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Al-Tadris: Jurnal Pendidikan Bahasa Arab
Published by Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung
ISSN : 23032871     EISSN : 2549855X     DOI : https://doi.org/10.21274
Core Subject : Education,
Languange, Linguistic, Communication & Media
FOCUS Al-Tadris: Jurnal Pendidikan Bahasa Arab publishes scholarly articles dealing that specifically discuss Arabic Learning Innovations. This journal warmly welcomes contributions from scholars and authors whose main concern is innovation in Arabic language learning. SCOPE Al-Tadris: Jurnal Pendidikan Bahasa Arab specializes the study of Arabic Learning Innovations. Its principal concern includes learning with innovative methods.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 228 Documents
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Project-Based Learning dalam Penguatan Kemampuan Qirā’ah: Systematic Literature Review Muhamad Nasrulloh; Muhammad Wisnu Hadi Pranoto
Al-Tadris: Jurnal Pendidikan Bahasa Arab Vol. 14 No. 1 (2026): Al-Tadris: Jurnal Pendidikan Bahasa Arab
Publisher : Faculty of Education and Teachers Training of UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/tadris.2026.14.1.206-220

Abstract

ABSTRACT This systematic literature review employs a narrative synthesis approach to investigate the impact of Project-Based Learning (PjBL) on improving Arabic reading comprehension (qirā’ah) proficiency. The investigation evaluates 31 open-access references published from 2016 to 2026, incorporating 10 primary studies into the final synthesis matrix. The analytical results demonstrate that PjBL advances qirā’ah competencies via textual assignments, vocabulary categorization, conceptual structuring, group deliberations, and oral delivery of reading syntheses. Optimal implementation relies on instructional scaffolding, selection of contextually relevant reading materials, and dual-aspect assessment rubrics capturing both reading progression and final outcomes. Consequently, this research advocates for the integration of straightforward student projects, including glossary development, conceptual mind mapping, and concise oral summaries of textual content within Arabic language classrooms. Keywords: Arabic instruction, literature review, PjBL, project-based learning, qirā’ah ABSTRAK Penelitian tinjauan pustaka sistematis melalui pendekatan sintesis naratif ini mengkaji kontribusi model Project-Based Learning (PjBL) terhadap peningkatan kompetensi membaca (qirā’ah) dalam pembelajaran bahasa Arab. Evaluasi dilakukan terhadap 31 referensi akses terbuka terbitan tahun 2016 sampai 2026, dengan menyertakan 10 artikel utama ke dalam matriks sintesis. Temuan analisis mengindikasikan bahwa PjBL mengoptimalkan kecakapan qirā’ah lewat penugasan proyek teks, pengelompokan kosakata, pengorganisasian ide pokok, diskusi kolaboratif, serta pemaparan hasil pemahaman bacaan. Efektivitas model ini ditentukan oleh bimbingan bertahap dari pendidik, ketersediaan materi bacaan yang kontekstual, dan instrumen evaluasi yang mengukur aktivitas proses membaca sekaligus hasil karya belajar. Studi ini menyarankan penerapan proyek terukur bagi kelas bahasa Arab, seperti pembuatan daftar istilah, penyusunan peta pikiran, dan presentasi lisan singkat mengenai substansi bacaan. Kata kunci: pembelajaran bahasa Arab; kajian literatur; PjBL; pembelajaran berbasis proyek; qirā’ah
Peran CEFR dalam meningkatkan Maharah Kalam serta pengukurannya di Markaz Arabiyah Muammaroh Muammaroh; Isma Yunia Sari; Nuryani Nuryani
Al-Tadris: Jurnal Pendidikan Bahasa Arab Vol. 13 No. 2 (2025): Al-Tadris: Jurnal Pendidikan Bahasa Arab
Publisher : Faculty of Education and Teachers Training of UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/tadris.2025.13.2.716-735

