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Mohammad Zainal Hamdy
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Al-Wazan
Published by Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan
ISSN : -     EISSN : 29620732     DOI : https://doi.org/10.58223/al-wazan.v1i1
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Al-Wazan is a journal of Arabic Education, published biannually: on January and July by Arabic Education Department, Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan, Indonesia. This journal accepts research-based on papers from the fields of Arabic language Education. Papers are all subject to peer review before being accepted for inclusion. Contributions for future editions are welcome. The scope of Al-Wazan covers current analysis on: - Arabic language teaching and learning - Arabic language testing and assessment - Arabic language instructional materials - Curriculum design and development - Discourse analysis or conceptual thinking
Arjuna Subject : Umum - Umum
Articles 54 Documents
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Developing Interactive Quizizz-Based Learning Media to Enhance Arabic Vocabulary and Grammar Skill Muthongah, Binti Mar’atul; Saidah, Ratna; Hartanto, Eko Budi
Al-Wazan: Journal of Arabic Education Vol. 3 No. 2 (2025): July
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-wazan.v3i2.524

Abstract

Media plays a crucial role in the learning process, and the advancement of technology has introduced various innovative tools that can enhance student engagement and learning outcomes. However, the integration of technology-based media in Arabic language instruction remains limited in several educational institutions, including MTsN 3 Kediri, particularly among eighth-grade students. This study aims to develop and describe the use of Quizizz interactive learning media in Arabic language learning to improve students’ mastery of mufradāt (vocabulary) and qawāʿid (grammar). Employing a Research and Development (R&D) design with the ADDIE model—Analysis, Design, Development, Implementation, and Evaluation—this research was conducted from January to February in class VIII-B, involving 36 students. The study used a one-group pretest–posttest design to evaluate the effectiveness of the developed media. Validation results from media, material, and learning experts yielded an average score of 89%, categorized as very feasible, while student responses indicated 88% satisfaction, classified as very interesting. Furthermore, the pretest mean score of 60 increased to 87 in the posttest, with a t-test result of tcount = 13.26 > ttable = 1.67 (α = 0.05), indicating a significant improvement in learning outcomes. These findings confirm that Quizizz-based interactive media effectively enhance students’ Arabic vocabulary and grammar skills while promoting engaging, technology-oriented learning experiences aligned with the needs of the digital generation.
Insya’ Learning Based On Ta’bīrāt Asy-Syā’i’ah Using A Communicative Approach Iklil Syaqifah; Nurhadi Nurhadi; Shofil Fikri; Muhammad Asyrofi Hasyim
Al-Wazan: Journal of Arabic Education Vol. 4 No. 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-wazan.v4i1.826

Abstract

Proficiency in Arabic writing remains a complex challenge for higher-education students, primarily due to an overemphasis on grammatical rules rather than communicative competence, which makes written works lack spontaneity and natural dynamics. To address this issue, this study aims to describe and analyze the implementation of insya’ (expressive writing) learning integrated with ta’bīrāt asy-syā’i’ah (popular idiomatic expressions) through a communicative approach at AIQ Nuris 2 Jember. This study employed a qualitative approach with a case study design. Data were collected via observation, interviews, and documentation involving language instructors and mahasantri, and then analyzed using an interactive model comprising data reduction, data display, and conclusion drawing. The findings reveal that the implementation is systematically executed across three structured phases: planning, execution, and assessment. Despite the limited availability of printed references for contemporary idioms, instructors effectively utilized digital platforms and authentic social media sources to provide relevant linguistic stimuli. The integration of ta’bīrāt asy-syā’i’ah   significantly enhanced the quality of students' writing, with highly positive responses reporting substantial improvements in the flexibility, expressiveness, and naturalness of their written Arabic. This study contributes valuable practical strategies and theoretical insights for developing functional and authentic Arabic writing instruction within Islamic boarding school (pesantren) environments.
A Tiered Arabic Language Boarding Program in an Indonesian Pesantren: Curriculum Design, Vocabulary Mastery, and Learning Outcomes Zulfan Syahansyah; Muhammad Zaironi; Muhammad Rauhul Mufid
Al-Wazan: Journal of Arabic Education Vol. 4 No. 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-wazan.v4i1.836

