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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 7 Documents
 1 
Search results for , issue "Vol 3, No 3 (2025): KITABA" : 7 Documents clear
Understanding The Role of Mass Media in Shaping Female Educational Attainment in Somalia Alin, Abdirahman Osman; Abdillahi, Asia Abdirahman
Kitaba Vol 3, No 3 (2025): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v3i3.36357

Abstract

This study investigates the association between media exposure and educational attainment among women in Somalia, utilizing nationally representative data from the 2020 Somali Health and Demographic Survey. Drawing on a sample of 5,046 women aged 15–49, the study applies an Ordered Probit regression model selected for its superior fit (AIC; BIC) to assess how various forms of media engagement relate to levels of education attained. The authors found that 38.4% of women had no formal education, while only 5.7% had reached secondary or higher levels. Media exposure was generally low: 86.3% of women never read newspapers, 81.2% did not watch television, and 79.5% did not listen to the radio. Multivariate analysis indicates that women who watched television at least once a week were significantly more likely to attain higher education (β = 0.401, p 0.01), as were those who read newspapers weekly (β = 0.337, p 0.05). These highlight the positive role of media in educational advancement and point to persistent structural barriers that must be addressed to achieve equitable educational outcomes for women in Somalia.
Analysis of the Twelfth-Grade Arabic Textbook Based on Rusydi Ahmad Thuaimah’s Perspective Kurniawan, Ilham; Muhaiban, Muhaiban
Kitaba Vol 3, No 3 (2025): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v3i3.37122

Abstract

This study evaluates the quality of the Grade XII Arabic Language Textbook published by the Ministry of Religious Affairs of the Republic of Indonesia (2020) using the evaluative framework of Rusydi Ahmad Thuaimah. The research aims to determine the extent to which the textbook aligns with pedagogical and linguistic principles that integrate instructional and educational values. Employing a qualitative content analysis approach, data were collected through documentation and structured interviews with Arabic teachers. The analysis focused on four dimensions content, material organization, presentation, and book compilation. The results reveal that while the textbook adequately covers the four language skills, it remains unbalanced, with an emphasis on reading over writing activities. The material organization follows a spiral pattern, yet transitions between chapters lack cohesion. The presentation employs a communicative and contextual approach supported by visuals, although inconsistencies in image-text alignment and bilingual instructions persist. Technically, the book’s layout is well-structured, but it lacks clarity in defining its pedagogical orientation. Overall, the study concludes that the textbook partially fulfills Thuaimah’s criteria but requires revision to ensure better skill integration, thematic continuity, and multimodal coherence. The findings contribute to improving Arabic textbook development and offer theoretical insights into adapting Thuaimah’s evaluative model for the Indonesian educational context.
Exploring Affective Experiences of Lower-Secondary Students in Arabic Writing (Kitabah): A Case Study at SMP Muhammadiyah 5 Ngawi Prastyo, Muhammad An Naufar; Solekah, Yeni Maratus
Kitaba Vol 3, No 3 (2025): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v3i3.37011

Abstract

This qualitative phenomenological study explores affective experiences of lower-secondary students during Arabic writing (kitabah) learning, identifying triggers of positive and negative emotions and mapping how emotional dynamics shape motivation and learning outcomes. Data collection techniques proposed for field implementation include in-depth interviews with students, analysis of post-lesson reflection journals, and non-participant classroom observations. Synthesis across Arabic education studies highlights that enjoyment, pride, and confidence emerge when tasks are scaffolded, feedback is supportive, and peer collaboration is active, whereas anxiety, frustration, and shame arise from grammatical load, unfamiliar script conventions, monotonous teaching, and low self-efficacy. Emotional states modulate effort, persistence, and performance: reduced anxiety and enhanced self-efficacy correlate with higher engagement and better writing quality, while persistent anxiety depresses attention and recall, undermining outcomes. The study formulates a practical framework integrating supportive climate, iterative practice, multimodal media, and reflective routines to regulate emotion, sustain motivation, and improve kitabah performance. Implications inform teachers, curriculum designers, and school leaders seeking evidence-based, emotionally attuned Arabic writing pedagogy at the junior secondary level.
Teaching Dictation as a Way to Develop University Students' Writing Skills Ibadillah, Banna Irfan; Syafi'i, Taqyuddin Ibnu; Bahruddin, Uril
Kitaba Vol 3, No 3 (2025): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v3i3.36945

