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SAYED MUHAMMAD ICHSAN
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alhibrujurnal@gmail.com
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JL. EKA RASMI MEDAN JOHOR MEDAN SUMATERA UTARA
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Al-HIbru: Jurnal Ilmu Bahasa Arab dan Pembelajarannya
Published by YAYASAN HAIAH NUSRATUL ISLAM
ISSN : -     EISSN : 30322421     DOI : https://doi.org/10.59548/hbr.v1i2
Core Subject : Religion, Education,
Religion Languange, Linguistic, Communication & Media
The focus of the Al Hibru Journal is to provide an understanding of Arabic language learning that can be developed by instructors and consultants for learning Arabic education, both teachers, lecturers, and the general public as an appropriate reference material through the publication of articles, research reports and learning reviews and books. This Al Hibru Journal has coverage on the development of Arabic language education learning that can be developed in accordance with the conditions of Arabic language education in particular and the development of Arabic language education learning that is relevant in general. It is hoped that this coverage will be able to provide new insights and appropriate developments that can be applied directly by teachers and educators. This journal encompasses original research articles, review articles, and short communications, including: Teaching Arabic as a Foreign Language Arabic Linguistic Arabic Literature Arabic History History of Arabic Education Strategy of Arabic Teaching Arabic Islamic Culture Media of Arabic Teaching Technology of Arabic Teaching Modern Standard Arabic Arabic Second Language Acquisition
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 42 Documents
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KURIKULUM BAHASA ARAB MADRASAH IBTIDAIYAH 2019: INTEGRASI NILAI ISLAM DAN PENGUATAN KOMPETENSI 4C M. Irwan Jayadi; Khaerul Umam; Ubaid Ridlo; Maswani Maswani
Jurnal Al-Hibru Vol. 3 No. 1 (2026): Al-Hibru: Jurnal Ilmu Bahasa Arab dan Pembelajarannya (September-Februari)
Publisher : Yayasan Haiah Nusratul Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59548/hbr.v3i1.571

Abstract

This study aims to analyze the integration of Islamic values and the enhancement of 21st-century competencies (4C: critical thinking, creativity, communication, collaboration) within the 2019 Madrasah Ibtidaiyah Arabic Language Curriculum. Employing a qualitative-descriptive approach through library research, this study examines official Ministry of Religious Affairs documents, Islamic educational theories, and relevant studies on Arabic pedagogy. The findings reveal that the 2019 curriculum embodies an integrative and transformative Islamic education paradigm, where Arabic learning focuses not only on linguistic proficiency but also on Islamic character formation and critical, collaborative thinking. The Communicative Language Teaching (CLT) approach and the use of digital technology strengthen communicative and creative dimensions in Arabic learning. However, challenges persist regarding teacher competence and limited contextual teaching materials. Therefore, strengthening teachers’ pedagogical capacity and developing Islamic value-based learning innovations are essential to achieve Arabic language education aligned with digital era demands and Islamic educational objectives.
KETIADAAN ILMU KALIGRAFI DALAM PEMBELAJARAN BAHASA ARAB Nabila Arifa
Jurnal Al-Hibru Vol. 3 No. 1 (2026): Al-Hibru: Jurnal Ilmu Bahasa Arab dan Pembelajarannya (September-Februari)
Publisher : Yayasan Haiah Nusratul Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59548/hbr.v3i1.613

