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Lughawiyah: Journal of Arabic Education and Linguistics
Published by Universitas Islam Negeri Mahmud Yunus Batusangkar
ISSN : 27158098     EISSN : 27158101     DOI : http://dx.doi.org/10.31958/lughawiyah
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Lughawiyah is aimed at spreading the research results conducted by academicians, researchers, and practitioners in the field of arabic education and linguistics. Lughawiyah provides scientific articles of Arabic education and linguistics developed in attending through the original research report and literature reviews. Lughawiyah encompasses papers from researcher, academics, and practitioners. In particular, papers which consider the following general topics are invited: Teaching Arabic as a Foreign Language, Curriculum and Materials Development in Arabic Teaching, Method and Strategy in Arabic Teaching, Instructional Media in Arabic Teaching, Information and Communication Technology in Arabic Teaching, Assessment and Testing in Arabic Teaching, Arabic Teacher Training and Studies in Arabic Linguistics
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 89 Documents
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A Qualitative Study of Beginner Students’ Experiences and Perceptions in Arabic Language Learning at MTs Babul Mujahidin Bayan, Lombok Utara Yesinta Isnaini; Mustar Mustar; Yogia Prihartini; Dina Chabib Uluum; Maryam Amiri Al- Hamami; Putri Hardiyanti
Lughawiyah: Journal of Arabic Education and Linguistics Vol. 7 No. 2 (2025)
Publisher : UIN Mahmud Yunus Batusangkar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/lughawiyah.v7i2.16018

Abstract

Arabic language learning plays a vital role for Muslims, serving not only as a means of communication but also as an integral component of religious practice. Despite this, many beginner-level students face difficulties in understanding Arabic lessons, particularly in madrasahs where Arabic has not yet become a primary focus. This study aims to explore beginner students’ perceptions of Arabic language learning at MTs Babul Mujahidin Bayan, Lombok Utara, to provide insights for designing more effective instructional strategies. A descriptive qualitative approach was employed, involving six eighth-grade students as participants. Data were collected through in-depth semi-structured interviews and analyzed using Miles and Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing. The findings indicate that while students demonstrate a relatively high interest in learning Arabic, they struggle with reading Arabic texts and comprehending classroom materials due to limited foundational skills and monotonous teaching methods. Nonetheless, students expressed positive attitudes and a desire for more engaging and interactive learning processes, such as gamified activities and visual media. The study contributes to Arabic language education by highlighting the importance of incorporating student-centered, interactive strategies at the beginner level, offering evidence-based recommendations for improving instructional design in madrasah settings.
Mamnu’ min al Sharf (Diptotes) in the Book al Mawa’idz al ‘Ushfuriyyah (Morphosyntax Analysis) Mohamad Yusuf Ahmad Hasyim; Ahmad Zaenudin; Muhammad Danial Fahmi; Mudrofin Mudrofin; Kamaluddin Kamaluddin; Muhammad Azam
Lughawiyah: Journal of Arabic Education and Linguistics Vol. 7 No. 2 (2025)
Publisher : UIN Mahmud Yunus Batusangkar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/lughawiyah.v7i2.16041

