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Kitaba : Journal of Interdisciplinary Arabic Learning
Published by Universitas Islam Negeri Maulana Malik Ibrahim Malang
ISSN : -     EISSN : 29876419     DOI : https://doi.org/10.18860/kitaba
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
KITABA is an open access journal that publishes peer-reviewed articles on Interdisciplinary Arabic Learning. KITABA: Journal of Interdisciplinary Arabic Learning is a scholarly journal that focuses on Arabic learning with an interdisciplinary approach. The journal covers various topics related to the integration of different disciplines and expertise in Arabic learning, such as linguistics, literature, technology, history, and culture. The journal may discuss teaching and learning strategies that use an interdisciplinary approach, as well as empirical research on the effectiveness of interdisciplinary Arabic learning. In addition, the journal may present case studies on the experience of teaching and learning Arabic in various educational contexts and levels, as well as the application of technology and media in interdisciplinary Arabic learning. The scope of this journal, in more detail, includes: Arabic learning in general Arabic learning strategies The use of technology in Arabic learning Linguistic studies in Arabic learning Literary studies in Arabic learning Historical and cultural studies in Arabic learning Evaluation and development of Arabic learning curriculum Development of teaching materials and Arabic learning media Implementation of Arabic learning at various levels of education and institutions Models of Arabic Education program management. Development of Arabic proficiency. The Journal of Interdisciplinary Arabic Language Learning aims to provide scholarly articles related to Arabic language learning that can provide a more holistic and comprehensive understanding of Arabic language and culture. The journal also seeks to improve the quality of Arabic language teaching and learning by integrating different disciplines and expertise. This journal can be used as a reference for practitioners and researchers in the field of Arabic language teaching and learning, as well as academics interested in the integration of different disciplines and expertise in Arabic language learning. By reading this journal, readers are expected to gain a broader insight into interdisciplinary Arabic language learning and be able to apply interdisciplinary strategies and approaches to Arabic language teaching and learning more effectively.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 5 Documents
 1 
Search results for , issue "Vol 3, No 1 (2025): KITABA" : 5 Documents clear
QUESTIONING THE EFFECTIVENESS OF POWERPOINT AND LECTURE METHODS IN TEACHING QOWAIDUN NAHWI Nabila, Nabila; Jundi, Muhammad; Fitrah, Moh. Aldi
Kitaba Vol 3, No 1 (2025): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v3i1.29526

Abstract

PowerPoint has become a highly popular teaching medium in recent years, supported by various studies showing its high effectiveness in the learning process. However, the opposite has been observed in the teaching of Qowaidun Nahwi at Ma'had Tahfidzul Qur'an al Firqoh an Najiyah Putri. Therefore, this study aims to explain and thoroughly map students' responses and perceptions regarding the use of PowerPoint and the lecture method in Qowaidun Nahwi instruction at the school. This research employs a qualitative approach, with data collection methods including interviews and questionnaires administered to both teachers and students. The findings indicate that, although most students do not find PowerPoint boring, support and interest in this medium are relatively low, with only 58.3% supporting and 61% showing interest. Students tend to better understand the material through direct lectures, which are deemed more effective, with 81% of students viewing PowerPoint as merely a supplementary tool rather than the primary medium. On the other hand, the lecture method supported by the use of a whiteboard garnered higher support, with 73% of students in favor and 83% showing high interest. This method is considered more effective in facilitating the comprehension of complex material like Qowaidun Nahwi, although the integration of interactive methods such as discussions is still necessary to encourage more active student participation in the learning process.
VIGOTSKY’S SOCIOCULTURAL: AN ANALYTICAL STUDY IN ARABIC LANGUAGE LEARNING Hilmi, Mustafiqul; Miranda, Ayu
Kitaba Vol 3, No 1 (2025): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v3i1.29732

Abstract

Sociocultural theory, initially proposed by Vygotsky, provides a framework for understanding human cognitive development and mental functions. At its core, sociocultural theory posits that learning and cognitive development—including language acquisition—occur through social interactions. This study aims to explore how second language acquisition can be explained through the sociocultural perspective, specifically examining how second language learners acquire language through collaboration and interaction with other speakers. The research employs a qualitative literature review method, drawing data from various sources such as books and scholarly articles relevant to the study’s objectives. The findings indicate that Vygotsky’s sociocultural theory is applicable to learning Arabic as a second language. Key concepts from Vygotsky’s theory, such as the Zone of Proximal Development (ZPD), scaffolding through adult mediation, micro genesis, inner speech, private speech, and activity theory, offer valuable perspectives for developing Arabic language skills. These insights underscore the importance of social interaction in fostering language learning and suggest practical implications for teaching practices.
ANALYSIS OF YOUTUBE CONTENT ‘CHANNEL: MARHABAN ACADEMY’ IN IMPROVING MUFRODAT MASTERY Syafni, Hafidhah; Nuzula, Alfiyah Firdausi
Kitaba Vol 3, No 1 (2025): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v3i1.30153