Abstract

ملخص البحث: يُعدّ اكتساب مهارة الكلام ركيزةً بالغة الأهمية لتلبية متطلبات التواصل في تعلّم اللغة العربية، لا سيما لمن يضطلعون بأدوارٍ حيويةٍ تتطلب تفاعلاً مباشراً، كالإرشاد السياحي للوافدين من الدول العربية أو التواصل مع الناطقين الأصليين بها. وفيما يخص المبتدئين، يتطلب تعلّم اللغة العربية مثابرة ذاتية على الممارسة المستمرة، وتعويد المتعلمين على المحادثة، وتدريب ألسنتهم وتهذيبها باستمرار على الإفصاح باللغة العربية. ولا يقتصر تعلّم اللغة على الجانب النظري فحسب، بل يُلزم ذلك بتعويد المتعلم على التطبيق العملي اليومي للمفاهيم النظرية، وتحديد الخطوات المنهجية التي ينبغي على الدارسين اتباعها لإتقان مهارة الكلام إتقاناً سليماً. ويُمثّل الإطار المرجعي الأوروبي المشترك (CEFR) أحد أبرز الأطر المنهجية لتعلّم اللغات الأجنبية؛ إذ يُولي اهتماماً خاصاً بتعلّم اللغة بما يتوافق مع المعايير المعتمدة، ويرتكز على قياس الكفايات التواصلية التي تراعي السياق والمواقف الحقيقية. وقد اعتمد الباحث المنهج الوصفي ذي النهج الكيفي لرصد العملية التعليمية القائمة على منهجية (CEFR) في "المركز العربي"، والذي يتبنّى إطاراً تعليمياً تفاعلياً وتواصلياً، لا سيما في مجال مهارة الكلام. وتتضمن الاختبارات المُطبَّقة في هذا السياق أشكالاً متعددة، منها: المقابلات، وسرد التجارب، والتعبير عن الصور (تعبير الصور)، والتعبير الشفوي الحر (التعبير الحر). الكلمات المفتاحية: الإطار المرجعي الأوروبي المشترك (CEFR)، مهارة الكلام، اختبارات مهارة الكلام.       Abstrack: The process of learning Maharah Kalam (speaking skills) is very important for communication needs, especially in learning the Arabic language. This is especially true for those who have urgent roles, such as being tour guides for Arab tourists or people from Arab countries who visit native Arab populations. For beginners, learning Arabic requires personal effort to keep practicing and getting used to speaking. They need to train themselves and continue improving their speech in Arabic. Learning Arabic is not enough with just theory; it also needs daily practice. Students need to know the steps to properly get information about Maharah Kalam. The CEFR (Common European Framework of Reference for Languages) is one of the best frameworks for learning foreign languages. It focuses on students' language learning based on national standards, emphasizing communicative competence and involving real contexts and situations. The researcher explains this using a descriptive qualitative method to describe the learning process at Markaz Arabiyah, which uses a CEFR-based approach. Markaz Arabiyah has an active and communicative learning framework, especially in speaking skills. There are several types of tests used and applied, such as: interviews, telling a personal experience, describing a picture (ta'bir as-suwar), and free speaking (ta'bir al-hurr). Keywords: CEFR, Maharah Kalam, Speaking Skill Test   Abstrak: Proses pembelajaran Maharah kalam, menjadi hal yang sangat penting dalam kebutuhan berkomunikasi untuk pembelajaran bahasa arab khususnya bagi mereka yang memiliki peran urgent seperti halnya menjadi pemandu wisata khususnya bagi turis arab atau dari orang -orang arab ke penduduk asli arab. Pagi pemula tentunya mempelajari bahasa arab butuh yang namanya kecekatan diri untuk tetep mempraktekkan atau membiasakan diri mereka dalam berbicara, melatih serta menata terus lisannya dalam berbicara bahasa arab. Belajar bahasa arab tidak cukup pada teori saja namun harus ada pembiasaan diri untuk mempraktekkan hari teori dan bagaimana langkah-langkah yang harus peserta didik tempuh dalam mendapatkan informasi tetang maharah Kalam dengan baik dan benar, CEFR merupakan salah satu kerangka terbaik untuk mempelajari suatu bahasa asing, dimana kerangka ini berfokus pada pembelajaran bahasa peserta didik yang sudah berstandar nasional, yang berfokus pada uji kompetensi yang bersifat komunikatif dan melibatkan adanya konteks dan situasi. Peneliti memaparkan hal ini dengan pendekatan deskriptif metode kualitatif untuk mendeskripsikan proses pembelajaran berbasis CEFR dimana Markaz Arabiyah  memiliki kerangka pembelajaran yang aktif dan komunikatif khususnya dalam bidang keterampilan berbicara. Terdapat beberapa bentuk tes yang dilakukan dan diterapakan didalamnya seperti: wawancara, menceritakan sebuah pengalaman, Mendeskripsikan gambar تعبير الصولر  dan Berbicara Hurr تعبير الحر Kata kunci: CEFR, Maharah kalam, Tes Keterampilan Berbicara
اللغة العربية بين التاريخ واللسانيات والتربية: دلالاتها التعليمية في إندونيسيا Muhammad Farid Muhammad Farid Bustanul Arifin
Al-Tadris: Jurnal Pendidikan Bahasa Arab Vol. 14 No. 2 (2026): Al-Tadris: Jurnal Pendidikan Bahasa Arab
Publisher : Faculty of Education and Teachers Training of UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/tadris.2026.14.2.262-280

