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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 5 Documents
 1 
Search results for , issue "vol. 4 no. 02 (2026)" : 5 Documents clear
Media Technology and Motivation for Arabic Learning: A Review of the Literature at a Child’s Age Ilma Yunita; Nur Najwa; Seri Reski Norma Nensi; Kamisal; Muhammad Faiz Adiyaksa; Besse Mutmainnah; Hamzah Harun Al-Rasyid; Syamsuddin Semmang
Dzihni: Jurnal Pendidikan Bahasa Arab, Linguistik dan Kajian Literatur Arab Vol. 4 No. 02 (2026)
Publisher : Universitas Al-Amien Prenduan

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Abstract

Despite the importance of early language acquisition, many educational practices still rely on conventional rote memorization, which often fails to engage young learners. Psychologically, children in the concrete operational stage require visual and interactive stimulation to build interest, especially when learning a foreign language perceived as complex, such as Arabic. To address this challenge, this research aims to analyze the use of technological media to enhance motivation to learn Arabic among children. The method employed in this study is a Systematic Literature Review (SLR), with primary data sourced from the SINTA and Scopus databases within the 2021–2026 timeframe. The PRISMA protocol was used to select journal articles relevant to the inclusion criteria, focusing on subjects aged 7–12 years and indicators of learning motivation. The results indicate that technological media such as educational games, animated videos, and interactive audiovisual applications effectively meet children’s developmental needs in both cognitive and affective domains. These tools provide cognitive scaffolding that transforms abstract linguistic concepts into observable experiences. Consequently, the use of such technology has been shown to increase student engagement and enthusiasm significantly compared to traditional methods. The conclusion emphasizes that selecting technological media aligned with developmental psychology is a key factor in the successful early internalization of Arabic. Keywords: Technological Media, Learning Motivation, Arabic Language, Child Developmental Psychology, Literature Study.
Taṭbīqu Ta‘līmi al-Insyā’ fī al-Madrasah al-‘Āliyah al-Islāmiyyah al-Namūdhajiyyah Ḥafṣūtī Zain al-Ḥasan Genggong, Probolinggo: Dewi Hikmatul Laili; Edi Kurniawan Farid; Shobirin
Dzihni: Jurnal Pendidikan Bahasa Arab, Linguistik dan Kajian Literatur Arab Vol. 4 No. 02 (2026)
Publisher : Universitas Al-Amien Prenduan

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Abstract

  Here is a refined and more academic version of your abstract, with improved fluency, coherence, and scholarly tone while keeping your meaning unchanged: This study aims to analyze the implementation of Insha’ (Arabic composition) instruction at Model Islamic Senior High School Hafsawati Zainul Hasan Genggong Probolinggo and to identify the supporting and inhibiting factors that influence students’ Arabic writing development. This research employed a qualitative descriptive approach using a case study design. The participants consisted of one Arabic language teacher and 24 eleventh-grade students selected through purposive sampling, as they were directly involved in Insha’ learning activities. Data were collected through classroom observations, semi-structured interviews, and documentation of students’ writing assignments. To ensure the validity of the data, source triangulation and methodological triangulation were applied. Data analysis followed the stages of data reduction, data display, and conclusion drawing. The findings indicate that the implementation of Insha’ instruction was conducted through four interconnected stages: topic introduction, vocabulary and idea development, guided writing practice, and teacher evaluation. The results reveal that teacher guidance and continuous writing practice play a significant role in improving students’ ability to organize ideas and construct grammatically correct Arabic sentences. Students with a stronger vocabulary repertoire demonstrated greater confidence, accuracy, and independence in writing. In contrast, students with limited vocabulary knowledge tended to rely heavily on literal translation from Indonesian into Arabic, which negatively affected the naturalness and accuracy of their written expression. Furthermore, insufficient writing practice was found to hinder students’ ability to produce coherent and well-structured texts. This study concludes that effective Insha’ instruction requires the integration of systematic vocabulary enrichment, structured and process-oriented writing activities, and consistent practice supported by constructive feedback. Accordingly, Arabic language teachers are recommended to implement intensive vocabulary development strategies, encourage process-based writing instruction, and provide continuous corrective feedback in order to enhance students’ Arabic writing proficiency. Keywords: Insha’ instruction, Arabic writing proficiency, writing development, qualitative case study.
Arabic Language Education Madrasah Ibtidaiyah With A Humanitarian Perspective: ITS Concept, Implementation and Challenges In The Digital Era Novia Dwi Nurcahyaningtias; Binti Susila Wati; Aulia Irfiana
Dzihni: Jurnal Pendidikan Bahasa Arab, Linguistik dan Kajian Literatur Arab Vol. 4 No. 02 (2026)
Publisher : Universitas Al-Amien Prenduan

