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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 56 Documents
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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.
The Role of Short Videos on Social Media in Increasing Interest in Learning Arabic Among Generation Z: Opportunities and Challenges Milah, Siti Rifatul; Azizah, Siti Zahrotul; ‘Aisy, Raudina Rihhadatul
Kitaba Vol 3, No 2 (2025): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v3i2.33246

Abstract

The integration of social media into Arabic language learning has become a significant trend in the digital era, particularly among Generation Z, who have grown up as digital natives. This article examines the role of short-form videos on social media platforms—specifically TikTok, Instagram, and YouTube—in enhancing students’ interest in learning Arabic, while identifying the accompanying pedagogical opportunities and challenges. The study employs a Systematic Literature Review (SLR) method based on the PRISMA framework, analyzing 18 scientific studies published between 2019 and 2024 sourced from Google Scholar, ERIC, and DOAJ databases. Data were analyzed thematically to identify patterns of effectiveness, student engagement, and pedagogical implications. The findings indicate that short-form videos on social media significantly increase learning interest through visually engaging, interactive, and contextual content delivery. TikTok excels in fostering creative engagement and active participation, YouTube supports self-directed learning and flexible access, while Instagram proves effective in vocabulary acquisition through visual representation. However, implementation faces serious challenges, including distractions from entertainment content, inconsistent quality of educational materials, privacy risks, and the emergence of a "digital empathy gap." Furthermore, the limited availability of content that promotes spiritual and character development remains a significant drawback. This article provides a comprehensive conceptual map and concrete pedagogical recommendations for educators, researchers, and developers of digital learning media. The findings affirm that social media is not merely a cognitive tool, but also holds potential for socio-spiritual transformation when used strategically.
Analyzing Santri Perceptions of the Readability and Comprehension of Classical Islamic Texts in Khat Naskhi Aslihah, Indy; Angela, Selvia; Faruq, Ahmad Umar
Kitaba Vol 3, No 2 (2025): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v3i2.33468

Abstract

Classical Islamic texts remain the cornerstone of Islamic education in pesantren (Islamic boarding schools), yet their readability poses a significant challenge, particularly for novice santri. This difficulty stems not only from the linguistic complexity of classical Arabic but also from the visual characteristics of the script (khat) used in printing. This study aims to analyze the perceptions of santri regarding the readability and comprehension of classical Islamic texts written in khat Naskhi at the Qur'anan 'Arobiyya Islamic Boarding School in Kediri, Indonesia. Khat Naskhi was selected for its clarity, proportionality, and widespread use in modern Qur’anic mushafs, making it a potential candidate for enhancing text accessibility. Employing a mixed-methods descriptive approach, data were collected through observation, semi-structured interviews, document analysis, and a questionnaire distributed to 55 respondents across various educational levels. The results indicate that 87% of santri found khat Naskhi easier to read, while 86% reported that it improved their understanding of the text. These findings underscore the significant influence of the visual aspect of script on the effectiveness of learning classical texts. However, a notable minority of santri perceived khat Naskhi as less representative of the traditional aesthetic and scholarly heritage associated with classical texts. This study concludes that while khat Naskhi is a highly effective tool for improving readability and comprehension for beginners, its adoption must be balanced with the preservation of traditional script forms to maintain the cultural and spiritual identity of pesantren education. The results provide a crucial foundation for the development of adaptive, user-centered learning media that are both pedagogically effective and culturally grounded.
The Effectiveness of Game-Based Learning Using Wordwall Media on The Mastery of Mufradat Among Fifth Grade Students at MI Al-Kautsar Mojoroto, Kediri City Al Farahi, Naufal; Ni’am, Wildan Khoirun
Kitaba Vol 3, No 2 (2025): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v3i2.33558

Abstract

An individual's ability in language is shaped by the amount and quality of vocabulary they have acquired. Students often face challenges in retaining Arabic vocabulary and show low motivation, which can be attributed to the lack of interesting and interactive learning tools. In response to this issue, the researcher was motivated to explore how effective the Wordwall application could be when used as a learning aid to enhance the Arabic vocabulary skills of fifth-grade students at MI Al-Kautsar Mojoroto in Kediri City. The purpose of this study is to determine whether the implementation of Wordwall as a learning medium significantly contributes to the improvement of Arabic vocabulary among fifth-grade learners at MI Al-Kautsar Mojoroto, Kediri City. The research applied a quasi-experimental method, specifically the Non-Equivalent Pretest-Posttest Control Group Design, which included both an experimental class and a control class. The outcome of the t-test analysis revealed a p-value of 0.000, which is below the 0.05 threshold, signifying a statistically significant difference between the two groups. As a result, it can be concluded that utilizing the Wordwall application in a game-based learning approach proves to be effective in enhancing Arabic vocabulary mastery among fifth-grade students at MI Al-Kautsar Mojoroto, Kediri City.
Implementing Arabic Song Videos to Improve Student Learning Outcomes at MI Plus Al Munjiyat Kediri Faruq, Ahmad Umar; Fuad, Muhammad Sabitul; Maulidi, Maulidi; Jaya, Dwi Umar
Kitaba Vol 3, No 2 (2025): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v3i2.34244

