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ARKHAS: Journal of Arabic Language Teaching
Published by Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember
ISSN : 28294475     EISSN : 28292863     DOI : https://doi.org/10.35719/arkhas.v3i2
Core Subject : Education,
Languange, Linguistic, Communication & Media
Aims, Focus and Scope A. Aims: ARKHAS: Journal of Arabic Language Teaching is a leading peer-reviewed and open-access journal, which publishes scholarly works of researchers and scholars from around the world, and specializes in the Arabic Language Teaching. The journal also has a strong interest in the scientific development of theory that is of global significance. B. Focus: ARKHAS: Journal of Arabic Language Teaching focuses on publishing the highest quality scientific articles emphasizing contemporary issues with interdisciplinary and multidisciplinary approaches. C. Scope: This journal seeks to publish original research articles based on empirical research and/or library in the field of Arabic Language Teaching especially on, but not limited to, six main topics: 1. Teaching Arabic as a foreign language, 2. Strategy of Arabic teaching, 3. Media of Arabic language teaching, 4. Technology of Arabic language teaching, 5. Modern standard Arabic language teaching, 6. language (Arabic) acquisition 7. Arabic Literature
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 141 Documents
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فعالية تعليم الترجمة الفورية من الإندونيسية إلى العربية في ترقية مهارة الكلام: The Effectiveness of Teaching Simultaneous Translation from Indonesian into Arabic in Improving Students' Speaking Skills Fitrah, Olivia Ananda; Baya’gub, Rusydi; Muhsin, Ali
Journal of Arabic Language Teaching Vol. 3 No. 2 (2023): ARKHAS ~ Journal of Arabic Language Teaching
Publisher : Postgraduate Study Programme of Universitas Islam Negeri KH. Achmad Siddiq Jember, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/arkhas.v3i2.1862

Abstract

Simultaneous translation learning is a learning method by translating the source language into the target language directly, both in spoken and written form. For example translating Arabic into Indonesian. Studying this translation method, students are able to broaden their knowledge, be able to master foreign languages ​​and have the ability to translate them. In addition, students can easily, without hesitation, and dare to say words or speak Arabic to their teachers, friends and the people around them. So accustomed to speaking Arabic in everyday life without fear of being wrong. This research approach is quantitative, while this type of research is descriptive quantitative. The population in this study were 127 students of Arabic language education semester VI Batch 19, while the sample taken from some classes was 38 students. The techniques used to collect data in this study include: observation, interviews, questionnaires, and documentation. Then the data analysis technique uses quantitative descriptive statistics, validity test, reliability test, normality test, homogeneity test, simple linear regression analysis test, coefficient of determination test and t test. Conclusion This study is based on test results, the coefficient of determination (R Square) = 0.533 or 53.3%. This means that the translation fauriyah learning variable from Indonesian to Arabic (x) affects the speaking skill variable (y) = 53.3%. While the rest (100% - 53.3% = 46.7%) is influenced by other variables, namely variables that are not examined. Thus the value of the coefficient or calculation of r is 0.533 greater than the value of r table, which means the null hypothesis (Ho) is rejected and (Ha) is accepted. Meanwhile, based on the results of the midterm and final semester exams, around 80% students experienced an increase. The average student scores 88. So each student experiences an increase of 11%
علاقة استخدام التعبير العامي في اللغة إندونيسيا بأخلاق طلاب قسم تعليم اللغة العربية بجامعة مادورا الإسلامية الحكومية Arifah, Nurdiana; Romadhon, Abd Rahman; Haruna, Haruna Abubakar
Journal of Arabic Language Teaching Vol. 3 No. 2 (2023): ARKHAS ~ Journal of Arabic Language Teaching
Publisher : Postgraduate Study Programme of Universitas Islam Negeri KH. Achmad Siddiq Jember, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/arkhas.v3i2.1867

