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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 182 Documents
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ARCS-Based Instructional Design for Maharah Kalam: Enhancing Basic Communicative Competence in Arabic Language Learning Salsabila Nova Fatimah; Maswani Maswani; Azkia Muharom Albantani; Fakhrizal Fakhrizal
Al-Muyassar: Journal of Arabic Education Vol 5 No 3 (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/jpwmzw66

Abstract

Speaking skill is one of the essential language skills that contributes to the development of students’ communicative competence. However, students still encounter difficulties in communicating in Arabic due to limited vocabulary, lack of self-confidence, and low learning motivation. This study aimed to develop an ARCS-based (Attention, Relevance, Confidence, Satisfaction) instructional design for speaking skills and examine its validity and effectiveness in enhancing the communicative competence of seventh-grade students at Nurul Iman Modern Junior High School. The study employed a Research and Development (R&D) approach using the ADDIE model. The participants consisted of 30 seventh-grade students. Data were collected through interviews, observations, questionnaires, expert validation, and pretest–posttest assessments. The data were analyzed using descriptive statistics, N-Gain analysis, and the Paired Sample T-Test with IBM SPSS Statistics. The results indicated that the developed instructional design achieved mean expert validation scores of 3.64, 3.58, and 3.86, all of which were categorized as highly valid. The average response scores from the teacher and students were 3.63 and 3.48 respectively, reflecting very positive perceptions of the product. Furthermore, Uji T-test (t=-28.465, p< 0.05), the N-Gain score of 0.67 demonstrated a moderate improvement in students’ communicative competence. These findings suggest that the ARCS-based speaking instructional design is both valid and effective in supporting the development of students’ communicative competence. The study contributes to the integration of motivational principles and communicative competence within Arabic language instruction at the junior secondary level.
Toward a Standardized Arabic Proficiency Test to Support Graduate Academic and Communicative Skill in Indonesian Higher Education Hikmah Maulani; Abdul Kodir; Asep Supianudin; Nanang Kosim; Ashinida Aladdin
Al-Muyassar: Journal of Arabic Education Vol 5 No 3 (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/ymh09h18

Abstract

This study aims to analyze the gap between theoretical constructs and empirical practices in Arabic language proficiency tests in Indonesian higher education, as well as to identify the direction of standardization that is able to bridge the orientation of Arabic language proficiency in Higher Education in two categories, namely Arabic Language Education and Arabic Literature. This research uses a qualitative approach with an a priori-oriented case study method, conducted at two public general universities in Indonesia, one specializing in Arabic Language Education and the other in Arabic Literature. Data were collected through document analysis (covering two curricula, test instruments, syllabi, and learning outcomes) and semi-structured interviews with two lecturers who also serve as test developers. The analysis was conducted using theory-driven thematic analysis to examine the constructs of proficiency, skill representation, and standardization practices. The findings indicate significant gaps in three main aspects: (1) constructs that are still oriented towards language knowledge rather than language use, (2) an imbalance in skill representation with a dominance of qira’ah and a lack of productive skills, and (3) the absence of calibrated standards across institutions. Furthermore, there is a dichotomy between the communicative (Arabic Language Education) and analytical (Arabic Literature) approaches that have not been integrated into the test design. This research offers a conceptual contribution by positioning Arabic language proficiency as an integrative competency that combines communicative and analytical dimensions, while simultaneously bridging two previously separate disciplines. This study provides a basis for the development of more representative, contextual, and standardized proficiency tests at the higher education level.
Rhetorical and Ideological Strategies in Hani bin Qabishah’s Khutbah: An Integrative Aristotelian–Faircloughian Approach Dinnan Nadiyatul Fairuz; Zaqiatul Mardiah
Al-Muyassar: Journal of Arabic Education Vol 5 No 3 (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/nswh1570

