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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 182 Documents
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Ecotheological Discourses in Arabic Reading Textbooks of Indonesian Madrasahs: Implications for Sustainability-Oriented Language Education Faliqul Isbah; M. Fairuz Rosyid; Muhammad Hifdzy; Muhlisin Muhlisin; Nafidz Nurhanan; Husni Kholiluddin
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/kyst7115

Abstract

Environmental degradation has intensified global attention toward the integration of sustainability values into education, including language education. While Islamic environmental ethics have been widely explored in theological studies, little attention has been paid to how ecotheological values are represented within Arabic language learning materials. This study investigates the representation of ecotheological discourse in the qirā’ah (reading) texts of Indonesian Madrasah Aliyah Arabic textbooks published by the Ministry of Religious Affairs and examines their implications for sustainability-oriented language education. Employing a qualitative library research design, the study analyzes the textbooks for Grades X, XI, and XII using Norman Fairclough's Critical Discourse Analysis, complemented by an ecotheological framework derived from Qur'anic concepts of khilāfah, amānah, mīzān, iṣlāḥ, and the prohibition of fasād. The findings reveal that ecotheological values are consistently embedded throughout the reading texts, predominantly through implicit narratives emphasizing environmental stewardship, cleanliness, productive resource management, social responsibility, ecological balance, and appreciation of God's creation. These discourses position Arabic language learning not merely as linguistic instruction but as a pedagogical medium for cultivating ecological awareness, ethical responsibility, and spiritual reflection. The study further argues that Arabic language education possesses significant potential to contribute to Sustainability-Oriented Language Education by integrating linguistic competence with ecological and religious values. This research expands the discourse on Islamic environmental education by demonstrating how language textbooks function as instruments for transmitting sustainability ethics and provides conceptual guidance for curriculum developers, textbook authors, and educators seeking to embed ecotheological perspectives into Arabic language instruction.
Scaffolding, Collaboration, and Feedback in Task-Based Arabic Writing: Evidence from an Indonesian Islamic Boarding School Ammar Ahmed Mohammed Al Wesabi; Dindin Solahudin; Isop Syafei; Nanang Kosim
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/g972ey10

Abstract

This study examines how linguistic scaffolding, collaborative writing, and feedback operate as interconnected pedagogical mechanisms in task-based Arabic writing instruction. It reports a focused qualitative classroom-process analysis embedded within a broader research-and-development study conducted at an Islamic boarding school in Bogor, Indonesia. The analysis centered on 14 male upper-secondary students who participated in a ten-period task-based writing program. Data were obtained from classroom observations, interviews, instructional documents, classroom writing activities, and implementation records, and were analyzed thematically by tracing patterns of linguistic support, peer interaction, feedback engagement, and revision. The findings show that linguistic scaffolding helped learners access vocabulary, structures, and task expectations before writing; collaborative work enabled them to generate ideas, compare expressions, and negotiate linguistic choices; and teacher and peer feedback directed attention to unresolved problems that were subsequently addressed through revision. These mechanisms operated sequentially and recursively rather than independently. The study contributes a process-oriented explanation linking linguistic scaffolding, collaborative meaning-making, feedback and noticing, revision, and meaningful Arabic writing. The findings imply that effective task-based writing requires coordinated support across the writing process rather than the assignment of communicative tasks alone.
Pedagogical Mechanisms Associated with the Manifestation of Transformative Competencies in Arabic Language Learning: A Multiple-Case Study in Malang, Indonesia Muhammad Aminudin; Maluatul Hasanah; Danial Hilmi
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: 10.31000/376sc156