Abstract

تتناول هذه الدراسة اللغة العربية بالجمع بين ثلاثة مسارات ظلّت الدراسات الإندونيسية تعالجها منفصلة: المسار التاريخي، والمسار اللساني، والمسار التربوي. ومحورها التحليلي سؤال واحد: كيف تتحوّل المعرفة التاريخية بأصل العربية وتطورها، والتوصيف اللغوي لخصائصها، إلى دلالات تربوية قابلة للتطبيق في تعليمها بإندونيسيا؟ واعتمدت الدراسة المنهج الوصفي التحليلي بأسلوب الدراسة المكتبية، فأفادت من ثمانية وثلاثين مصدرًا أوليًّا وثانويًّا اختيرت بمعايير إدراج واستبعاد صريحة، وحُلّلت في ست خطوات: استخراج الموضوعات، والترميز، والتصنيف، والمقارنة، والتركيب، ثم استخلاص الدلالات التربوية. وانتهت إلى أن العربية تنتمي إلى الفرع السامي الأوسط، وأنها أكثر أخواتها محافظةً على ملامح السامية الأم، وأن أبرز خصائصها الاشتقاق والإعراب والثراء المعجمي ونظام الأصوات المتكامل، وأن تعليمها في إندونيسيا مرّ بأربع مراحل تنتهي بالمرحلة الرقمية. وخلصت إلى أن هذه النتائج تفسّر أخطاءً بعينها عند المتعلم الإندونيسي في النطق والإعراب والترجمة الحرفية. وتكمن جِدّة الدراسة في تحويل النتائج التاريخية واللسانية إلى مقترحات تربوية إجرائية، منها التحليل التقابلي بين العربية والإندونيسية.
The Essence of Students’ Experiences in Utilizing The Gemini Application as Artificial Intelligence (AI) in Arabic Language Learning at KH. Mukhtar Syafaat University Mohammad Alfin Rahma Nurfaizi; Sulaiman Hasan Sulaiman; Asmaul Husna
Al-Tadris: Jurnal Pendidikan Bahasa Arab Vol. 14 No. 2 (2026): Al-Tadris: Jurnal Pendidikan Bahasa Arab
Publisher : Faculty of Education and Teachers Training of UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/tadris.2026.14.2.297-305