Abstract

This study aims to know the types, patterns, cases and grammatical markers, and syntactic functions of mamnu’ min al sharf in the book al Mawa’idz al ‘Ushfuriyyah. This research employs a descriptive method with a library research design. The data were taken from the book al Mawa’idz al ‘Ushfuriyyah using reading and writing technique, with the researchers serving as the main research instrument. The results of this study show: based on types and patterns, there are eight types of mamnu’ min al sharf with varied patterns. Based on cases and grammatical markers, there are 21 nominative case data (marked with the vowel sound suffix /u/ and vowel sound suffix /u/ supposed), 7 accusative case data (marked with the vowel sound suffix /a/ and vowel sound suffix /a/ supposed), 31 genitive case data (marked with the vowel sound suffix /a/ and vowel sound suffix /a/ supposed), and 1 permanent datum in accusative case slot (marked with permanent with the vowel sound suffix /u/). Based on syntactic functions, there are data having syntactic functions such as topic, comment, agent, pro-agent, comment of indeed, noun of to be, object, comment of to be, noun of indeed, vocative noun, genitive case noun, genitive complement, conjunct, and attributive adjective. This study examines mamnu’ min al-sharf in Al-Mawa‘idz al-‘Ushfuriyyah to identify its types, patterns, cases and grammatical markers, and syntactic functions. The findings contribute to Arabic grammatical studies and practically support Arabic language teaching by clarifying the contextual use of mamnu’ min al-sharf.
Development of Arabic Assessment for Tarkib and Qira’ah Based on Higher Order Thinking Skill Ade Sri Wahyuni; Rahmawati Rahmawati; Yelfi Dewi; Fitri Alrasi; Bambang Bambang; Meliza Budiarti
Lughawiyah: Journal of Arabic Education and Linguistics Vol. 7 No. 2 (2025)
Publisher : UIN Mahmud Yunus Batusangkar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/lughawiyah.v7i2.16052

Abstract

In Senior High School, Arabic language assessments mostly focus on memorizing grammar rules (tarkib) and recalling information in reading comprehension (Qira’ah). This assessment does not improve students’ abilities to analyze complex texts, evaluate arguments, or apply grammatical knowledge in new contexts. In Eleventh Grade, the Tasawwuq chapter of the Arabic textbook includes only 21% Higher-Order Thinking Skills questions, while 79% focus on Lower-Order Thinking Skills, such as remembering and understanding. This study aims to develop an Arabic assessment focused on tarkib and qiraah skills. The ADDIE model was used in five steps: analysis, design, development, implementation, and evaluation. This study used a qualitative approach to collect data, including documantation and questionnaires. Data analysis used descriptive statistics. In the analysis stage, LOTS questions were identified more than HOTS questions. For the student needs analysis, a questionnaire was distributed to 60 respondents, resulting in an average score of 4.19. The design stage involved developing an outline and question matrix, creating HOTS-based questions, formulating a scoring system, and establishing a rubric. During the development stage, questions were constructed in accordance with HOTS criteria, incorporating eight specific HOTS indicators. Implementation was conducted at Madrasah Aliyah Negeri 4 Agam in the eleventh grade. Evaluation results demonstrated that the Arabic assessment for Tarkib and Qira’ah, based on Higher Order Thinking Skills, effectively enhanced the critical thinking skills of eleventh-grade students at the state madrasah aliyah, as indicated by a significance value (2-tailed) of less than 0.05.
Development and Validation of a CBT-Based Arabic Question Bank for Secondary Education Nurul Aini Pakaya; Ibnu Rawandhy N. Hula; Nikma S Abdjul; Adtman A. Hasan; Yousif Abdelmannan Mohamed Godat Arrashedy
Lughawiyah: Journal of Arabic Education and Linguistics Vol. 7 No. 2 (2025)
Publisher : UIN Mahmud Yunus Batusangkar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/lughawiyah.v7i2.16058

