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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 71 Documents
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Hybrid Curriculum Model in a State Madrasah: A Case Study of Centralized and Decentralized Practices at MTsN 1 Malang Ikhwanul Habib; Taqiyuddin Kabalmay
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.v4i1.41956

Abstract

Curriculum models play a crucial role in determining the quality and direction of education. However, the implementation of centralized and decentralized curricula often presents challenges in balancing national standards with local needs. This study aims to analyze the application of a hybrid curriculum model at MTsN 1 Malang City, an Indonesian state madrasah that integrates both centralization and decentralization mechanisms. Using a qualitative descriptive approach, data were collected through semi-structured interviews with three key informants (the madrasah head, vice principal for curriculum, and a senior teacher), participatory observations of curriculum practices, and document analysis of curriculum guidelines and lesson plans. The findings reveal that centralization is realized through compliance with national standards set by the Ministry of Religious Affairs and the Ministry of Education, Culture, Research, and Technology, ensuring uniformity in core subjects, learning outcomes, and assessment frameworks. Decentralization is manifested through locally initiated innovations, including the establishment of Ma'had Al-Madany (a student dormitory program), the development of special class programs (Bilingual, Tahfidz, and Olympic classes), and the initiation of Project-Based Learning, all of which accommodate students' interests, talents, and contextual needs. Teachers play a dual role in this hybrid model: as implementers of centralized policies and as innovators within decentralized spaces. The novelty of this study lies in its detailed empirical illustration of how a hybrid curriculum model operates in a madrasah context by systematically mapping the interaction between dual ministerial regulations and locally driven innovations. Unlike previous studies that tend to discuss curriculum centralization and decentralization separately, this research demonstrates a practical framework for harmonizing national policies with contextual educational creativity in Islamic secondary education. The study concludes that the hybrid curriculum model at MTsN 1 Malang represents a strategic approach to improving madrasah education quality through balanced integration of central regulation and local innovation, with implications for curriculum policy, school leadership, and teacher professional development.
Improving the Accuracy of Independent Pronouns (Ḍamīr Munfaṣil) in Present Tense Verbs (Fi'l Muḍāri') Using Group Investigation (GI) Strategy in Arabic Writing Class Siti Rifatul Milah; Sumiati Sumiati; Subhan Subhan; Ubaidillah Ubaidillah
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.v4i1.42450

Abstract

This study aims to determine the effectiveness of the Group Investigation (GI) strategy in improving students' Arabic writing skills (mahārah al-kitābah), specifically the accuracy of using independent pronouns (ḍamīr munfaṣil) with present tense verbs (fi'l muḍāri') at MAN 2 Pandeglang. The study employed a Classroom Action Research (CAR) method using the Kemmis and McTaggart spiral model, conducted in two cycles. The subjects were 31 students of class X-1. Data were collected through observation, written tests, and documentation. Quantitative data were analyzed using mean scores and classical mastery percentages, while qualitative data were analyzed through descriptive narratives of the learning process. The results showed that the use of the GI strategy significantly improved students' writing skills. The average class score increased from 59.35 in the pre-cycle stage to 71.74 in the first cycle, and further to 78.58 in the second cycle. Classical learning mastery increased from 19.35% to 54.84%, and then reached 90.32% in the second cycle, exceeding the Minimum Mastery Criterion (75) and the research performance indicator (80%). Student learning activity also increased from 77.02% (good category) in the first cycle to 91.94% (very good category) in the second cycle. The improvement was attributed to the integration of cooperative learning principles (positive interdependence, face-to-face interaction, individual accountability) and refinements made in the second cycle (smaller groups of three students, increased teacher guidance, more complex writing tasks). This study concludes that the Group Investigation strategy is effective in improving the accuracy of ḍamīr munfaṣil with fi'l muḍāri' in Arabic writing skills, bridging the gap between theoretical mastery and practical application through active, collaborative, student-centered learning.
Designing Gamified Assessments in Nahwu Instruction: A Theoretical Framework and Practical Guide Using Quizizz Apip Sulaeman; Sarip Hidayatullah; Mulyadi Abdullah
Kitaba Vol 4, No 2 (2026): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v4i2.45100

Abstract

The integration of technology into educational assessment has become essential in 21st-century learning. This study presents a comprehensive framework for designing educational assessments using Quizizz, an interactive gamification-based platform. Employing a descriptive-analytical method with a systematic literature review of 25 studies (2020-2026), this research analyzes Quizizz's effectiveness in educational contexts, particularly in Nahwu (Arabic grammar) instruction. The findings reveal that Quizizz significantly enhances student motivation, engagement, and academic performance, provides immediate feedback, and reduces test anxiety. This paper also provides detailed procedural guidance for designing online assessments through Quizizz, including platform features, advantages, limitations, and implementation strategies tailored for Nahwu instruction. The study concludes that Quizizz represents a transformative tool in educational assessment, especially for subjects requiring memorization and conceptual understanding. This research contributes to the growing body of knowledge on technology-enhanced assessment in Islamic education.
Beyond Textbooks: Designing AI-Augmented Arabic Teaching Materials for Personalized Learning in Higher Education Muh. Sabilar Rosyad; Laila Farah Fitria
Kitaba Vol 4, No 2 (2026): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v4i2.43410

