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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 192 Documents
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The Effect of Role-Playing Strategy on Arabic Speaking Skills among Students at Pondok Pesantren Modern Arafah, Sungai Penuh, Kerinci Rahman Rienal Sidiqqi; Yusraini Yusraini; Mustar Mustar; Akhtiar Deman; Hicham Khaldi
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: 10.31000/10k7p988

Abstract

This study investigates the effect of a role-playing strategy on the Arabic speaking skills of ninth-grade students at Pondok Pesantren Modern Arafah Sungai Penuh, Kerinci, Jambi. The study was motivated by observed difficulties in oral Arabic communication, including limited vocabulary, insufficient speaking practice, hesitation, fear of making mistakes, and learning activities that tended to be teacher-centered. A quantitative pre-experimental approach was employed using a one-group pretest-posttest design. The participants were all 10 ninth-grade students, selected through total sampling. Data were collected through an oral Arabic speaking test covering pronunciation, vocabulary, grammatical accuracy, fluency, and comprehension. The data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, a paired-samples t-test, and normalized gain analysis. The mean pretest score was 64.90, while the mean posttest score increased to 80.10. The paired-samples t-test produced a significance value of 0.000, which was below 0.05, indicating a statistically significant difference between the pretest and posttest scores. The mean N-Gain was 0.4407, categorized as moderate. These findings indicate that role playing was associated with a significant improvement in students' Arabic speaking performance. The strategy provided structured opportunities for direct oral practice, interaction, vocabulary use, pronunciation practice, and greater participation. The study contributes empirical evidence concerning role playing in Arabic speaking instruction in an Islamic boarding-school context, while its small sample and one-group design require cautious interpretation.
Demographic Characteristics and Self-Efficacy in Arabic Language Learning Among Indonesian High School Students: Examining Age, Gender, and Educational Level Agung Muttaqien; Mochammad Deddy Soe'aiddy; Siti Khumairotuzzahra; Fikni Mutiara
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: 10.31000/6d72tz81

Abstract

This study examines the relationship between age, gender, and educational level and self-efficacy in learning Arabic among Indonesian high school students. This non-experimental survey involved 1,008 students aged 12–18 years: 332 from junior high schools/madrasahs (SMP/MTs) and 676 from senior high schools/madrasahs (SMA/MA). Self-efficacy was calculated as the average of 16 items with four response categories. Linear regression with robust HC3 covariance estimated the main effects and three two-way interactions, with age centered at 15 years. The model explained 1.4% of the variance in scores (adjusted R² = 0.008); mean scores were nearly identical across gender (2.93 for males and 2.93 for females) and educational level (2.95 for SMP/MTs and 2.92 for SMA/MA). The age × education level interaction was small (B = 0.058, 95% CI [0.005, 0.110], p = 0.031), but was no longer significant after Bonferroni correction (p = 0.094) or when using standard errors grouped by school label (p = 0.119). Estimates for the 14–16-year-old subgroup showed the same direction but were not precise.The three-factor scale indicated insufficient model fit, so construct validity requires further examination. Additionally, the overlap in age ranges across educational levels limits the separation of the effects of age and education. These findings suggest that demographic characteristics do not sufficiently explain self-efficacy in Arabic language learning. Theoretically, these results underscore the importance of examining learning experiences as a factor more closely linked to the development of self-efficacy. Therefore, teachers should not assume that students’ self-efficacy is determined by gender or educational level.

Page 20 of 20 | Total Record : 192

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