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LISANIA: Journal of Arabic Education and Literature
Published by Universitas Islam Negeri Salatiga
ISSN : 26144425     EISSN : 25801716     DOI : https://doi.org/10.18326/lisania.v8i1.20-35
Core Subject : Religion, Education, Social,
Religion Education Languange, Linguistic, Communication & Media Social Sciences
LISANIA: Journal of Arabic Education and Literaturis a peer-reviewed journal on Arabic education and Arabic literarure in the world. This journal is published by the the Arabic Education Department, Faculty of Education and Teachers Training, State Institute for Islamic Studies (IAIN) Salatiga. Editors welcome scholars, researchers and practitioners of Arabic Education dan Arabic Literature to submit scholarly articles to be published through this journal. All articles will be reviewed by experts before accepted for publication. Each author is solely responsible for the content of published articles. This journal encompasses original research articles, review articles, and short communications, including: Teaching Arabic as a Foreign Language Arabic Linguistic Arabic Literature Arabic History History of Arabic Education Strategy of Arabic Teaching Arabic Islamic Culture Media of Arabic Teaching Technology of Arabic Teaching Modern Standard Arabic Arabic Second Language Acquisition Arab Islamic History
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 15 Documents
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Search results for , issue "Vol. 9 No. 1 (2025)" : 15 Documents clear
Content Analysis and Student Perceptions of “Ayo Fasih Berbahasa Arab” Book Misdayanti, Annisah; Roojil Fadillah
LISANIA: Journal of Arabic Education and Literature Vol. 9 No. 1 (2025)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/lisania.v9i1.112-128

Abstract

This study aims to analyze the suitability of the textbook "Ayo Fasih Berbahasa Arab" for grade XI of Madrasah Aliyah based on The 2024 Assessment Instrument by the Center for Research and Development of Literature, Religious Heritage, and Organizational Management (LKKMO 2024), and to explore students’ perceptions regarding its effectiveness in Arabic language learning. A descriptive, qualitative approach was employed, utilizing content analysis and descriptive statistics. The research involved 41 students from XI Science 1 and 2 classes at SMA Daarut Tauhid Putri, Bandung. The researcher employed a descriptive qualitative research method, with data collected through observation, questionnaires, and documentation. The LKKMO 2024 instrument evaluates four aspects: content/material, presentation, language and religious terminology, and graphics. The results indicate that the textbook scored “very good” in content, presentation, and language use, but only “fairly good” in graphics due to inconsistent illustrations. Student responses indicated that 72.7% found the textbook suitable for their learning level and effective in supporting their reading and speaking skills. However, the development of listening skills remains a challenge. This research contributes to improving Arabic textbooks aligned with curriculum standards and learners’ needs. The findings are expected to guide educators and policymakers in enhancing the quality of teaching materials. While the book is considered effective overall, further refinement is recommended, particularly in the listening component and in creating a more cohesive visual presentation to optimize learning outcomes.
The Relationship between the Linguistic Landscape and Female Students' Motivation to Learn Arabic in Islamic Boarding School: العلاقة بين المشهد اللغوي ودافعية طالبات المعهد الإسلامي لتعلم اللغة العربية Jauharoh, Titin; Kamal Yusuf; Umi Hanifah; Abdul Wahab Naf'an
LISANIA: Journal of Arabic Education and Literature Vol. 9 No. 1 (2025)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/lisania.v9i1.247-271

Abstract

This study aims to (1) identify the forms of linguistic landscape in the Al-Amin Prenduan Sumenep Islamic Boarding School environment, (2) measure the level of motivation to learn Arabic among female students, and (3) analyze the relationship between linguistic landscape and motivation to learn Arabic. This study employs a quantitative approach, utilizing data collection techniques that include observation, documentation, and the distribution of questionnaires to 65 respondents. The data were analyzed using validity and reliability tests, Normality and Linearity, as well as Pearson's Correlation test to test the relationship between variables. The results of the study showed a significant and strong correlation between the linguistic landscape and motivation to learn Arabic, with a significance value of 0.000 (p < 0.05) and a correlation coefficient of 0.872. The findings confirm that the existence of a linguistic landscape in the Islamic boarding school environment contributes positively to increasing the motivation of female students to master Arabic. The recommendation of this study is the development of the linguistic landscape as a learning motivation strategy in Islamic boarding schools.
Integrating Arabic Curriculum and Pesantren Cultural Identity in the Arabic Education Program of UNSIQ Aulia Rahman, Rifqi; Bahruddin , Uril; Nurhadi, Nurhadi
LISANIA: Journal of Arabic Education and Literature Vol. 9 No. 1 (2025)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/lisania.v9i1.226-246

