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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 67 Documents
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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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Abstract

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
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)
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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.
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)
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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.
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)
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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.
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)
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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.
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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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.
Revolutionizing Education with AI Chatbots: Enhancing Learning and Assessment Azisi Azisi
Dzihni: Jurnal Pendidikan Bahasa Arab, Linguistik dan Kajian Literatur Arab Vol. 3 No. 01 (2025)
Publisher : Universitas Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/dzihni.v3i01.1318

Abstract

This paper explores the use of AI chatbots in education to enhance learning and assessment. The study focuses on the development and adaptation of AI chatbots in the context of classroom teaching and small-scale guided scientific inquiry activities. The research aims to increase meaningful learning opportunities and high-quality interactions between teachers and students by introducing learning topics and methods and providing feedback on expected questions. The study also provides opportunities for students to determine their own research methods so that chatbots can be used effectively in designing scientific inquiry learning in a way that enhances student initiative. The research involved 18 participants, consisting of 11 fifth-grade students and 7 sixth-grade students, with 15 of them being male and 3 being female. The participants were studying science activities in a science talent program for 1 year run by a university. These talented students voluntarily participated in various science activities for 3 hours every two weeks. The paper discusses the benefits of using chatbots in education, such as increasing student engagement and participation, providing personalized learning experiences, and enabling automatic assessment of student responses. Additionally, the paper provides examples of chatbots that have been used in educational contexts, such as language learning, mental health support, and academic advising. In conclusion, the use of AI chatbots in education has the potential to revolutionize the way we teach and learn. By providing personalized learning experiences, increasing student engagement and participation, and enabling automatic assessment of student responses, chatbots can enhance the quality of education and make it more accessible to a wider range of learners. The study suggests that AI chatbots can be used effectively in designing scientific inquiry learning in a way that enhances student initiative. Further research is needed to explore the full potential of AI chatbots in education.
Problems of Female Students in Mastering Intajiah Skills Sofia Shoha; Abdul Kirom
Dzihni: Jurnal Pendidikan Bahasa Arab, Linguistik dan Kajian Literatur Arab Vol. 3 No. 01 (2025)
Publisher : Universitas Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/dzihni.v3i01.1944

Abstract

Arabic language learning can be defined as a process of conditioning students to understand four skills: writing skills, speaking skills, listening skills, and reading skills. These skills are categorized into receptive skills, such as reading and listening, and productive skills, such as writing and speaking. This research aims to identify the linguistic problems in learning Arabic skills for 4th-semester intensive students both in the classroom and in the dormitory, identify the non-linguistic problems in learning Arabic skills for 4th-semester intensive students both in the classroom and in the dormitory. The researcher uses a descriptive qualitative research approach with a field research type, employing the Miles and Huberman model. Data is collected through various data collection techniques, including interviews, observation, and documentation. The results of this study indicate that it has been implemented with intensive fourth-semester female students at university of Al-Amien Prenduan in campus and in the dormitory. The productive skill issues stem from various linguistic forms, which include, problems in composing verbal structures, problems in composing nominal structures, problems in vocabulary composition, and problems with language code-switching. Non-linguistic factors contributing to these issues include, lack of motivation to learn, insufficient knowledge before entering the Islamic boarding school, and uneven mastery of productive skill among female students. It can be understood that with a strong desire to learn Arabic, non-pesantren female students can master productive skill on par with boarding scool graduates.
Adaptation Of Arabic Script Into Pegon Sunda In A Kitab Of Tijan Al-Dharari Vierry Firdaus Ramdani; Muhammad Zarkasyi Syafi'i; Tatang Tatang
Dzihni: Jurnal Pendidikan Bahasa Arab, Linguistik dan Kajian Literatur Arab Vol. 3 No. 01 (2025)
Publisher : Universitas Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/dzihni.v3i01.1965

Abstract

The Sundanese Pegon script is a modified Arabic script used in writing Sundanese texts, especially in pesantren. It plays an important role in Islamic learning, allowing santri to understand religious texts in their own language. Over time, the Sundanese Pegon script underwent phonological and structural adaptations to suit the Sundanese language. This research examines the adaptation of Arabic script into Sundanese Pegon script in the book of Tijan al-Darari as part of cultural preservation and transmission of Islamic values. Qualitative research method with descriptive-analytical approach is used to analyze the phonological and morphological characteristics of Sundanese Pegon script in the manuscript. The results show that the Sundanese Pegon script underwent vowel and consonant adjustments to match Sundanese phonology. In addition, its visual and structural modifications reflect the combination of Islamic values and local culture. Thus, the Sundanese Pegon script not only functions as a means of communication, but also as a means of religious education and preservation of Sundanese cultural identity in the pesantren environment.
Analysis The Application of Game-Based Learning to Increas Student Interest at Class VIII-6 in Arabic Language Learning at MTs Darul Ulum Budi Agung Ismi Khairani; Ainurrahmah Ainurrahmah; Desi Susanti; Sahkholid Nasution
Dzihni: Jurnal Pendidikan Bahasa Arab, Linguistik dan Kajian Literatur Arab Vol. 3 No. 01 (2025)
Publisher : Universitas Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/dzihni.v3i01.1989

Abstract

Arabic language learning often faces the challenge of low student interest, especially because it is considered difficult to understand letters, vocabulary, and grammar. Monotonous traditional learning approaches tend to make students feel bored and less involved in the learning process. To overcome this, the game-based learning method is applied as an innovative strategy to create a more interactive and fun learning atmosphere. This study aims to analyze the application of game-based learning in increasing students' interest in learning class VIII-6 at MTs Darul Ulum Budi Agung. By using descriptive qualitative method, the research data was collected through interviews, observations, and documentation during the learning process. The focus of the research included changes in students' attitudes, increased understanding of vocabulary (mufrodat), and the learning atmosphere created through educational games. The results showed that this method significantly increased students' interest in learning. Games such as flashcards and matching games help students understand vocabulary more easily and increase their engagement in learning. In addition, the classroom atmosphere became more dynamic and collaborative, encouraging previously passive students to participate more actively. In conclusion, game-based learning is an effective approach to increase interest in learning Arabic in junior high school. This method can be used as a relevant alternative learning model to face challenges in learning Arabic in various educational contexts.

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