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Azkia Muharom Albantani
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Alsinatuna
Published by Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
ISSN : 24775371     EISSN : 25032690     DOI : 10.28918/alsinatuna
Core Subject : Religion, Humanities, Education,
Religion Humanities Education Languange, Linguistic, Communication & Media
ALSINATUNA is a scientific journal in Arabic and English that covers current and contemporary issues related to Arabic linguistics and teaching at the middle school and higher education levels. It is published by the Arabic Education Department, Faculty of Education and Teacher Training, State Islamic University of K.H. Abdurrahman Wahid Pekalongan, in collaboration with the Arabic Teachers Association of Indonesia (IMLA).
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 8 Documents
 1 
Search results for , issue "Vol 9 No 2 (2024): June 2024" : 8 Documents clear
Enhancing Nahwu Mastery: Implementation of the Card Sort Method in Madrasah Aliyah Muhlis, Wachida; Muassomah, Muassomah; Hajar, Ibnu; Hasmiati, Hasmiati; Rusdiana, Rusdiana; Kareba, Andi Muammar; Nurfadillah, Nurfadillah
ALSINATUNA Vol 9 No 2 (2024): June 2024
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v9i2.2268

Abstract

The Card Sort method is one of the learning methods that encourages students to actively participate in learning. This study aims to describe the implementation of the card sort method in Nahwu learning, map the supporting and inhibiting factors of the application of the card sort method in Nahwu learning and explore student perceptions of the card sort method in Nahwu learning at Madrasah Aliyah Al-Hidayah Karangploso Malang. This research applies qualitative descriptive research method. Data collection using observation, and documentation. The data analysis used is in the form of Interactive models Miles, Huberman, and Saldana, which include the stages of data condensation, data presentation, and conclusions. The implementation of the card sort method in Nahwu learning at Madrasah Aliyah  Al-Hidayah Karangploso Malang shows positive potential. In the implementation of this learning, of course, there are supporting factors and inhibiting factors. Students respond positively to the use of this method. Students find learning Nahwu with the card sort method fun, helps understand the material faster, and increases their active involvement in the learning process
Enhancing Students’ Arabic Learning Outcomes Using Kinemaster-Based Audiovisual Media: A Case in Al-Irsyad Junior High School, Banyuwangi, East Java Syarofah, Syarofah; Murdiono, Murdiono; Thoyyibah, Anisatu
ALSINATUNA Vol 9 No 2 (2024): June 2024
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v9i2.2280

Abstract

Persistent underachievement in Arabic language learning particularly within post-COVID-19 online learning environments remains a critical concern. This study explores the impact of Kinemaster-based audiovisual media on improving Arabic learning outcomes among seventh-grade students at Al-Irsyad Junior High School in Banyuwangi, East Java. Positioned within the growing discourse on technology-integrated pedagogy, the research evaluates how digital media tools influence student engagement and academic success. Employing a quantitative associative design with pretest-posttest methodology, data were gathered from 23 students through observations, tests, questionnaires, and documentation. Statistical analysis via SPSS, including normality tests, paired sample T-tests, and N-Gain calculations, indicated a significant performance increase from a total posttest score of 1424 to 1882 with a significance value of 0.001. The N-Gain score of 52.28 categorized the improvement as moderately effective. These results affirm the pedagogical potential of Kinemaster-based audiovisual media in Arabic instruction, offering promising implications for fostering student-centered, multimedia-enhanced learning. Further investigations are recommended to assess scalability and the mediating role of individual learner characteristics.
Manhaj al-Lugah al-‘Arabiyyah fi Madāris al-Ṡānawiyyah al-Islamiyyah: Taqwīm al-Taṭbīq Binaan ‘ala Qarar Wazīr al-Syuūn al-Dīniyyah Natsir, Muhammad; Zainuddin, Nurkhamimi
ALSINATUNA Vol 9 No 2 (2024): June 2024
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v9i2.6852