Abstract

Abstract: This study aimed to describe the process of implementing Arabic song videos and find out their impact on student learning outcomes at MI Plus Al Munjiyat Kediri City. The researcher conducted Classroom Action Research (CAR) on 15 students in Grade VI. In the learning process, students were invited to learn Arabic while singing vocabulary and sentences through videos, so that learning became more creative, fun, and easy to understand. The researcher used tests, observations, and documentation to collect data, then analyzed the differences in average learning outcomes before and after the video was implemented. The results showed a significant increase in the average student score, from 42.7 in the pre-test to 87.9 in the post-test. This occurred because the use of videos and songs made students more active, enthusiastic, and able to understand the material more easily. In addition to the cognitive aspect, the motivational and student participation aspects also improved. Thus, the use of Arabic song videos proved to be a creative and useful learning medium, not only for achieving learning goals but also for creating a lively, fun, and meaningful learning atmosphere for students.Keywords: Learning Videos; Arabic Songs; Student Learning Outcomes
Effectiveness of Audiovisual Media in Teaching Mahārah Istimāʿ Through Behaviorist and Cognitivist Approaches Takrimah, Nila; Faruq, Ahmad Umar; Jaya, Dwi Umar
Kitaba Vol 3, No 2 (2025): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v3i2.35074

Abstract

This study investigates the effectiveness of audiovisual media in teaching Mahārah Istimāʿ (Arabic listening skills) by integrating behaviorist and cognitivist approaches. Responding to the challenges of passive learning methods and low student engagement, this research applies a mixed methods design to evaluate both student performance and learning experience. Twenty-nine eighth-grade students at SMPIT Adzkia, Jombang participated in the study. Quantitative data were gathered through pre- and post-tests, while qualitative insights were obtained via classroom observations and interviews. The findings indicate a notable improvement in students' listening comprehension after the use of audiovisual media. Students not only achieved higher scores but also demonstrated increased focus, motivation, and participation during lessons. Audiovisual content provided contextual and visual reinforcement, helping students associate meaning and recall information more effectively. From a behaviorist view, audiovisual media acted as a stimulus that shaped students’ responses through repetition and engagement. Cognitively, it supported active processing by combining visual and auditory input, which enhanced understanding and memory retention. The study concludes that audiovisual media is an effective instructional tool for improving Arabic listening skills, offering both academic benefits and a more engaging learning experience. It suggests that integrating audiovisual media in language instruction can bridge pedagogical gaps, particularly in digital-era classrooms where students respond better to interactive and multisensory content.
IMPLEMENTATION OF THE INDEPENDENT CURRICULUM IN ARABIC LEARNING: LEARNING STRATEGIES Khotami, Ahmad Rosyid; Pandi, Supandi; Hidayatullah, Syarif
Kitaba Vol 2, No 2 (2024): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v2i2.25607

Abstract

Curriculum in Arabic language learning at MTS Al-Ishlahuddiny. This qualitative descriptive study collected data through documentation, observation, and interviews from primary and secondary sources. Data analysis involved reduction, presentation, and drawing conclusions. The findings reveal that Arabic language learning at MTS Al-Ishlahuddiny integrates the Ministry of Education and Culture's curriculum with KMI Kediri, Salafiyah, and Tahfidz Al-Qur'an curricula, which enhances Arabic learning outcomes. The implementation includes various programs: National Seminar on Arabic for Teachers, the formation of a language section within student organizations, and effective Arabic learning both in and outside the classroom. In-class learning employs group-based lughawiyah and independent curriculum-based methods. Extracurricular activities include muhāḍarah (speeches), muhādaṡah (conversations), musyāhadah al-aflām al-arābiyah (watching Arabic films), mahkāmah al-lughah (language court), Arabic drama contests, and both internal and external competitions.

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