic khatabah learning and students' self-efficacy through a social cognitive lens, offering theoretical insights into Arabic language learning and practical considerations for designing interactive and process-oriented speaking instruction.
Analysis of Assesment of Arabic Speaking Skill Tasks Based on ACTFL Perspective Masrun; Hikmah; Ammar Zainuddin; Daud Abdul Quadir Elega
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/jcz7g255

Abstract

This study aims to analyze the assesment instrument of speaking skills in Arabic textbooks for grade X published by Ministry of Religious Affairs of Republic of Indonesia based on the ACTFL perspective. Evaluation of speaking skills is assessed through question instruments in textbooks. Students’ abilities can be measured through well-constructed questions, so this study attempts to provide new insights regarding the evalution of speaking skills in Arabic language textbooks. This study is a literature review, data collection techniques using Arabic textbooks for grade X and ACTFL levels and Ali Al-Khulli perspective, data analysis techniques using qualitative content analysis. The results of the study show that all questions for evaluating speaking skills in the textbook are in accordance with the ACTFL perspective, namely: (1) Novice high as many as 8 questions (2) Intermediate mid as many as 8 questions, (3) Intermediate low as many as 1 question, and (4) Advanced high as many as 1 question.
Implementation of Military Barracks-Based Education in Arabic Language Learning for Military Personnel  Mia Nurmala; Iqlima Najmi Amalia Anandiar; Keysha Shira Zafirah; Nurul Fadhilah; Muhsin Muis
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/b8hv4836

Abstract

This study examines the implementation of barracks-based education in Arabic language learning for military personnel, focusing on its implementation in supporting the acquisition of Arabic language proficiency. Arabic language learning for military-specific purposes requires an approach that integrates linguistic competence with a specialized curriculum within the framework of military education. The study employed a qualitative approach with a case study design. Data were collected through participant observation, in-depth interviews, and analysis of curriculum documents and instructional materials. The findings indicate that Arabic language learning is integrated with the Three Basic Patterns of Military Education, encompassing attitude and behavior development (10%), Arabic language knowledge and skills development (80%), and military physical development (10%). These three dimensions operate simultaneously within a dormitory-based system over a 12-week period, totaling 600 instructional hours. At the operational level, the implementation demonstrates synergy among military instructors with their multiple roles, learners with their internal motivation, and the Al-'Arabiyyah Baina Yadaik instructional materials, all of which contribute to the gradual and integrated acquisition of Arabic language skills. In addition, challenges were identified, including the heterogeneity of learners' educational backgrounds and the limited availability of contextual instructional materials that accommodate diverse proficiency levels.
Structuralism Analysis of the Song Lyrics ‘Ummatī’ by Maher Zain: A Literary Study Khairawati; Suri; Melinda
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/dhk3q627

Abstract

This study aims to analyze the intrinsic structural elements found in the lyrics of the song Ummatī by Maher Zain based on the structuralism theory proposed by Muzakki. The objective of this research is to identify and explain the intrinsic elements contained in the song lyrics, namely feeling (al-‘āṭifah), imagination (al-khayyāl), idea (al-fikrah), and form (aṣ-ṣūrah). This research employed a descriptive qualitative method with a library research design. The data source was the lyrics of the song Ummatī by Maher Zain. Data were collected through observation and note-taking techniques and were analyzed using an interpretative analysis approach. The results of the study show that the lyrics of Ummatī contain four intrinsic structural elements. A total of 27 data were identified, consisting of 10 data related to feeling (al-‘āṭifah), 9 data related to imagination (al-khayyāl), 1 datum related to idea (al-fikrah), and 7 data related to form (aṣ-ṣūrah). Among these elements, feeling (al-‘āṭifah) was found to be the most dominant element, reflecting the emotional and spiritual messages conveyed through the song lyrics. In conclusion, the lyrics of Ummatī contain interconnected intrinsic structural elements that contribute to the construction of meaning and strengthen the spiritual and moral messages conveyed in the song.
Language Court and the Stagnation of Foreign Language in the Pesantren: Case Study in Bustanul Ulum Langsa, Aceh Hatta Sabri; Nasruddin; Ahmad Tarmizi; Hicham Khaldi
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: 10.31000/1qbjw403