Abstract

The educational process often overlooks the evaluation aspect of learning, as educators frequently develop assessment instruments without adhering to established guidelines, despite evaluation being a critical component in determining the effectiveness and development of education. This study employed a mixed-methods Research and Development (R&D) approach to develop an Arabic question bank for Grade X students at State Islamic High School (MAN) 1 Pohuwato. Quantitatively, logical validity results showed that expert validators awarded a total score of 74 with an average of 3.89, while practitioner validators provided a total score of 71 with an average of 3.74, both categorized as very valid, resulting in a combined average validity score of 3.815. Qualitatively, the high validity values were supported by expert and practitioner evaluations indicating that the test items were clearly formulated, aligned with curriculum competencies, and appropriately represented the intended cognitive levels. Following the validation process, the revised items were tested in two classes, X-A and X-D, involving 36 students. This development research produced a set of 40 Arabic multiple-choice questions ready for use in the Mid-Term Examination (UTS) and Final Examination (UAS). The implications of this study show that CBT-based Arabic question banks can improve the objectivity, efficiency, and quality of Arabic learning evaluation in madrasas.
Arabic Language Acquisition in Boarding High School Students: A Study of Environment, Motivation, and Social Interaction Imam Asrofi; Amir Supriatna; Ari Abdul Kohar R; Agus Ruswandi
Lughawiyah: Journal of Arabic Education and Linguistics Vol. 7 No. 2 (2025)
Publisher : UIN Mahmud Yunus Batusangkar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/lughawiyah.v7i2.16488

Abstract

Arabic language acquisition in boarding schools exhibits distinctive dynamics shaped by immersive environments, institutional policies, and social interaction. Previous studies have primarily examined these factors separately, resulting in a limited integrative understanding. This study explores patterns of Arabic acquisition through the interrelationship between environmental design, motivational mechanisms, and social interaction in three Islamic boarding senior high schools in West Java. Using a qualitative phenomenological approach, participants were purposively selected from schools implementing Arabic programs. Data were collected through in-depth interviews, participatory observation, and document analysis, and analysed using Moustakas’ thematic procedures. The findings reveal three acquisition models. SMA Asy-Syifa represents a classical, fragmented model emphasising grammatical mastery with minimal communicative exposure. FIBBIS High School applies an immersion–regulatory model through language zones and sanctions, increasing exposure but also generating anxiety and silence strategies. In contrast, Yaspida High School implements an integrative ecosystem model that combines a structured language environment, positive incentives, and layered peer support, effectively reducing affective barriers and fostering authentic communicative competence.
ARABIC SPEAKING SKILLS OF ARABIC LANGUAGE EDUCATION STUDY PROGRAM STUDENTS IN JAMBI PROVINCE Budi Sanjaya; Ali Murtadlo
Lughawiyah: Journal of Arabic Education and Linguistics Vol. 8 No. 1 (2026)
Publisher : UIN Mahmud Yunus Batusangkar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/lughawiyah.v8i1.16078

Abstract

Arabic speaking skills are one of the important components in language mastery, especially for students of the Arabic Language Education Study Program. This study aims to describe and analyze students' ability to speak Arabic. The study used a quantitative approach using an evaluation method. Data were collected using a speaking skills test on 117 third-semester Arabic language education program students who had passed the muhadatsah li al Mutawassitin or Muhadatsah II course at State Universities in Jambi Province, including the State Islamic University of Sultan Thaha Saifuddin (UIN STS) Jambi, the State Islamic Institute of Kerinci (IAIN Kerinci) and the University of Jambi (UNJA). The data were analyzed descriptively using the average, standard deviation, frequency and percentage. The results showed that Arabic speaking skills in Jambi were categorized as good. The aspects of fluency, comprehension, vocabulary, grammar, pronunciation, intonation and stress were categorized as quite good. There was no significant difference in students' Arabic speaking skills between the three state universities in Jambi Province.
Developing “Games Card Bathaqo” Media in Learning Arabic Language for Fifth-Grade Students at Muhammadiyah Elementary School Pepe Bantul Yogyakarta Abdul Azis
Lughawiyah: Journal of Arabic Education and Linguistics Vol. 8 No. 1 (2026)
Publisher : UIN Mahmud Yunus Batusangkar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/lughawiyah.v8i1.16105