Abstract

Although Aristotelian rhetoric and Fairclough’s Critical Discourse Analysis (CDA) have each been applied to Arabic oratory, prior studies have rarely combined the two frameworks, and none has done so for the pre-Islamic khutbah of Hani bin Qabishah. This article addresses that gap by examining the rhetorical and ideological strategies embedded in the khutbah of Hani bin Qabishah through an integrative framework combining Aristotle’s rhetorical theory (ethos, pathos, and logos) and Norman Fairclough’s Critical Discourse Analysis (CDA). As one of the most well-known pre-Islamic Arabic orations, the khutbah serves not merely as a pre-battle motivational speech but as a discursive practice that constructs social values and legitimizes tribal authority. Employing a qualitative descriptive method, this study analyzes the data in three interconnected stages following Fairclough’s three-dimensional model—the textual (micro) dimension, discourse practice, and social practice—with each identified rhetorical unit further classified according to Aristotle’s categories of ethos, pathos, and logos. The primary data are derived from the text of Hani bin Qabishah’s khutbah as compiled by Ahmad Zaki Safwat in Jamharatu Khuṭabi al-‘Arab fī ‘Uṣūr al-‘Arabiyyah al-Zāhirah (vol. 1, p. 37). The analysis demonstrates that pathos plays a dominant role in mobilizing collective emotions through moral oppositions, heroic metaphors, and imperative constructions. Ethos is established through the speaker’s moral and military authority as a tribal leader, while logos operates through a form of fatalistic reasoning characteristic of pre-Islamic Arab worldview. From a critical discourse perspective, the khutbah functions as an ideological instrument that reinforces values of courage, honor, and tribal solidarity. This study contributes to Arabic discourse studies by highlighting the analytical potential of integrating classical rhetoric with critical discourse analysis in the study of pre-Islamic Arabic texts. It further underscores the continuity of Arabic oratorical traditions in shaping religious and political discourse in later periods.
Project-Based Learning in Maharah Kalam: A Case Study at Miftahul Ulum Islamic Religious Institute, Lumajang Utari Dwi Mayasari; Uril Bahruddin; Abdul Wahab Rosyidi
Al-Muyassar: Journal of Arabic Education Vol 5 No 3 (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/qy5vn851

Abstract

This study aims to analyze and describe the implementation of the Maharah Kalam learning model based on Project Based Learning (PjBL) in improving students’ Arabic speaking skills at IAI Miftahul Ulum Lumajang. This research was motivated by the low speaking proficiency of students caused by learning processes that still relied on conventional methods, lacked contextual orientation, and provided limited opportunities for active speaking practice. This research employed a qualitative approach with a field study design. Data collection techniques included classroom observations, in-depth interviews with lecturers and students, and documentation. Data analysis was conducted through the stages of data reduction, data presentation, and conclusion drawing. Data validity was maintained through source and technique triangulation. The implementation of PjBL was carried out through stages of thematic dialogue project planning, collaborative muhawarah practice, project presentation, as well as evaluation and learning reflection. The findings showed that the implementation of the Project-Based Learning (PjBL)-based Maharah Kalam learning model coincided with observable improvements in students' Arabic speaking skills. However, given the case study design, these findings should be interpreted as context-specific rather than as evidence of causal effectiveness. Improvements were observed in speaking fluency, grammatical accuracy, vocabulary mastery, pronunciation clarity, and the ability to respond communicatively in conversations. In addition, project-based learning also had positive effects on students’ affective aspects, such as increased motivation, courage, self-confidence, creativity, and active participation in the learning process. Authentic assessment, conducted through continuous performance evaluation and comparison of students' speaking performances at the beginning and the end of the learning process, enriched the qualitative findings by providing evidence of students' observable development in Arabic speaking skills.
The Implications of Dialectal Differences in the Arabian Peninsula on Teaching Arabic as a Foreign Language Fatwiah Noor; Zein Ridha; Bakri Mohammed Bkheet Ahmed; M. Kholis Amrullah
Al-Muyassar: Journal of Arabic Education Vol 5 No 3 (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/n3q5hr62

Abstract

Arabic exhibits diverse dialectal varieties shaped by geographical, social, cultural, and historical conditions. This study describes the use and characteristics of four major Arabic dialect groups: Levantine (Shāmiyyah), Egyptian, Maghrebi, and Gulf (Khalījiyyah) Arabic. It examines linguistic differences among these groups and their implications for teaching Arabic as a foreign language. The study employs library research, with data collected through documentation and literature review. The data comprise studies on Arabic dialects and their implications for foreign-language teaching, while sources include books, journals, scholarly articles, previous studies, conference papers, reports, and relevant audiovisual materials. Data were analyzed through content analysis by examining, comparing, and interpreting information from various sources to identify usage characteristics and linguistic differences across the dialect groups. Findings indicate that differences are primarily evident in phonology, vocabulary, and linguistic structures. In Egyptian Arabic, the phoneme qāf (ق) may be realized as a glottal stop (ء), while in some Maghrebi varieties, particularly Moroccan Darija, qāf (ق) may be realized as /g/. Some Levantine varieties also show phonological changes, such as the realization of dhāl (ذ) as dāl (د). Despite these differences, all four groups maintain a close relationship with Modern Standard Arabic (MSA). Dialectal variation is influenced by geography, society, culture, migration, language contact, and language-use patterns. Such diversity has significant implications for foreign-language teaching because differences in pronunciation, vocabulary, and structures may challenge learners communicating with native speakers. Therefore, understanding MSA and dialectal variations in contextual use is essential for developing learners’ Arabic communicative competence in real-life situations.
The Effectiveness of Environmental Media Utilization in Improving Arabic Speaking Skills among Junior Secondary Students Yusuf Abdurachman Luhulima; Nur Aqilah Lutfiya Rahma Opier; Mohammad Numan
Al-Muyassar: Journal of Arabic Education Vol 5 No 3 (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/dmvrf408