Abstract

The Arabic language curriculum of the Arabic Language Education Program at pesantren-based universities has not fully accommodated the cultural values of pesantren as a local identity embedded within the learning process. Consequently, a dilemma arises between the effort to strengthen Arabic language proficiency in the academic sphere and the preservation of pesantren cultural traditions, which are the soul of education in this environment. This study aims to explore the relationship between the Arabic language curriculum and pesantren cultural identity within higher education, focusing on the Arabic Language Education Program (PBA) at Universitas Sains dan Al-Qur'an (UNSIQ). Employing an educational anthropology approach, this research analyzes how the curriculum shapes the habit, cultural capital, and identity of students with pesantren backgrounds. Utilizing qualitative methods, data were gathered through participatory observations, in-depth interviews, and document studies involving lecturers, students, and curriculum developers. The findings reveal that the curriculum emphasizes not only linguistic but also pedagogical aspects, and it integrates Islamic and socio-cultural values of pesantren. The Arabic curriculum at PBA UNSIQ serves as a cultural reproduction mechanism that reinforces student identity through the use of the yellow book-based learning method, traditional pesantren evaluation systems, and socio-religious approaches in lectures. However, challenges remain, particularly in accommodating non-pesantren students who must adapt to the pesantren-based academic traditions. To foster a more inclusive learning environment, PBA UNSIQ integrates modern learning methods, technological utilization, and mentoring programs for students with diverse educational backgrounds.
Developing a Contextual Approach-Based Interactive E-LKPD with Liveworksheet for Arabic Language Learning M. Dzikrul Hakim Al Ghozali; Farda Salsabila
LISANIA: Journal of Arabic Education and Literature Vol. 9 No. 1 (2025)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/lisania.v9i1.76-94

Abstract

The implementation of conventional teaching methods that fail to address students' needs has significantly contributed to low engagement and comprehension in Arabic language learning at Islamic Senior High School KH. Abd. Wahab Hasbulloh Jombang. This study aims to develop an interactive E-LKPD (Electronic Student Worksheet) using Liveworksheet with a contextual approach to enhance students' Arabic language proficiency. Employing a Research and Development (R&D) methodology with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), data were collected through interviews, observations, questionnaires, and tests. Data analysis incorporated both qualitative and quantitative descriptive methods, including normality tests, paired samples t-tests, and N-Gain tests. The developed E-LKPD effectively presents As-Safar learning materials interactively and contextually, integrating practice exercises through the Liveworksheet platform. Expert validation confirmed the high validity of both the content and instructional media. Furthermore, effectiveness testing demonstrated that the context-based E-LKPD using Liveworksheet significantly improves students' Arabic language comprehension, confirming its efficacy as an instructional tool.
Analyzing “Learn Arabic for Beginners” TikTok Content Based on the CEFR: تحليل محتوى تعليم اللغة العربية على تطبيق تيك توك في ضوء الإطار الأوربي المشترك للغات: “Learn Arabic for Beginners” أنموذجا Dita Puspita Dewi; Gita Putri Ramadhani; Asep Sopian
LISANIA: Journal of Arabic Education and Literature Vol. 9 No. 1 (2025)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/lisania.v9i1.272-300

Abstract

This study aims to evaluate the Arabic language learning content featured on the TikTok account “Learn Arabic for Beginners” about the Common European Framework of Reference for Languages (CEFR), specifically targeting A1–A2 levels for beginner learners. Additional objectives include assessing the extent to which the content aligns with linguistic competencies (vocabulary, phonology, grammar) and language activities (reception, production, interaction, and mediation) as outlined by the CEFR descriptors. The study used a content analysis method with a descriptive qualitative approach, using purposive sampling to select highly interacted videos for in-depth analysis. The findings indicate that the majority of the content complies with A1–A2 proficiency levels, particularly demonstrating clear mastery of phonological elements and basic vocabulary. The platform supports receptive and productive language activities effectively. However, the interactive and mediational components remain underdeveloped and could be improved through features such as duet videos, live sessions, and audience engagement in comments. This research contributes theoretically to digital Arabic language pedagogy aligned with CEFR standards. It offers practical insights for educators and content creators to design more structured, engaging, and level-appropriate learning materials for beginner Arabic learners.

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