Abstract

Vocabulary is vital in learning Arabic. Using good Arabic learning media will improve the quality of learning outcomes, including increasing and strengthening vocabulary memorization. This study aimed to develop games card-based Arabic learning media for fifth-grade elementary school students. The research used the R & D method developed by Sugiyono. Collecting data in this study used several techniques: observation, questionnaires, and interviews. Meanwhile, the data analysis techniques used were qualitative analysis techniques and quantitative analysis techniques. Qualitative analysis techniques were used to analyze the results of the experts' reviews, product trial results, and usage trials; which contained input, responses, suggestions, and criticisms. And quantitative analysis techniques were used to analyze the data that had been collected. The results of this study produced games card media products for learning Arabic. This product contains Arabic vocabulary material for fifth-grade students. This research showed that the games card media that had been developed was valid by media experts and material experts, as evidenced by the validation results of media experts of 95.5% and material experts of 98.3%. The feasibility of media games cards in learning Arabic is also based on the results of product trials and usage trials. at the product trial stage with test subjects from students totaling twelve students, this gave a value of 85.5% and in the usage trial obtained a value of 78.8%. From this value, it can be said that students agree with the learning media games card to improve Arabic vocabulary at Muhammadiyah Pepe Bantul Yogyakarta developed is worthy of good criteria. The response from the test subjects is in accordance with the results of validation conducted by media experts and material expert.
Wakelet-Assisted Qawāʿid ʿArabiyyah Learning Based on Prophetic Wisdom: A Case Study at Islamic Boarding Schools in Malang Dien Nur Chotimah
Lughawiyah: Journal of Arabic Education and Linguistics Vol. 8 No. 1 (2026)
Publisher : UIN Mahmud Yunus Batusangkar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/lughawiyah.v8i1.16051

Abstract

The mastery of qawaid arabiyah among students often faces challenges in terms of monotonous learning approaches and lack of value instilling. This study aims to explore the use of the wakelet platform in learning qawaid arabiyah based on the value of al-hikmah al-nabawiyah in the al-Khansa' Malang student boarding school and identify the benefits and challenges of using the wakelet as a learning medium in a religious context. This qualitative research uses an intrinsic case study approach. Data were drawn from in-depth interviews, participatory observations, and digital learning documents. Data analysis is carried out by thematic analysis with stages: transcription and verification of data, coding, code grouping, and interpretation and drawing conclusions. The results of the study show that the wakelet digital platform is applied with multi-component integrative learning, including digital media, linguistic materials, prophetic values, pedagogical strategies, and student transformation. The use of this platform not only supports the cognitive aspect, but also the affective and spiritual aspects of students. This study recommends the development of a digital learning model based on prophetic mileage as a strategic alternative to learning Arabic in Islamic boarding schools. These findings have implications for the design of integrative curriculum based on technology and spiritual values.
Creativity Environment on Arabic-Language-Learning of Junior High School Based-on The Development of Merdeka Curriculum Nur Alisya Ahda Sabila; Inayah Inayah; Waesama-ae Waemamu
Lughawiyah: Journal of Arabic Education and Linguistics Vol. 8 No. 1 (2026)
Publisher : UIN Mahmud Yunus Batusangkar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/lughawiyah.v8i1.16054

Abstract

This study highlights the application of a creativity-oriented learning environment in the Arabic Language Learning (ALL) process at the Junior High School level, developed in line with the principles of the Merdeka Curriculum. The background of this study is the urgent need for a transformation in learning centered on students. It promotes strengthening essential 21st-century skills, such as critical thinking, collaboration, creativity, and communication. Through explanatory qualitative research methods, this study examines how project-based learning methods and relevant digital technologies are applied to optimize students’ proficiency in four aspects of language: listening, speaking, reading, and writing in Arabic. The research findings show that an innovative learning atmosphere can stimulate active student participation through interactive games, digital tasks, and role-playing activities. This makes the learning process more memorable and enjoyable. The Merdeka Curriculum also allows educators to integrate character development through the P5 program without neglecting learning objectives. Despite challenges such as insufficient teacher readiness and limited digital facilities, this study demonstrates that creative methods can enhance the validity of Arabic language Learning. These findings reinforce the shift towards active, interactive, and competency-focused learning.

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