Abstract

The formulation of evaluation tools needed to apply the curriculum in the process of evaluating the application of the curriculum at the practical level in education units. The objectives of this scientific research are:  1) Describe the curriculum application evaluation model with specifications for the formulation of components, aspects, context indicators, inputs, process, product, and outputs (CIPPO). Based on the decision of the Minister of Religious Affairs No. 183, 184, 189 and the theory of linguistic performance. 2) Analyzing the evaluation results of the implementation of the Arabic language curriculum. This scientific research utilized a research and development (R&D) design) with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Data collection tools using interview, questionnaire, and documents. The data collection techniques are Dhelpi techniques; consultative discussions with experts as validators in preparing the instruments, group discussion forum; discussions with Arabic language teachers to analyze the needs and formulate the components, aspects, and indicators to achieve Arabic language curriculum application. And qualitative data analysis using triangulation method; data reduction, presentation, and conclusion. The results of the research indicated that; 1) Implementing the evaluation of the Arabic language education curriculum in the Islamic high school using the CIPPO evaluation model with representative formulas and criteria from KMA 2019 No. 183, 84, and 189 with Dell Hymess' language performance theory Furthermore, CIPPO becomes an evaluation model in the form of curriculum achievement evaluation tools that include components on; context, inputs, process, outcomes, and learning outcomes with all aspects and indicators. The results of the evaluation of the implementation of the Arabic language curriculum for Ma'arif Islamic Secondary Schools Jepara are as follows; 1) Context aspects are at a very good level. 2) Aspects of the input components of the curriculum at a good level. 3) Aspects of the process components of the curriculum at a very good level. 4) The product component aspects of the curriculum are at a good level. 5) The learning outcomes aspects of language performance are at a poor level.
Evaluating the Effectiveness of Arabic Language Summative Tests in Senior High Schools: A Comprehensive Analysis Sahrani , Sahrani; Herlina, Sri; Sumin, Sumin; Hermansyah, Hermansyah
ALSINATUNA Vol 9 No 2 (2024): June 2024
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v9i2.6858

Abstract

The aims of this study is to describe the validity, reliability, difficulty level, differentiation power and effectiveness of the Examination of Arabic language Sumative Test Items for Class X Students of Al-Mumtaz IT Senior High School. This research uses a quantitative approach. The data obtained were analyzed using IBM SPSS statistics 23. The subjects of this study were class X students totaling 29 students. The results of the analysis of 30 multiple choice questions showed that from the validity aspect it was found that 67% were valid and 33% were invalid. From the reliability aspect, it was found that the reliability level of the items was high, namely the r coefficient of 0.864. From the aspect of difficulty level, it was found that about 63% of the items were easy, about 37% of the items were moderate. From the aspect of distinguishing power, it was found that about 60% of the items were good, about 27% of the items were not good, about 13% of the items were quite good. And from the aspect of eliminators it was found that about 56% were accepted, about 26% were rejected and about 17% were revised.
The Influence of the Ḥamidiyyah Method on Students’ Writing Skill: A Quasi-Experimental Study in a Mahārah Kitābah Class Rahmawati, Rahmawati; Zaimatuz Zakiyah; Rasyid, Ifkar; Rachmat, Mamat; Almaulidia, Sarah
ALSINATUNA Vol 9 No 2 (2024): June 2024
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v9i2.6936

Abstract

The declining attention of both instructors and students to the calligraphic dimension of Arabic script has significantly limited learners’ ability to write accurately and efficiently. As calligraphy plays a vital role in mahārah kitābah (Arabic writing proficiency), this study investigates the effectiveness of the Ḥamidiyyah method in improving students’ Arabic writing skills. Using a quasi-experimental design with a non-equivalent control group, the research involved 46 English Education students assigned to experimental and control groups based on consistent attendance across five kitābah sessions. Data were collected through observation, interviews, writing assessments, and documentation, and analyzed using an independent sample t-test. Findings show a statistically significant improvement in the post-test scores of the experimental group, affirming the pedagogical strength of the Ḥamidiyyah method. Additionally, increased engagement and enthusiasm in class suggest that the method enhances not only structural proficiency but also learner motivation. This study supports the integration of traditional calligraphy methods into modern Arabic pedagogy and encourages further exploration of its long-term cognitive and aesthetic impacts.
Exploring Arabic Diglossia in Learning Kalām: Bridging the Gap in Daily Communication Putri, Annindita Hartono; Thoyyibah, Anisatu
ALSINATUNA Vol 9 No 2 (2024): June 2024
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v9i2.7076