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Abstract

Arabic Language Education at Madrasah Ibtidaiyah has a strategic role in developing linguistic competence as well as shaping the character of students through the internalization of Islamic and humanitarian values. The development of the digital era requires that learning Arabic is not only oriented towards mastering linguistic aspects, but also being able to develop critical thinking, communication, collaboration, and student character skills through a humanist and contextual approach. This study aims to analyze the concept of Arabic education from a humanitarian perspective, describe its implementation in learning in the digital era, and identify various challenges faced in its application in Madrasah Ibtidaiyah. The research uses a descriptive qualitative approach carried out at Madrasah Ibtidaiyah Integrated Thoriqul Jannah. The research informants consisted of madrasah heads, Arabic teachers, and students in grades IV to VI who were selected by purposive sampling. Data were collected through observation, in-depth interviews, documentation, and literature studies. Data analysis uses the Miles, Huberman, and Saldaña interactive analysis model which includes data condensation, data presentation, and conclusion extraction and verification, while data validity is tested through source triangulation, technique triangulation, and member checking. The results of the study show that Arabic education from a humanitarian perspective is applied through student-centered learning by utilizing communicative, collaborative, and contextual strategies, such as language games, simple dialogue (muḥādatsah), project-based learning, and the use of interactive digital media. The implementation not only improves Arabic language competence, but also fosters empathy, responsibility, cooperation, tolerance, and confidence of students. However, its implementation still faces various challenges, including the limitation of teachers' competence in applying humanistic approaches, the lack of innovative learning media, the influence of digital culture on learning motivation, and the limitations of learning facilities and infrastructure. Therefore, it is necessary to improve teacher competence, develop innovative learning media, strengthen character-based curriculum, and provide adequate educational facilities so that Arabic education from a humanitarian perspective can be applied optimally in Madrasah Ibtidaiyah. Keywords: Arabic Language Education, Madrasah Ibtidaiyah, humanitarian perspective, humanistic learning, digital era.
Game-Based Interactive Media Innovation in Arabic Language Learning: The Effectiveness of STAD-Based Digital Escape Rooms on Students' Learning Interests Naili Hajar Illiyyun; Syarifuddin; Nurrokhmatulloh
Dzihni: Jurnal Pendidikan Bahasa Arab, Linguistik dan Kajian Literatur Arab Vol. 4 No. 02 (2026)
Publisher : Universitas Al-Amien Prenduan

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Abstract

This study aimed to examine the effectiveness of integrating a Digital Escape Room with the Student Teams Achievement Division (STAD) cooperative learning model in improving students' interest in learning Arabic at MTs Ma'arif Sukorejo. The study employed a quasi-experimental design using a pretest–posttest control group design, involving 58 eighth-grade students divided equally into an experimental group (n = 29) and a control group (n = 29). In the experimental class, students learned Arabic through collaborative STAD activities integrated with Digital Escape Room challenges developed using the Genially platform, whereas the control class received conventional instruction. Data were collected using a learning-interest questionnaire covering students' enjoyment, interest, attention, and active participation, supported by observation, interviews, and documentation. The questionnaire demonstrated high reliability with a Cronbach's Alpha coefficient of 0.884. Data were analyzed using prerequisite tests, an Independent Samples t-test, and the Normalized Gain (N-Gain) test through IBM SPSS Statistics 27. The Independent Samples t-test, conducted on the posttest scores, revealed a significant difference between the experimental and control groups (p < 0.001). Furthermore, the experimental group achieved an average N-Gain score of 40.42% (moderate category), whereas the control group obtained −12.30%, indicating no meaningful improvement. These findings demonstrate that integrating the STAD cooperative learning model with Digital Escape Room media provides a more effective learning experience for enhancing students' interest in learning Arabic than conventional instruction. Keywords: Digital Escape Room, STAD, learning interest, Arabic language learning, game-based learning.
Taṭbīq Ṭarīqat al-Istijābah al-Jasadīyah al-Kāmilah fī Taʿlīm Mahārat al-Istimāʿ bi al-Madrasah al-Mutawassiṭah al-Islāmiyyah Miftāḥ al-ʿUlūm Gunung Geni Probolinggo: Nur Khosik khosik; Edi Kurniawan Farid; Yeniati Ulfah
Dzihni: Jurnal Pendidikan Bahasa Arab, Linguistik dan Kajian Literatur Arab Vol. 4 No. 02 (2026)
Publisher : Universitas Al-Amien Prenduan

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Abstract

This study aims to describe the implementation of the Total Physical Response (TPR) method in teaching Arabic listening skills and to identify the supporting and inhibiting factors affecting its implementation at Miftahul Ulum Islamic Junior High School, Gunung Geni, Probolinggo. This study employed a qualitative descriptive approach. Data were collected through classroom observations, semi-structured interviews, and document analysis involving an Arabic language teacher and students. The collected data were analyzed using data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings indicate that the TPR method was implemented systematically through verbal commands accompanied by physical movements, enabling students to understand Arabic instructions without relying on direct translation. The method also enhanced students’ participation, listening comprehension, vocabulary acquisition, and learning motivation. Supporting factors included teacher competence, students’ enthusiasm, and the availability of instructional media, whereas differences in students’ abilities, limited instructional time, and difficulties in representing abstract vocabulary became the primary challenges. The study concludes that the TPR method provides an interactive learning environment that effectively supports the development of Arabic listening skills among junior secondary students. Keywords: Arabic listening skills, Arabic teaching, Total Physical Response, qualitative study, language learning.

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