Abstract

YouTube content has become a significant factor with notable effects and impacts on society today, particularly in the realms of education and learning. This is also true for Arabic language learning, where various educational contents are available to enhance learners' proficiency. The purpose of this study is to explore the "Marhaban Academy" YouTube channel, understand the vocabulary teaching methods employed, and analyze the effectiveness of its content in improving Arabic vocabulary mastery. The research adopts a qualitative descriptive approach to analyze the YouTube channel "Marhaban Academy," focusing specifically on the video titled "Learning Arabic Through Spongebob Cartoons Part 11" as a case study for enhancing vocabulary acquisition. Data collection was conducted through several stages: viewing the content, categorizing learning elements, and evaluating media usage. Data analysis involved comprehensive and detailed content review, followed by data coding based on predefined analytical categories. The findings reveal that: 1) the "Marhaban Academy" channel serves as an interactive and engaging platform for teaching Arabic; 2) three primary methods are utilized for vocabulary instruction—singing, mimicry memorization, and matching exercises; and 3) the video content employs the mimicry memorization method, which is particularly effective in enhancing learners' vocabulary mastery. These insights highlight the potential of innovative and engaging multimedia approaches in Arabic language education.
THE TRANSFORMATION OF EDUCATION IN THE DIGITAL ERA FOR ARABIC LANGUAGE LEARNING: WITH DISTANCE LEARNING Baroroh, Latifatul
Kitaba Vol 3, No 1 (2025): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v3i1.30994

Abstract

The digital era has revolutionized education, paving the way for innovations such as distance learning. This study examines the transformative impact of digital technology on education, emphasizing its potential to enhance accessibility, flexibility, and inclusivity in learning. Key findings reveal that distance learning effectively bridges geographical barriers, providing equitable educational opportunities for diverse learners. Additionally, the integration of digital tools fosters personalized learning experiences, promoting self-paced progress and interactive engagement. However, challenges such as gaps in digital infrastructure, limited technological literacy, and the need for educators to adapt to digital pedagogies remain significant. To address these issues, this research recommends prioritizing investments in digital infrastructure, offering comprehensive training for educators, and developing learner-centered digital content. The findings underscore that when supported by robust strategies, distance learning not only modernizes education but also equips learners with 21st-century skills, including critical thinking, collaboration, and technological proficiency. By embracing these changes, education systems worldwide can transition toward a more equitable and sustainable future. This study concludes that distance learning is not merely a response to technological advancements but a pivotal step in reimagining education for the digital age.
ORTHOGRAPHIC ERROR ANALYSIS IN WRITING AT-TARBIYAH ISLAMIC BOARDING SCHOOL SUKABUMI Makmur, Muhammad Jibril Fladizqy; Isandi, Muhammad Ridho Ali; Muhaimin, Abdul; Andira, Muhammad Farhan; Marasabessy, Abdul Rais; Azzam, Ahmad Fadillah
Kitaba Vol 3, No 1 (2025): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v3i1.31507

Abstract

Understanding and addressing writing errors is crucial for Arabic language teachers to enhance students' proficiency. This study focuses on analyzing orthographic writing errors made by seventh-grade students at the At-Tarbiyah Islamic Boarding School Sukabumi. Employing a qualitative descriptive approach, data on orthographic errors were collected through students’ responses to essay tests in Arabic language and Tajweed subjects. Additionally, interviews with Arabic and Tajweed teachers were conducted to identify the causes of these errors and propose solutions. The findings reveal that despite being in a linguistic environment, seventh-grade students frequently make orthographic errors due to several factors: the absence of a writing-focused subject in the curriculum, mishearing vocabulary, reliance on auditory input without verification, failure to review vocabulary, incorrect assumptions about word equivalencies, and visual impairments. To address these issues, the study recommends implementing targeted strategies, including increasing writing practice, training students to listen accurately to Arabic words, improving pronunciation skills, consistently reviewing previously learned vocabulary, utilizing dictionaries, and incorporating supportive teaching aids. These interventions aim to reduce orthographic errors and foster better writing skills among students. The study underscores the importance of systematic error analysis in identifying challenges and enhancing Arabic language education.

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