Abstract

Dictation is the subject most neglected by teachers in teaching the Arabic Language, and they believe that it has no importance in developing students’ linguistic skills. Rather, they considered it an additional material with no value. This research aims to describe the method used in teaching dictation at STIBA Ar Raayah, Class of Linguistic Preparation, and to know the factors that help in its success, and the effects on developing students’ writing skills. The approach used in this research is the qualitative approach as a descriptive study. Data is collected through personal interviews, field observations, and documents. The results of the research are: (1) that the method used in teaching the subject of dictation at STIBA Ar Raayah is the method that contains the introduction, presentation, evaluation, and conclusion, and (2) that there are factors for the success of teaching the subject of dictation, and they are divided into internal, where student interaction and frequent training, and external, where memorizing vocabulary and training them in writing texts and using teaching aids, and (3) that dictation has a role in developing writing skills, as students are able to distinguish between correct and incorrect writing and improve writing.
Implementation of Educaplay Media as An Arabic Conversation Learning Innovation Fitriani, Namiyah; Handayani, Rima Ayu; Azzahrah, Putri Fatimah
Kitaba Vol 3, No 3 (2025): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v3i3.37147

Abstract

This study aims to analyze the implementation of the Educaplay platform as an innovative medium in learning Arabic conversation in the pesantren environment, focusing on its effectiveness, challenges, and impact on the learning motivation of students of the Madinatul Ulum Mumbang Islamic Boarding School. The research method uses a descriptive qualitative approach by collecting data through interviews with three respondents and documentation. The data were analyzed following the Miles and Huberman model (data reduction, data presentation, and conclusion verification). The results showed that Educaplay was successful in improving learning interactivity through the Dialogue Game feature, which facilitates self-paced conversation practice with instant feedback on pronunciation, grammar, and speaking fluency. The implementation of this platform reduced learning boredom and strengthened vocabulary mastery, although significant variation was found in learning outcomes between students (completion time: 2–9 minutes; errors: 5–47). The conclusion of the study confirms that Educaplay is effective as a complement to innovation methods in Islamic boarding schools, provided that there is teacher training and supporting infrastructure. These findings recommend the integration of game-based learning-based technology in the Arabic curriculum, while highlighting the need for pesantren policies to address the digital divide.
Digital Natives and the Call for Innovation in Arabic Language Education Nashichuddin, Achmad; Taufiqurrochman, R.; Salam, Nur
Kitaba Vol 3, No 3 (2025): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v3i3.36997

Abstract

Abstract: Today’s graduate students in Arabic language education are unmistakably digital natives—predominantly young women (70.6%) aged 21–25, graduates of Islamic higher education institutions across Indonesia, and deeply embedded in digital culture. This study explores their research interests, academic expectations, and aspirations through a structured survey of 51 newly enrolled master’s students at Maulana Malik Ibrahim State Islamic University (UIN Malang). Findings reveal a decisive shift in scholarly orientation: 37.3% identified “technology and media in Arabic language education” as their primary research interest, far surpassing traditional domains like linguistics or literature. Their call for innovation is not merely technological but pedagogical—they seek curricula that integrate digital tools, emphasize practical application, and align with 21st-century competencies. Simultaneously, a significant academic preparedness gap emerges: 72.5% requested intensive training in scholarly writing, and 64.7% demanded access to international journals, signalling a need for methodological scaffolding. Global aspirations are equally strong, with multiple students explicitly advocating for student exchange programs to Saudi Arabia, Malaysia, and Madinah. Thematic analysis of open-ended responses yielded five strategic priorities: (1) strengthening academic capacity, (2) advancing internationalization, (3) ensuring curriculum relevance in the digital era, (4) improving internal management, and (5) nurturing an Islamic scholarly vision that fuses linguistic mastery with civilizational mission. This study argues that the voices of digital-native students are not peripheral feedback but central diagnostic data for transforming Arabic language education into a dynamic, responsive, and globally engaged discipline in the Global South.
An Analysis of The Arabic Language Textbook for Grade 11: The Scientific Approach in the 2013 Curriculum Huda, Ahmad Nawirul; Abdullah, Muhammad Yahya
Kitaba Vol 3, No 3 (2025): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v3i3.36702

Abstract

Using books as a source of learning is something that teachers usually do. Textbooks serve as study guides for teachers and students. In analysing the Arabic language textbook for the semester, the author states that this book is very suitable as an Arabic language textbook according to BSNP standards, as it scored 82% for content, 97% for presentation, 80% for language, 89% for illustrations, and 86% for overall evaluation. Overall, this book is suitable for use as a textbook in schools. The contents of the book are good in terms of structure, KI and KD, depth of material, and student development. The presentation of the book is also good, despite the lack of a summary of the material, but this shortcoming can be covered by tasks that can be used to enhance student understanding. The language in which the book is written is appropriate for the student's level and is written in a straightforward manner, but it is less interactive. Regardless, the book's illustrations are also appropriate, with the choice of book size, cover colour, and cover image really making it clear that this is an Arabic book, as well as the proportionate format of the book and the correct choice of paper colour, font, and quality. The writing makes readers feel at home when reading it.

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