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Dzihni: Jurnal Pendidikan Bahasa Arab, Linguistik dan Kajian Literatur Arab
Published by Universitas Al-Amien Prenduan
ISSN : -     EISSN : 29878268     DOI : 10.28944/dzihni.v8i1.1623
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Dzihni present developments through the publication of articles and research reports. Dzihni specializes on on Arabic Education, Linguistics, and Literature Studies, and is intended to communicate original researches and current issues on the subject.
Arjuna Subject : Umum - Umum
Articles 10 Documents
 1 
Search results for , issue "vol. 4 no. 01 (2026)" : 10 Documents clear
Development of MABBAR Web-Based Evaluation System for Enhancing Arabic Listening Competency (Mahārah al-Istimā’) in Junior High Schools Fatchiatuzahro; Muhammad Ainul Haq; Ubay Abdillah; Friendis Syani Amrullah; Abdul Fatah
Dzihni: Jurnal Pendidikan Bahasa Arab, Linguistik dan Kajian Literatur Arab Vol. 4 No. 01 (2026)
Publisher : Universitas Al-Amien Prenduan

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Abstract

The lack of specialized digital tools for structured auditory exposure frequently limits the development of Arabic listening skills (mahārah al-istimā’) at the secondary education level, as observed in preliminary studies at SMP IT Yasalam where conventional audio methods showed limited engagement. This study develops and evaluates the effectiveness of MABBAR, a web-based evaluation system that integrates Native Speaker Text-to-Speech (TTS) and automated feedback to provide self-regulated auditory input. Using a Research and Development (R&D) approach with a modified Borg & Gall model (1983), the study progressed through eight stages from needs analysis to dissemination. The subjects were 39 eighth-grade students at SMP IT Yasalam, Bogor. Data were collected via expert validation rubrics, pre-test/post-test instruments, and a 20-item usability questionnaire using a 5-point Likert scale. The findings indicate that MABBAR is highly feasible, with material experts scoring it 5.00/5.00 and media experts scoring 4.87/5.00. Statistical analysis through a paired-sample t-test revealed a significant improvement in student performance ($p = 0.001$), with the mean score increasing from 74.64 to 84.26. Based on the perception questionnaire, students gave a 96.64% positive response, specifically identifying the benefit of independent audio control in reducing cognitive load. MABBAR transforms the listening evaluation process into an adaptive, self-regulated learning ecosystem suitable for the Society 5.0 era. Keywords: Arabic Linguistics, Arabic Teaching, Mahārah al-Istimā’, MABBAR, Web-based Evaluation.
Oral Corrective Feedback and Students’ Oral Participation: A Micro-Ethnographic Analysis in Arabic Qira’ah Learning Abdurrahman Ahmad Agil
Dzihni: Jurnal Pendidikan Bahasa Arab, Linguistik dan Kajian Literatur Arab Vol. 4 No. 01 (2026)
Publisher : Universitas Al-Amien Prenduan

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The purpose of this study is to explain and analyze the OCF used by teachers and its effect on the oral participation of students in learning the Arabic language at the Islamic Junior High School level. The qualitative research method was used for the analysis of natural communication occurring in the event of tashih qira’ah (reciting the recitation of Arabic). Data were collected through participant observation (video-audio recordings of six meetings), stimulated recall interviews, field notes, and document analysis. Participants consisted of two Arabic teachers and eight students selected purposively. Data analysis was conducted through verbatim transcription, identification of OCF (trigger-error-feedback-uptake) episodes, thematic coding, and the preparation of thick descriptions. We found more instances of explicit correction and recast with immediate timing. Uptake by learners followed different patterns, with successful repair often found in elicitation methods, while repetition often does not get a response, accompanied by non-verbal actions such as silence and lowering the head. Furthermore, peer repair practices were found to involve other students in the correction process. In terms of participation, OCF resulted in an uneven distribution of speaking opportunities and the emergence of avoidance strategies among some students. The implication in these results is that OCF can be considered as a form of corrective activity, in addition to being a factor that influences interactions and emotional elements in the classroom environment. Keywords: oral corrective feedback, oral participation, micro ethnography.
The role of using Kahoot application as a platform for learning Arabic to improve student's motivation at Islamic high schools "Arriyadlah" paiton probolinggo Firda Safira; Muhammad Sugianto; Shobirin
Dzihni: Jurnal Pendidikan Bahasa Arab, Linguistik dan Kajian Literatur Arab Vol. 4 No. 01 (2026)
Publisher : Universitas Al-Amien Prenduan

