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Sekolah Tinggi Agama Islam Nurul Iman Jalan Nurul Iman No. 01, Warujaya Parung, Bogor, Jawa Barat, Indonesia, 16330 Phone: +62 822 1037 2525 e-mail: talimi@stai-nuruliman.ac.id Website: www.stai-nuruliman.ac.id
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INDONESIA
Talimi
Published by Sekolah Tinggi Agama Islam Nurul Iman
ISSN : 28280318     EISSN : 28279085     DOI : https://doi.org/10.53038/tlmi
Core Subject : Education,
Languange, Linguistic, Communication & Media
Ta’limi | Journal of Arabic Education and Arabic Studies focus on arabic education and arabic studies field. The journal scopes on the study of arabic Language in Education, teaching Arabic as a Foreign Language, arabic Language and Linguistic, arabic Language and Literature, and Islam and Arabic Language Studies.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 64 Documents
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Sejarah Perkembangan Linguistik Arab Klasik Nurul Islamia, Fadlia; Sugito, Sugito; Tatang, Tatang; Khoirunisa, Siti; Susiawati, Iis
Ta'limi | Journal of Arabic Education and Arabic Studies Vol. 5 No. 1 (2026): Ta'limi
Publisher : STAINI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53038/tlmi.v5i1.408

Abstract

Arabic holds a special position in the history of Islamic civilization because it functions not only as a means of communication, but also as a medium for conveying the Divine revelation through the Qur’an and the Hadith of Prophet Muhammad ﷺ. As Islam expanded into non-Arab regions, there emerged a need to preserve the purity and clarity of the Arabic language through the establishment of systematic linguistic rules. This study employs a historical-comparative method to trace the development of classical Arabic linguistics and to analyze the contributions of key figures such as Khalīl ibn Aḥmad al-Farahīdī and Sibawaih in the standardization of Arabic grammar. Based on a review of relevant literature, it was found that the development of classical Arabic took place through four major periods: the Jahiliyyah period, the early Islamic period, the Umayyad period, and the Abbasid period. Each period demonstrates significant changes in social, political, and intellectual aspects that influenced the structure and function of the Arabic language. During the Abbasid era, Arabic linguistics reached its peak through monumental works such as Kitāb al-‘Ayn and Al-Kitāb, which established the systematic foundations of Arabic phonology and grammar. Therefore, it can be concluded that the development of classical Arabic linguistics is the result of a long and dynamic intellectual process influenced by the interaction between religion, culture, and the scholarly thought of language experts.
Trends in Contrastive and Error Analysis Research in Arabic Language Education: A Systematic Review (2013–2025) Latipa, Ucu; Aditya, Viqri; Muslim, Ahmad Bukhori; Koderi, Koderi; Amiruddin, Amiruddin
Ta'limi | Journal of Arabic Education and Arabic Studies Vol. 5 No. 1 (2026): Ta'limi
Publisher : STAINI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53038/tlmi.v5i1.416

Abstract

This study aim to investigates research trends and conceptual developments in contrastive analysis (CA) and error analysis (EA) within Arabic language education from 2013 to 2025 using method a Systematic Literature Review (SLR) approach. Thirty peer-reviewed articles from reputable national and international journals were selected based on inclusion criteria concerning topic relevance, methodological rigor, and empirical contribution. The findings reveal a paradigm shift from structural linguistics toward interdisciplinary approaches integrating psycholinguistic, sociocognitive, and educational technology perspectives. Despite the prevalence of descriptive studies and the limited integration of CA and EA in pedagogy, recent works indicate a growing adoption of data-driven learning and artificial intelligence (AI) tools for automated error detection. This review proposes the Contrastive–Error Diagnostic Framework as an integrative conceptual model linking the predictive and diagnostic dimensions of CA and EA in Arabic language teaching. Limitations include the restricted geographical scope and lack of longitudinal or corpus-based studies. Future research should focus on digital learning analytics to empirically validate the proposed framework and enhance Arabic language pedagogy in the digital era.
دور الجامعة الإسلامية بالمدينة الم نورة وأكاديمية تعلم العربية في تنمية اللغة العربية في معهد ابن حجر الإسلامي : دراسة تقويمية في ضور المهارات اللغوية Erliana , Leni; Mubarok, Alfian; Siddiq, Sayyid Munadi
Ta'limi | Journal of Arabic Education and Arabic Studies Vol. 5 No. 1 (2026): Ta'limi
Publisher : STAINI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53038/tlmi.v5i1.479