Abstract

This study examines how pedagogical mechanisms are associated with the manifestation of Transformative Competencies 2030 in Arabic language learning at Madrasah Aliyah in Malang, Indonesia. Using a qualitative multiple-case study, the research located in MAN 2 Kota Malang and MA Nurul Ulum Kota Malang, representing public and private institutional contexts. Data were collected through classroom observations, semi-structured interviews, document analysis, and a supporting questionnaire involving 83 students, and analyzed through within-case and cross-case analysis. The research indicate that transformative competencies became visible through context-responsive pedagogical mechanisms that created opportunities for meaningful learning, learner agency, and co-agency. Creating New Value was manifested through students’ reinterpretation and application of existing Arabic knowledge; Reconciling Tensions and Dilemmas through perspective-taking, dialogue, negotiation, and constructive responses to differences; and Taking Responsibility through students’ recognition of learning needs and strategic use of teachers, peers, and additional learning resources. Although the two madrasahs followed different contextual pathways, both provided conditions for transformative competency manifestations. The study provides an empirically grounded account of how transformative competencies become observable through ordinary Arabic language learning activities rather than through a separate competency-oriented programme. Theoretically, it connects the OECD framework with learner agency, co-agency, and institutionally situated learning contexts. Practically, it suggests that Arabic teachers can create transformative learning opportunities by organizing contextual, participatory, collaborative, and adaptive learning environments.
Analyzing the Implementation of Discovery Learning in Arabic Vocabulary Instruction at MAN 2 Bireuen Ade Warni; Dhiauddin Dhiauddin
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/xb12t606

Abstract

This study aims to analyze the implementation of the discovery learning method in Arabic vocabulary instruction among eleventh-grade students at MAN 2 Bireuen. This study employed a qualitative approach with a descriptive design. The subjects were an Arabic language teacher and eleventh-grade students in the 2025/2026 academic year. Data were collected through observation, interviews, and documentation and analyzed using the Miles and Huberman interactive model. The findings showed that discovery learning was implemented through six stages: stimulation, problem statement, data collection, data processing, verification, and generalization. The implementation encouraged students to become more active and independent in learning and supported the development of vocabulary mastery in understanding meaning, pronunciation, writing, and using vocabulary in simple sentences, although contextual understanding remained limited. Supporting factors included students’ active participation, teacher competence, adequate learning facilities, and a conducive school environment, while inhibiting factors included limited instructional time, differences in students’ abilities, and limited use of Arabic outside the classroom. The novelty of this study lies in its comprehensive analysis of the implementation process, vocabulary mastery, and supporting and inhibiting factors at the Madrasah Aliyah level. The findings contribute theoretically to the application of discovery learning in Arabic vocabulary instruction and practically provide an evaluative basis for teachers and schools to develop more active and contextual Arabic language learning.
Cognitive-Epistemic Management of Intensive Arabic Language Learning: A Qualitative Case Study of POAC, Knowledge Quality, and Powerful Knowledge Moh. Syaifudin; Wildana Wargadinata; Sutaman Sutaman; Usfiyatur Rusuly; Faruq Abdul Muid
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/x6tbtn40

Abstract

This study explores how the management functions of planning, organizing, actuating, and controlling (POAC) operate in intensive Arabic language learning from the perspective of cognitive psychology and how these management practices shape the epistemic quality of learners’ knowledge and create conditions for the development of powerful knowledge. Employing a qualitative case-study design, the study drew on PKPBA semester learning-plan documents and interviews with eight informants identified by the codes AA, AS, BB, FH, IM, YH, AC, and NQ. The data were analyzed using the interactive model of Miles and Huberman through data condensation, data display, and conclusion drawing and verification. The findings indicate that planning facilitated the activation of prior schemata, content segmentation, and cognitive-load regulation; organizing structured attention, proficiency-based differentiation, and learning environments; actuating operationalized scaffolding, elaboration, multimodal processing, practice, and metacognitive support; and controlling reinforced retrieval, feedback, monitoring, schema restructuring, and self-regulation. Collectively, these functions enhanced the epistemic quality of Arabic-language knowledge by making it more systematic, accessible, integrated, and accurate, while creating conditions for powerful knowledge through generative use, transfer across contexts, access to academic resources, and greater epistemic autonomy. The study’s novelty lies in integrating POAC, cognitive psychology, cognitive regulation, epistemic quality, and powerful knowledge into a cognitive-epistemic management model. Theoretically, the model extends instructional management beyond administrative functions by incorporating cognitive and epistemic dimensions. Practically, it offers a framework for aligning intensive language-program management with learners’ cognitive needs and knowledge development.
Analyzing Pragmatic Equivalence in AI-Assisted Arabic Literary Translation: Students as Cultural Mediators Muhammad Kholilur Rosyid; Samsul Ulum; Halimi Zuhdy
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/frgxke70