Abstract

Calligraphy is an Islamic art whose spread has spread to various parts of the world, including in Indonesia. Several schools in Indonesia have made this calligraphy a mandatory learning curriculum. However, this calligraphy learning has challenges in teaching, including inadequate facilities, students' interest and motivation in learning. Calligraphy is closely related to learning Arabic, specifically writing skills (Maharah Kitabah), because with calligraphy learning Arabic can go interestingly, and students can express their ideas without hesitation about the mistakes that have occurred, since calligraphy is taught to be arranged according to the rules and has aesthetic value. This study uses a qualitative research method with a literature study approach by searching for data from journals that have been published in a certain period of time to find data that is relevant to the discussion of this article. The result found is that if this calligraphy is not taught, it will affect the learning of Arabic, especially the ability to write (Maharah Kitabah), including low writing skills, both in terms of neatness, aesthetics, and letterforms, and have an impact on errors in translating Arabic texts.
PENGEMBANGAN KETERAMPILAN MENULIS KREATIF SISWA SEKOLAH MENENGAH ATAS DALAM PEMBELAJARAN BAHASA ARAB Siti Zulaika
Jurnal Al-Hibru Vol. 3 No. 1 (2026): Al-Hibru: Jurnal Ilmu Bahasa Arab dan Pembelajarannya (September-Februari)
Publisher : Yayasan Haiah Nusratul Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59548/hbr.v3i1.583

Abstract

This study aims to develop a creative writing learning model in Arabic subjects to enhance the kitabah (writing) competence and self-expression of Senior High School students. The research is motivated by students' low interest and difficulties in composing imaginative texts due to monotonous learning methods. Using the Research and Development (R&D) method with the ADDIE model, the study progressed through stages of analysis, design, development, implementation, and evaluation. Data were collected via observations, needs analysis questionnaires, and product testing using pre-tests and post-tests. The results indicate that the developed product, including both instructional materials and new strategies, was declared highly valid by experts. A significant improvement was observed in students' writing abilities, particularly in vocabulary richness, grammatical accuracy, and coherence of ideas. It is concluded that the development of this creative writing model effectively creates a dynamic learning environment and motivates students to produce higher quality, contextual Arabic written works.
Inovasi Strategi Pendampingan Humanis pada Program 'Yaumul Arabi' Berbasis Metode Imersif bagi Siswa Non-Asrama Maula Nada Munthe; Teguh Wahyu Wicaksono
Jurnal Al-Hibru Vol. 3 No. 2 (2026): Al-Hibru: Jurnal Ilmu Bahasa Arab dan Pembelajarannya (Maret-Agustus)
Publisher : Yayasan Haiah Nusratul Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59548/hbr.v3i2.746

Abstract

The establishment of conventional language environments (biah lughawiyyah) often stagnates and triggers language anxiety among students due to repressive monitoring systems, such as spying (jasus) and rigid sanctions. This study aims to examine the reconstruction of the Yaumul Arabi program through innovative humanistic mentoring strategies and to measure its effectiveness in boosting students' confidence within non-boarding educational institutions. The research method employs a literature review integrated with a qualitative reflective approach (autoethnography). The results indicate that the humanistic approach effectively lowers learners' affective filters through three main stimulants: casual conversation (al-hiwar al-bashiith) to trigger confidence, the integration of behaviorist theory-based language games (al-ab al-lughawiyyah) to enrich vocabulary effortlessly, and the optimization of peer tutoring to break down psychological formalities. Despite the constraints of limited face-to-face interaction in non-boarding settings, this innovation can be modernly implemented through a hybrid approach utilizing digital ecosystems. This study concludes that a pressure-free, language-friendly atmosphere stimulates intrinsic motivation and speaking fluency (maharah kalam). Future researchers are encouraged to conduct true experimental studies to test the empirical effectiveness of this formula on a broader scale.
Telaah Yuridis Dan Filosofis Sistem Pendidikan Diniyah pada Tingkat Menengah (Wustha) dan Tingkat Lanjutan (Ulya);: Berdasarkan Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional Suwandi Suwandi; Ubaid Ridlo; Raswan Raswan
Jurnal Al-Hibru Vol. 3 No. 2 (2026): Al-Hibru: Jurnal Ilmu Bahasa Arab dan Pembelajarannya (Maret-Agustus)
Publisher : Yayasan Haiah Nusratul Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59548/hbr.v3i2.544

