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Mahfuz Rizqi Mubarak
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Journal of Arabic Language Learning and Teaching
Published by Institut Agama Islam Negeri Palangka Raya
ISSN : -     EISSN : 29854725     DOI : https://doi.org/10.23971/jallt
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
Journal of Arabic Language Learning and Teaching (JALLT) is a peer-reviewed open-access journal and follows a double-blind review policy. This journal is published by the the Faculty of Education and Teacher Training (FTIK), State Islamic Institut (IAIN) of Palangka Raya. The scope of JALLT addresses Arabic Language Teaching (ALT) areas in the context of Arabic as a foreign and second language, such as: ALT pedagogy ALT and learning resources ALT and teacher professional development Innovation in ALT Language assessment Technology-based ALT Literacy education in ALT The official language of the manuscript to be published in the JALLT journal is multilingual (English and Arabic).
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 51 Documents
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Integrating Ecological Values into Arabic Muhadatsah Learning to Promote Students’ Ecological Awareness Harpan Masdar MT; Sulaeman Sulaeman; Nur Fadilah Amin
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 4 No. 2 (2026): Journal of Arabic Language Learning and Teaching (JALLT)
Publisher : Universitas Islam Negeri Palangka Raya Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jallt.v4i2.537

Abstract

The integration of sustainability into language education has received increasing scholarly attention; however, Arabic language instruction has rarely been positioned as a medium for fostering students' ecological awareness. This study investigates the effectiveness of integrating ecological values into Arabic muhadatsah learning to promote ecological awareness among students at an Islamic senior secondary school. Employing a Classroom Action Research design based on the Kemmis and McTaggart model, the study was conducted over two instructional cycles involving 35 tenth-grade students at MA Mursyiduttullab Lembanna. Data were collected through classroom observations, semi-structured interviews, and a 20-item ecological awareness questionnaire and analyzed using descriptive statistics, paired-sample t-tests, thematic analysis, and effect size analysis. The findings indicate that contextual muhadatsah activities incorporating authentic environmental themes significantly enhanced students' ecological awareness, classroom participation, and communicative confidence. The intervention also encouraged students to internalize environmental responsibility through dialogue, collaborative interaction, and reflective communication. These findings demonstrate that Arabic communicative learning can function not only as a means of developing speaking proficiency but also as a pedagogical space for cultivating sustainability values. This study contributes to the intersection of Arabic language pedagogy, ecolinguistics, and Education for Sustainable Development by proposing a contextual and sustainability-oriented muhadatsah model that integrates language learning with ecological value formation.

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