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Al Maghazi : Arabic Language in Higher Education
Published by CV. Creative Tugu Pena
ISSN : -     EISSN : 29886627     DOI : https://doi.org/10.51278/al
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Al Maghazi : Arabic Language in Higher Education published bianually on June and December. It focuses on application of arabic language teaching in higher education. The scope covers classroom language teaching issues, effective learning media and methods, and evaluation of Arabic teaching and learning
Arjuna Subject : Umum - Umum
Articles 26 Documents
 1   2   3 
Pengembangan Media Belajar Berbasis Power Point Dalam Pembelajaran Bahasa Arab Materi Kosakata Siswa Kelas VII MTs Nursafina, Santi; Najah, Zughrofiyatun
Al Maghazi : Arabic Language in Higher Education Vol. 3 No. 1 (2025): Al Maghazi : Arabic Language in Higher Education
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/al.v3i1.1899

Abstract

The learning process needs to be designed in an innovative and creative manner to create a conducive, interactive, and enjoyable learning environment. This study aims to develop a Power Point-based instructional media to support Arabic language learning for seventh-grade students at MTs Al-Khairiyah Sidomulyo. The main objectives of the research are to determine the feasibility of the media based on expert validation, assess student responses, and evaluate the effectiveness of the media on learning outcomes. This study employs a Research and Development (R&D) method using the ADDIE model, which includes five stages: Analysis, Design, Development, Implementation, and Evaluation. The data collected are both quantitative and qualitative, analyzed using predetermined evaluation criteria to determine product feasibility. The results indicate that the developed Power Point-based media is considered feasible, with a material expert score of 64% and a media expert score of 88%. Student responses during field testing were categorized as good, with an average score of 77%. Furthermore, the use of this media was proven to improve students' learning outcomes compared to before its implementation. Therefore, this Power Point-based instructional media can serve as an effective alternative for enhancing the quality of Arabic language learning.
Istikhdām Ilqoo'i al-Mūfrodāt al-Yaūmiyyāh Fīī Ta’līīmi al-Insyā'i al-Kitābiy bīī Ma’hādy Mulazāmāh al-Hufadz Payakumbuh Rosalina; Widayanti, Rizka; Bedra, Kddour Guettaoui
Al Maghazi : Arabic Language in Higher Education Vol. 3 No. 1 (2025): Al Maghazi : Arabic Language in Higher Education
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/al.v3i1.1910

Abstract

Teaching composition at the Mulazamah Boarding School helped the process of reciting daily vocabulary because the difficulties and problems of teaching composition were the lack of vocabulary mastery among the students. The aims of this research are: to know the plan, to explain the process, and to demonstrate the evaluation of daily vocabulary delivery in teaching written composition at the Mulazamah Boarding School. This research is used as qualitative research, and the method for collecting its data is interviews, observation and documents. The sources of data for this research are the head of the institute, the school, and the students.As for the results of the research, in planning the daily vocabulary presentation, the supervisor chose the vocabulary presentation that would be given and presented it first to a professor from the Language Department in writing or an example of the useful sentence. So that the vocabulary provided is compatible with the need and appropriate in managing it. The vocabulary sources that will be provided are the Arabic Language Lessons Dictionary written by Abu Khuzayfa Ahmed bin Kadiat. As for the daily vocabulary recitation process, the supervisor gives two vocabulary words and two sentences for each vocabulary. The students made two other vocabulary sentences. The female students were divided into a small group, with the supervisor among them presenting the vocabulary. Vocabulary recitation took place four days a week, from Monday to Wednesday and on Saturday. As for evaluating daily vocabulary in teaching written composition at the Mulazamah Boarding School, it means in the form of practice questions. The learning process takes place, and of course, attendance and activity in asking questions when learning in class, answering questions, as well as evaluating the results during the exam. In the result of ninety-five there was one female student, in the result of ninety-four there was one female student, ninety-two female students, in ninety-one female students there was one, eighty-three female students, eighty-two female students, eighty one female student, in the result of seventy-nine there was one female student, and in the result of seventy-eight there was four Female students, seventy-five are two students, and as for the result of fifty-four, one student.So, this study expected to serve as a reference for educators, curriculum developers, and researchers in designing more effective and contextual vocabulary and writing learning.
Tātwīr wā Tātbīq Kutāīb kā Wāsāīl āl-Mubtākārāt līī Tāhsīn āl-Māhārāt āl-Kītābāh Primaningtyas, Mega; Kusuma, Alam Budi; Anggasta, Reo; Hassan, Abdal Rahman Mohammad Teama
Al Maghazi : Arabic Language in Higher Education Vol. 3 No. 1 (2025): Al Maghazi : Arabic Language in Higher Education
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/al.v3i1.2034