Abstract

This article aims to determine the correlation between the use of colloquial in Indonesian and the morals of Arabic language education students IAIN Madura. This study used a quantitative research approach with a correlational method. Data was collected through questionnaires with a sample of 25% of the total population, namely 33 people. The results showed that PBA IAIN Madura students often use colloquial in Indonesian, especially to their friends, and the morals of PBA IAIN Madura students are excellent, which is shown by a score of 88.26%. The results of the analysis obtained also stated that rXY = -0.464 with N of 33 and a significance level of 5%, then r-table = 0.344. From this data, it can be concluded that recalculate < r-table. So, there is no significant correlation between the use of colloquials in Indonesian and the morals of PBA IAIN Madura students.
تحليل الأخطأ اللغوية في تعليم مهارة الكتابة لدى التلاميذ في المدرسة المتوسطة واحيد هاشم سورابايا: دراسة في ضوء نظرية ستيفن بيت كوردر: Analysis of Linguistic Errors in Teaching Writing Skills to Students at Wahid Hasyim Junior High School, Surabaya: A Study in the Light of Stephen Pit Corder’s Theory Ni'ami, Fashiha Nurin; Hasanah, Mamluatul; Faisal; Muhamad, Sahrul; Rahmayanti, Indah
Journal of Arabic Language Teaching Vol. 6 No. 1 (2026): ARKHAS ~ Journal of Arabic Language Teaching
Publisher : Postgraduate Study Programme of Universitas Islam Negeri KH. Achmad Siddiq Jember, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/arkhas.v6i1.2448

Abstract

Linguistic errors in Arabic writing pose a serious obstacle for non-native learners in Indonesia, primarily due to grammatical complexity and cross-linguistic differences. This study aims to analyze the types, causes, and solutions for such errors at Madrasah Tsanawiyah Wahid Hasyim Surabaya, employing Stephen Pit Corder's error analysis framework. A qualitative descriptive approach was implemented through observation, interviews, and document analysis of 28 ninth-grade students' writings. Key findings reveal that orthographic errors (e.g., hamzah omission, tanwin mistakes, and letter shape confusion) are most prevalent, followed by syntactic errors (word order and incomplete sentences). The causes include first language interference, weak phonological awareness, limited working memory, and an unsupportive learning environment lacking structured writing practice. This study concludes that errors are not merely failures but rather indicators of learners' internal linguistic system development. It is recommended that teachers design scaffolded instructional strategies, daily writing drills, and utilize visual aids to enhance writing accuracy. تشكل الأخطاء اللغوية في الكتابة باللغة العربية عائقًا خطيرًا أمام المتعلمين من غير الناطقين بها في إندونيسيا، خاصةً بسبب تعقيد القواعد النحوية والاختلافات بين الأنظمة اللغوية. يهدف هذا البحث إلى تحليل أنواع الأخطاء اللغوية في مهارة الكتابة وأسبابها وعلاجاتها المقترحة في المدرسة المتوسطة واحد هاشم سورابايا، بالاعتماد على نظرية تحليل الأخطاء لستيفن بيت كوردر. تم استخدام المنهج النوعي الوصفي من خلال الملاحظة والمقابلة وتحليل الوثائق من نصوص كتابية لـ 28 تلميذة في الصف التاسع. أظهرت النتائج الرئيسية أن الأخطاء الإملائية (مثل نسيان الهمزة، وأخطاء التنوين، وأشكال الحروف) كانت الأكثر شيوعًا، تليها الأخطاء النحوية (كسوء ترتيب الكلمات والجمل غير المكتملة). تعود أسباب هذه الأخطاء إلى تأثير اللغة الأم، وضعف الوعي الصوتي، ومحدودية الذاكرة العاملة، بالإضافة إلى البيئة التعليمية التي لا تدعم الممارسة الكتابية المنظمة بشكل كافٍ. خلص البحث إلى أن الأخطاء اللغوية ليست مجرد إخفاقات، بل هي مؤشرات على تطور النظام اللغوي الداخلي لدى المتعلمات. يوصي البحث بتصميم المعلمات لاستراتيجيات تعليمية متدرجة، وتمارين كتابية يومية، واستخدام وسائل بصرية لتحسين دقة الكتابة.
Teachers’ Perceptions, Knowledge, Attitudes, and Practices in Integrating Artificial Intelligence into Arabic Language Teaching Qomari, Nur; Sa'diyah, Khusnul Khotimah Halimatus; Makki, Ahmad; Habibullah, Moh. Rifqi; Babiker, Gareeb Allah Babiker Mustafa
Journal of Arabic Language Teaching Vol. 6 No. 1 (2026): ARKHAS ~ Journal of Arabic Language Teaching
Publisher : Postgraduate Study Programme of Universitas Islam Negeri KH. Achmad Siddiq Jember, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/arkhas.v6i1.2461