Abstract

This study aimed to describe students’ lived experiences in utilising the Gemini application as Artificial Intelligence (AI) in Arabic language learning and to identify the essence of these experiences. This study employed a qualitative phenomenological approach involving five students selected purposively based on their experience using Gemini for Arabic language learning. Data were collected through in-depth interviews, observations, and documentation and analysed through data reduction, data display, and conclusion drawing. The findings show that students experienced Gemini as a supportive learning medium in translating Arabic texts, searching for vocabulary (mufradat), understanding nahwu and sharaf, constructing Arabic sentences, and completing academic assignments. Students experienced greater ease and perceived efficiency in learning due to quick access to explanations provided by Gemini. However, they also experienced limitations when some responses were inaccurate or did not correspond with the learning context. These experiences led students to verify Gemini’s responses through lecturers, textbooks, dictionaries, classical Islamic texts and other academic sources. The essence of students’ experiences was identified by examining recurring meanings emerging from the interview, observation, and documentation data, particularly the experiences of convenience and perceived learning efficiency, along with the need for critical verification of AI-generated content. Thus, Gemini is experienced as a supplementary learning medium rather than a primary source of knowledge, supporting students’ learning while maintaining critical thinking, information verification, and academic responsibility skills.
The Use of Youtube Shorts as A Medium For Learning Arabic: A Netnographic Approach to The @Arabic_Lughotiy Channel Nunik Zuhriyah; Lily Hanefarezan Asbulah; Ni’matullah Al Jauhariyah; Zakaria Firdaus; M Zunaidul Muhaimin; Risalatus Sania
Al-Tadris: Jurnal Pendidikan Bahasa Arab Vol. 14 No. 2 (2026): Al-Tadris: Jurnal Pendidikan Bahasa Arab
Publisher : Faculty of Education and Teachers Training of UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/tadris.2026.14.2.221-231

Abstract

The development of digital social media has brought about a new transformation in Arabic language learning, particularly through the use of short audiovisual videos. This study examines the use of YouTube Shorts as a medium for Arabic language learning, focusing on the @Arabic_Lughotiy channel. The research method employs a qualitative approach using netnography. Data were collected through virtual observation of YouTube Shorts content, digital documentation, and analysis of user comments and interactions on the @Arabic_Lughotiy channel. Data analysis techniques included data reduction, theme categorization, interpretation of virtual interactions, and drawing conclusions. The findings indicate that YouTube Shorts offer significant pedagogical opportunities through a concise and accessible micro-learning format. The use of subtitles, audio pronunciation, and engaging visual design are key factors in increasing user engagement. This study concludes that YouTube Shorts can be an effective medium for learning Arabic for the digital generation, although it still has limitations in terms of duration and depth of content. However, the lack of formal evaluation and the linear nature of the content present challenges that need to be addressed to optimize learning.
Technology Enhanced Arabic Language Teaching and Learning: A Systematic Review Muhammad Ainul Yaqin; Badriyya Barrak Alonazi
Al-Tadris: Jurnal Pendidikan Bahasa Arab Vol. 14 No. 2 (2026): Al-Tadris: Jurnal Pendidikan Bahasa Arab
Publisher : Faculty of Education and Teachers Training of UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/tadris.2026.14.2.281-296

Abstract

Technology has increasingly reshaped Arabic language education through mobile applications, learning management systems, gamification, artificial intelligence (AI), augmented reality (AR), and other digital tools. However, the literature remains fragmented across technologies, language skills, learner populations and pedagogical models. This systematic literature review synthesises research on technology-enhanced Arabic language teaching and learning, with particular attention to digital tools, pedagogical approaches, learning outcomes, implementation challenges, and emerging research directions. The review followed the PRISMA 2020 guidelines, with predefined eligibility criteria, database searching, dual screening, quality appraisal, data extraction, and thematic synthesis. The evidence reviewed indicates that technology can strengthen learner engagement, accessibility, vocabulary development, speaking and writing practice, formative feedback, and learner autonomy when digital tools are aligned with explicit pedagogical objectives. The strongest recurring pattern is not the superiority of a particular platform but the importance of pedagogical integration: technology is most productive when teachers provide scaffolding, feedback, interaction, and contextualised language use. The review also identifies persistent challenges involving teacher digital competence, infrastructure, Arabic-language resource quality, linguistic and cultural contextualisation, algorithmic limitations, and unequal access to resources. Whereas previous reviews examined single technologies (gamification, mobile learning, AR, VR, or AI) in isolation, this review integrates them into one technology-pedagogy-outcome framework, linking each technology to its pedagogical functions, targeted skills, outcomes, and implementation conditions.
تكامل قيم التربية الشخصية في تعليم الخط العربي: دراسة مكتبية Ahmad Zainullah; Edi Kurniawan Farid; Ibrahim Umar Mohammed; Moh. Ali Qorror Al-Khasy
Al-Tadris: Jurnal Pendidikan Bahasa Arab Vol. 14 No. 2 (2026): Al-Tadris: Jurnal Pendidikan Bahasa Arab
Publisher : Faculty of Education and Teachers Training of UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/tadris.2026.14.2.232-242

