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Alsinatuna
Published by Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
ISSN : 24775371     EISSN : 25032690     DOI : https://doi.org/10.2891/alsinatuna
Core Subject : Religion, Humanities, Education,
Religion Humanities Education Languange, Linguistic, Communication & Media
Alsinatuna is a peer-reviewed journal devoted to the study and development of Arabic education and linguistics. The journal aims to provide a platform for scholars, researchers, and practitioners to share innovative ideas, critical analyses, and empirical research that advance the understanding and practice of Arabic language teaching and linguistic studies. Scope of the journal includes, but is not limited to, the following areas: Arabic Language Education - Curriculum development and instructional design - Teaching methodologies and language acquisition strategies - Assessment and evaluation in Arabic language learning - Technology-enhanced Arabic learning (e-learning, mobile learning, AI in language teaching) - Arabic teacher training and professional development Arabic Linguistics - Phonetics, phonology, morphology, syntax, semantics, and pragmatics of Arabic - Sociolinguistics, Psycholinguistics and variation in Arabic dialects - Discourse analysis and textual studies - Corpus linguistics and computational approaches to Arabic - Contrastive and error analysis in Arabic learning contexts Interdisciplinary Studies - Integration of Arabic language education with Islamic studies - Comparative linguistics involving Arabic and other Semitic or regional languages - Language policy and planning in Arabic-speaking and non-Arabic-speaking countries The journal welcomes both theoretical and applied research papers, literature reviews, and case studies that contribute to the enrichment of Arabic language education and linguistic scholarship.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 167 Documents
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Artificial Intelligence Literacy Among Arabic Language Education Students: Influencing Factors and Pedagogical Implications Astri Deliany Nurlestary; Muhammad Rifa'i; Arifah Nurtsania Ardiyanti; Oong Setiawan
ALSINATUNA Vol 11 No 1 (2025): December 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v11i1.12537

Abstract

This study aims to determine the level of Artificial Intelligence (AI) literacy among Arabic Language Education (PBA) students ISQI Sunan Pandanaran, analyze the factors influencing this level, and explore its implications for Arabic language learning. This study uses a mixed method with a convergent design, combining quantitative data from questionnaires based on the Meta AI Literacy Scale (MAILS) and qualitative data from structured interviews. The results show that, in general PBA student’s AI literacy level is in the medium category. Students generally have an understanding and ability to use AI, but are still weak in aspects of technology creation and development. Supporting factors include ease of access, digital habits, and lecturer support, while inhibiting factors are limited infrastructure, the lack of integration of AI into the curriculum, and limited accuracy. The implications of AI literacy include benefits in searching for references and materials, personalized learning, translation, and strengthening language skills, but also potentially pose risks such as dependency, decreased basic language competency, inaccurate/miscontextualized information, and plagiarism. This study recommends integrating AI into the curriculum, training for lecturers and students, and providing adequate digital facilities.
Computer Aided Arabic Language Learning: A Systematic Review of Technology Integration and Effectiveness Hasyim Asy'ari; Taufik Siraj; Elok Rufaiqoh; Muhammad ‘Ainul Yaqin
ALSINATUNA Vol 11 No 1 (2025): December 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v11i1.12602

Abstract

This study aims to systematically analyze Computer-Aided Arabic Language Learning, evaluate its effectiveness based on empirical evidence, identify the underlying theoretical framework, and map the challenges and opportunities for its implementation. This study uses the Systematic Literature Review method by following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guide. An analysis was conducted on 86 articles discussing Computer-Aided Arabic Learning from theoretical, technological, and implementive aspects published from 2015 to 2025. Key findings show that Computer-Aided Arabic Learning, supported by frameworks such as Computer-Assisted Language Learning and Technological Pedagogical Content Knowledge, significantly improves students' motivation and learning outcomes. Modern apps have evolved from just tools to adaptive tutors, characterized by the ability of apps to continuously analyze user learning data and personalize materials, difficulty levels, and feedback, rather than simply presenting the same static exercises for all students and often leveraging gamification and artificial intelligence to create personalized learning experiences. However, its effectiveness is limited by substantial challenges, including infrastructure gaps, educators' digital competence, limitations of formal evaluations for productive skills (speaking and writing), and the linguistic complexity of Arabic that has not been fully addressed by current technology. Computer-Aided Arabic Learning is a powerful pedagogical accelerator, but its potential can only be maximized through a strategic approach that integrates technology development with educator capacity building and the adoption of blended learning models. Synergy between academic innovation and practical implementation is needed to overcome existing challenges and realize the full potential of technology in Arabic language education.
Enhancing Arabic Vocabulary Mastery Through Virtual Tour Media: A Quasi-Experimental Study at an Integrated Islamic Elementary School Raihana Nur Azizah; Agus Yasin; Muhammad Ismail
ALSINATUNA Vol 11 No 1 (2025): December 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v11i1.12727