Abstract

While Artificial Intelligence (AI) disrupts translation, Arabic-to-Indonesian literary translation remains challenging as AI systems fail to achieve pragmatic equivalence amidst complex religious, cultural, and rhetorical nuances. This qualitative case study at UIN Maulana Malik Ibrahim Malang investigates these challenges and students' roles as cultural mediators. Involving 10 Arabic literature students, data were gathered via phenomenological interviews and comparative analysis of Arabic literary texts, raw outputs from four AI platforms (ChatGPT, DeepL, Google Translate, Gemini), and students' post-edited versions, using Mona Baker’s framework. Findings reveal AI produces literal translations devoid of cultural and spiritual context. To counteract this cultural distortion, students employ a tripartite mediation strategy: identifying implicit source-text implicatures, evaluating target readers high-context backgrounds, and executing creative post-editing. The study concludes the translator's role has evolved into a curator of cultural meaning, making post-editing an indispensable 'second creative process' requiring human hermeneutic sensitivity.
Next-Gen Balaghah Learning: Integrating Web Technology to Drive Learning Mobility in Higher Education Muhammad Afthon Ulin Nuha; Machrup Eko Cahyono; Roy Rivando Calvin; Devi Eka Diantika; Nurul Musyafaah; Murdiono Murdiono
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: 10.31000/6s14ej20

Abstract

This study aims to design, test the feasibility of, and evaluate the impact of using the betabalaghah.web.id/auth web-based Balaghah learning application (BETA Platform) in enhancing student learning mobility and self-regulated learning at UIN Sayyid Ali Rahmatullah Tulungagung. Utilizing Borg and Gall’s Research and Development (R&D) framework modified into six stages by Ainin, the study conducted a needs assessment, product engineering, and empirical evaluations. Feasibility testing through expert judgment revealed exceptionally high validity levels: content validity at 90% (Highly Valid), visual interface design at 86% (Highly Valid), and software engineering at 92% (Highly Valid), corroborated by end-user usability testing categorized as Highly Practical. The research novelty lies in integrating a responsive, cross-platform web architecture with micro-learning modules for classical linguistic content (turats) without requiring app installation. The study’s primary contribution is transforming traditional, passive Balaghah instruction into a dynamic, student-centered autonomous learning ecosystem. Theoretically, this study advances digital Arabic language pedagogy; practically, it provides a flexible, ubiquitous learning solution that facilitates self-paced study unrestricted by temporal or spatial constraints, directly supporting national strategic goals (RIRN and Asta Cita) to cultivate superior human resources for the Industry 5.0 era.
Artificial Intelligence in Arabic Language Education: Opportunities, Challenges and Future Directions Hujaifa Muhammad Ibrahim; Nailul Izzah; Herdah Herdah; Nurhadi Nurhadi; Hamzah Hamzah; Rizka Widayanti
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/bz9nh005