Abstract

Mastery of vocabulary is a crucial foundation in language learning, including Arabic, especially for non-native speakers. The main challenge often faced is the difficulty of memorizing and actively using vocabulary, particularly in the skill of kitabah (writing). In response to this challenge, this study aims to develop and implement an innovative learning medium called Kutaib (a pocketbook) as a supporting tool to enhance Arabic writing skills. The Kutaib is designed with a contextual approach that includes thematic vocabulary and simple writing exercises, enabling students to more easily remember and use the words in sentences. This research was conducted at Pondok Pesantren Ma’arif Nurul Haromain Kulon Progo using a Research and Development (R&D) method through several stages: needs analysis, design, limited trials, and evaluation. The implementation involved socialization and demonstration activities to train students in using the Kutaib during daily learning sessions. The findings show that the use of Kutaib successfully increased students’ motivation and writing skills, as evidenced by the growth in the quantity and variety of vocabulary used in their kitabah exercises. However, the study also identified a limitation—insufficient continuous teacher supervision—which affected the consistency of the medium’s application. Therefore, ongoing collaboration between researchers and educators is needed to systematically integrate the Kutaib into the teaching and learning process. In conclusion, the development and implementation of Kutaib proved to be an effective and innovative learning medium for improving students’ kitabah skills in the pesantren learning environment.
Tā'līm āl-Zhāwāhīr āl-Shāwtīāh Fāwq āl-Qāt'īāh fīī āl-Lughāh āl-Arābīyāh Bāynā Tulāāb Qīsm āl-Lughāh āl-Arābīyāh Jāmī'āh Jānub Shārq Sri Lanka: āl-Wāqīe' wāl Mutāwāqāe' Shathifa, M.C.S.; Ali, Asem Shehadeh
Al Maghazi : Arabic Language in Higher Education Vol. 3 No. 1 (2025): Al Maghazi : Arabic Language in Higher Education
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/al.v3i1.2044

Abstract

Tamil speaking undergraduates at the Department of Arabic Language, Southeastern University of Sri Lanka, face considerable challenges in comprehending Arabic Suprasegmental phonological phenomena. This study investigates the actual state of students’ phonetic learning and identifies their needs for linguistic improvement. Employing a descriptive-analytical methodology, the research utilizes primary data from questionnaires and semi-structured interviews and secondary data from previous literature. The questionnaire involved 150 students and explored both linguistic background and phonetic learning challenges. Interviews with five lecturers provided qualitative insights. Quantitative data were analyzed via SPSS, and qualitative content analysis was applied. The findings highlight key factors such as individual differences, language interference, curriculum design, lack of practice, and infrastructural limitations. While 70% of students express a desire to study phonetics, obstacles include confusion between phonetics and Tajweed and perceived irrelevance to career prospects. The research emphasizes the negative impact of phonological errors on language proficiency and recommends structured, practice-oriented modules to enhance Arabic phonological skills.
Iḥsās Ṭullāb Jāmi‘at ‘Alī bin Abī Ṭālib al-Islāmiyyah Ṭijāh Ṭaṭbīq Ṭanhaj an-Naḥw Santoso, Nur Cholis Agus; Prayoga, Wildan Maulana
Al Maghazi : Arabic Language in Higher Education Vol. 3 No. 1 (2025): Al Maghazi : Arabic Language in Higher Education
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/al.v3i1.2076

Abstract

This study discusses the perceptions of students at STAI Ali bin Abi Thalib Surabaya regarding the implementation of the Nahwu curriculum at STAI Ali bin Abi Thalib Surabaya. The curriculum functions to organize the learning process in a more directed and structured manner to achieve its objectives. Nahwu is one of the core courses at STAI Ali bin Abi Thalib Surabaya, and its implementation requires evaluation from students as a basis for improvement. This study uses a quantitative approach, and the type of research applied is phenomenological research. The data collected consists of students’ perceptions related to the implementation of the Nahwu curriculum. The data were analyzed using phenomenological analysis techniques with the following stages: reading questionnaire responses, categorizing data, coding data, determining themes, and describing the themes. The results of the study show that students at STAI Ali bin Abi Thalib Surabaya have diverse backgrounds in learning Nahwu. The majority of students consider the implementation of the Nahwu curriculum to be fairly good, both in terms of relevance to their needs, support for improving language skills, ease of understanding the material, and the challenges experienced by students in applying i‘rab. For future improvements to the Nahwu curriculum, students propose improvements in teaching methods, greater attention from teachers to students without a background in Arabic, the use of AI in teaching, and replacement of teaching modules.
Ta'lim al-Mahfuzat fi Tarqiyati Raghbati al-Tullab fi Ta'allumi al-Lughati al-'Arabiyyati bi Bayti Ta'allumi al-Nahl Yusorejo Metro al-Syarqiyyah Abdillah, Abid; Syaifullah, Muhammad; Nafisah, Jauharotun
Al Maghazi : Arabic Language in Higher Education Vol. 3 No. 2 (2025): Al Maghazi : Arabic Language in Higher Education
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/al.v3i2.2174

Abstract

Arabic language learning at the elementary level is often hampered by low student interest and motivation, as students frequently perceive the subject as difficult and tedious, a phenomen on observed at the An-Nahl Yosorejo Learning Center, Metro Timur. This study aims to evaluate the effectiveness of Mahfuzat learning as aninnovative teaching strategy to increase students' interest in Arabic within a non-formal educational environment. Using a descriptive qualitative approach, the research focuses on the impact of Mahfuzat on students' affective indicators. Data were collected through participatory classroom observations, in-depth interviews with one teacher and five selected students, and documentation studies, then analyzed interactively through data reduction, display, and verification with triangulation techniques. The results indicate that the implementation of Mahfuzat significantly boosted student interest, evidenced by high active participation in recitation activities, improved concentration, and a shift to ward positive perceptions of Arabic. This effectiveness is attributed to the rhythmic repetition (singing) method, whic haligns with elementary-age characteristic sand a relaxed learning environment. This study concludes that Mahfuzat serves as a powerful pedagogical tool to bridge the gap between perceived difficulty and student engagement. Scientifically, this research contributes a practical framework for integrating traditional Arabic aphorisms into modern non-formal curricula to enhance affective learning. For future research, it is suggested to explore the impact of Mahfuzat on broader cognitive outcomes, such as vocabulary retention and speaking proficiency, across more diverted mographic populations.

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