Abstract

The rapid integration of Artificial Intelligence (AI) in language education holds transformative potential but faces significant implementation gaps, particularly in Arabic language teaching at the secondary level. This study investigates how teachers’ perceptions, knowledge, attitudes, and gender influence AI adoption in Arabic instruction, addressing a critical gap in which Arabic’s unique linguistic characteristics remain underexplored. Using a quantitative design with total sampling, data were collected from 46 senior high school Arabic teachers through validated instruments measuring four core constructs. The findings reveal that perceptions are the strongest determinant of AI-based teaching practices, outweighing knowledge and attitudes alone. Although teachers demonstrate strong conceptual AI knowledge and generally positive attitudes, practical implementation remains limited due to psychological concerns, insufficient training, and uneven technological access. Notably, gender-based patterns show that female teachers report higher confidence but lower actual AI usage than male teachers, who report greater access to facilities. The study concludes that effective AI integration requires targeted professional development that addresses affective and structural barriers, equitable institutional support, and gender-responsive strategies to translate positive perceptions into sustained classroom practice. Integrasi kecerdasan buatan (AI) dalam pembelajaran bahasa memiliki potensi transformatif namun menghadapi kesenjangan implementasi yang signifikan, terutama dalam pengajaran bahasa Arab di tingkat menengah. Penelitian ini menyelidiki bagaimana persepsi, pengetahuan, sikap, dan gender guru mempengaruhi adopsi AI dalam pembelajaran bahasa Arab, mengatasi kesenjangan kritis di mana karakteristik linguistik bahasa Arab yang unik masih kurang dieksplorasi. Menggunakan desain kuantitatif dengan total sampling, data dikumpulkan dari 46 guru bahasa Arab SMA melalui instrumen tervalidasi yang mengukur empat konstruk inti. Temuan menunjukkan bahwa persepsi muncul sebagai penentu terkuat praktik pengajaran berbasis AI, melampaui pengetahuan dan sikap saja. Meskipun guru menunjukkan pengetahuan konseptual AI yang kuat dan sikap umumnya positif, implementasi praktis tetap terbatas karena kekhawatiran psikologis, pelatihan yang tidak memadai, dan akses teknologi yang tidak merata. Secara mencolok, pola berbasis gender menunjukkan bahwa guru perempuan melaporkan kepercayaan diri lebih tinggi tetapi penggunaan AI aktual lebih rendah dibandingkan guru laki-laki yang melaporkan akses fasilitas lebih besar. Penelitian menyimpulkan bahwa integrasi AI yang efektif memerlukan pengembangan profesional terarah yang mengatasi hambatan afektif dan struktural, dukungan institusional yang adil, serta strategi responsif gender untuk menerjemahkan persepsi positif ke dalam praktik kelas berkelanjutan.
Constructivism and AI Technology Approach to Learning Speaking Skills at University Akhbar, Khoiril; Rochmah, Silky Fauziatur; ElJack, Nahla Ibrahim; Asy’ari, Hasyim
Journal of Arabic Language Teaching Vol. 6 No. 1 (2026): ARKHAS ~ Journal of Arabic Language Teaching
Publisher : Postgraduate Study Programme of Universitas Islam Negeri KH. Achmad Siddiq Jember, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/arkhas.v6i1.2547