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This study is motivated by the low motivation of students to learn Arabic, which stems from some teachers’ reliance on traditional methods and the limited use of technology-based teaching tools. The aim of this study is to investigate how the Kahoot app can be used as a teaching tool in Arabic language instruction and to demonstrate The role of using  Kahoot application as a platform for learning Arabic to improve student's motivation at Islamic high schools "Arriyadlah" paiton probolinggo. The study relied on the theoretical framework related to teaching methods, the Kahoot app as an interactive teaching tool, and learning motivation theory. The study employed a qualitative, descriptive approach. Data were collected through observation, interviews, and documentation, with the school principal, the Arabic language teacher, and the students serving as the primary sources of information. Data analysis was conducted through data reduction, presentation, and the derivation of results, with their validity verified using the triangulation method across sources and methods. The study’s results showed that the use of Kahoot! in Arabic language instruction requires the availability of appropriate facilities such as computers, internet access, and a projector, in addition to thorough preparation by the teacher and the selection of questions appropriate to the instructional material. The results also indicated that the use of Kahoot! contributes to increasing students’ activity, enthusiasm, and participation in the learning process, thereby enhancing their motivation to learn Arabic. Keywords: Kahoot app, digital educational media, Arabic language learning, student motivation.
The Optimization of Contextual Image Media-Based Arabic Language Learning In Rural Madrasah Ibtidaiyah Nur Aini Aziza; Gusli Bambang Irawan
Dzihni: Jurnal Pendidikan Bahasa Arab, Linguistik dan Kajian Literatur Arab Vol. 4 No. 01 (2026)
Publisher : Universitas Al-Amien Prenduan

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Arabic language learning in Islamic primary education plays a crucial role in developing students’ linguistic competence and supporting their understanding of religious texts; however, in practice, it is often constrained by abstract instructional approaches and limited use of contextual learning media. Previous studies have largely emphasized the effectiveness of visual media in controlled or resource-rich environments, leaving a gap in understanding how such media can be optimized in rural madrasah settings with limited facilities. This study aims to analyze the optimization of Arabic language learning through picture-based media in a rural madrasah ibtidaiyah, focusing on the implementation process, classroom interaction, learning challenges, and teachers’ adaptive pedagogical strategies. The study employed a qualitative case study design conducted in a rural madrasah ibtidaiyah in Tanjung Jabung Timur involving one Arabic language teacher, eight fifth-grade students, and three members of school management. Data were collected through participatory observation, semi-structured interviews, and documentation, and analyzed using the interactive model of Miles and Huberman. The findings reveal that picture-based media enhances student engagement, strengthens contextual vocabulary comprehension, and encourages changes in classroom interaction from teacher-centered learning toward more student-participatory and student-responsive learning processes. The study also found that the effectiveness of picture-based learning is influenced more by teachers’ pedagogical adaptation and creativity than by the availability of technological facilities. In conditions of limited infrastructure, teachers adapted learning by utilizing simple visual media, contextual explanations, and interactive classroom activities to maintain students’ engagement and understanding. Therefore, this study concludes that picture-based media should not merely be understood as an instructional aid, but as part of an adaptive pedagogical strategy that supports meaningful, contextual, and participatory Arabic language learning in resource-limited rural madrasah settings. These findings provide both theoretical and practical contributions to the development of visual media-based Arabic language instruction in primary Islamic education. Keywords:  Arabic language learning; visual media; picture-based learning; pedagogical adaptation; rural madrasah.
Implementation Of Qur’an Based Nahwu–Sharaf Learning In Modern Islamic Boarding Schools Putri Amber Ayu; Aminudin Aminudin
Dzihni: Jurnal Pendidikan Bahasa Arab, Linguistik dan Kajian Literatur Arab Vol. 4 No. 01 (2026)
Publisher : Universitas Al-Amien Prenduan