Abstract

ملخص: تُعَدُّ عمليةُ تعليم اللغة العربية مجالًا مناسبًا لبناء شخصية الأمة؛ إذ إن تعليم اللغة العربية لا يقتصر على تنمية المهارات اللغوية فحسب، بل يتضمن في عملية تعلمها أيضًا جملةً من القيم التربوية والأخلاقية التي تسهم في بناء الشخصية. ويهدف هذا البحث إلى استكشاف دور الخط العربي أو الخَطّ بوصفه جزءًا من مادة مهارة الكتابة في تشكيل شخصية الطلاب. واعتمد البحث على منهج الدراسة المكتبية من خلال جمع البيانات من المقالات العلمية والكتب والدراسات السابقة ذات الصلة، واختيرت المصادر وفق معايير محددة، من أبرزها الصلة المباشرة بموضوع الدراسة، ووضوح المنهج، وإمكانية الوصول إلى النص الكامل. وحُلِّلت البيانات باستخدام التحليل الموضوعي لاستخلاص القيم الشخصية المتضمنة في تعليم الخط العربي وتصنيفها وفق الموضوعات الرئيسة. وأظهرت نتائج البحث أن الخط العربي هو علم يُعنى بالتعريف بأشكال الحروف المفردة، ومواضعها، وطرائق تركيبها لتكوين كلمات وجمل مترابطة. ويسهم تعلم الخط العربي في تشكيل شخصية الطلاب من خلال تدريبهم على معرفة ما ينبغي كتابته، وكيفية كتابته، وتحديد ما لا حاجة إلى كتابته، فضلًا عن تصحيح ما يحتاج إلى التصحيح من الهجاء، وتحديد الطريقة المناسبة لإجراء ذلك. ومن ثم، فإن تعليم الخط العربي يؤدي دورًا مهمًّا في بناء شخصية المتعلمين؛ إذ إن ممارسة الكتابة بالحروف العربية وأشكال تراكيبها تتطلب الصبر، والمثابرة، والاجتهاد، والهدوء النفسي للوصول إلى أفضل النتائج. وإذا استمر المتعلم في ممارسة ذلك بصورة منتظمة، فإن هذه الممارسة تسهم في تكوين عادات إيجابية تتجسد في صورة قيم وفضائل تنعكس على سلوكه في حياته اليومية. Abstract: Learning Arabic serves as an effective medium for shaping the character of a nation. This is because Arabic learning does not only focus on language proficiency but also incorporates character education values within its learning process. This study aims to explore the role of calligraphy as part of the material in writing skills in shaping students’ character. The study employed a library research method by collecting data from relevant scientific articles, books, and previous studies. The sources were selected based on specific criteria, primarily their direct relevance to the research topic, methodological clarity, and accessibility of the full text. The data were analyzed using thematic analysis to identify the character values embedded in Arabic calligraphy instruction and classify them according to the main themes.. The results show that Arabic calligraphy is a discipline that introduces the forms of individual letters, their positions, and the ways of combining them into coherent sentences. This learning process shapes students’ character by teaching them what to write, how to write it, and what should not be written; how to correct necessary spelling errors, and how to determine the proper way to do so. Thus, Arabic calligraphy plays an important role in developing students’ character. The act of writing Arabic letters and constructing compositions requires patience, perseverance, diligence, and inner calmness to achieve the best results. When practiced continuously, it cultivates good habits that manifest as virtuous values in daily life. Abstrak: Pembelajaran bahasa Arab merupakan wahana yang tepat untuk pembentukan karakter bangsa. Hal ini karena bahasa Arab tidak hanya berkonsentrasi terhadap kemampuan bahasa saja melainkan juga dalam proses pembelajarannya terdapat nilai-nilai pendidikan karakter. Penelitian ini bertujuan untuk mengeksplorasi peran kaligrafi atau khat sebagai bagian