Abstract

This study aims to strengthen the normative and philosophical foundations of Pendidikan Diniyah Formal at the Wustha and Ulya levels in Indonesia as an effort to align the pesantren system with the national education framework. Within the scope of Law No. 20 of 2003 on the National Education System, Pendidikan Diniyah Formal holds a strategic role as both a legally recognized Islamic institution and a center for spiritual and moral development. Using a qualitative descriptive method through literature review, this study examines educational regulations, legal frameworks, and scholarly works related to pesantren and Arabic Language education. The analysis explores the interconnection between juridical legitimacy and philosophical principles in the formulation of the Pendidikan Diniyah Formal curriculum. Findings show that the curriculum is supported by a strong legal basis (Law No. 20/2003, PP No. 55/2007, PMA No. 13/2014, and Law No. 18/2019) and grounded in the principle of tafaqquh fi al-din, which integrates religious and general sciences to build student character. Strengthening the Pendidikan Diniyah Formal curriculum through juridical and philosophical approaches is essential to developing inclusive, high-quality, and globally relevant Arabic language education.
Sastra Arab Modern dan Pengaruh Pers: Tinjauan Historis dari Era Nahdah hingga Digital Anir Syam Azisyah; Haniah Haniah; Muhsin Muhsin
Jurnal Al-Hibru Vol. 3 No. 2 (2026): Al-Hibru: Jurnal Ilmu Bahasa Arab dan Pembelajarannya (Maret-Agustus)
Publisher : Yayasan Haiah Nusratul Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59548/hbr.v3i2.740

Abstract

The development of modern Arabic literature is closely linked to the evolution of press and media in the Arab world. Since the Nahdah period, newspapers, magazines, and later electronic and digital media have played a significant role in shaping literary production, dissemination, and reception. This study aims to analyze the development of Arab press and media, examine their role in disseminating modern Arabic literature, and explore their contribution to the transformation of literary genres, language styles, and reading communities. This research employs a qualitative library research method using a historical-descriptive approach and content analysis. Data were collected from books, scholarly journals, and other relevant academic sources concerning Arabic press, media, and modern Arabic literature. The findings reveal that media have functioned not only as channels of literary dissemination but also as agents of literary transformation, influencing genres, language practices, intellectual networks, and the relationship between authors and readers across different historical periods.
Pembelajaran Bahasa Arab Berbasis Teknologi Digital dan Implikasinya Terhadap Penguatan Literasi Keislaman di Era Digital Global Satriawan Satriawan
Jurnal Al-Hibru Vol. 3 No. 2 (2026): Al-Hibru: Jurnal Ilmu Bahasa Arab dan Pembelajarannya (Maret-Agustus)
Publisher : Yayasan Haiah Nusratul Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59548/hbr.v3i2.745

Abstract

The main problem faced is the tendency for digital technology to be used instrumentally and partially, with a greater emphasis on improving linguistic skills, while the role of Arabic as an epistemological medium for understanding Islamic teachings from their original sources has not been optimally utilized. This research employs a library research method, which is conceptual-theoretical in nature, utilizing a critical analysis approach and theoretical synthesis. Data is analyzed thru content analysis techniques and thematic analysis of various relevant scientific literature. The study results indicate that digital technology-based Arabic language learning has strategic potential in addressing the challenges of Islamic education in the global digital era, particularly in expanding access to Arabic-language Islamic sources, deepening understanding of religious texts, and developing students' digital critical literacy.The implications of this learning are multidimensional, encompassing cognitive, affective, and ethical aspects, which can only be optimally realized if learning is designed integratively by linking linguistic competence, contextual understanding of Islamic texts, and digital critical literacy into a single pedagogical unit. Keywords: Arabic language learning, digital technology, Islamic literacy.
Penggunaan Media Flashcard dalam Pembelajaran Mufrodat (Kosa Kata Bahasa Arab) Pada Anak Usia Dini Taman Kanak-Kanak (TK) Al-Ihsan Meydani Saputri; Eliva Azzahra Harahap
Jurnal Al-Hibru Vol. 3 No. 2 (2026): Al-Hibru: Jurnal Ilmu Bahasa Arab dan Pembelajarannya (Maret-Agustus)
Publisher : Yayasan Haiah Nusratul Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59548/hbr.v3i2.782