Abstract

Artificial Intelligence (AI) is increasingly reshaping language education through adaptive learning, intelligent tutoring, automated assessment, speech technologies, natural language processing, and generative AI. This narrative review examines how these developments are being applied to Arabic language education, with particular attention to educational opportunities, Arabic-specific constraints, implementation conditions, and future research needs. The review used an iterative narrative search of academic databases and supplementary scholarly sources, focusing primarily on publications from 2019 to 2026 and retaining earlier foundational works where conceptually necessary. A structured literature-extraction matrix was used to record study focus, context, AI application, educational purpose, principal findings, limitations, and implications. The final synthesis comprised 28 sources and was analysed through thematic comparison and mapping to four research questions. The evidence shows that AI can support personalization, feedback, writing, pronunciation, assessment, learner autonomy, and teacher productivity, but its educational value is conditional on teacher competence, Arabic linguistic resources, infrastructure, cultural responsiveness, and ethical governance. The review's principal conceptual contribution is the Human-Centered AI for Arabic Language Education (HCAI-ALE) framework, which integrates six mutually dependent dimensions: human-centered pedagogy, Arabic linguistic intelligence, personalized learning, ethical AI governance, teacher and learner AI literacy, and continuous evaluation. The review argues that responsible Arabic AI education should be understood not as technology adoption alone but as the alignment of AI affordances with pedagogical purpose, linguistic context, human agency, and institutional safeguards.
Determining the Usability of an E-Learning Module Design for Teaching Metaphor (Kināyah) in Prophetic Hadith via Minecraft Education: A Fuzzy Delphi Method Approach Muhammad Nur Farhan bin Zamziba; Rahmah binti Ahmad H. Osman Osman; Muhammad Anwar bin Ahmad; Rabiatul Fatimah Azzahra binti Rashid; Munirah Munirah; Rauzatul Jannah
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/fqzby472

Abstract

Traditional approaches to teaching complex literary concepts in prophetic traditions, such as al-Kināyah (metaphorical expressions) in al-Ḥadīth al-Sharīf, often struggle to engage modern learners, highlighting a gap in integrated gamified e-learning frameworks within Islamic studies. To address this, this article is centered on creating an e-learning module for Islamic civilisation education that utilizes Minecraft Education to teach the content of al-Kināyah in al-Ḥadīth al-Sharīf. The module was developed following the Design and Development Research (DDR) model, which included needs analysis, content development, and evaluation of usability. This research focuses on the last stage involved evaluating usability with feedback and observations from twelve Subject Matter Experts (SMEs) to gain insights into the module's usability and engagement using the Fuzzy Delphi Method (FDM). The results confirmed that the experts' consensus was accepted and the Fuzzy scores from this article supported the mean values obtained from expert’s judgments, ranging from 0.750 to 0.872 for all items. The findings of this article contribute to the field of e-learning by demonstrating the usability of the DDR model in designing instructional modules that integrate Minecraft educational games as a means for teaching and learning complex literature concepts. The module provides a comprehensive framework for educators interested in incorporating e-learning and gamification elements into Islamic studies and language education.
Development of an Edpuzzle-Based Maharah Istima’ Test for Junior High School Students Iin Stevani Katili; Ibnu Rawandhy N. Hula; Ratni Bt. Hj. Bahri; Hairuddin Hairuddin; Zohra Yasin
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/gck93325

Abstract

The assessment of maharah istima' remains challenging because teachers often rely on conventional evaluation techniques and have limited access to structured digital assessment instruments. This study aimed to develop an Edpuzzle-based Maharah Istima' Test for eighth-grade students at SMP-IT Al-Faruq, Gorontalo City. The study employed a Research and Development approach using the ADDIE model, which comprises analysis, design, development, implementation, and evaluation. The developed product integrated animated conversation videos as listening materials, interactive multiple-choice items, test instructions, answer keys, and online assessment through Edpuzzle. The product was evaluated through expert validation, practicality assessment, and psychometric item analysis. Expert validation yielded an average feasibility score of 96.7%, indicating that the product was highly feasible. Item analysis showed that 34 of the 36 items were valid, while the reliability coefficients of the four test packages ranged from 0.744 to 0.829. The difficulty analysis identified 26 easy items and 8 moderately difficult items. The discrimination analysis indicated that most items had adequate discriminating power, while 40 of the 56 distractors functioned effectively. Teacher and student responses produced an overall practicality score of 91.4%, which was categorized as highly practical. These findings indicate that the developed Maharah Istima' Test is highly feasible, practical, and supported by satisfactory empirical item quality for use as a formative assessment instrument within the present trial context.

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