Abstract

Arabic vocabulary (mufrodat) is a foundational element in mastering the Arabic language, especially for elementary students in Islamic education. However, conventional teaching methods and limited media often hinder student engagement and vocabulary retention. This study aimed to evaluate the effectiveness of Virtual Tour–based interactive media in improving students’ Arabic vocabulary mastery. The research employed a quasi-experimental one-group pretest-posttest design involving 28 fifth-grade students at an Integrated Islamic Elementary School in Yogyakarta. Research instruments included classroom observations, teacher interviews, a student motivation questionnaire (10 valid and reliable items), and a vocabulary test (15 valid and reliable items). The results indicated an increase in mean scores from 48.18 to 72.39. The Wilcoxon signed-rank test yielded Z = −3.888 with p < 0.001, indicating a statistically significant improvement. The mean N-Gain score was 0.48, classified as a moderate improvement.  All questionnaire items scored above 4.0 on a five-point Likert scale, with an overall mean of 4.37, categorized as very good. These findings suggest that Virtual Tour media can effectively enhance motivation, interaction, and contextual vocabulary acquisition. The study contributes to the development of digital media in Arabic language education and offers an innovative alternative for Arabic teachers at the elementary level.
Internalization of Moral and Spiritual Values in Arabic Language Textbooks: A Content Analysis of Grade X Materials Achmad Satori; Toto Edidarmo; N. Lalah Alawiyah; Nirwan Anwar
ALSINATUNA Vol 11 No 1 (2025): December 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v11i1.12730

Abstract

This study aims to identify and analyze moral and spiritual values embedded in the Qirā’ah texts of the Grade X Arabic Language Textbook for Madrasah Aliyah and to examine their potential internalization in Arabic language learning. The study employs a descriptive qualitative approach using content analysis as the primary analytical framework. The main data source consists of six Qirā’ah instructional units, while limited classroom observations and semi-structured interviews with Arabic language teachers were used for contextual and methodological triangulation. Data validity was ensured through source and method triangulation, member checking, and the application of naturalistic trustworthiness criteria, including credibility, transferability, dependability, and confirmability. Data analysis followed the stages of data reduction, data display, and conclusion drawing as proposed by Miles, Huberman, and Saldaña. The theoretical framework integrates perspectives of Islamic spirituality (al-Faruqi, Nasr, Saritoprak) with ethical and character theories (MacIntyre, Shapiro, Rachels & Rachels). The findings indicate that moral values are consistently embedded across all Qirā’ah texts, particularly through representations of social ethics, personal responsibility, discipline, cooperation, and everyday conduct. Spiritual values appear more selectively and are mainly associated with religious awareness, worship practices, Qur’anic references, and ethical principles grounded in Islamic teachings. Overall, the study demonstrates that Qirā’ah texts function not only as tools for developing linguistic competence but also as meaningful media for character education and Islamic spiritual development, supporting the objectives of Islamic education and the national curriculum framework.
Student Preferences and Rationales for Five Wordwall Game Formats in Arabic Vocabulary Learning Sukirman Sukirman; Muhammad Nur Kholis
ALSINATUNA Vol 11 No 1 (2025): December 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v11i1.12911

