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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 36 Documents
 1   2   3   4 
Afiksasi Inflektif Verba Perfek dalam Naskah Drama Ahlul Kahfi Karya Taufiq al-Hakim Khairina Nasution; Khairawati
Al Maghazi : Arabic Language in Higher Education Vol. 4 No. 1 (2026): 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.v4i1.2601

Abstract

Arabic is characterized a highly systematic and productive morphological system particularly in the inflection of verbs to mark grammatical categories such as person, number, and gender. Although studies on Arabic morphology have been widely conducted research focusing specifically on inflectional affixation in perfect verbs within Arabic literary texts remains limited. This study aims to reveal the forms and functions of inflectional affixation in perfect verbs found in drama script Ahlul Kahfi by Taufil al-Hakim from a structural morphology perspective. This study employed a qualitative approach with a library research design. The data consisted of a perfect verbs undergoing inflectional affixation in 120 dialogues from the first part of the drama script. Data were collected through observation and note-taking techniques and analyzed using the distributional method with immediate constituent analysis technique. The findings revealed 71 perfect verbs with inflectional affixation based on variations of person, number, and gender. The inflectional formswere realized through suffixes such as /-tu/ (تُ), /-nā/ (نا), /-ta/ (تَ), /-tumā/ (تُمَا), /-t/ (تْ), /-tā/ (تَا), and /-ū/ (وا). The dominance of first person singular forms indicates that the dialogues are primarily constructed through the characters subjectivity. The findings demonstrate that inflectional affixation functions not only as a grammatical marker but also as a means of expressing interpersonalrelations and communication dynamics in drama. This study contributes to Arabic morphological studies, whilefuture researchmay examine other Arabic literary texts to obtain a broader understanding of Arabic verbal morphology.
Ta’tsīru Istikhdāmi Educaplay ‘alā an-Nasyāṭ at-Ta‘līmī wa ad-Darajāt fī Durūs al-Lughah al-‘Arabiyyah fī Ma‘had al-Hijrah Anita Soba; Abu Darda; Mandrasi Amira Sa’idah; Azkia Ni’matul Maula; Sofia Amelia Rezeki
Al Maghazi : Arabic Language in Higher Education Vol. 4 No. 1 (2026): 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.v4i1.2622

Abstract

Arabic is one of the subjects taught in schools, especially in institutes. However, low student learning outcomes often become a major obstacle to achieving educational goals. One key reason is the limited use of engaging and interactive learning media that can create an effective learning environment. Therefore, innovative learning strategies are needed to encourage students’ active participation during the learning process. This study aimed to determine the effectiveness of using Educaplay in improving the learning outcomes of seventh-grade students at Al-Hijra Institute. The research employed Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, implementation, observation, and reflection. Data were collected through observations of student activities, interviews, and questionnaires to assess students’ perceptions of the learning process. The results revealed a significant improvement in students’ learning outcomes. Scores increased from 25% before the intervention to 42% in the first cycle and reached 83% in the second cycle. These findings indicate that Educaplay, with its interactive features, successfully made learning more engaging and enjoyable, while also enhancing students’ motivation and understanding of the material. Further research is recommended to examine the use of Educaplay in various Arabic language skills with a larger sample size and to compare it with other digital learning media in order to obtain more comprehensive results.
Innovative Puzzle-Based Assessment in Arabic Language Learning for Enhancing Vocabulary Mastery Zahra Shafirah Ambo; Najwa Bil Qhisti; Tasya Khoirunnisa Ambo
Al Maghazi : Arabic Language in Higher Education Vol. 4 No. 1 (2026): 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.v4i1.2668

Abstract

Arabic teachers find it difficult in the learning process. This is because the students are still minimal in mastering Arabic vocabulary. This study aims to examine the effectiveness of innovative puzzle based assessment in enhancing Arabic vocabulary master among seventh grade students at MTsN 1 Unaaha. Using a quantitative approach with a quasi experimental design, the study involved seven grade students who participated in puzzle based assessment activities integrated into Arabic language learning. Data were collected through pretest, posttests, observations, and student feedback. The results indicated that puzzle based Arabic language assessment was effective, with an effectiveness rate of 68%. It significantly improved students Arabic vocabulary mastery while increasing their motivation, engagement, and active participation throughout the assessment process. The study contributes to the growing literature on innovative and authentic assessment by demonstrating how game based assessment can simultaneously evaluate and reinforce learning. Future research is recommended to investigate the application of puzzle based assessment across different language skills, educational levels, and learning contexts.
Implementasi Kurikulum Outcome Based Education pada Pembelajaran Bahasa Arab di Perguruan Tinggi Keagamaan Islam Negeri Luthfi Abdul Manaf; Hamida Gadoum; Asmaul Husna; Inchinia Angger Rowin; Ahmad Arif Musyafa'
Al Maghazi : Arabic Language in Higher Education Vol. 4 No. 1 (2026): 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.v4i1.2726