Abstract

The rapid digital transformation in higher education offers new opportunities for Arabic-speaking instruction, yet many classrooms remain teacher-centered and text-dominated, with limited integration of constructivist pedagogy and AI tools. This fragmented approach fails to leverage technology for active, collaborative learning. This study aims to describe how a constructivism-based approach, integrated with AI technology, is implemented to enhance Arabic-speaking skills at UNIKHAMS Jember. A descriptive qualitative method was employed, using classroom observations, interviews with lecturers and students, and documentation of lesson plans, tasks, and speaking videos. Data were analyzed using the Miles and Huberman model, with triangulation of sources and techniques. The findings reveal a five-stage, interconnected model: activating prior knowledge, guided discovery, collaborative drafting, rehearsal and performance, and formative feedback. AI tools—such as Automatic Speech Recognition, chatbots, Text-to-Speech, and adaptive platforms—supported pronunciation practice, dialogue simulation, personalized feedback, and student engagement. The study concludes that integrating constructivism and AI strengthens communicative competence by positioning students as active meaning-makers and lecturers as facilitators. Future research should employ quantitative or mixed-methods designs to measure the model’s broader impact across diverse educational contexts. Transformasi digital dalam pendidikan tinggi membuka peluang baru bagi pembelajaran berbicara bahasa Arab, namun praktik di kelas masih cenderung pasif, berpusat pada dosen, dan didominasi teks, dengan integrasi pedagogi konstruktivisme dan kecerdasan buatan (AI) yang masih terfragmentasi. Penelitian ini bertujuan mendeskripsikan implementasi pendekatan konstruktivisme terintegrasi AI dalam pembelajaran keterampilan berbicara bahasa Arab di UNIKHAMS Jember. Metode kualitatif deskriptif digunakan melalui observasi kelas, wawancara dengan dosen dan mahasiswa, serta dokumentasi RPS, tugas, dan video performa berbicara. Analisis data mengikuti model Miles dan Huberman dengan triangulasi sumber dan teknik. Hasil penelitian menunjukkan model pembelajaran lima tahap yang saling terhubung: aktivasi pengetahuan awal, penemuan terbimbing, penyusunan kolaboratif, latihan dan penampilan, serta umpan balik formatif. Perangkat AI—seperti Automatic Speech Recognition, chatbot, Text-to-Speech, dan platform adaptif—mendukung latihan pelafalan, simulasi dialog, umpan balik personal, dan keterlibatan mahasiswa. Penelitian menyimpulkan bahwa integrasi konstruktivisme dan AI memperkuat kompetensi komunikatif bahasa Arab dengan menjadikan mahasiswa sebagai pembangun makna aktif dan dosen sebagai fasilitator. Penelitian lanjutan disarankan menggunakan desain kuantitatif atau metode campuran untuk mengukur dampak model ini pada berbagai konteks pendidikan.
فعالية استخدام وسيلة اللعبة "الحقيقة أو الجرأة" لترقية مهارة الكلام لدى الطلاب بالمدرسة: The Effectiveness of Using the “Truth or Dare” Game as a Learning Tool to Improve Students’ Speaking Skills at School Ufairah, Nabila Izzatul; Luthfi, Habib; Daroini, Slamet; Arrifqi, Nadia; Pahrurrozi, Pahrurrozi; Siregar, Nurlina
Journal of Arabic Language Teaching Vol. 6 No. 1 (2026): ARKHAS ~ Journal of Arabic Language Teaching
Publisher : Postgraduate Study Programme of Universitas Islam Negeri KH. Achmad Siddiq Jember, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/arkhas.v6i1.2560