dari materi yang ada dalam maharah kitabah dalam membentuk karakter siswa. Penelitian ini menggunakan metode studi kepustakaan dengan mengumpulkan data dari artikel ilmiah, buku, dan penelitian terdahulu yang relevan. Sumber-sumber tersebut dipilih berdasarkan kriteria tertentu, terutama relevansi langsung dengan topik penelitian, kejelasan metodologi, dan ketersediaan teks lengkap. Data dianalisis menggunakan analisis tematik untuk mengidentifikasi nilai-nilai karakter yang terkandung dalam pembelajaran kaligrafi Arab dan mengelompokkannya berdasarkan tema-tema utama. Hasil penelitian menunjukkan khat araby adalah suatu ilmu yang memperkenalkan bentuk-bentuk huruf tunggal, letak-letaknya, dan cara-cara merangkai menjadi sebuah kalimat tersusun. Pembelajaran ini membentuk karakter siswa dalam mempelajari apa yang ditulis, bagaimana cara menulisnya dan menentukan mana yang tidak perlu ditulis; mengubah ejaan yang perlu diubah dan menentukan cara bagaimana untuk mengubahnya. Dengan demikian, pembelajaran kaligrafi (khat Araby) mempunyai peran penting dalam membentuk karakter peserta didik. Penggoresan tulisan dalam bentuk huruf-huruf Arab maupun bentuk-bentuk susunan (tarkib) membutuhkan kesabaran, keuletan, ketekunan dan ketenangan hati untuk mendapatkan hasil yang maksimal. Dan jika hal itu dilakukan secara terus-menerus maka akan membentuk kebiasaan yang baik dan berwujud dalam nilai-nilai kebajikan dalam kehidupan sehari-hari.
The Effectiveness of Mnemonic Strategies on Arabic Vocabulary and Grammar Mastery Hikmatul Lailaa; Rasha Kadry Soliman; Ammar Zainuddin
Al-Tadris: Jurnal Pendidikan Bahasa Arab Vol. 14 No. 2 (2026): Al-Tadris: Jurnal Pendidikan Bahasa Arab
Publisher : Faculty of Education and Teachers Training of UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/tadris.2026.14.2.243-261

Abstract

Mastery of Arabic vocabulary (mufradat) and grammar rules still relies on rote memorisation, which students struggle to retain, and mnemonic strategies are increasingly being tested as an alternative. However, no systematic review has mapped the techniques, outcomes, and strength of evidence in these studies. This study synthesises empirical evidence on mnemonic strategies for learning Arabic vocabulary and grammar. It employs a Systematic Literature Review following the PRISMA protocol with narrative synthesis. The online search yielded 31 unique records, of which 11 studies published between 2020 and 2026 met the inclusion criteria of this review. Seven studies addressed vocabulary, and four addressed grammar rules, mainly morphology (sharaf). The dominant techniques were rhyme or song, keyword mnemonics, and story association with visualisation. All studies with readable results reported improvement or a positive trend, although most used non-controlled or single-group designs. A quality appraisal using the Mixed Methods Appraisal Tool (MMAT) found that only two studies met most core quality criteria. Therefore, the evidence supports a positive direction of reported outcomes but is insufficient to establish mnemonic effectiveness. This review provides a map of techniques, subject domains, and design strengths, and points to the need for controlled experiments comparing techniques, delayed retention tests, and measurement of motivation.

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