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Assuthur: Jurnal Pendidikan Bahasa Arab
Published by Institut Agama Islam Negeri Sultan Amai Gorontalo
ISSN : -     EISSN : 29630657     DOI : https://doi.org/10.58194
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Assuthur: Jurnal Pendidikan Bahasa Arab is an open-access journal published by the Arabic Education Department of Postgraduate Program, IAIN Sultan Amai Gorontalo. The purpose of this scientific journal is to disseminate the knowledge gained as a consequence of the study, and it is available to researchers who wish to increase their understanding in those specific areas. Assuthur: Jurnal Pendidikan Bahasa Arab is a journal of scholarly research on Arabic language education, linguistics, and literature. It is open to anybody who wishes to acquire information based on credible research in any discipline. Contribution, originality, relevance, and presentation of submitted papers are assessed by anonymous reviewers using double-blind peer review. This publication is issued twice yearly (June and December). This journal focuses and aims at Teaching and Learning Arabic for Non-Native, Arabic Teaching Curriculum, Arabic Teaching Material, Arabic Teaching Methods, Arabic Teaching Strategy, Arabic Teaching Media, Arabic Teaching Instructional Evaluation and assessment, Arabic Teaching Technology, Information, and Communication Technology for Arabic Teaching, Arabic for Specific Purposes, Arabic Linguistics, Modern Standard Arabic, and Arabic as Second Language Acquisition.
Arjuna Subject : Umum - Umum
Articles 55 Documents
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A Education Integrating Communicative Competence and Digital Literacy in Arabic Curriculum Muzakki Abdurrahman; Nur Aqila; Muhammad Thohir
Assuthur: Jurnal Pendidikan Bahasa Arab Vol. 5 No. 1 (2026): Assuthur: Jurnal Pendidikan Bahasa Arab
Publisher : Pasca Sarjana IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/as.v5i1.3564

Abstract

The development of Arabic language curricula in higher education faces challenges in integrating communicative competence and digital literacy in ways that align with the demands of the 21st century. This study aims to formulate an integrative curriculum model that combines these two aspects in Arabic language learning at Kiai Abdullah Faqih University (UNKAFA) Gresik. The research employs a qualitative approach with a developmental research design, involving 30 students as research subjects and 5 key informants in in-depth interviews. Data were collected through interviews, observations, and document analysis and were analyzed using thematic analysis techniques. The findings indicate that learning is still dominated by a structural approach and that the integration of digital literacy has not yet been carried out systematically. Based on these findings, this study contributes an integrative curriculum framework linking communicative competence and digital literacy for Arabic curriculum development. Therefore, an integrative curriculum model based on communicative competence and digital literacy is proposed through activity- and technology-based learning approaches. This model is expected to enhance students’ communication skills and strengthen their readiness to respond to digital challenges in the global era.
تحليل الأخطاء الإملائية في الكتابة العربية: دراسة تحليلية لغوية Wahyu; Abdullah Husen; Muhammad Fadhilah Akbari
Assuthur: Jurnal Pendidikan Bahasa Arab Vol. 5 No. 1 (2026): Assuthur: Jurnal Pendidikan Bahasa Arab
Publisher : Pasca Sarjana IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/as.v5i1.3514

Abstract

Orthography (Imla’) serves as the essential framework for standardized Arabic writing. This study aims to analyze the characteristics of orthographic errors among undergraduate students and identify the underlying factors contributing to these inaccuracies. Employing a descriptive qualitative approach, data were gathered through testing, observation, interviews, and documentation. The findings reveal that errors are primarily categorized into three linguistic clusters: Al-ta’rif (sun and moon letters), hamzah rules (initial, medial, and final), and alif layyinah. The analysis indicates that these errors stem from a lack of fundamental rule mastery and insufficient self-revision mechanisms. This research contributes to the field by providing a diagnostic map of linguistic challenges, which can inform the development of more effective and integrative Arabic writing curricula.
فعالية طريقة جيكسو وطريقة السمعي - والعقلي - والتكرار في تعليم اللغة العربية لطلاب الصف الثامن بمدرسة مفتاح العلوم المتوسط الإسلامية باندونغ Abdullah Husen; Izzudin Mustafa; Asep Supianudin
Assuthur: Jurnal Pendidikan Bahasa Arab Vol. 5 No. 1 (2026): Assuthur: Jurnal Pendidikan Bahasa Arab
Publisher : Pasca Sarjana IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/as.v5i1.3519