Abstract

Arabic language learning requires effective instructional media to develop students’ communicative competence, particularly in speaking skills. However, existing studies on the use of game-based media, especially the Truth or Dare game, remain limited in addressing the systematic development of Arabic speaking skills at the secondary school level. This study aims to examine the effectiveness of the Truth or Dare game in improving students’ Arabic speaking skills at State Islamic Senior High School 2 Jember. A quantitative approach with a quasi-experimental design using unequal control groups was employed, involving an experimental and a control class. Data were collected through observation, interviews, pre-tests, and post-tests, and analyzed using SPSS 27 through normality and independent sample t-tests. The results showed that the data were normally distributed (Sig. > 0.05) and revealed a statistically significant difference between the two groups (t = -4.773; Sig. 0.000 < 0.05), indicating that the Truth or Dare game significantly improves students’ speaking skills. This study highlights the innovative role of interactive game-based learning in enhancing students’ confidence, creativity, and fluency. The findings contribute both theoretically and practically by supporting the integration of interactive media in Arabic language teaching. It is recommended that teachers adopt such media to promote active learning. يتطلب تعلم اللغة العربية وسائل تعليمية فعالة لتنمية الكفاءة التواصلية لدى الطلاب، لا سيما في مهارات التحدث. ومع ذلك، لا تزال الدراسات الحالية حول استخدام الوسائل القائمة على الألعاب، وخاصة لعبة «الحقيقة أو الجرأة»، محدودة في معالجة التطوير المنهجي لمهارات التحدث باللغة العربية على مستوى المرحلة الثانوية. تهدف هذه الدراسة إلى فحص فعالية لعبة «الحقيقة أم التحدي» في تحسين مهارات التحدث باللغة العربية لدى الطلاب في المدرسة الثانوية الإسلامية الحكومية رقم 2 بجمبر. تم استخدام نهج كمي بتصميم شبه تجريبي باستخدام مجموعات مراقبة غير متساوية، شملت فصلاً تجريبياً وفصلاً مراقبة. تم جمع البيانات من خلال الملاحظة والمقابلات والاختبارات التمهيدية والاختبارات النهائية، وتم تحليلها باستخدام برنامج SPSS 27 من خلال اختبارات التوزيع الطبيعي واختبارات t للعينات المستقلة. أظهرت النتائج أن البيانات موزعة توزيعًا طبيعيًا (Sig. > 0.05) وكشفت عن وجود فرق ذي دلالة إحصائية بين المجموعتين (t = -4.773؛ Sig. 0.000 < 0.05)، مما يشير إلى أن لعبة "الحقيقة أم التحدي" تحسن مهارات التحدث لدى الطلاب بشكل ملحوظ. تسلط هذه الدراسة الضوء على الدور المبتكر للتعلم التفاعلي القائم على الألعاب في تعزيز ثقة الطلاب وإبداعهم وطلاقتهم. وتسهم النتائج نظريًا وعمليًا في دعم دمج الوسائط التفاعلية في تدريس اللغة العربية. ويوصى بأن يتبنى المعلمون هذه الوسائط لتعزيز التعلم النشط.
Development of Smart-ArabAR Immersive Learning Media with 3D Augmented Reality Technology Ikmah, Amit Dana; Taufiq, Muhammad; Islam, Muhammad Thoriqul
Journal of Arabic Language Teaching Vol. 6 No. 1 (2026): ARKHAS ~ Journal of Arabic Language Teaching
Publisher : Postgraduate Study Programme of Universitas Islam Negeri KH. Achmad Siddiq Jember, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/arkhas.v6i1.2567

