cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Arbonas Lubis
Contact Email
arboenas3loebis@gmail.com
Phone
+6282153004309
Journal Mail Official
pbaasan@gmail.com
Editorial Address
Alamat Redaksi: A S S U N N A H P R E S S Jl. Medan-Tg.Morawa Km. 13 Gg. Darmo Desa Bangun Sari Kec. Tg.Morawa Kab. Deli Serdang, Sumatera Utara.
Location
Kab. deli serdang,
Sumatera utara
INDONESIA
Al Himam: Jurnal Ilmu Ilmu Pendidikan & Bahasa Arab
Published by Sekolah Tinggi Agama Islam As-Sunnah
ISSN : 27982343     EISSN : 2985458X     DOI : https://doi.org/10.51590/alhimam.v1i1.346
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Jurnal Al HIMAM: Jurnal Jurusan Pendidikan Bahasa Arab is a peer-reviewed journal on Arabic education in the world. This journal is published by the the Jurusan Pendidikan Bahasa Arab STAI As-Sunnah Deli Serdang. Editors welcome scholars, researchers and practitioners of Arabic Education to submit scholarly articles to be published through this journal. All articles will be reviewed by experts before accepted for publication. Each author is solely responsible for the content of published articles. This journal encompasses original research articles, review articles, and short communications, including: Teaching Arabic as a Foreign Language Arabic Linguistic Arabic Literature Arabic History History of Arabic Education Strategy of Arabic Teaching Arabic Islamic Culture Media of Arabic Teaching Technology of Arabic Teaching Modern Standard Arabic
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 35 Documents
 1   2   3   4 
: indonesia Meiliyanti, Siti Zahra; Aulia Mustika Ilmiani; Apri Wardana Ritonga
Al-Himam Vol 5 No 1 (2025): Al Himam: Jurnal Pendidikan Bahasa Arab
Publisher : Prodi Pendidikan Bahasa Arab Sekolah Tinggi Agama Islam As-Sunnah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51590/alhimam.v5i1.1117

Abstract

In the era of modern learning, interactive dynamics have become an important aspect in creating an active and meaningful learning process. However, in Nahwu learning at universities, students often still show passive learning patterns with a dominance of one-way lecture methods. This condition hinders student engagement and conceptual understanding of Arabic grammar structure. This study aims to explain how the use of Guided Cooperative Learning (GCL) affects Nahwu lessons and how it makes classes more interactive. This study uses a qualitative descriptive method that focuses on one lecturer and 38 students in the fourth semester of the Arabic Language Education Program at UIN Palangka Raya. Information was collected by observing three in-depth class sessions, conducting detailed discussions, and reviewing lesson plans; then analyzed using the Miles and Huberman interactive model. The results of the study show that the use of GCL makes students more active in participating, interact more with each other, and understand i'rab better. The lecturer acts as the main guide in creating a classroom environment where everyone works together and thinks deeply.
The Technology-Based Arabic Language Learning: An Analysis of the Experiences, Adaptations, and Perceptions of PBA Students at STAIN Bengkalis Marhamah Ulfa; Dian Ratna Suri; Ahmad Nurul Huda Salmas
Al-Himam Vol 5 No 1 (2025): Al Himam: Jurnal Pendidikan Bahasa Arab
Publisher : Prodi Pendidikan Bahasa Arab Sekolah Tinggi Agama Islam As-Sunnah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51590/alhimam.v5i1.1118

Abstract

This study explores the transformation of Arabic language learning through technology-based media at STAIN Bengkalis, particularly within the Arabic Language Education Study Program. Employing a qualitative approach with a phenomenological design, this research focuses on students’ lived experiences in engaging with technology-integrated learning environments. Data were collected through in-depth interviews, participatory observation, and documentation, involving students who have previously taken part in technology-supported learning activities. The findings indicate that students generally hold positive perceptions toward the use of digital platforms such as Canva, Kahoot, CapCut, and Quizizz, as these tools enhance engagement, interactivity, and learning motivation. The integration of such media is perceived to make the learning process more dynamic and student-centered, contributing to improved comprehension and participation. Nevertheless, the implementation of technology-based learning also encounters several constraints, including limited access to adequate devices, unstable internet connectivity, and restricted data quotas, all of which can disrupt the continuity of learning. Despite these challenges, the study concludes that technology exerts a significantly positive influence on Arabic language learning. Strengthening institutional support through improved technological facilities and systematic training for both students and lecturers is recommended to optimize the effectiveness of digital-based learning in the future.
The PJBL for Arabic Speaking Skills and Student Confidence: A Quasi-Experimental Study at the University of Kiai Abdullah Faqih Gresik Muhammad 'Ainul Haq; Friendis Syani Amrulloh; Imam Nur Aziz
Al-Himam Vol 5 No 1 (2025): Al Himam: Jurnal Pendidikan Bahasa Arab
Publisher : Prodi Pendidikan Bahasa Arab Sekolah Tinggi Agama Islam As-Sunnah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51590/alhimam.v5i1.1135