Abstract

This study aimed to examine the effectiveness of environmental media utilization in improving the Arabic speaking skills of Grade VII-A students at MTs.N 6 Central Maluku. The study employed a quantitative approach using a one-group pretest–posttest design. The research sample consisted of 25 students selected through the total sampling technique. Data were collected through oral tests and classroom observations. The data were analyzed using the Shapiro–Wilk normality test, the paired-samples t-test, and the N-gain score. The results showed that the students' mean score increased from 63.84 in the pretest to 88.04 in the posttest. The paired-samples t-test indicated that the calculated t-value (83.831) was higher than the critical t-value (2.064), with a p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis. The average N-gain score was 0.6866, which falls into the moderate category. Classroom observation also revealed an improvement in students' learning activities from 47.5% (less active) to 87.5% (very active). As this study employed a pre-experimental one-group pretest-posttest design without a control group, these findings indicate a positive association between environmental media use and improved Arabic speaking skills among Grade VII-A students at MTs.N 6 Central Maluku, rather than definitive proof of a causal effect.
Reconstructing Nahwu Instruction through Transformative Learning to Develop Students’ Arabic Writing Skills Bachtiar, Fauziah; Almardhi, Muhammad Radhi; Susiawati, Susiawati; Laila, Hikmatul; Adawiyah, Rabiatul
Al-Muyassar: Journal of Arabic Education Vol 5 No 3 (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/tdbrn530

Abstract

Arabic grammar (nahwu) instruction in higher education is still largely conducted through a deductive and memorization-based approach, emphasizing the mastery of grammatical rules (qawāʿid) rather than their application in authentic language use. As a result, it contributes little to the development of students’ Arabic writing skills (maharah al-kitābah). This study aims to develop a reconstructed model of nahwu instruction by integrating the principles of Transformative Learning to improve students’ Arabic writing skills. The study employed a library research method using a descriptive-analytical approach by reviewing and synthesizing primary and secondary sources, including books and national and international journal articles. The findings indicate that conventional nahwu instruction faces three main problems: the separation of grammar from authentic texts, limited critical reflection on students’ linguistic assumptions, and weak transfer of grammatical knowledge into writing practice. Based on Mezirow’s Transformative Learning stages—disorienting dilemma, critical reflection, and perspective transformation—this study proposes a text-based functional nahwu model integrated with a reflective writing cycle. The model consists of four stages: identifying grammatical dissonance through students’ writing errors, engaging in critical dialogue on grammatical concepts, reconstructing grammar through authentic text production, and conducting metacognitive reflection. The study recommends shifting nahwu instruction from rule memorization to transformative learning that develops students’ grammatical thinking and enhances the quality of Arabic writing.
Development of Neuroscience Differentiated Learning Through Project-Based Learning to Develop Students' Critical Thinking Skills in Arabic Learning Lailatul Qomariyah; Abdul Qodir
Al-Muyassar: Journal of Arabic Education Vol 5 No 3 (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/qtxwqh68