Abstract

The Outcome Based Education (OBE) approach has a principle that focuses on the final results or achievements that must be mastered by students so as to support the Independent Learning and Independent Campus program, but there are still few researchers who discuss this approach at the tertiary level, especially in Arabic language learning. The purpose of this study is to determine the Implications, Impacts, and Optimization of the Outcome Based Education (OBE) Curriculum in Arabic language learning at UIN Maulana Malik Ibrahim Malang. In this study, the researcher used a Qualitative approach with a descriptive analysis type, while the type of research is a Case Study with the aim of obtaining comprehensive and systematic information about the implementation of Outcome-Based Education in Arabic language courses for UIN Maulana Malik Ibrahim Malang students. Several methods used by researchers to obtain research data are the Participant Observation Method, In-depth Interviews, and Documentation. While the Data Analysis Technique uses Miles and Huberman's Theory. The result of the research is that the concept of the Outcome-Based Education Curriculum in Arabic Language Learning at UIN Maulana Malik Ibrahim Malang is specifically managed by the Language Development Center through synergy with the faculty to determine the Learning Outcome Design for Arabic Language Course Graduates, which encompasses aspects of Basic Arabic, Structure and Vocabulary, and Communicative and Practical Arabic. These four outcomes are integrated into comprehensive Arabic Language Competence, which is developed through the development of Semester Learning Plans (RPS) as a reference in the learning process. The impacts of the OBE Curriculum implementation include aligning learning outcomes with the graduate profiles of each study program, necessitating the development of PKPBA Academic Guidelines for each class. Furthermore, teaching resources are mapped according to the needs of the Faculty and the classification of student abilities, which are divided into three classes: Tamhidi, Mubtadi', and Fash al-jami'. Optimization is achieved by providing flexibility for lecturers to innovate methods and strategies in accordance with the principles of the OBE Curriculum. In addition, UIN Maulana Malik Ibrahim provides facilities, both infrastructure and workshops, to improve the competence of Arabic language lecturers.
Istirātījiyyah Ta‘līm al-Aqrān li Tarqiyati Mahārat al-Kalām Ladā Ṭullāb al-Ṣaff al-Thāmin Imam Saukani; Salamuddin
Al Maghazi : Arabic Language in Higher Education Vol. 4 No. 1 (2026): 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.v4i1.2784

Abstract

Arabic plays a vital role as a means of communication and as a medium for understanding Islamic teachings. However, many students in Islamic boarding schools continue to experience difficulties in developing Arabic speaking skills due to low self-confidence, fear of making mistakes, shyness, and teacher-centered instructional practices. This study aims to describe the planning, implementation, and outcomes of the peer tutoring strategy in improving the Arabic speaking skills of eighth-grade students at Darul Iman Islamic Boarding School, Kutacane, Southeast Aceh. This study employed a descriptive qualitative approach with a field research design involving one Arabic language teacher and 25 students of class VIII-A. Data were collected through classroom observations, in-depth interviews, and documentation, and were analyzed using data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. The findings revealed that the peer tutoring strategy created a more interactive learning environment, increased students’ opportunities to practice speaking Arabic, enhanced their self-confidence, and encouraged more active participation in classroom communication. It can be concluded that peer tutoring is an effective strategy for improving students’ Arabic speaking skills in Islamic boarding schools. This study contributes to the development of collaborative Arabic language learning strategies and provides practical insights for teachers in implementing student-centered instruction. Future studies are recommended to investigate the effectiveness of peer tutoring using quantitative or mixed-method approaches involving larger samples and different educational contexts.
At-Taḥlīl 'an Ḍa'fi Dāfi'iyyat Ta'allum al-Lughah al-'Arabiyyah li Ṭullāb al-Ṣaff al-Thānī 'Ashar bi al-Madrasah al-'Āliyah al-Ḥukūmiyyah al-Islāmiyyah Tabanuli al-Shamāliyyah Sikni Sari Siagian; Khoirul Jamil
Al Maghazi : Arabic Language in Higher Education Vol. 4 No. 2 (2026): 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.v4i2.2792

Abstract

Learning motivation is one of the key factors determining the success of Arabic language learning in madrasahs. However, previous studies have indicated that students' motivation to learn Arabic remains at a low to moderate level, as reflected in limited classroom participation, low learning interest, and a lack of confidence in learning Arabic. This study aims to analyze the low level of Arabic learning motivation among twelfth-grade students at Madrasah Aliyah Negeri Tapanuli Utara and to identify the factors influencing it. This research employed a qualitative approach using a descriptive research design. The participants consisted of twelfth-grade students, Arabic language teachers, and school administrators. Data were collected through observation, semi-structured interviews, and documentation, and were analyzed using data reduction, data display, and conclusion drawing techniques. Data credibility was ensured through source and technique triangulation. The findings reveal that students' low motivation to learn Arabic is influenced by internal factors, including low learning interest, negative perceptions of Arabic, and a lack of self-confidence, as well as external factors such as limited variation in teaching methods, inadequate learning media, and students' perceptions that Arabic has limited relevance to their academic and future career needs. It can therefore be concluded that low motivation in learning Arabic results from the interaction between internal and external factors. This study contributes empirical evidence to the literature on Arabic language learning motivation at the senior Islamic secondary school level and provides a basis for developing more contextual, innovative, and learner-centered instructional strategies. Future research is recommended to investigate the effectiveness of various instructional interventions in enhancing students' motivation to learn Arabic across different educational contexts.

Page 4 of 4 | Total Record : 36

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