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Muhammad Ardy Zaini
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muhibbularabiyah@gmail.com
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Muhibbul Arabiyah: Jurnal Pendidikan Bahasa Arab
Published by Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember
ISSN : 27984508     EISSN : 27982963     DOI : https://doi.org/10.35719/pba.v2i2.95
Core Subject : Education,
Languange, Linguistic, Communication & Media
Aims And Scope MUHIBBUL ARABIYAH welcomes scholars, researchers, and practitioners of Arabic education to submit scientific articles to be published in this journal. Experts will review all papers before being accepted for publication. Each author is responsible for the content of published articles. MUHIBBUL ARABIYAH contains articles related to Arabic language education, including: • Teaching and Learning Arabic • The strategy of Arabic Teaching and Learning • Media of Arabic Language Teaching and Learning • Arabic language in education • Arabic curriculum design and development • Arabic literature and teaching
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 75 Documents
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فعالية استراتيجية الاستجابة البدنية الكلية في تحسين نتائج تعلم المطالعة لدى طالبات الصف الثالث بمعهد الهجرة نجاوى Budhi Agustian, Sekar; Nurlaila, Riza
MUHIBBUL ARABIYAH: Jurnal Pendidikan Bahasa Arab Vol. 6 No. 1 (2026): MUHIBBUL ARABIYAH: Jurnal Pendidikan Bahasa Arab
Publisher : Himpunan Mahasiswa Program Studi (HMPS) Pendidikan Bahasa Arab Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) Institut Agama Islam Negeri (IAIN) Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/pba.v6i1.226

Abstract

The results of mutholaah learning among third-year female students at Ma’had Al-Hijrah Najawi are still low due to the use of traditional teaching methods with limited interactive activities, which causes students to feel bored. Some previous studies have discussed the Total Physical Response (TPR) strategy in language teaching. This study aims to examine the effectiveness of using the Total Physical Response (TPR) strategy in improving mutholaah learning outcomes and to compare learning outcomes between the experimental class and the control class. This study used a quantitative method with a quasi-experimental design involving a control group with pre-test and post-test. The sample consisted of 28 students divided into an experimental class and a control class. The results showed a statistically significant difference, where the experimental class obtained a higher mean score (87.36) than the control class (70.36), indicating that the Total Physical Response (TPR) strategy is effective in improving mutholaah learning outcomes.
تحوّلات تعليم المفردات العربية في معهد التبيان: تحليل الانتقال من التجميع الفردي إلى التنظيم المنهجي عبر كتاب نجوى الثريا Lubis, Mhd Firdaus; Mohammed Abdulaziz Mohammed AhmedEltigani; Hajer Abdallah Albshkar
MUHIBBUL ARABIYAH: Jurnal Pendidikan Bahasa Arab Vol. 6 No. 1 (2026): MUHIBBUL ARABIYAH: Jurnal Pendidikan Bahasa Arab
Publisher : Himpunan Mahasiswa Program Studi (HMPS) Pendidikan Bahasa Arab Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) Institut Agama Islam Negeri (IAIN) Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/pba.v6i1.233

Abstract

This study aims to analyze the transformations in teaching Arabic vocabulary at Ma’had Al-Tibyan Al-Islami in response to a practical instructional problem, namely the reliance on a traditional method based on individually compiled vocabulary without systematic organization or contextual integration, which led to students’ low comprehension and difficulty in using vocabulary in actual language practice; therefore, a shift was made toward adopting the Najwa al-Thurayya textbook as a structured and graded instructional reference. This research employs a qualitative case study approach to examine transformations across five main dimensions: the source and organization of vocabulary, methods of presentation, the number of daily vocabulary items, the assessment system, and the supervisor’s role in the learning process. Data were collected through document analysis, interviews, observations, and students’ learning experiences. The findings indicate that this transformation improves learning effectiveness by organizing vocabulary progressively, promoting interactive learning, and implementing a systematic assessment system, which in turn increases student participation, enhances their ability to use vocabulary in communicative contexts, and develops overall language competence. The study concludes that shifting from a traditional approach to systematic organization contributes to building a structured mental lexicon and supports sustainable learning, particularly in teaching Arabic to non-native speakers.
Pedagogical Competency Gaps in the Implementation of Technological Pedagogical and Content Knowledge among Arabic Language Teachers in Indonesia and Its Implications for Learning Effectiveness Ghulam, Maftukh; Firdausi, Anisah; Muhammad Thohir
MUHIBBUL ARABIYAH: Jurnal Pendidikan Bahasa Arab Vol. 6 No. 1 (2026): MUHIBBUL ARABIYAH: Jurnal Pendidikan Bahasa Arab
Publisher : Himpunan Mahasiswa Program Studi (HMPS) Pendidikan Bahasa Arab Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) Institut Agama Islam Negeri (IAIN) Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/pba.v6i1.242