Abstract

Many Islamic boarding schools (pesantren) in Indonesia face challenges in developing effective Arabic language programs that not only improve communicative skills but also enable students to comprehend classical Islamic texts. This study examines the structure and educational outcomes of a tiered Arabic language boarding program at Pondok Pesantren Al-Khoirot Malang. The research aims to analyze the curriculum design, vocabulary-based learning approach, and the competencies developed through the program. A qualitative method with an ethnographic approach was employed to explore learning practices, institutional culture, and the immersive language environment within the Arabic dormitory. Data were collected through participant observation, interviews, and documentation of the six-level curriculum system. The findings reveal that the program adopts a progressive six-level structure emphasizing systematic vocabulary acquisition and daily language practice. At the initial level, students focus on memorizing and using Arabic vocabulary in everyday communication. In subsequent levels, vocabulary learning is integrated with the translation of Ta’lim al-‘Arabiyyah and classical Arabic texts. The study identifies three major outcomes: students demonstrate strong competence in understanding unvowelled classical Arabic texts, many graduates successfully enroll in Indonesian universities with Arabic-related programs, and a considerable number continue their studies at Al-Azhar University. This study contributes to Arabic language education by providing an effective model of tiered, vocabulary-based instruction that supports both linguistic proficiency and academic advancement in Islamic educational contexts
Learning Time Allocation and Learning Resistance and Their Effect on Students' Interest in Learning Arabic Jesi Ramadani; Fatma Yulia
Al-Wazan: Journal of Arabic Education Vol. 4 No. 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-wazan.v4i1.848

Abstract

Students’ interest in learning Arabic at the junior secondary school level remains a significant challenge, particularly regarding the effective management of instructional time. Inadequate or suboptimal lesson duration may reduce student engagement and diminish their enthusiasm for learning Arabic. Therefore, this study aims to examine the effect of lesson duration on students’ interest in learning Arabic at SMP Muhammadiyah 02 Medan. The research employed a quantitative approach using a survey method. The sample consisted of 47 students selected through a saturated sampling technique. Data were collected using a questionnaire that had met validity and reliability requirements and were analyzed through descriptive statistics, normality testing, linearity testing, and simple linear regression analysis. The findings revealed that both lesson duration and students’ interest in learning Arabic were at a moderate level. The results of the simple linear regression analysis demonstrated that lesson duration has a positive and statistically significant effect on students’ interest in learning Arabic, with a t-value of 2.204 and a significance level of 0.033 (p < 0.05). The regression equation obtained was Y = 18.339 + 0.248X, indicating that lesson duration contributes 9.7% to the variance in students’ learning interest. These findings suggest that optimizing instructional time can enhance students’ interest in learning Arabic. The study contributes empirical evidence highlighting the importance of effective lesson duration management as a practical strategy for improving Arabic language learning outcomes and fostering greater student engagement at the junior secondary education level.
Qiyās Mustawā Waʿy al-Muʿallimīn bi-Istikhdām al-Wasāʾiṭ al-Mutaʿaddidah fī Tadrīs al-Mahārāt al-Lughawiyyah li-Talāmīdh al-Marḥalah al-Ibtidāʾiyyah fī Niyāmī, al-Nījar: Dirāsah min Wajhat Naẓar al-Muʿallimīn Nourroudine Abdoulaye Mamoudou
Al-Wazan: Journal of Arabic Education Vol. 4 No. 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-wazan.v4i1.803