Abstract

The stagnation of Arabic and English language learning in Islamic boarding schools not only lowers the linguistic proficiency of students but also affects the institution’s reputation. This study aims to analyse the causes of the stagnation in the foreign language environment at Pesantren Bustanul Ulum, Aceh, which appears to stem from the dysfunction of the mahkamah lughah (language court) system. Using a qualitative approach with a case study design, data were collected through in-depth interviews with 24 informants selected through purposive sampling, comprising language coordinators, dormitory supervisors, students (Student Council members and language section representatives), alumni, and parents. Data analysis was conducted thematically. The research findings indicate that the primary factor behind the stagnation of language development is the conflict between the disciplinary sanctions of the ‘mahkamah lughah’ and the Child Protection Act. This obstacle has triggered resistance from parents, the criminalisation or intimidation of teachers, and has resulted in a policy dilemma for the foundation, which tends to adopt a passive stance. This study recommends the need to reconstruct the Mahkamah Lughah system based on positive, child-friendly discipline without compromising the essence of language enforcement.
Alignment of Instructional Objectives and Learning Material Organization in Maharah al-Kalam Courses with the Development of Students’ Communicative Competence Rita Febrianta; Indra Saputra; Nurhasnah; Muslim Jafar; Eka Rizal; Yelfi Dewi S
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/bqjkw291

Abstract

This study aims to analyze the alignment between instructional objectives and learning material organization in a Maharah al-Kalam course based on Al-Arabiyyah Bayna Yadayk and the development of students’ communicative competence. A qualitative descriptive approach was employed. Data were collected through document analysis, semi-structured interviews, questionnaires, and documentation involving one Maharah al-Kalam lecturer and twenty-two students of the Arabic Language Education Department. The analyzed documents included the Semester Learning Plan (RPS) and instructional materials used in the course. Data were analyzed using the interactive model of Miles and Huberman and validated through triangulation. The findings indicate that the instructional objectives were aligned with the principles of communicative competence by emphasizing students’ ability to use Arabic in meaningful communicative situations. The learning materials, organized based on Al-Arabiyyah Bayna Yadayk, were structured progressively and contextually, supporting the development of speaking skills through authentic language use. Learning activities such as dialogues, role-plays, discussions, and presentations provided students with opportunities to communicate actively in Arabic. However, several challenges were identified, including differences in prior language proficiency, limited vocabulary mastery, lack of self-confidence, restricted classroom interaction time, and the absence of a supportive Arabic-speaking environment outside the classroom.The novelty of this study lies in its integrated analysis of instructional objectives, learning material organization, and learning implementation in fostering communicative competence in higher education Arabic language learning. The findings contribute to the development of communicative-oriented Maharah al-Kalam instruction.
Perception of Non-Arabic Language Students on Arabic Language Courses at State Islamic Universities in Indonesia: Qualitative Research With NVivo Software Analysis Abdul Karim; Duwi Purwati
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/krrfz326

Abstract

Arabic has a central position as the foundation of science and identity in Islamic higher education, especially in State Islamic Universities. This research aims to reveal the perception of non-Arab students towards the Arabic language courses required at the State Islamic University. With a qualitative-descriptive approach, data was collected through semi-structured interviews with students from three different study programs and analyzed using NVivo software. The results show that the majority of students realize the urgency of the Arabic language as the key to understanding Islamic literature, supporting academic competence, and being relevant to professional needs, such as sharia economics and basic education. However, learning Arabic is faced with methodological challenges (rigid teaching methods, lack of practice) and personal challenges (lack of initial experience, grammatical difficulties). Students develop self-paced (visual aids, online courses) and collaborative (group discussions, cross-disciplinary consultation) strategies to overcome these barriers. These findings emphasize the need for contextual, integrative, and practice-based curriculum innovation, as well as the use of learning technologies. With an adaptive approach, learning Arabic at the State Islamic University can become more meaningful and relevant, reinforcing the language's role as a bridge between the Islamic scientific tradition and the needs of the global era.
Selective Qur'anic Lexical Clustering as a Pedagogical Framework for Adult Arabic Reading Instruction Mizan Sakroni; Wildana Wargadinata; Mamluatul Hasanah
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/zdg7x197

Abstract

This study examines selective Qur'anic lexical clustering as a pedagogical framework for adult Arabic reading instruction at Majelis Ta'lim Al-Ma'uun, Sidoarjo. The analysis focuses on three clusters: high-frequency vocabulary, familiarity and novelty, and prefixes and suffixes. Using a qualitative case-study design, data were collected through classroom observation, semi-structured interviews with the teacher, adult learners, and the program manager, and learning documents. The data were analyzed through reduction, display, and conclusion drawing, while credibility was strengthened through source, technique, and time triangulation. The findings show that high-frequency clustering helps adult learners identify recurrent function words such as prepositions, pronouns, and conjunctions; familiarity-novelty clustering allows the teacher to connect previously learned vocabulary with newly introduced items; and prefix-suffix clustering enables learners to recognize verbal forms, subject markers, and word endings in Qur'anic verses. The novelty of this article lies in proposing selective Qur'anic lexical clustering as a practical pedagogical framework for organizing vocabulary in adult reading instruction, combining vocabulary frequency, meaningful prior knowledge, and Arabic morphological awareness.

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