Abstract

The growing adoption of artificial intelligence (AI) in language education has created new opportunities for personalized learning while simultaneously challenging conventional approaches to instructional materials development. Despite increasing research on AI-assisted language learning, limited attention has been given to the design of AI-augmented Arabic teaching materials. This study aims to identify the design principles of effective AI-enhanced Arabic instructional materials and to develop a conceptual framework for future materials development. Employing a Systematic Conceptual Review of 52 peer-reviewed studies retrieved from Scopus and Web of Science (2017-2026), the study synthesized recurring themes through thematic analysis to identify design principles and develop a conceptual framework. The thematic synthesis identified eight interrelated design principles, including pedagogically guided AI integration, learner-centered personalization, adaptive content sequencing, and human-AI collaborative learning. Based on these principles, the study proposes the AI-Augmented Arabic Teaching Materials Framework (AI-AATM), a five-layer model integrating learner, AI, materials, pedagogical, and learning experience dimensions. The study extends Materials Development Theory by reconceptualizing instructional materials as intelligent, adaptive, and learner-responsive ecosystems, while providing a theoretically grounded framework for future AI-enhanced Arabic language materials development and research..
Arabic Language Learning Through YouTube-Based Vlog Media to Enhance Students’ Speaking Skills at Darul Falah Amtsilati Pahrurrozi Pahrurrozi; Mujiburrohman Mujiburrohman; Khoirun Nisa; Fanni Izzatul Millah; R. Taufiqurrochman
Kitaba Vol 4, No 2 (2026): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v4i2.42595

Abstract

This study aims to describe the effectiveness of using YouTube-based vlog media in improving the speaking skills (maharah kalam) of students at Darul Falah Amtsilati Islamic Boarding School. The study employed a mixed-method approach, combining qualitative and quantitative data. The research subjects were students of the Darussalam dormitory. Qualitative data were collected through observation, interviews, documentation, and vlog performance assessments, while quantitative data were obtained through questionnaires distributed to the students. The findings revealed that the use of vlog media had a positive impact on the development of the students’ maharah kalam, particularly in terms of speaking fluency, grammatical accuracy, self-confidence, and the ability to express ideas creatively and communicatively. Questionnaire data indicated that the majority of students responded positively to the use of vlogs as a learning medium, which also contributed to enhancing learning motivation and 21st-century skills. Although there were challenges related to the prohibition of gadget use within the boarding school environment, the strategy of assigning vlog creation tasks during holidays became an innovative solution that remained consistent with the pesantren’s regulations. This study recommends the integration of digital media such as vlogs into Arabic language learning as an innovative instructional approach that is relevant to contemporary educational needs.
Recontextualizing Juran's Quality Trilogy in Arabic Language Learning: A Case Study of Quality Management at An Islamic High School in Indonesia Hasan Syukur; Al Lastu Nurul Fatim; Riza Arif M.Z
Kitaba Vol 4, No 2 (2026): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v4i2.44185

Abstract

Educational quality management is currently a strategic matter for every educational institution oriented towards excellence in educational services to better meet the needs of its students. One approach to addressing the relevant conceptual framework of quality management in Arabic language learning is Total Quality Management. This study aims to identify the quality trilogy, as defined by Joseph M. Juran, in Arabic language learning in high schools. This research is qualitative and uses an instrumental case study design. Participants in this study included Arabic language teachers, curriculum vice-principals, and students, with data collected using three techniques: semi-structured interviews, unstructured participant observation, and documentation. The data analysis technique uses the Miles & Huberman three-stage interactive model, namely, data reduction, data display, and conclusions. The implementation of the quality trilogy is carried out in a comprehensive and integrated manner, with the dominant level of implementation found in the quality improvement dimension supported by a strong culture of teacher innovation through the Arabic Language MGMP forum. These results confirm the findings of this study that Juran's quality trilogy framework has sufficient flexibility to be adopted and adapted in a value-oriented educational ecosystem, not just in industrial or business contexts.
Analysis of the Arabic Curriculum Development Model at the Madrasah Ibtidaiyah Level: A Case Study of MI Plus Al Munjiyat Muhammad Munazzalurrohmi
Kitaba Vol 4, No 2 (2026): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v4i2.42948

Abstract

MI Plus Al Munjiyat is one of the madrassas in the city of Kediri that develops an Arabic language curriculum. MI Plus Al Munjiyat develops an Arabic curriculum with the aim that MI Plus Al Munjiyat students can apply Arabic in their daily lives. The purpose of this study is to find out the model of Arabic curriculum development at the Madrasah Ibtidaiyah level, which in this study took a case study at MI Plus Al Munjiyat. This research is a case study type with a qualitative approach. Data collection was carried out by interviews and observations, data validation using source triangulation and analysis using the Miles, Hubermann, and Saldana models whose steps were data condensation, data display, and conclusion drawn. The results of this study are that in general MI Plus Al Munjiyat uses an Arabic curriculum development model based on aspects of the language curriculum and the curriculum in general. In the aspect of the language curriculum, the approach used is a functional approach, namely with the language paradigm as a means of communication. The development of the curriculum in general is carried out by combining the Top Down and Grass Roots approaches, where the curriculum formulation process is initially from top to bottom, namely from the head of the foundation to the teacher. And in the middle of its implementation, an evaluation is carried out from the bottom up, namely from the teacher, then submitted to the head of the madrasah which is then forwarded to the head of the foundation.
Quality Assurance Management of the Arabic Curriculum from the Perspective of W. Edwards Deming’s PDCA Cycle at SMA Arafah Bogor Muhammad Fadhil Hadziq; Ully Shifa Chairani; Supriyanto Supriyanto; Bisri Mustofa; R. Taufiqurrochman
Kitaba Vol 4, No 2 (2026): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v4i2.44207