Abstract

The integration of multimedia into language instruction has become increasingly important; however, its successful implementation depends on teachers’ awareness, curriculum readiness, and the availability of supporting facilities. This study aimed to assess teachers’ awareness of multimedia use in teaching Arabic language skills at primary schools in Niamey, Niger, while examining the availability of multimedia resources and the suitability of the curriculum for technology integration. A descriptive quantitative design was employed using a structured questionnaire administered to 40 Arabic language teachers. The collected data were analyzed using SPSS with descriptive statistical techniques. The findings revealed a high level of teachers’ awareness of multimedia use (M = 4.07) and a very high level of curriculum suitability (M = 4.51). However, the availability of multimedia facilities and technological infrastructure was only moderate (M = 3.20). These findings indicate that infrastructure remains the primary challenge despite positive teacher perceptions and curriculum readiness. The study contributes empirical evidence from Niger and provides practical recommendations for improving infrastructure and strengthening teacher professional development to support effective multimedia-based Arabic language instruction.
Fostering a Love for Arabic through Digital Media: Developing a Communicative Dictionary Prototype for Islamic Elementary School Students Ahmad Syadzili; Mohammad Ahsanuddin; Moch. Wahib Dariyadi
Al-Wazan: Journal of Arabic Education Vol. 4 No. 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-wazan.v4i1.842

Abstract

The low interest of Madrasah Ibtidaiyah (Islamic Elementary School) students in learning Arabic often stems from the use of static and non-functional learning media. This research aims to develop a communicative digital dictionary prototype specifically designed to foster an early affinity for the Arabic language, aligned with the "Love-Based Curriculum" (Kurikulum Berbasis Cinta or KBC) initiated by the Ministry of Religious Affairs. The study employs the Research and Development (R&D) method, adopting the ADDIE model, which is limited to the analysis, design, and development stages. The resulting product is the "Arabi-Fun" interactive dictionary application prototype, which integrates multimedia features such as native speaker audio, iconic visualizations, and functional sentence scenarios. The development results detail the technical specifications of the prototype, which incorporates deep learning principles through the pillars of mindful, meaningful, and joyful learning. The integration of the Panca Cinta (Five Pillars of Love) concept within this medium aims to reduce students' cognitive load and affective filters while simultaneously instilling a love for knowledge and spiritual values. This prototype is expected to serve as a strategic instrument in transforming madrasah education to be more humanistic, adaptive, and digitally literate in the Society 5.0 era.
Evaluating the Drill Method in Maharah Kalam through the Merdeka Curriculum: Rapid Response Drill as an Innovative Speaking Practice Model Sovia Fahraini; M. Insan Hilmy; M. Baihaqi; Hisbullah Huda
Al-Wazan: Journal of Arabic Education Vol. 4 No. 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-wazan.v4i1.849

Abstract

Arabic language learning, in particular maharah kalam, is still dominated by the drill method, which is effective but tends to be mechanistic and does not encourage spontaneity. This study aims to evaluate the implementation and effectiveness of the drill method from the perspective of the Merdeka Curriculum and develop Rapid Response Drill as an alternative speaking practice that is more communicative, contextual, and encourages spontaneous responses. The study used a qualitative evaluative approach with a field research design through learning observations, interviews with teachers and students, and analysis of learning documents in class VIII ICP MTs 2 Nurul Islam. The results showed that drill is effective in strengthening structural accuracy, but creates a dependency on fixed patterns (pattern dependency) so that students' spontaneous response abilities are still limited. Based on these findings, this study developed the concept of Rapid Response Drill, a speaking practice model that combines structural familiarization from the drill method with rapid responses to varied stimuli to train response speed, spontaneity, contextuality, and interactivity. This study contributes theoretically to the development of Arabic language learning methods and practically offers an alternative speaking practice that aligns with the Merdeka Curriculum paradigm.
Instructional Design in Motion: Analyzing Short Arabic Learning Videos on Social Media through Gagne’s Nine Events of Instructions Rini Marbianti; Moh Sholeh Afyuddin
Al-Wazan: Journal of Arabic Education Vol. 4 No. 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-wazan.v4i1.853