Abstract

This study aims to develop a differentiated neuroscience-based learning approach using a project-based model to improve students' critical thinking skills, including research and development with adapted procedures from Robert Reiser and Michael Molenda through five stages. The initial field test sample consisted of 36 seventh grade students of Darussalam Elementary School, Jombang, with an experimental class of 36 students (VII A) and a control class of 34 students (VII B). Data collection tools included questions measuring critical thinking skills, student response questionnaires, and observation sheets for learning implementation, with data analysis using MANOVA at a significance level of 5%. This study successfully developed a neuroscience-based, differentiated project-based learning model to enhance critical thinking in Arabic instruction. Following Reiser and Molenda’s five-stage R&D procedure, the analysis identified teacher-centered limitations and students’ weak analytical skills. The design produced differentiated materials for visual, auditory, and kinesthetic learners, interactive multimedia, and validated assessment tools. Development yielded a complete guide with a three-meeting lesson plan and tiered worksheets. Implementation in grade VII featured Self-Introduction Vlog and Dream Career Fair projects, applying content, process, and product differentiation. MANOVA results confirmed significant improvements in analysis, evaluation, and creativity. The model effectively integrates cognitive load principles, supports individual needs, and bridges rote and meaningful learning while strengthening teachers’ pedagogical competence.
The Dual Function Dilemma of Madrasah: A Comparative Analysis of Structural and Communicative Orientations in Grade X Arabic Textbooks Muhammad Ibrohim Futuwwatuddin; Yuyun Rohmatul Uyuni; Siti Shalihah
Al-Muyassar: Journal of Arabic Education Vol 5 No 3 (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: 10.31000/2gyr4177

Abstract

This study comparatively analyzes the content dimensions and presentation approaches of Grade X Madrasah Aliyah (MA) Arabic textbooks published by the Ministry of Religious Affairs, namely the 2013 Curriculum (2014 Edition) and the 2020 Transition Edition. Using a qualitative method with a descriptive-comparative approach and document analysis (content analysis), this study aims to map the shift in pedagogical orientation amidst curriculum policy transitions. The results reveal a fundamental transformation from a structural-behaviorist paradigm to a communicative-constructivist one, substantiated by analytical indicators including syllabus organization, language skills (maharah) distribution, and grammar (qawa'id) presentation. Specifically, the 2013 Curriculum textbook adopts a segmented syllabus, dominant receptive skills, and deductive grammar presentation oriented towards grammatical accuracy for turats (Islamic classical texts) literacy. Conversely, the 2020 Transition Edition offers a thematic-integrative syllabus, balanced skills distribution, inductive grammar presentation, and Higher Order Thinking Skills (HOTS) tasks oriented towards communicative fluency. The primary novelty of this study identifies a pedagogical trade-off dilemma rooted in the "dual function" of madrasah education: balancing grammatical foundation for Islamic knowledge access and 21st-century communicative competence. The study concludes that no textbook is universally perfect. The practical implication demands teachers to transform from mere textbook deliverers to curriculum adapters through a pedagogical hybridization strategy, combining the communicative framework of the Transition Edition with the explicit grammar deepening of the 2013 Curriculum as a supplement, to balance structural accuracy and communicative fluency. Theoretically, this study proposes a novel conceptual framework mapping the trajectory from curricular transition to pedagogical hybridization, positioning the 'dual function' of madrasah Arabic along a continuum between structural-textual literacy and communicative competence.
Understanding TikTok Use by Arabic Language Education Students for Informal Learning: A Phenomenological Uses and Gratifications Study Ahmad Maulana Faiz Al-Ghifari Kamal; Asep Sunarko; Nurul Azizah; Ahmad Hikam
Al-Muyassar: Journal of Arabic Education Vol 5 No 3 (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/b3nem257

Abstract

This study examines how Arabic Language Education students experience TikTok as an informal learning ecology and how these experiences satisfy cognitive, affective, personal-integrative, and social-integrative needs. Using an interpretive phenomenological design, the study involved twelve Arabic Language Education students at Universitas Sains Al-Qur'an (UNSIQ) Jawa Tengah di Wonosobo and drew on semi-structured interviews conducted in July 2026. Reflexive thematic analysis was used to construct patterns of shared meaning, while Uses and Gratifications (U&G) served as a sensitizing theoretical lens rather than a fixed coding framework. Findings reveal two interconnected modes of use: intentional searches driven by assignments, microteaching, vocabulary, pronunciation, and difficult course content, and serendipitous exposure through the For You Page. All twelve participants reported academic use, enjoyment, increased confidence, perceived oral-language benefits, support for recall or understanding, and distraction or time loss; eleven described sharing or collaboration, ten emphasized concise delivery and verification practices, and seven reported limited engagement with colloquial Arabic. The study's novelty is an algorithmic microlearning cycle linking learning triggers, platform affordances, gratifications, perceived outcomes, follow-up actions, and constraining conditions. Theoretically, the model extends U&G by showing that gratification is recursively co-produced by user agency and algorithmic recommendation and does not automatically become learning. Practically, the findings support guided curation, credibility checking, dialect labeling, purposeful reuse, and attention-regulation activities in Arabic teacher education. Keywords: TikTok; informal learning; Arabic language education; uses and gratifications; phenomenology; microlearning

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