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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 62 Documents
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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.
The Influence of Language Environment (Bi'ah Lughawiyah) on the Acquisition of Arabic Speaking Skills (Maharah Kalam) in Ma'had: A Systematic Literature Review Zuhdi, Alfan; Batubara, Irpan Apandi; Ilahi, Anugrah
Kitaba Vol 4, No 1 (2026): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v4i1.39635

Abstract

This study aims to systematically analyze the influence of the language environment (bi'ah lughawiyah) on the effectiveness of Arabic speaking skills (maharah kalam) learning in ma'had-based educational institutions. A Systematic Literature Review (SLR) approach was employed following the PRISMA 2020 protocol to ensure a transparent, reproducible, and rigorous review process. A total of 20 peer-reviewed journal articles published between 2011 and 2025 were selected from DOAJ and SINTA databases after a systematic screening of 200 initial records. Thematic synthesis was conducted to identify patterns, strategies, and outcomes across studies. The findings indicate that both formal environments (classroom instruction, curriculum, textbooks, institutional policies) and informal environments (daily interactions, dormitory activities, muhadharah, Arabic camps, language area systems) significantly contribute to improving students' speaking fluency, accuracy, and confidence. The integration of innovative media, gamification, habitual Arabic communication, and psychological support from teachers and dormitory supervisors effectively reduces speaking anxiety (by up to 78%) and increases learning motivation and class participation (by up to 85%). However, major obstacles persist, including inconsistent use of Arabic outside the classroom, variability in teacher pedagogical and linguistic competence, limited access to technology, and weak supervision of language policies. This study concludes that strengthening the language environment through a participatory, policy-driven, and technology-integrated approach is essential for natural, communicative, and sustainable maharah kalam acquisition in ma'had settings. Theoretical implications extend Krashen's affective filter and input hypotheses to the Islamic boarding school context, while practical implications offer evidence-based guidelines for ma'had leaders, teachers, and policymakers.
Kahoot in Arabic Language Learning: A Qualitative Study of Implementation and Student Perceptions at Al Azhar Pare Institute Nafis, Ahmad; Tajuddin, Ahmad; Parmansyah, Parmansyah
Kitaba Vol 4, No 1 (2026): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v4i1.40308

Abstract

This study aims to explore the implementation of the Kahoot application in Arabic language learning at the Al Azhar Pare Institute and to analyze participants' perceptions of its use. Employing a descriptive qualitative approach, primary data were collected through open-ended questionnaires distributed to 25 basic-level course participants. Data analysis employed thematic analysis techniques following the Braun Clarke model. The findings reveal three central themes: (1) Kahoot as a catalyst for motivation and a reducer of learning monotony, (2) its effectiveness as a medium for reinforcing vocabulary and fundamental grammatical structures, and (3) technical constraints and suggestions for future development. Participants reported that the learning atmosphere became significantly more interactive, enjoyable, and fostered healthy competition, which enhanced their engagement. The immediate feedback provided by the application was also highlighted as beneficial for consolidating their understanding of the material. However, challenges related to unstable internet connectivity and the need for more contextually relevant quiz content were identified. The study concludes that Kahoot serves as a powerful supportive tool for creating a dynamic and participatory Arabic learning environment in non-formal educational settings. It is recommended that instructors integrate Kahoot more systematically into lesson plans and develop quiz content that aligns closely with learners' communicative needs to maximize its pedagogical potential.
The Implementation of Quizizz Media in Arabic Language Learning for Second-Grade Students at SD Aswaja, Kediri Karimah, Atik Afidatul; Roisatul Muna, Vina; Hamid, Ihsan Maulana
Kitaba Vol 4, No 1 (2026): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v4i1.39763

Abstract

The rapid advancement of digital technology has significantly transformed educational practices, particularly in the area of learning evaluation. However, many Arabic language teachers in elementary schools still rely on conventional lecture methods, which often lead to student boredom and low learning motivation. This study aims to describe and analyze the implementation of Quizizz media in Arabic language learning for second-grade students at SD Aswaja, Kediri City. A qualitative descriptive approach with a classroom action research design was employed. The informants consisted of one Arabic teacher and five second-grade students selected through purposive sampling. Data were collected through observation, semi-structured interviews, and documentation. The results show that the implementation of Quizizz media follows four systematic stages: planning flow, design, implementation, and evaluation. In the affective domain, Quizizz was found to increase students’ enthusiasm, motivation, and reduce boredom. In the psychomotor domain, students demonstrated faster and more thorough comprehension of Arabic material, which enhanced their memory retention and understanding. Obstacles identified include limited smartphone ownership, unstable internet connectivity, and insufficient quotas. These findings suggest that Quizizz is an effective and engaging digital tool for Arabic language learning at the elementary level, provided that infrastructure challenges are adequately addressed.
Pedagogical Effectiveness of Arabic as a Foreign Language: A Comparative Perceptual Study of Teachers and Students in Islamic Senior High Schools Abdurrahman, Abdurrahman; Syakhansyah, Zulfan
Kitaba Vol 4, No 1 (2026): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v4i1.41658

Abstract

This research is motivated by the persistently low communicative proficiency in Arabic among students in formal Islamic senior high schools (madrasahs), which stems from a fundamental perceptual disconnect between educators and learners. The primary objective of this study is to evaluate pedagogical effectiveness through a comparative analysis of teacher and student perspectives on instructional strategies, digital resources, and psycholinguistic barriers. Employing a mixed-methods approach with an explanatory sequential design, data were collected via Likert-scale questionnaires administered to 4 teachers and 15 students at MA Raudlatul Ulum Putra, followed by in-depth interviews, classroom observations, and documentation of instructional tools. The results reveal a statistically significant Methodological Perceptual Gap (p 0.05) across all measured indicators. Teachers perceive traditional grammar-based methods as highly effective, while students report high levels of language anxiety (M = 4.60), cognitive burnout from grammatical overload (M = 4.40, t = 6.25), and a strong desire for more communicative, engaging instruction. Furthermore, although digital facilities are physically available (p 0.05), their utilization remains minimal, creating a provision-utilization gap (p 0.05). The findings demonstrate that teachers and students operate within fundamentally different perceptual frameworks: teachers prioritize curricular completion and grammatical accuracy, while students value practical communication, active engagement, and psychological safety. This study makes three significant contributions: (1) it empirically documents the existence and magnitude of perceptual gaps in madrasah Arabic instruction; (2) it extends the affective filter hypothesis to the Islamic schooling context; and (3) it provides a strategic framework for curriculum revitalization. The findings underscore the urgent need for a paradigm shift from theoretical-scholastic orientations toward communicative-affective approaches, with implications for teacher training, digital integration, and language environment design.

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