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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 175 Documents
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Transformation of Arabic Education Curriculum through Cyber Based Merdeka Belajar Kampus Merdeka and Outcome Based Education Khasan Aedi; Nanin Sumiarni; Dita Aulia Nisa
ALSINATUNA Vol 11 No 2 (2026): June 2026
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/750m3e69

Abstract

The transformation of Universitas Islam Negeri (UIN) Syekh Nurjati Cirebon into Indonesia's first cyber university requires aligning the Arabic Education curriculum with The Outcome-Based Education (OBE) method and the Merdeka Belajar-Kampus Merdeka (MBKM) policy, including a minimum of 10% of cyber-content credits. This study develops a cyber-based MBKM curriculum within the OBE framework in the Arabic Education Department using a research and development (R&D) approach based on the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Data were gathered from 53 respondents through surveys, interviews, observation, document analysis, and focus group discussions, and were analyzed using a mixed-methods approach. The results show that the curriculum is well planned, that its design is adaptive and meets the cyber-content requirement, and that its implementation strengthens students’ pedagogical, professional, and digital competencies through activities such as teaching assistance, internships, and digital village projects. Questionnaire evaluation yielded a grand mean of 3.89–3.91 (Strongly Agree category), while expert validation reached 88.2% (Highly Feasible). Based on respondents’ perceptions and expert validation, the cyber-based MBKM curriculum is feasible and positively perceived, which points to its potential effectiveness, although it still requires stronger digital infrastructure, a better credit-conversion system, and closer coordination with external partners before it can be fully optimized. This study concludes that the developed curriculum design is feasible and well perceived, and is oriented toward producing competitive and transformative Arabic Education graduates in the digital era within a moderate Islamic education framework.
Personalized Learning through Differentiation strategy : A Solution in Teaching Arabic Speaking Skills Ida Miftakhul Jannah; Mohamad Thohir
ALSINATUNA Vol 11 No 2 (2026): June 2026
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/epex0m52

Abstract

Students of Arabic Language Departement study program have diverse characteristics, including Arabic speaking ability, learning styles, speed of comprehension, and linguistic background. This diversity of student characteristics gives rise to different learning needs, which must be accommodated well. This study aims to describe personalized learning through differentiation strategies in Arabic speaking skills which is still rarely studied and is expected to provide theoretical and practical contributions. This research is a qualitative descriptive. The subjects were 21 students of class A of the kalam lil mubtadiin class first-semester 2025/2026. Data were collected through observation, speaking ability tests, in-depth interviews with students and lecturers, and documentation. Data analysis were processed and analyzed using data reduction, data presentation, and conclusion drawing. The results showed that personalization through this differentiation strategy was carried out with three differentiations: content, process, and product differentiation. This can accommodate all differences in students, both differences in language competency and learning styles. These findings indicate that personalized learning with differentiation strategies not only accommodates individual differences but also creates an inclusive learning environment that supports each student to achieve their maximum potential in Arabic speaking skills.
The Learning Process of Arabic Speaking Skills as a Foreign Language in Formal Education Settings: Complexity and Determining Factors Wahyudin; Muhamad Rachmatul Aziz
ALSINATUNA Vol 11 No 2 (2026): June 2026
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/jhnktw32