Abstract

The rapid digital transformation in 21st-century education demands that Arabic language teachers master not only subject matter but also information and communication technology (ICT) integration. However, a significant gap persists in Indonesia between technological availability and effective pedagogical implementation, often hindered by traditional mindsets. Previous studies frequently focus on general ICT literacy or infrastructure, overlooking the specific intersection of technology and Arabic linguistics. This research aims to analyze the pedagogical competence imbalance within the TPACK framework and its implications for learning effectiveness. This study employs a qualitative approach with a library research and case study design. Field data collection was conducted through a systematic documentation technique of peer-reviewed journal articles, academic books, curriculum documents, and Arabic teacher training modules. Data analysis was processed through a multi-stage qualitative framework consisting of thematic data reduction, data display (matrix synthesis), and conclusion drawing/verification, with data trustworthiness ensured through source triangulation techniques . The results reveal a "pedagogical lag" where high technological knowledge is not synchronized with transformative instructional strategies, often resulting in superficial technology use that leads to student cognitive overload. In conclusion, bridging the pedagogical gap in TPACK is essential for meaningful instruction. The study recommends shifting teacher training toward subject-specific pedagogical technology to honor the richness of the Arabic language in the digital era.
Implementasi Communicative Language Teaching dalam Pembelajaran Maharah Kalam di Era Media Sosial: Analisis Budaya Komunikasi Digital Generasi Z Nopandri, Ramdani; Lukluk Isnaini, Rohmatun; Fatimah Zahrah; Diva Prima Aisyahrani, Diva; Rahmadani5, Mely
MUHIBBUL ARABIYAH: Jurnal Pendidikan Bahasa Arab Vol. 6 No. 1 (2026): MUHIBBUL ARABIYAH: Jurnal Pendidikan Bahasa Arab
Publisher : Himpunan Mahasiswa Program Studi (HMPS) Pendidikan Bahasa Arab Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) Institut Agama Islam Negeri (IAIN) Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/pba.v6i1.244

Abstract

This study analyzes the implementation of Communicative Language Teaching (CLT) in māhārah kalām (Arabic speaking skills) instruction at SMK Ulil Albab NW Gegek, involving 28 Grade XI students and one Arabic language teacher. The study employed a qualitative descriptive-analytical design with data collected over eight classroom observations through participatory observation, semi-structured interviews, and documentation. Data were analyzed using the Miles and Huberman interactive model with triangulation of sources and techniques to ensure credibility. Findings indicate that CLT significantly transformed classroom interaction patterns from form-oriented to meaning-oriented instruction, increasing both the frequency and distribution of oral participation. Communicative activities such as contextual dialogue, group discussion, role play, and social simulation increased student speaking confidence and fluency. However, grammatical accuracy has not yet developed uniformly across learners, reflecting the typical fluency-accuracy trade-off in early CLT implementation. The results reinforce the relevance of communicative competence in Arabic language instruction at the vocational level, demonstrating that contextual communicative practice aligned with Generation Z communication culture can optimize māhārah kalām development. This study contributes a novel analysis of CLT implementation in the SMK context by explicitly linking communicative pedagogy with the digital communication culture of Generation Z students.
عوامل البيئة الاجتماعية للغة العربية في دعم مهارة الكلام Makin, Mohammad Makinuddin; Audry Ayuningrum Zid Izzaty Hilmiyah; Qurrota A’yun
MUHIBBUL ARABIYAH: Jurnal Pendidikan Bahasa Arab Vol. 6 No. 1 (2026): MUHIBBUL ARABIYAH: Jurnal Pendidikan Bahasa Arab
Publisher : Himpunan Mahasiswa Program Studi (HMPS) Pendidikan Bahasa Arab Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) Institut Agama Islam Negeri (IAIN) Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/pba.v6i1.249

Abstract

This study aims to analyze the social environment factors of the Arabic language in supporting the speaking skills of female students at Mambaus Sholihin Islamic Senior High School in Gresik, and to identify the students’ responses toward the Arabic social environment within the boarding school. The study focuses on factors that contribute to the formation of the language environment, such as the use of Arabic in daily activities, interaction among students, and the role of supervisors and language programs in developing speaking skills. The researcher used a qualitative method with a descriptive study approach. The research was conducted within the students’ social environment in the boarding school. Data were collected through interviews, observations, and documentation, then analyzed using data reduction, data presentation, and conclusion drawing and verification techniques in order to obtain a comprehensive description of the role of the social environment in supporting the students’ speaking skills. The results of the study showed that the Arabic social environment in the boarding school significantly supports the students’ speaking skills through the implementation of Arabic Language Week, language regulations, and supporting programs such as daily conversations, vocabulary training, and speech practice. The study also found that social interaction among students and the role of supervisors encourage the students to continuously practice Arabic. The students showed positive responses toward the language environment, although they still faced some difficulties such as limited vocabulary and fear of making mistakes. However, they tried to overcome these challenges through practice and cooperation with their classmates.

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