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This study examines the implementation of Qur’an-based nahwu–sharaf learning in Islamic boarding school education in response to students’ difficulties in understanding Arabic grammatical structures contextually. Existing instructional practices still predominantly emphasize rote memorization of grammatical rules, causing students to experience difficulties in applying grammatical knowledge to authentic Arabic texts. Previous studies have discussed nahwu and sharaf learning through analytical and authentic-text approaches; however, limited attention has been given to the integration of nahwu and sharaf within a Qur’an-based contextual learning framework in pesantren education. This study employed a qualitative case study design involving one Arabic language teacher, eight seventh-grade students, and three pesantren administrators at Pondok Pesantren Modern Darussalam Prabumulih. Data were collected through classroom observation, semi-structured interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing techniques. The findings indicate that the learning process was implemented through four interconnected stages: introduction of linguistic patterns through Qur’anic verses, structural analysis (i‘rab and sharaf), guided practice, and application in reading activities. The use of Qur’anic verses supported students’ engagement and facilitated contextual understanding of grammatical concepts through authentic textual interaction. This study concludes that Qur’an-based nahwu–sharaf learning functions as a contextual pedagogical process integrating authentic texts, staged analysis, and participatory classroom interaction within pesantren education. Keywords:  Nahwu–Sharaf; Qur’an-Based Learning; Arabic Language Learning  
From Difficulty to Understanding: Implementation of the Al-Miftah Lil Ulum Method in Reading Classical Islamic Texts (Kitab Kuning) Mualim Wijaya; Qurrotu Aini
Dzihni: Jurnal Pendidikan Bahasa Arab, Linguistik dan Kajian Literatur Arab Vol. 4 No. 01 (2026)
Publisher : Universitas Al-Amien Prenduan

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Learning Arabic in Islamic boarding schools (pesantren) is fundamental to mastering classical Islamic literature (kitab kuning). However, many students face significant hurdles in grasping the complex grammatical rules of nahwu (syntax) and sharaf (morphology), leading to stagnation and decreased motivation. This study aims to analyze the implementation of the Al-Miftah Lil Ulum method in enhancing students' ability to read unvocalized Arabic texts at the Nurul Chotib Jombang Islamic Boarding School, Jember. Utilizing a qualitative approach with a descriptive case study design, data were collected through observation, interviews, and documentation. Participants were selected using purposive sampling, and the data were analyzed thematically through reduction, display, and conclusion drawing. The findings demonstrate that the Al-Miftah Lil Ulum method is effective in improving students' proficiency by utilizing a systematic, scaffolding-based approach that integrates theory and direct practice. Beyond cognitive gains, the method significantly boosts students' learning motivation and self-confidence. Nevertheless, the study identifies that teacher competence, consistency, and variations in students' initial abilities remain critical factors for success. This research concludes that the Al-Miftah Lil Ulum method serves as a strategic and applicative alternative for improving Arabic language pedagogy within the pesantren tradition. Keywords: Al-Miftah Lil Ulum, Arabic Pedagogy, Kitab Kuning, Nahwu-Sharaf, Pesantren
Effectiveness of Song-Based Audiovisual Media in Developing Arabic Vocabulary Achievement among Third-Grade Students at Nur Al-Mun'im Islamic Elementary School Helmiatul Hasanah; Isnol Khotimah
Dzihni: Jurnal Pendidikan Bahasa Arab, Linguistik dan Kajian Literatur Arab Vol. 4 No. 01 (2026)
Publisher : Universitas Al-Amien Prenduan

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The low mastery of Arabic vocabulary (mufradat) among elementary students is largely caused by monotonous and less contextual teaching methods. This study aims to explore the effectiveness of audio-visual media based on songs in improving the vocabulary mastery of third-grade students at MI Nurul Mun’im. This research employed a qualitative approach using Classroom Action Research (CAR), conducted in one cycle consisting of planning, action, observation, and reflection stages. Data were collected through interviews, tests, documentation, and field findings. The results indicate a significant improvement in students’ vocabulary mastery, as shown by the increase in learning completeness from 60% in the pre-test to 70% in the final evaluation. In addition, students demonstrated higher motivation, active participation, and improved ability to understand and retain vocabulary. The implication of this study suggests that audio-visual song-based media creates a more engaging, interactive, and effective learning environment, making it a viable alternative strategy for teaching Arabic at the elementary level Keywords:audio-visual media, singing method, vocabulary mastery, Arabic language, elementary education  
Strategies for Teaching Reading through Vocabulary Memorization at Al-Hasaniyah Islamic Junior High School, Gunung Geni, Probolinggo Dimas Suyitno Putra; Edi Kurniawan Farid; Ainur Rofiq Sofa
Dzihni: Jurnal Pendidikan Bahasa Arab, Linguistik dan Kajian Literatur Arab Vol. 4 No. 01 (2026)
Publisher : Universitas Al-Amien Prenduan