Abstract

The observed problem is the lack of appropriate media use in vocabulary learning. Therefore, this study aims to provide innovation to educational institutions so that they can consider flashcard media as a medium used in vocabulary learning. This media can be used continuously, so that the Arabic vocabulary that children learn is not only temporary material, but becomes a provision for children's language skills. This study used a qualitative approach with data collection techniques in the form of interviews, observations, and documentation to obtain information related to Arabic language learning and became an active participant to determine children's abilities after using flashcard media. The results show that flashcard media is a suitable medium for use in Arabic language learning, especially vocabulary for early childhood. This is proven because flashcard media can make it easier for children to memorize vocabulary, understand Arabic writing, train focus, and be interactive in learning. Thus, teachers are expected to continue to use flashcard media creatively and in a variety of ways as a medium for Arabic language learning for early childhood.
Pengembangan dan Pemanfaatan Bahan Ajar Audio Bahasa Arab A. Razna Aulia Adhriana; Nurul Ainunnisya; Andi Nurfadillah Matta; A. Razma Aula Adhzara; Firyal Aliyah; Yotmanisafitri Yotmanisafitri
Jurnal Al-Hibru Vol. 3 No. 2 (2026): Al-Hibru: Jurnal Ilmu Bahasa Arab dan Pembelajarannya (Maret-Agustus)
Publisher : Yayasan Haiah Nusratul Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59548/hbr.v3i2.804

Abstract

This study examines the development and utilization of audio teaching materials in Arabic language learning as a technology-based instructional innovation. The study aims to describe the characteristics of audio teaching materials, their development process using the ADDIE model, their roles and functions in Arabic language learning, as well as their types, advantages, and limitations. This research employed a library research method by collecting and analyzing relevant scientific sources, including books, journal articles, conference proceedings, theses, dissertations, and other academic publications. The data were analyzed using a descriptive-analytical approach through data collection, reduction, presentation, and conclusion drawing. The findings indicate that audio teaching materials are effective in improving listening skills, enriching vocabulary, and enhancing Arabic pronunciation accuracy. The implementation of the ADDIE model supports the systematic development of audio materials that are aligned with learners' needs and technological advancements. Furthermore, various forms of audio teaching materials, such as educational podcasts, audiobooks, interactive audio, digital storytelling, and educational songs, contribute to more engaging and flexible Arabic language learning. Despite certain limitations, audio teaching materials provide significant benefits in enhancing learning effectiveness when appropriately designed and implemented.
The The Role of Arabic Language Teachers in Teaching Maharah Kitabah to Students at MAN 2 Deli Serdang Nadia Amalia Rizky Pjt; Rahmaini Rahmaini
Jurnal Al-Hibru Vol. 3 No. 2 (2026): Al-Hibru: Jurnal Ilmu Bahasa Arab dan Pembelajarannya (Maret-Agustus)
Publisher : Yayasan Haiah Nusratul Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59548/hbr.v3i2.803

Abstract

The teaching of writing skills at MAN 2 Deli Serdang still faces challenges in the form of students’ difficulties in writing Arabic properly and correctly. These difficulties are evident in the writing of the Hijaiyah letters, the linking of letters, the use of harakat, and the formation of simple words and sentences. This situation is more common among students who do not have a background in madrasah or pesantren education due to their more limited experience in learning Arabic. This situation highlights the importance of the teacher’s role in providing instruction tailored to students’ abilities and needs. This study aims to describe the role of Arabic language teachers in teaching writing skills to students at MAN 2 Deli Serdang. This study employs a qualitative method with a descriptive approach. Data were collected through observation, interviews, and documentation, and then analyzed using the Miles and Huberman model. The results show that teachers act as facilitators, motivators, mentors, and evaluators by applying at-tansikh, imla’, and insya’, providing motivation and guidance, and evaluating students’ written work. Despite differences in basic skills and limited vocabulary, teachers continue to provide ongoing practice and guidance to improve students’ writing skills.

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