Abstract

Mastery of Arabic speaking skills (maharah al-kalam) represents a central objective in language education. Yet, it remains particularly difficult to achieve in non-native learning contexts, where learners frequently experience low self-confidence and anxiety about making errors. Although Project-Based Learning (PjBL) has been conceptually recognized as a learner-centered approach capable of addressing both linguistic and affective challenges, empirical investigations examining its combined influence on speaking proficiency and self-confidence among female Arabic learners in Indonesia are still limited. This study examined the effectiveness of the PjBL model in improving Arabic speaking skills and self-confidence among female students enrolled in an Arabic Language Education program. A quasi-experimental method with a non-equivalent control group design was employed, involving 40 participants divided into an experimental group (n=20) and a control group (n=20) over a six-week instructional period. Data were gathered through speaking performance tests and self-confidence questionnaires administered before and after the intervention, and analyzed using t-tests and the Mann–Whitney U test. The results indicated that the experimental group achieved greater gains than the control group, with a moderate improvement in speaking skills (N-Gain = 0.53) and a large effect size (Cohen’s d = 1.45). Additionally, students’ self-confidence increased significantly from a low to a high level. These findings confirm that PjBL is an effective instructional approach for simultaneously enhancing Arabic speaking competence and learner self-confidence.
This The Implementation Of The Imla Method In Maharoh Kitabah Learning Reviewed From A Constructivist Perspective At The Modern Islamic Boarding School Al-Abraar harahap, desi hariyanti; Hilmi, Danial; harahap , arpin aminuddin
Al-Himam Vol 5 No 1 (2025): Al Himam: Jurnal Pendidikan Bahasa Arab
Publisher : Prodi Pendidikan Bahasa Arab Sekolah Tinggi Agama Islam As-Sunnah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51590/alhimam.v5i1.1157

Abstract

This study aims to describe the implementation of the Imlā' method in learning Arabic writing skills (maharah al-kitābah) at the Al-Abraar Modern Islamic Boarding School and analyze its suitability from a constructivistic perspective. The research approach used is descriptive qualitative with data collection techniques in the form of in-depth interviews, participatory observation, and documentation of santri writing results. The results show that the Imlā' method is applied systematically through the stages of mastering grammatical concepts, structured dictation exercises, and insyā' writing. This learning process involves the active role of the teacher as a facilitator who provides guidance (scaffolding) and correction on an ongoing basis, so that students are able to build independence in thinking and writing. From the viewpoint of constructivism, the Imlā' method reflects contextual and reflective learning, where knowledge is actively constructed through direct experience and social interaction. Documentation of writing results shows significant progress in spelling accuracy, sentence structure, and understanding of nahwu-sharaf rules. The findings show that the Imlā' method is not only effective in improving technical writing skills, but also relevant to meaningful learning approaches that focus learners as active subjects in the learning process.
Analysis of Arabic Language Learning Needs in Vocational High Schools Based on the Independent Curriculum Khadori, Khambali; Mohammad Sarip; Andri Ilham
Al-Himam Vol 5 No 1 (2025): Al Himam: Jurnal Pendidikan Bahasa Arab
Publisher : Prodi Pendidikan Bahasa Arab Sekolah Tinggi Agama Islam As-Sunnah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51590/alhimam.v5i1.1170

Abstract

This study aims to determine the needs of vocational high school students for Arabic language learning in the Merdeka Curriculum based on deep learning as a basis for compiling relevant textbooks. The method used is a descriptive quantitative approach by distributing needs analysis questionnaires to 474 students from three public vocational high schools in DKI Jakarta. The results of the study concluded that 1) 84.3% of students have basic Arabic reading skills, however, 84.4% want transliteration and Latin reading; 2) 92.4% want grammar material and 93.8% want proficiency material presented on themes in the home, classroom, and school environment; 3) 79% of the material is presented in the form of textbooks and 56.7% online systems that direct visual, auditory, and kinesthetic learning tendencies. This study provides an initial contribution in the form of data on the real needs of vocational high school students that can be used to design more applicable and student-centered teaching materials, namely contextual, communicative, and flexible learning in accordance with the characteristics of the Merdeka Curriculum.

Page 4 of 4 | Total Record : 35

 1   2   3   4 

Filter by Year

2022 2025


Reset
Filter By Issues
All Issue Vol 5 No 1 (2025): Al Himam: Jurnal Pendidikan Bahasa Arab Vol 4 No 2 (2025): Al Himam: Jurnal Ilmu-Ilmu Pendidikan & Bahasa Arab Vol 4 No 1 (2024): Al Himam: Jurnal Ilmu Ilmu Pendidikan Bahasa Arab Vol 3 No 2 (2024): Al Himam: Jurnal Ilmu-Ilmu Pendidikan & Bahasa Arab Vol 3 No 1 (2023): Al-Himam: Jurnal Ilmu Ilmu Pendidikan & Bahasa Arab Vol 2 No 2 (2023): Al-Himam: Jurnal Ilmu Ilmu Pendidikan & Bahasa Arab Vol 2 No 1 (2022): Al-Himam: Jurnal Ilmu Ilmu Pendidikan & Bahasa Arab