Abstract

The scarcity of interactive and immersive instructional media in Arabic language education has led to low student engagement and fragmented mastery of the four core skills: listening, speaking, reading, and writing. Grounded in constructivist and socio-constructivist learning theories, which emphasize active knowledge construction and social interaction, this gap calls for technology-enhanced solutions. This study aims to develop and evaluate Smart-ArabAR, an innovative learning application that integrates 3D Augmented Reality and artificial intelligence to provide adaptive, personalized, and immersive Arabic learning experiences. Using a Research and Development approach with a modified 3D model (Define, Design, Develop) derived from Thiagarajan’s 4D framework, the product was validated through questionnaires administered to one media expert and one material expert across two evaluation stages, involving first-semester students from the PBA, PAI, and PGMI programs. The findings reveal that Smart-ArabAR is highly feasible and appropriate for use, successfully integrating all four language competencies within an interactive 3D AR environment. In conclusion, Smart-ArabAR strengthens the effectiveness of AR-based Arabic pedagogy and offers a practical solution to bridge digital divides in online and hybrid learning. It is recommended that further implementation be expanded to more institutions and that longitudinal studies be conducted to assess long-term impacts on language proficiency. Minimnya media pembelajaran yang interaktif dan imersif dalam pendidikan bahasa Arab mengakibatkan rendahnya keterlibatan siswa dan penguasaan yang terfragmentasi pada empat keterampilan inti: menyimak, berbicara, membaca, dan menulis. Berlandaskan teori belajar konstruktivis dan sosio-konstruktivis yang menekankan konstruksi pengetahuan aktif dan interaksi sosial, kesenjangan ini menuntut solusi berbasis teknologi. Penelitian ini bertujuan mengembangkan dan mengevaluasi Smart-ArabAR, sebuah aplikasi pembelajaran inovatif yang mengintegrasikan Augmented Reality 3D dan kecerdasan buatan untuk menyediakan pengalaman belajar bahasa Arab yang adaptif, personal, dan imersif. Menggunakan pendekatan Penelitian dan Pengembangan dengan model 3D (Define, Design, Develop) yang dimodifikasi dari model 4D Thiagarajan, validasi produk dilakukan melalui kuesioner oleh satu ahli media dan satu ahli materi dalam dua tahap evaluasi, melibatkan mahasiswa semester pertama program studi PBA, PAI, dan PGMI. Temuan menunjukkan bahwa Smart-ArabAR dikategorikan sangat layak dan sesuai digunakan, berhasil mengintegrasikan keempat kompetensi bahasa dalam lingkungan AR 3D yang interaktif. Kesimpulannya, Smart-ArabAR meningkatkan efektivitas pedagogi bahasa Arab berbasis AR dan menawarkan solusi praktis untuk menjembatani kesenjangan digital dalam pembelajaran daring dan hibrida. Direkomendasikan agar implementasi lebih lanjut diperluas ke lebih banyak institusi dan dilakukan studi longitudinal untuk menilai dampak jangka panjang terhadap kemahiran berbahasa.
فعالية استخدام طريقة الإشارات باليد لترقية إتقان المفردات بمعهد العصري: The Effectiveness of the Hand Gesture Method for Memorizing Mufrodat to Improve Arabic Vocabulary at the Modern Islamic Boarding School Afifah, Maulidia Nur; Harimi, Abdal Chaqil; Ibrahim, Djarfour
Journal of Arabic Language Teaching Vol. 6 No. 1 (2026): ARKHAS ~ Journal of Arabic Language Teaching
Publisher : Postgraduate Study Programme of Universitas Islam Negeri KH. Achmad Siddiq Jember, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/arkhas.v6i1.2573