Abstract

This study aims to analyze the implementation of instructional components in short Arabic learning videos on social media based on Gagné’s Nine Events of Instruction, as well as to examine their implications for user engagement. This research employed a qualitative approach using content analysis of 50 purposively selected videos. The analysis was conducted by identifying the occurrence of instructional components and relating them to engagement indicators, including views, likes, comments, and saves. The findings reveal that the videos are dominated by the present content and gain attention components, while essential components such as stimulate recall of prior learning and assess performance are absent. These results indicate a gap between the ideal systematic instructional design and the actual practice of short-form video learning, which tends to be segmented and focused on delivering core content. Despite this limitation, the videos demonstrate a high level of engagement. This suggests that learning effectiveness in social media contexts is not solely determined by the completeness of instructional structure, but also by the content’s ability to capture attention and adapt to media characteristics and user behavior. Therefore, this study highlights a paradigm shift toward adaptive microlearning approaches and opens opportunities for developing more contextual instructional designs in the digital era.
Implementation of The Muhadharah Program As An Effort To Enhance Maharah Al-Kalam At The Tahfidz Ulumul Qur’an Islamic Boarding School Hotmanianti Siregar; Rahmaini Rahmaini
Al-Wazan: Journal of Arabic Education Vol. 4 No. 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-wazan.v4i1.901

Abstract

This study is motivated by the importance of speaking skills in learning Arabic, particularly in the environment of Islamic boarding schools and among the students who live there. However, many students still lack optimal speaking skills, making support programs such as muhadharah necessary. This study aims to examine the implementation of the muhadharah program as an effort to improve the maharah al-kalam of students at the Tahfidz Ulumul Qur’an Sei Rotan Islamic Boarding School. Developing Arabic speaking skills requires various programs that can foster courage, fluency, and self-confidence in speaking Arabic. The muhadharah program is one of the initiatives implemented to support the improvement of students’ Arabic speaking skills (maharah al-kalam) at the Ulumul Qur’an Sei Rotan Islamic Boarding School. This study employs a descriptive qualitative approach using case studies as its research method. The results of this study indicate that the implementation of the muhadharah program has a positive impact on the students’ maharah al-kalam. This is because the muhadharah program helps students improve their courage to speak in public, trains them in fluency of speech, and builds their self-confidence in communicating in Arabic. Thus, this muhadharah program plays a vital role in enhancing the students’ maharah al-kalam at the Tahfidz Ulumul Qur’an Sei Rotan Islamic Boarding School. The findings of this study also serve as a basis for evaluation or as a reference for the boarding school and for enriching the study of maharah al-kalam.
Artificial Intelligence in Arabic Language Education: A Conceptual Review of Trends, Applications, Challenges, and Future Research in the Era of Generative AI. Riski Gunawan
Al-Wazan: Journal of Arabic Education Vol. 4 No. 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-wazan.v4i1.1017

Abstract

Artificial Intelligence (AI) has rapidly transformed educational practices by enabling personalized learning, intelligent tutoring, adaptive assessment, and automated feedback. The emergence of Generative AI, particularly Large Language Models such as ChatGPT, Gemini, Claude, and Microsoft Copilot, has further accelerated innovation in language education. While AI has been extensively adopted in English language learning, its application in Arabic language education remains relatively underexplored despite the unique linguistic characteristics and pedagogical demands of the Arabic language. This conceptual review examines recent developments in AI-assisted Arabic language education by synthesizing current knowledge on technological trends, pedagogical applications, implementation challenges, and future research directions. The review discusses how AI supports vocabulary acquisition, grammar instruction, listening, speaking, reading, writing, assessment, and teacher professional practice. Furthermore, the article highlights ethical concerns, institutional readiness, teacher competence, and digital equity as essential considerations for sustainable AI implementation. Based on the reviewed literature, this article proposes the Artificial Intelligence for Arabic Language Education and Pedagogy (AIALEP) Framework, which conceptualizes AI integration through six interconnected dimensions: educational theories, AI technologies, pedagogical functions, Arabic language skills, learning outcomes, and educational impact. The framework offers a comprehensive perspective for researchers, educators, curriculum developers, and policymakers seeking to integrate AI into Arabic language education responsibly and effectively.

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