Abstract

الاختصار: تهدف هذه الدراسة إلى تحليل فعالية طريقة جيغسو وطريقة الاستماع، والتكرار الذهني (AIR) في تحسين نتائج تعلم الطلاب في مادة اللغة العربية بمدرسة "متوسطة مفتيح العلوم باليكامبانغ باندونغ". استخدمت الدراسة المنهج الكمي بتصميم الاختبار القبلي والبعدي على الصف الثامن. أظهرت النتائج أن طريقة جيغسو رفعت متوسط درجات الطلاب من 68,00 إلى 85,70، بينما رفعت طريقة AIR متوسط الدرجات من 64,20 إلى 83,47. وأثبت الاختبار الإحصائي وجود فرق كبير بين نتائج الاختبار القبلي والبعدي في كلتا الطريقتين. أثبتت طريقة جيغسو فعاليتها في بناء التعاون الجماعي وزيادة فهم الطلاب بشكل شامل، بينما ركزت طريقة AIR على تكرار المادة مما عزز ذاكرة الطلاب ودافعيتهم للتعلم. تظهر هذه الدراسة أن تطبيق الطريقتين يوفر تجربة تعليمية تفاعلية وذات مغزى، رغم التحديات مثل إدارة الوقت. وبالتالي، يمكن استخدام طريقتي جيغسو وAIR كبدائل مبتكرة في تدريس اللغة العربية لتحسين نتائج تعلم الطلاب.
Implementation of the Hiwar Method in the HelloTalk Voiceroom in Virtual Bi'ah Lughawiyyah Faizah Hamdan Syakuro; Zahrodin Fanani
Assuthur: Jurnal Pendidikan Bahasa Arab Vol. 5 No. 1 (2026): Assuthur: Jurnal Pendidikan Bahasa Arab
Publisher : Pasca Sarjana IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/as.v5i1.3525

Abstract

في العصر الرقمي، تعد محدودية البيئة اللغوية الواقعية عائقاً رئيسياً أمام إتقان مهارة الكلام. يهدف هذا البحث إلى تحليل تطبيق طريقة الحوار لخلق بيئة لغوية افتراضية عبر ميزة "غرفة الصوت" (Voiceroom) في تطبيق "هالو-توك" (HelloTalk)، بالإضافة إلى تحديد استجابات المستخدمين والعوامل الداعمة والمعيقة. استخدم هذا البحث المنهج النوعي بأسلوب الإثنوغرافيا الرقمية (Netnography). تم جمع البيانات من خلال الملاحظة المشاركة لتفاعلات 23 مشاركاً من المتحدثين الأصليين ومتعلمي اللغة من خلفيات متنوعة. استخدم البحث تقنيات التحليل الوصفي-التحليلي لتفكيك أنماط التفاعل الهجين.وتشير النتائج إلى أن ميزة "غرفة الصوت" تحول بفعالية طريقة الحوار الكلاسيكية إلى نظام بيئي لغوي افتراضي. أظهر المشاركون استجابات تكيفية مدفوعة بوجود المتحدثين الأصليين ودعم ميزة النصوص. وعلى الرغم من استمرار وجود عقبات تقنية ولغوية، فإن دمج ميزات "هالو-توك" يساهم في تقليل "المرشح العاطفي" (Affective filter) لدى المتعلمين. وخلص البحث إلى أن طريقة  الحوار  في هذا الفضاء الافتراضي نجحت في خلق بيئة لغوية ديناميكية، تمنح المتعلمين . استقلالية لممارسة اللغة العربية بشكل أصيل بعيداً عن العوائق الجغرافية
Enhancing Students’ Vocabulary Mastery in Arabic Language Learning Through Nearpod Media: The Amir Supriatna Amir; Muhamad Farhan Zaqie Maulana
Assuthur: Jurnal Pendidikan Bahasa Arab Vol. 5 No. 1 (2026): Assuthur: Jurnal Pendidikan Bahasa Arab
Publisher : Pasca Sarjana IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/as.v5i1.3598

Abstract

This study aims to evaluate the effectiveness of using Nearpod media in enhancing students' vocabulary (mufradat) mastery in Arabic language learning. The research was motivated by the low level of vocabulary acquisition among eleventh-grade students at MAN 2 Kota Bandung, which is attributed to monotonous teaching methods and the limited use of interactive learning media that can engage students actively. A quantitative approach with a quasi-experimental design was employed, involving two groups: an experimental class that utilized Nearpod as a digital learning tool, and a control class that received conventional instruction without interactive media. Data were collected through pre-tests and post-tests to measure students’ vocabulary mastery before and after the treatment, and were analyzed using independent statistical tests and gain analysis. The results revealed a statistically significant difference between the two groups, with the experimental class showing a higher improvement in vocabulary mastery compared to the control class. These findings indicate that the use of Nearpod as an interactive learning medium is effective in supporting students’ vocabulary acquisition. Therefore, it is recommended that educators consider integrating interactive digital media into Arabic language instruction as an innovative strategy to enhance students’ learning outcomes.

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