Abstract

Many students in Islamic boarding schools struggle to memorize and retain Arabic vocabulary because of the dominance of conventional, repetition-based teaching methods. Prior research on multisensory and Total Physical Response (TPR) approaches suggests that integrating physical movement can enhance memory and engagement. However, empirical evidence in Islamic boarding school contexts remains limited. This study examines the effectiveness of the hand gesture method in improving Arabic vocabulary mastery at the Modern Islamic Boarding School Darussalam Purbalingga. A quantitative, quasi-experimental design was used, with an experimental group taught using hand gestures and a control group taught conventionally. Data were collected through pre- and post-tests and analyzed using normality and homogeneity tests, paired-sample t-tests, and N-Gain analysis. The experimental group achieved a significantly higher post-test mean score (84.09) than the control group (78.77). The paired-sample t-test yielded a significance value of 0.006 (<0.05), and the N-Gain score of 78.04% indicated high effectiveness. The study concludes that the hand gesture method effectively enhances Arabic vocabulary mastery by combining cognitive and physical learning activities. It is recommended that Islamic boarding schools adopt this innovative, interactive strategy to improve student engagement and vocabulary retention. يعاني الكثير من الطلاب في المعاهد الإسلامية من صعوبات في حفظ المفردات العربية واستبقائها بسبب غلبة الطرائق التقليدية القائمة على التكرار والحفظ المجرد. في حين تشير دراسات سابقة إلى أن دمج الحركة الجسدية في التعليم يعزز الذاكرة ويزيد التفاعل، إلا أن الأدلة التجريبية في بيئة المعاهد لا تزال محدودة. وتهدف هذه الدراسة إلى تحليل فعالية استخدام طريقة الإشارات باليد في ترقية إتقان المفردات العربية لدى طلاب معهد دار السلام الإسلامي العصري بوربالينغا. اعتمدت الدراسة المنهج الكمي بتصميم شبه تجريبي، حيث قسمت العينة إلى مجموعة تجريبية درست باستخدام طريقة الإشارات باليد، ومجموعة ضابطة درست بالطريقة التقليدية. جُمعت البيانات عن طريق الاختبار القبلي والبعدي، وحُللَت باستخدام اختبار الطبيعي والتجانس، واختبار (ت) للعينات المترابطة، وتحليل الكسب (N-Gain). أظهرت النتائج أن المجموعة التجريبية حققت متوسط درجات أعلى في الاختبار البعدي (84.09) مقارنة بالمجموعة الضابطة (78.77)، وكانت قيمة الدلالة (0.006) أقل من 0.05، وبلغت نسبة الكسب (78.04%)، مما يشير إلى فعالية عالية. تخلص الدراسة إلى أن طريقة الإشارات باليد فعالة في تحسين قدرة الطلاب على حفظ المفردات العربية وفهمها، من خلال الدمج بين النشاط الذهني والحركي. وتوصي المعاهد الإسلامية بتبني هذه الاستراتيجية التفاعلية المبتكرة لزيادة دافعية الطلاب وتعزيز الاحتفاظ بالمفردات.
Bridging the Grammar-Law Gap: Active Learning for Arabic Legal Texts in Indonesian Islamic Universities Majduddin, Muhammad; Makinuddin, Mohammad; Ali, Mohammed Ramadhan Abraheem Alshaykh
Journal of Arabic Language Teaching Vol. 6 No. 1 (2026): ARKHAS ~ Journal of Arabic Language Teaching
Publisher : Postgraduate Study Programme of Universitas Islam Negeri KH. Achmad Siddiq Jember, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/arkhas.v6i1.2577

Abstract

A persistent gap remains in Indonesian Islamic higher education between teaching Arabic grammar (nahwu) and applying it to authentic Islamic legal discourse, as most instruction relies on decontextualized, fabricated sentences that fail to prepare students for interpreting real legal texts. Prior studies have examined Arabic instruction or active learning separately but have not developed a systematic, empirically grounded model that explicitly links grammatical competence to legal text analysis and authentic assessment. This study aims to develop and examine an active learning model grounded in Islamic law at UNKAFA Gresik. Using a qualitative phenomenological approach, data were collected through interviews, observations, and documentation involving 10 students and 2 lecturers, and then analyzed thematically. The findings reveal that a structured model combining group-based text analysis with guided worksheets significantly enhances both grammatical mastery and contextual legal understanding, though an evaluation gap remains, as exams still prioritize artificial sentences over authentic texts. This study concludes that integrating active learning successfully creates lecturer-initiated contextual activities, student-centered text analysis, and collaborative learning models, and recommends adopting authentic text-based assessment and aligning the institutional curriculum to strengthen epistemological coherence in Arabic language education. Terdapat kesenjangan persisten di perguruan tinggi Islam Indonesia antara pengajaran tata bahasa Arab (nahwu) dan penerapannya pada wacana hukum Islam yang autentik, karena sebagian besar pembelajaran masih menggunakan kalimat buatan yang tidak kontekstual sehingga gagal mempersiapkan mahasiswa untuk interpretasi teks hukum yang sesungguhnya. Penelitian sebelumnya membahas instruksi bahasa Arab atau pembelajaran aktif secara terpisah, namun belum mengembangkan model sistematis berbasis empiris yang secara eksplisit menghubungkan kompetensi tata bahasa dengan analisis teks hukum dan penilaian autentik. Penelitian ini bertujuan mengembangkan dan mengkaji model pembelajaran aktif yang berbasis hukum Islam di UNKAFA Gresik. Menggunakan pendekatan kualitatif fenomenologis, data dikumpulkan melalui wawancara, observasi, dan dokumentasi yang melibatkan 10 mahasiswa dan 2 dosen, kemudian dianalisis secara tematik. Temuan menunjukkan bahwa model terstruktur yang menggabungkan analisis teks berbasis kelompok dan lembar kerja terpandu secara signifikan meningkatkan penguasaan tata bahasa dan pemahaman hukum kontekstual, meskipun masih terdapat kesenjangan evaluasi di mana ujian lebih mengutamakan kalimat artifisial daripada teks autentik. Penelitian ini menyimpulkan bahwa integrasi pembelajaran aktif berhasil menciptakan aktivitas kontekstual yang diprakarsai dosen, analisis teks berpusat pada mahasiswa, dan model pembelajaran kolaboratif, serta merekomendasikan adopsi penilaian berbasis teks autentik dan penyesuaian kurikulum institusional untuk memperkuat koherensi epistemologis dalam pendidikan bahasa Arab.
Effectiveness of Discovery Learning Using TikTok in Enhancing Students’ Creativity in Arabic Speaking Skills Choirunnisa, Putri; Tarmizi, Ahmad; Muhammad, Kemas; Zainuddin, Nurkhamimi
Journal of Arabic Language Teaching Vol. 6 No. 1 (2026): ARKHAS ~ Journal of Arabic Language Teaching
Publisher : Postgraduate Study Programme of Universitas Islam Negeri KH. Achmad Siddiq Jember, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/arkhas.v6i1.2588