Abstract

Speaking skills (mahārah al-kalām) are one of the primary objectives of learning Arabic as a foreign language; however, their development within formal educational contexts continues to face various challenges. These challenges are not limited to linguistic aspects but are also influenced by speaking anxiety, limited Arabic-speaking environments, less communicative teaching approaches, and the suboptimal use of technology. This study aims to analyze the factors influencing the development of Arabic speaking skills as a foreign language and to identify effective instructional strategies based on findings from previous studies. This research employed a Systematic Literature Review (SLR) method guided by the PRISMA 2020 framework. Data were obtained from Scopus, SpringerLink, DOAJ, and Google Scholar, covering publications from 2015 to 2025. Of the 1,022 articles initially identified, 50 studies were included for analysis after the removal of duplicates, screening, and eligibility assessment. The selected studies were thematically analyzed using the Braun and Clarke framework. The findings indicate that the development of speaking skills is influenced by the interaction of five main domains: linguistic, psychological, sociocultural and environmental, pedagogical, and technological. Communicative approaches, such as Task Based Language Teaching (TBLT) and Project Based Learning (PjBL), were consistently associated with improved speaking proficiency, while speaking anxiety emerged as one of the major inhibiting factors. The use of Computer Assisted Language Learning (CALL), Mobile Assisted Language Learning (MALL), and technology-supported project based learning also expanded opportunities for practice and enhanced learner participation, although their effectiveness was influenced by teachers’ digital literacy and the availability of technological infrastructure. Therefore, Arabic speaking instruction needs to be developed holistically and contextually by simultaneously integrating these five domains.
Tamkīn: A Cyber Heutagogy Based Innovation Model to Enhance Self Efficacy in Mahārah Kalām Learning Chairani Astina; Sri Sumarni; Zainal Arifin Ahmad; Rifqi Aulia Rahman
ALSINATUNA Vol 11 No 2 (2026): June 2026
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/e59j1d49

Abstract

This study aims to develop and test the effectiveness of the Tamkīn Model based on Cyber Heutagogy which is designed to improve students' self-efficacy, participation, and communicative competence in maharah kalam learning. This research uses Research and Development (R&D) methods combined with a mixed methods approach. The subject of the study is a student of the UNSIQ Arabic Language Education Study Program. Quantitative data was collected using a self-efficacy questionnaire adapted from Bandura's four dimensions, while qualitative data was explored through participatory observation, in-depth interviews, and portfolio documentation. Quantitative data analysis was carried out through descriptive statistical tests, while qualitative data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The results showed that the Tamkīn Model effectively operates through seven systematic phases of ACT-SAIN. These seven phases form a dynamic, iterative, and spiral cycle, where each successfully completed cycle becomes a new mastery experience that strengthens the learner's affirmation at a higher level of confidence. Quantitatively, this model has been proven to improve all dimensions of Bandura's self-efficacy, especially in the dimensions of mastery experience and emotional states with an increase of +1.3. The proportion of students with low self-efficacy decreased drastically from 40% to 8%, while students with high self-efficacy increased to 52%. The integration of the principles of heutagogi, cybergogy, differentiated learning, and authentic assessment in this model also significantly encourages active participation and independent learning. Theoretically, this research contributes to the development of the Cyber Heutagogy framework in Arabic language learning, and practically offers a scalable operational learning design to strengthen students' self-efficacy in Islamic universities.
Transliteration As a Pedagogical Scaffold In Introductory Arabic Instruction For Non-Native Learners Abdul Hakim Ishaak; Roojil Fadillah; Danilyn T. Abingosa
ALSINATUNA Vol 11 No 2 (2026): June 2026
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/hr326k40

Abstract

Teaching Arabic to non-native beginners presents challenges, especially when learners encounter unfamiliar sounds and a new writing system. Many instructors use transliteration to support pronunciation and initial comprehension, although its educational value remains debated. This study examines transliteration as a temporary instructional scaffold in early Arabic learning for non-native beginners. Conducted with students enrolled in introductory Arabic classes at Mindanao State University–Iligan Institute of Technology, the study draws on the concept of educational scaffolding in second language pedagogy. Using classroom observation and learner feedback, it investigates how transliteration influences pronunciation and reading accuracy, reduces initial learning challenges, and facilitates the transition to Arabic script. The findings suggest that when used strategically and temporarily, transliteration supports phonological awareness and learner confidence without replacing mastery of Arabic orthography. The study proposes a balanced approach that employs transliteration as a transitional learning scaffold rather than a permanent instructional tool. The findings highlight the importance of withdrawing transliteration as learners gain greater independence.

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