Abstract

This study explores the phenomenon of Arabic diglossia specifically the coexistence and functional differentiation between fusha (formal) and ‘amiyah (informal) varieties in the instruction of speaking skills (kalām) at Markaz Arabiyah Pare, an Arabic learning center in Kediri, East Java, Indonesia. Centering on the Akbarnas (Akselerasi Bahasa Arab Nasional, National Arabic Language Acceleration) class program, the research seeks to identify the types, contexts, and underlying factors influencing diglossic language use in daily communicative practices. Situated within the broader discourse of sociolinguistics and Arabic language pedagogy, this study addresses a notable gap in empirical research concerning the implementation of diglossia within non-formal educational settings. Employing a qualitative descriptive approach, data were collected through observation, semi-structured interviews, and ethnographic documentation, and analyzed using the Miles and Huberman model. The findings demonstrate that fusha predominates in formal classroom instruction, while ‘amiyah is more commonly employed in informal, non-academic interactions thus enhancing students’ communicative adaptability. This dual usage reflects the institution’s language policy. It is also shaped by instructors’ backgrounds many studied in the Middle East and students’ prior exposure to Arabic-speaking contexts. The study concludes that integrating both varieties into instructional design fosters pragmatic competence and contextual fluency. These findings offer significant implications for Arabic language educators and curriculum developers seeking to bridge the divide between formal instruction and real-world language use.
Analysis of Phonological Adaptation of Arabic Loanwords in Yoruba Language Kamorudeen, Busari Kehinde
ALSINATUNA Vol 9 No 2 (2024): June 2024
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v9i2.7702

Abstract

This study investigates how Arabic loanwords have adapted phonologically into the Yoruba language, driven by historical, religious, and educational exchanges between Arabic and Yoruba speakers. Utilizing qualitative descriptive analysis, the research examines a corpus of loanwords drawn from religious texts, commercial documents, educational resources, and interviews with native Yoruba speakers. Frameworks from generative grammar and phonologically conditioned morphological theory guide the analysis. Findings demonstrate systematic adaptations including phonemic substitutions, syllable restructuring, stress adjustments, and morphological affixation aligning with Yoruba's phonological and grammatical norms. Additionally, semantic shifts such as specialization, broadening, and pejoration reflect deeper sociocultural reinterpretations. These adaptations underscore the dynamic interplay between linguistic borrowing and sociocultural integration, highlighting Arabic loanwords' integral role across religion, education, and commerce in Yoruba-speaking contexts in West Africa. The study contributes to a deeper understanding of cross-linguistic influence and highlights the evolving interplay between phonological structure and sociocultural integration in multilingual West Africa.
Unleashing the Power of Reading: Effective Strategies for Non-Native Arabic Language Learners Saepudin, Saepudin; Pabbajah, M. Taufiq Hidayat; Pabbajah, Mustaqim
ALSINATUNA Vol 9 No 2 (2024): June 2024
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v9i2.7826

Abstract

This study addresses the pressing need for effective reading strategies among non-native Arabic language learners, who often encounter considerable obstacles in decoding and understanding Arabic texts due to the language’s complex morphology and diglossic nature. The main aim is to identify and classify strategic approaches that enhance Arabic reading proficiency and, in doing so, support broader language acquisition. Framed within the discourse of second language pedagogy, the research draws attention to the lack of focused studies on Arabic reading skills, emphasizing its theoretical and pedagogical significance. Using a systematic literature review, the study synthesizes findings from recent scholarship to evaluate cognitive, affective, and metacognitive strategies that benefit non-native learners. Results indicate that Direct Memory Strategies are essential for vocabulary retention and text recall, while Direct Cognitive and Compensation Strategies help bridge comprehension challenges. In addition, Indirect Cognitive, Affective, and Social Strategies contribute to learner motivation and collaboration, which are vital for maintaining sustained engagement with Arabic texts. These findings confirm that a multimodal strategic framework can meaningfully enhance Arabic reading competence as a second language. The study offers both theoretical insights and practical guidance for educators, curriculum developers, and policymakers working in Arabic language education.

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