Abstract

The integration of digital technology in 21st-century education demands innovative, student-centered learning, yet Arabic speaking instruction at MI Adabiyah 2 Palembang remains teacher-centered with limited digital media, resulting in low student creativity and participation. Theoretically, discovery learning encourages active knowledge construction and creative thinking, while TikTok provides interactive visual-auditory stimulation. This study aims to determine the improvement in students’ creativity through discovery learning-based speaking instruction using TikTok as a learning medium. A mixed-methods approach with a one-group pretest-posttest design was employed, involving 28 fourth-grade students. Quantitative data were collected through pretests, posttests, and creativity questionnaires, while qualitative data were obtained from observations, interviews, and documentation. The results showed that the mean pretest score of 54.29 increased to 82.43 in the posttest, with a paired-sample t-test indicating a significant improvement (p < 0.001). The N-Gain score of 62.48% fell into the moderate or fairly effective category. In conclusion, discovery learning-based speaking instruction using TikTok media is effective in improving students’ creativity. It is recommended that teachers integrate interactive digital media and student-centered models to create more innovative and creative Arabic language learning. Perkembangan teknologi digital dalam pendidikan abad ke-21 menuntut pembelajaran yang inovatif dan berpusat pada siswa, namun pembelajaran berbicara bahasa Arab di MI Adabiyah 2 Palembang masih berpusat pada guru dengan keterbatasan media digital, sehingga kreativitas dan partisipasi siswa rendah. Secara teoretis, discovery learning mendorong siswa aktif membangun pengetahuan dan berpikir kreatif, sedangkan TikTok menyediakan stimulus visual-auditori yang interaktif. Penelitian ini bertujuan untuk mengetahui peningkatan kreativitas siswa melalui pembelajaran berbicara berbasis discovery learning menggunakan media TikTok. Penelitian ini menggunakan pendekatan mixed methods dengan desain one-group pretest-posttest yang melibatkan 28 siswa kelas IV. Data kuantitatif dikumpulkan melalui pretest, posttest, dan angket kreativitas, sedangkan data kualitatif diperoleh dari observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa nilai rata-rata pretest 54,29 meningkat menjadi 82,43 pada posttest, dengan uji paired-sample t-test menunjukkan peningkatan signifikan (p < 0,001). Nilai N-Gain sebesar 62,48% termasuk dalam kategori sedang atau cukup efektif. Kesimpulannya, pembelajaran berbicara berbasis discovery learning menggunakan media TikTok efektif dalam meningkatkan kreativitas siswa. Guru disarankan untuk mengintegrasikan media digital interaktif dan model pembelajaran berpusat pada siswa guna menciptakan pembelajaran bahasa Arab yang lebih inovatif dan kreatif.

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