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This study aims to analyze the implementation of reading instruction strategies through vocabulary memorization in Arabic language learning at Al-Hasaniyah Islamic Junior High School. Reading skill is one of the essential competencies in learning Arabic because it enables students to understand written texts and expand their linguistic knowledge. However, many students face difficulties in comprehending Arabic texts due to limited vocabulary mastery. Therefore, an effective learning strategy is required to improve students’ reading ability.This research uses a qualitative field research approach. Data were collected through classroom observations, interviews with Arabic language teachers, and documentation. The data were then analyzed using descriptive qualitative analysis to identify the strategies used in teaching reading through vocabulary memorization.The results show that the teacher applies several strategies, including introducing new vocabulary before reading activities, guiding students to memorize vocabulary repeatedly, and integrating vocabulary practice with reading exercises. These strategies help students understand the meaning of texts more easily and improve their reading comprehension.The study concludes that vocabulary memorization plays an important role in supporting students’ reading skills in Arabic learning. Effective vocabulary teaching strategies can enhance students’ comprehension and make the reading learning process more meaningful. Keywords: Arabic learning, reading skills, vocabulary memorization, learning strategies
The Colleration Between Vocabulary Mastery And The Ability To Arranged Jumlah Ismiyah At MIS Hikmatul Husna Siti Aisyah; Muhammad Qadhafi; Azmy Ali Muchtar
Dzihni: Jurnal Pendidikan Bahasa Arab, Linguistik dan Kajian Literatur Arab Vol. 4 No. 01 (2026)
Publisher : Universitas Al-Amien Prenduan

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Abstract This study aims to analyse the relationship between vocabulary proficiency and the ability to construct a noun phrase among fifth grade students at the Al-Hikma AlHasna Islamic Primary School, in light of the importance of Arabic in developing basic language skills among learners. The study used the quantitative approach of the correlational descriptive design with a cross-sectional design, where data were collected in a single time period without any intervention in the variables. The study included all 26 students in the community, using a comprehensive approach to ensure accurate and comprehensive data. The data were collected using three main tools: tests to measure the level of vocabulary proficiency and the ability to form a noun phrase, as well as interviews and observations to support the quantitative data and interpret the results more deeply. The data were analysed using Pearson's product-moment correlation coefficient to determine the strength and direction of the relationship between the two variables. The results showed that the average level of vocabulary proficiency among the students was 93.27, which is excellent, while the average level of ability to construct a noun phrase was 84.46, which is very good. The statistical analysis also showed that the value of the correlation coefficient (Rxy = 0.516) indicates a moderate and statistically significant relationship between the two variables. The calculated value of r exceeded the tabulated values at significance levels of 5% and 1%, indicating acceptance of the alternative hypothesis and rejection of the null hypothesis. As R² = 0.266, it was found that vocabulary proficiency explains approximately 26.6% of the variation in the ability to construct a noun phrase, while the remaining percentage is due to other factors such as proficiency in grammar and frequent language practice in the educational context. The study concludes that mastery of vocabulary contributes positively to the ability of pupils to build a noun phrase correctly, emphasising the importance of integrating vocabulary teaching with language applications in classroom activities to improve language proficiency among primary school students. Keywords: language arabic, teaching, vocabulary, jumlah ismiyyah.
The Implementation of the Amtsilati Method in Teaching Classical Islamic Texts at Madrasah Tsanawiyah Islamiyah Zainul Hasan Genggong Moh. Hazin Ubaidillah Abd Salam; Ahmad Zainullah; Ainur Rofiq Sofa
Dzihni: Jurnal Pendidikan Bahasa Arab, Linguistik dan Kajian Literatur Arab Vol. 4 No. 01 (2026)
Publisher : Universitas Al-Amien Prenduan

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This study aims to describe the implementation of the Amtsilati method in teaching classical Islamic texts to students of Madrasah Tsanawiyah Islamiyah Zainul Hasan Genggong and to analyze its effectiveness in improving students’ ability to understand Arabic classical texts, particularly in grammatical and morphological aspects which are fundamental for comprehending traditional Islamic literature. The significance of this study lies in the need to develop effective teaching methods that facilitate the learning of classical texts, as students often encounter difficulties in understanding them due to the complexity of their linguistic structures and limited mastery of Arabic grammar. This research employed a qualitative descriptive method. Data were collected through direct observation, interviews with teachers and students, and documentation analysis related to the implementation of the method. The findings revealed that the implementation of the Amtsilati method significantly contributed to improving students’ comprehension of classical texts and enhancing their ability to analyze linguistic structures and identify grammatical and morphological rules practically. The results also indicated that this method increased students’ motivation to study classical texts because of its gradual presentation of materials and intensive practical exercises that strengthen understanding. The study concludes that the Amtsilati method is an effective instructional approach for teaching classical Islamic texts due to its systematic framework that integrates theoretical and practical aspects. This method plays an important role in facilitating Arabic language learning and improving students’ understanding of classical texts at the junior secondary Islamic school level. Keywords: Amtsilati method, teaching classical islamic texts, text comprehension, arabic language learning, islamic junior secondary school.

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