Abstract

Islamic educational institutions in schools and institutes face various challenges in teaching the Arabic language. Several institutes have made efforts to establish an Arabic language environment, and among the institutes that pay strong attention to Arabic language development is Ibnu Hajar Islamic Institute. This study aims to examine the role of the Islamic University of Madinah and the Taʿallum al-ʿArabiyyah Academy in developing Arabic language proficiency at Ibnu Hajar Islamic Institute in Indonesia through the implementation of an intensive language skills program held in August 2025 at the institute. The study employs a descriptive-analytical method by analyzing official educational programs, training courses, activities, and interviews. The findings indicate that the Islamic University of Madinah and the Taʿallum al-ʿArabiyyah Academy made significant contributions to the professional development of teachers at Ibnu Hajar Islamic Institute and to the enhancement of Arabic language teaching methods, including the direct method, the grammar–translation method, the audio-visual method, and the communicative approach integrating its three core components. The study also identifies several challenges faced by the institute, such as students’ weak linguistic background, the incomplete establishment of a fully Arabic language environment, low student motivation in learning Arabic, and the use of both Arabic and Indonesian as languages of instruction in some subjects. Despite these challenges, the use of Modern Standard Arabic among teachers and students across all branches of Ibnu Hajar Islamic Institute, from the elementary level to the language preparation stage, remains consistently implemented.
Analisis Kesulitan Mahasiswa dalam Memahami Konsep Tasybīh serta Strategi Pembelajarannya: Studi pada Mahasiswa PBA STAI Nurul Iman Parung, Bogor Parhan, Parhan; Isyanto, Nur; Muadib, Ihwanul
Ta'limi | Journal of Arabic Education and Arabic Studies Vol. 5 No. 1 (2026): Ta'limi
Publisher : STAINI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53038/tlmi.v5i1.484

Abstract

The study of balāghah, particularly the subject of tasybīh, plays an important role in developing advanced Arabic text analysis skills. However, sixth-semester PBA students at STAI Nurul Iman Parung, Bogor, still face various difficulties in understanding the concept of tasybīh, both in terms of its elements and its application in the Qur'an and Arabic literature. This condition has an impact on the students' limited ability to grasp the implicit meaning and rhetorical dimensions of the Arabic language. This study aims to describe the difficulties experienced by students in understanding tasybīh, analyse the contributing factors, and formulate appropriate learning strategies to improve their stylistic analysis skills. The research focuses on the relationship between conceptual mastery, linguistic ability, and pedagogical approaches applied in balāghah lectures. The study used a descriptive qualitative approach with 32 male sixth-semester PBA students as subjects. Data were collected through in-depth interviews, open and closed questionnaires, and learning document studies. Data analysis was carried out through data reduction, data presentation, and conclusion drawing, and verified through triangulation of techniques and sources. The results showed that students experienced difficulties in understanding the elements of tasybīh, classifying its types, and analysing its functions in texts. These difficulties were influenced by limited vocabulary, the complexity of Arabic sentence structure, and a learning approach that was still oriented towards memorising theory. This study recommends text-based learning, a task-based approach, and the gradual application of conceptual scaffolding so that students are able to understand tasybīh in an applied manner. These findings are expected to strengthen the development of balāghah pedagogy in Arabic Language Education in higher education.

Page 7 of 7 | Total Record : 64

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