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Mohammad Zainal Hamdy
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alwazan.staiduba@gmail.com
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Jl. PP. Darul Ulum Banyuanyar Poto'an Daya Palengaan Pamekasan Madura Jawa Timur 69362, Indonesia
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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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Strategic Instructional Organization for the Development of the Four Arabic Language Skills Zulfan Syahansyah; Muhammad Amin Fathih; Muhammad Rauhul Mufid
Al-Wazan: Journal of Arabic Education Vol. 4 No. 2 (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.v4i2.835

Abstract

Arabic language learning in Islamic boarding schools (pesantren) often faces challenges in integrating communicative approaches that emphasize speaking skills with traditional approaches focused on the mastery of Arabic grammar (nahwu-sharaf) and the reading of classical Islamic texts (kitab kuning). As a result, the development of the four language skills listening (istima'), speaking (kalam), reading (qira'ah), and writing (kitabah) is frequently unbalanced. This study aims to analyze the instructional organization strategies employed in teaching the four Arabic language skills at Darul Khoirot Islamic Boarding School in Malang. A qualitative approach with a case study design was adopted. Data were collected through participant observation, in-depth interviews with the kiai, teachers, and students, as well as document analysis. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that listening skills are developed through authentic audio exposure and speech activities (muhadharah), speaking skills through the implementation of a comprehensive Arabic-speaking environment (bi'ah arabiyah) and daily conversations (muhadatsah yaumiyah), reading skills through the integration of thematic reading (muthala'ah) and grammatical analysis of classical texts, and writing skills through sequential stages of imla', insya' muwajjah, insya' hurr, khat, and peer correction. The study demonstrates that Darul Khoirot successfully integrates communicative language teaching with traditional grammar-based instruction within a unified learning ecosystem. This model offers an alternative framework for developing holistic and contextual Arabic language education in pesantren.
Taṭwīr Mawādd Mahārat al-Qirā'ah al-Qā'imah ʿalā al-Tarbiyah al-Akhlāqiyyah bi al-Dhakā' al-Iṣṭināʿī Wiwik Prasetiyo Ningsih; M. Abdul Hamid; Abdul Wahab Rosyidi; Qur’ani Parang Wilwadikta
Al-Wazan: Journal of Arabic Education Vol. 4 No. 2 (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.v4i2.887

Abstract

Teaching reading skills requires teachers to develop innovative instructional materials that respond to learners’ academic and moral needs. At the Institute of Dar al-Lughah wa al-Qur’an, students experienced difficulties in reading Arabic texts accurately, demonstrated limited vocabulary mastery, and relied on conventional learning materials that lacked attractive and interactive features. Moreover, several ethical problems, including bullying and mockery among students, highlighted the need to integrate character education into reading instruction. Therefore, this study aimed to develop artificial intelligence-assisted reading materials based on moral education, identify the characteristics of the developed product, and evaluate its effectiveness in improving students’ reading skills and moral awareness. The study employed a mixed-methods research and development approach using the Borg and Gall ten-stage model. Data were collected through observations, interviews, tests, questionnaires, and documentation. Qualitative data were analyzed using classificatory analysis, while quantitative data were examined using the t-test. The developed product consists of moral-based reading texts, AI-supported multimedia content, vocabulary songs employing musical mnemonic techniques, interactive reading exercises, and Google Sites integration for easy access. The materials emphasize moral values such as honesty, discipline, responsibility, respect, and social care through contextual stories, multimedia learning, simplified language, child-friendly digital design, and interactive assessments with immediate feedback. The findings demonstrate that the product significantly improved students’ reading achievement, with t₀ = 20.98 exceeding the critical values at both the 0.01 and 0.05 significance levels. Furthermore, interviews revealed that 76% of students reported increased motivation to practice positive behaviors after engaging with the materials. This study contributes a novel AI-assisted moral education framework that simultaneously enhances Arabic reading proficiency and character development in primary Islamic education.
Values-Based Recruitment and Placement of Arabic Language Teachers: A Qualitative Case Study of Human Resource Management in an Indonesian Islamic Boarding School Anjeli Arda; Hakmi Wahyudi
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.v4i1.902

Abstract

Studies on human resource management (HRM) in education have widely examined teacher recruitment, selection, and placement in formal school settings, yet limited attention has been given to how these processes operate in pesantren-based Islamic boarding schools, where religious values, kinship networks, and professional qualifications intersect. This study aims to analyze the recruitment, selection, and placement system of Arabic language teachers in a pesantren-based Madrasah Aliyah and to explain how HRM practices are adapted to the institutional culture of pesantren. Employing a descriptive qualitative case-study approach, data were collected through observation and semi-structured interviews with a purposively selected Arabic language teacher directly involved in the recruitment process. The data were analyzed using Miles and Huberman’s interactive model, including coding, categorization, and thematic interpretation. The findings reveal that recruitment combines internal alumni networks and external candidates through flexible, trust-based mechanisms rather than formal committees. Selection emphasizes administrative screening, interviews, microteaching, Arabic proficiency, and, most importantly, personal character alongside academic competence. Teacher placement is determined according to institutional needs, teaching workload, and staff capacity. The study contributes by proposing a contextual HRM model that integrates strategic human resource management principles with pesantren cultural values, demonstrating how character-based recruitment and alumni trust networks can strengthen teacher management while extending HRM theory within Islamic educational institutions
Collective Sentence Repetition in Developing Arabic Speaking Skills: From Passive Audiences to Active Speakers Naima Helwa; Khoirul Jamil
Al-Wazan: Journal of Arabic Education Vol. 4 No. 2 (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.v4i2.987

Abstract

Weekly Arabic language activities in non-boarding madrasahs often remain one-way performances in which only a few students speak while most students act as passive listeners. Limited repetition and inconsistent explanation of sentence meanings further restrict students’ participation and development of mahārah kalām. This study aims to analyze how collective sentence repetition encourages passive students to participate in Arabic-speaking activities. A qualitative case study was conducted involving 18 eighth-grade students, consisting of nine active and nine passive students, as well as an Arabic language teacher. Data were collected through participant observation, in-depth interviews, and documentation, and analyzed through data reduction, data display, and conclusion drawing. The findings show that the weekly activity was managed through contextual vocabulary selection, collective sentence repetition, and corrective feedback that avoided embarrassing students. Eight of the nine passive students reported feeling more comfortable and confident when speaking collectively because the fear of making mistakes and being individually judged was reduced. Institutional support strengthened the program, whereas limited frequency, weather dependence, and inconsistent meaning explanation constrained its implementation. This study contributes an inclusive model of bi’ah lughawiyyah by positioning collective sentence repetition as a practical strategy for transforming passive listeners into active Arabic speakers.

Page 6 of 6 | Total Record : 54

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