Abstract

This study investigates students’ perceptions of the effectiveness, enjoyment, engagement, and preference in using Wordwall-based activities for learning Arabic vocabulary. Employing a sequential explanatory mixed-methods design, the research involved 38 Arabic language students at an Islamic university who had direct experience using five types of Wordwall-based games, including quiz-based, matching, and puzzle activities. A descriptive survey was first used to map student preferences across the four criteria. Subsequently, thematic analysis of open-ended responses was conducted to explain the quantitative trends. Each game was integrated into vocabulary learning sessions, after which participants completed a questionnaire consisting of four multiple-choice and four open-ended questions. Quantitative data were analyzed using descriptive statistics to determine the frequency and percentage of preferences, while qualitative data were analyzed thematically to explore underlying reasons and insights. Thematic analysis followed the key stages of familiarization, coding, theme identification, and interpretation, focusing on themes such as ease, challenge, reward systems, time, and visual displays. Results indicate that Gameshow Quiz is perceived as the most effective and preferred game, whereas Maze Chase and Find the Match stand out for their interactivity and visual appeal. Overall, the findings emphasize the pedagogical value of game-based learning in enhancing student engagement and vocabulary acquisition in Arabic language instruction.
Technological Pedagogical and Content Knowledge (TPACK) Based Language Immersion as a New Trend in Arabic Language Learning at Indonesian Pesantren Jauhar Ali; Tulus Musthofa; Nurhadi Nurhadi
ALSINATUNA Vol 11 No 1 (2025): December 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v11i1.13138

Abstract

The rapid development of information technology demands adjustments to established pedagogical models, particularly in language acquisition environments such as Islamic boarding schools (pesantren). This study aims to investigate the implementation model and efficacy of the Technological Pedagogical and Content Knowledge framework in enhancing the culture of active, 24-hour Arabic language immersion that characterises Islamic boarding schools (pesantren) in Indonesia. This study uses a qualitative case study design, collecting extensive data through semi-structured interviews with teachers and students based on the TPACK construct, non-participant observation of formal instructional activities and informal digital use by students and non-teaching students, and analysis of curriculum documents. The findings confirm that although teachers' competencies in traditional Content Knowledge (CK) and Pedagogical Knowledge (PK) are high, effective technology integration (Technological Pedagogical Knowledge, TPK) remains inconsistent, often limited to introductory presentation tools. However, successful TPACK applications are identified when technologies such as authentic video platforms (e.g., istimā’ or kalām learning utilising Al Jazeera channels) and narrative creation applications are strategically employed to facilitate functional communication, ensuring contextual expansion of L2 use beyond the formal classroom. In conclusion, the implementation of TPACK aligns traditional language learning methods with modern technology, thereby significantly increasing students’ engagement and productive Arabic language skills.
A Multifactorial Analysis of Communicative Performance Among Arabic Language Education Students Fatwa Arifah; Puti Zulharby; Abeer Salaheldin Heider
ALSINATUNA Vol 11 No 1 (2025): December 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v11i1.13298

Abstract

Communicative performance is a central goal of Arabic language education; yet, it is often unevenly achieved, despite students' positive attitudes toward the language. This study aims to reveal the relationship between language attitudes and Arabic communication performance; analyze the factors influencing the relationship between language attitudes and communication performance; and examine the implications for Arabic language learning. The qualitative research presented in this article is a continuation of the sequential explanatory Mixed-Methods design. Quantitative data were collected through a survey administered to 166 undergraduate students from Arabic Language Education programs at Universitas Negeri Jakarta and UIN Alauddin Makassar. The quantitative findings reveal a strong positive correlation between language attitudes and communicative performance (r = 0.650, p < 0.01). However, only 17.5% of students with high positive attitudes demonstrated high communicative performance. Qualitative analysis identified three factors related to the relationship between language attitudes and communication performance. 1) Individual factors, such as differences in educational background and gender. 2) pedagogical factors, such as learning methods, teaching materials, and learning evaluation techniques. 3) environmental factors, such as an Arabic-speaking environment and limited access to native speakers. The findings suggest that positive language attitudes alone are insufficient to produce effective communicative performance without the implementation of appropriate teaching strategies and adequate environmental support. The study recommends applying Communicative Language Teaching, restructuring the curriculum, fostering Arabic language communities, providing need-based learning materials, and adopting gender-responsive instructional approaches.

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