Abstract

This study is motivated by the gap between curriculum planning and its implementation in improving educational quality, particularly in Arabic language curriculum management in Islamic boarding schools, as well as the need for an internal quality assurance system based on the PDCA cycle to ensure sustainable quality improvement. This research aims to describe the quality assurance management of the Arabic language curriculum through the Internal Quality Assurance System (IQAS) based on the Plan-Do-Check-Act (PDCA) cycle at SMA Pondok Pesantren Modern Lembah Arafah Bogor. This study employs a qualitative approach with a case study design. Data were collected through interviews, documentation, and observation, and analyzed using the Miles, Huberman, and Saldana model with data condensation, data display, and conclusion drawing, supported by source and method triangulation. The findings reveal that the Plan stage is implemented through curriculum socialization and planning, but it remains largely administrative; the Do stage is dominated by conventional methods with limitations in innovation, time, and facilities; the Check stage focuses mainly on quantitative evaluation through examinations; and the Act stage produces several follow-up programs, although their implementation is not yet consistent or sustainable. This study contributes to the theoretical development of PDCA-based educational quality management in Islamic education and provides practical recommendations, including data-based planning improvement, teacher competence development, technology optimization, and strengthening a sustainable quality culture in Arabic language learning within Islamic educational institutions.
Integrating YouTube-Based Audio-Visual Media in Arabic Listening Skills (Mahārah al-Istimāʿ): A Case Study at an Islamic Junior High School Ade Irvan; Afriyono Afriyono; Junaidi Junaidi; R. Taufiqurrochman
Kitaba Vol 4, No 2 (2026): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v4i2.42952

Abstract

This study aimed to describe the use of YouTube-based audio-visual media in Arabic listening skills learning at an Islamic junior high school. This study employed a qualitative approach using observation, interviews, and documentation as data collection techniques. The participants involved an Arabic language teacher and students in the learning process. The findings showed that YouTube-based audio-visual media was used as a supporting medium to increase students’ interest and understanding during Arabic listening activities. The teacher selected videos by considering several aspects, including the use of standard Arabic language, audio clarity, attractive visual quality, video duration, and the level of material difficulty appropriate for students. The learning process consisted of several stages, namely apperception activities, repeated video playback without subtitles, evaluation of students’ comprehension, discussion of difficult vocabulary, and video replay with subtitles. The findings also indicated that approximately 60% of students showed enthusiastic responses and greater participation during the learning process. Students perceived the learning activities as more interesting and enjoyable than conventional classroom instruction. However, several obstacles were identified, including limited school facilities and students’ difficulties in understanding long and fast dialogues. Overall, the use of YouTube-based audio-visual media supported Arabic listening instruction by improving students’ focus, motivation, and exposure to authentic language input.
Arabic Language Acquisition among Students in the Arabic Language Education Study Program at the Muslim Cendekia Institute Mulyadi Abdullah; Tsana Tsana; Bakri Muhammad Bakheit
Kitaba Vol 4, No 2 (2026): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v4i2.44858

Abstract

Islamic educational institutions offering Arabic language instruction have experienced rapid growth in Indonesia. One such institution is the Muslim Cendekia Institute Sukabumi, widely recognized for its Arabic-speaking environment—a characteristic that applies to all its academic programs without exception. This study aims to examine the Arabic language acquisition process among students in the Arabic Language Education program at the institute. It employs a descriptive qualitative approach utilizing the Miles and Huberman data analysis model. Data were gathered from 24 seventh-semester students of the Arabic Language Education program—randomly selected using Microsoft Excel—through observation, interviews, and documentation. The results indicate that Arabic language acquisition at the Muslim Cendekia Institute Sukabumi is supported by several strategies: the implementation of motivating rules and regulations, the recruitment of competent lecturers, the creation of an Arabic-speaking environment, and a language preparation program requiring all students to complete two initial levels of language training alongside various extracurricular support activities. Empirical findings confirm—through observation and interviews—that students are capable of actively using Arabic for both academic communication and daily life within the campus environment. Upon entering the undergraduate program, all students take the same courses during the first three semesters before commencing specialized courses relevant to their respective fields of study from the fourth semester onwards. Consequently, there are no significant differences in the Arabic language acquisition process across the various study programs at the Muslim Cendekia Institute Sukabumi, except for the specialized courses offered from the fourth to the eighth semesters, which align with each student's specific field of study.

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