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Syamsul Anam
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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 142 Documents
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تطبيق الرفيق الدراسي لاضطراب فرط الحركة في تعلم العربية: منظوران عصبي ونفسي تربوي في باميكاسان: Implementing Study Buddy for ADHD Students' Arabic Learning: Neurolinguistic and Psychological Study in Pamekasan Nur Diana Arifah; Achmad Muhlis; Bakri Muhammed Bkheet Ahmed
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.v6i1.2585

Abstract

Inclusive Arabic language learning in Islamic boarding schools faces significant challenges in supporting students with Attention Deficit Hyperactivity Disorder (ADHD), a neurodevelopmental condition that can lead to academic underachievement and social difficulties if unmanaged. Grounded in neurolinguistic and educational psychology perspectives, this study examines the implementation, effectiveness, and advantages of the study buddy technique for improving Arabic competence among students with ADHD at an Islamic boarding school in Pamekasan, Madura. A qualitative case study design was employed, utilising observation, in-depth interviews, and documentation, with data analysed using Miles and Huberman's framework of reduction, display, and verification. The findings reveal that the study buddy technique was implemented through structured stages within a pull-out system, including identifying learning difficulties, presenting material, repetition, correction, reinforcing meaning, and gradual instruction. From a neurolinguistic perspective, this approach effectively stimulated auditory and visual processing, improved learning focus, and reduced anxiety. The study concludes that the study buddy technique is an effective inclusive learning strategy for students with ADHD in Arabic instruction. It is recommended that Islamic boarding schools adopt this technique more widely and that future research include quantitative and experimental designs to measure long-term neuropsychological impacts. Pembelajaran bahasa Arab inklusif di pesantren menghadapi tantangan signifikan dalam menangani siswa dengan Gangguan Pemusatan Perhatian dan Hiperaktivitas (ADHD), suatu kondisi neurodevelopmental yang menyebabkan prestasi akademik rendah dan kesulitan sosial jika tidak ditangani. Berlandaskan perspektif neurolinguistik dan psikologi pendidikan, penelitian ini bertujuan mengkaji proses implementasi, efektivitas, dan keunggulan teknik study buddy dalam meningkatkan kompetensi bahasa Arab pada siswa ADHD di Pesantren Pamekasan, Madura. Penelitian menggunakan desain studi kasus kualitatif dengan observasi, wawancara mendalam, dan dokumentasi, serta analisis data melalui kerangka Miles dan Huberman. Temuan menunjukkan bahwa teknik study buddy diimplementasikan melalui tahapan terstruktur dalam sistem pull-out, meliputi identifikasi kesulitan belajar, penyajian materi, pengulangan, koreksi, penguatan makna, dan instruksi bertahap. Dari perspektif neurolinguistik, pendekatan ini efektif dalam merangsang pemrosesan auditori dan visual, meningkatkan fokus belajar, serta mengurangi kecemasan. Penelitian menyimpulkan bahwa teknik study buddy merupakan strategi pembelajaran inklusif yang efektif bagi siswa ADHD dalam pembelajaran bahasa Arab. Direkomendasikan agar pesantren mengadaptasi teknik ini secara lebih luas dan penelitian selanjutnya menggunakan desain kuantitatif dan eksperimental untuk mengukur dampak neuropsikologis jangka panjang.
Research Mapping of Arabic Reading Skills: A Scopus-Based Bibliometric Analysis, Systematic Review, and Pedagogical Implications for Arabic Language Teaching Ahmad Fadhil Ryan Pratama; Amin Nasir; Habib Maulana Maslahul Adi; Syafa Bachrun Naja Al-amin
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.v6i1.2613

Abstract

Research on Arabic reading skills has increased substantially in response to the growing demand for Arabic proficiency in academic, religious, and foreign language education; however, existing studies remain fragmented and lack an integrated overview. Bibliometric analysis combined with a Systematic Literature Review (SLR) provides a comprehensive framework for mapping publication trends, collaboration networks, research themes, and knowledge gaps. This study aims to analyze global research trends on Arabic reading skills during 2016–2025 and identify their pedagogical implications for Arabic as a Foreign Language (AFL) instruction. Employing a qualitative descriptive design, the study analyzed 105 Scopus-indexed journal articles selected through the PRISMA protocol. Data were collected from the Scopus database and examined using VOSviewer through co-occurrence, co-authorship, citation, and thematic analyses. The findings reveal a significant increase in publications after 2019, five dominant research clusters, and limited international collaboration, with notable gaps in higher education and non-Arab AFL contexts. The study concludes that Arabic reading research has become increasingly interdisciplinary but requires stronger international collaboration, broader contextual research, and more integrative pedagogical frameworks to support future Arabic language teaching and research. Penelitian mengenai keterampilan membaca bahasa Arab mengalami peningkatan signifikan seiring meningkatnya kebutuhan penguasaan bahasa Arab dalam konteks akademik, keagamaan, dan bahasa asing, namun kajian yang ada masih terfragmentasi dan belum memberikan gambaran yang komprehensif. Analisis bibliometrik yang dipadukan dengan Systematic Literature Review (SLR) memberikan kerangka untuk memetakan tren publikasi, kolaborasi, tema penelitian, dan kesenjangan riset. Penelitian ini bertujuan memetakan perkembangan penelitian global tentang keterampilan membaca bahasa Arab periode 2016–2025 serta mengidentifikasi implikasinya bagi pembelajaran Arabic as a Foreign Language (AFL). Penelitian menggunakan pendekatan deskriptif kualitatif dengan analisis bibliometrik dan SLR terhadap 105 artikel jurnal terindeks Scopus yang dipilih melalui protokol PRISMA. Data dikumpulkan dari basis data Scopus dan dianalisis menggunakan VOSviewer melalui analisis co-occurrence, co-authorship, sitasi, dan tema. Hasil penelitian menunjukkan peningkatan publikasi sejak 2019, terbentuknya lima klaster tema utama, serta masih terbatasnya kolaborasi internasional dan penelitian pada konteks pendidikan tinggi serta AFL di negara non-Arab. Penelitian ini menyimpulkan bahwa kajian keterampilan membaca bahasa Arab berkembang menjadi bidang interdisipliner, namun memerlukan kolaborasi global, penelitian yang lebih kontekstual, dan kerangka pedagogis yang lebih integratif.

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