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Cahya Edi Setyawan
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IJAS: International Journal of Arabic Studies
Published by PT. MUTIARA BUSTAN ILMU
ISSN : -     EISSN : 30890217     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
IJAS: International Journal of Arabic Studies is a journal that discusses the field of Arabic studies, with a focus on Arabic Research and Literature, and Arabic Language Teaching and Learning. With a triannual publication schedule in January, June, and November, this journal provides a valuable platform for researchers, academics, and practitioners to share their latest findings, innovative ideas, and best practices in the realm of the Arabic language. The main objectives of this journal are to promote a profound understanding of the Arabic language, literature, and culture, as well as to enhance the effectiveness of Arabic language instruction worldwide. With an experienced editorial board and a strong commitment to excellence, the International Journal of Arabic Studies stands as a major contributor in enriching the literature and teaching of the Arabic language. Within this journal, authors can explore critical issues in Arab research and share various successful approaches and strategies in Arabic language teaching and learning. Thus, the International Journal of Arabic Studies plays an integral role in advancing the global understanding of the Arabic language and culture while strengthening the foundation of effective Arabic language education.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 29 Documents
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The Influence Of Students' Perceptions Of Arabic Language Teacher Creativity On Motivation For Learning Arabic Class XI Madrasah Aliyah Jamilurrahman Yogyakarta Takdir Kamaludin; Farih Muzaky
IJAS: International Journal of Arabic Studies Vol. 1 No. 1 September (2024): International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

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Abstract

This study aims to determine the creativity of Arabic teachers in the learning process, students' motivation to learn Arabic, and the influence of teacher creativity on students' motivation to learn Arabic at Madrasah Aliyah Jamilurrahman Yogyakarta. This research uses a quantitative approach with a correlational field research design. Data collection was conducted through questionnaires and documentation, and analyzed using product moment analysis. The results of the study show: (1) The creativity of Arabic teachers at Madrasah Aliyah Jamilurrahman Yogyakarta is in the medium category with a score of 68.80%, which is classified as positive. (2) The majority of class XI students' motivation to learn Arabic is in the weak category, although a few students have strong motivation. (3) There is a positive and significant influence between teacher creativity (X) and students' motivation to learn Arabic (Y) in class XI, with a calculated r value of 0.335 and a table r value of 0.3120 at a 5% significance level. This indicates that the more creative the teacher is in teaching, the higher the students' motivation to learn.
Contextual Approach in Arabic Language Learning: Developing Students' Critical Thinking Skills/ النهج السياقي في تعلم اللغة العربية: بناء مهارات التفكير النقدي لدى الطلاب Siti Wulan Asih; Naila Rohmaniyah
IJAS: International Journal of Arabic Studies Vol. 1 No. 1 September (2024): International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

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Abstract

This study aims to examine the effectiveness of a contextual approach in Arabic language learning to develop students' critical thinking skills. The contextual approach involves linking lesson materials with students' everyday life situations, helping them understand Arabic in relevant contexts. This research employs a qualitative method with a descriptive approach. The subjects of the study are madrasah students learning Arabic. Data were collected through observation, interviews, and questionnaires measuring students' critical thinking skills and learning motivation. Data analysis was conducted using thematic techniques to understand the impact of this approach on the learning process. The results of the study indicate that the application of the contextual approach significantly improves students' critical thinking skills. Students were more able to analyze Arabic texts and apply them in real-life situations. Additionally, this approach also enhanced students' motivation to learn Arabic as they felt more connected to the lesson materials. The study concludes that the contextual approach is effective in developing critical thinking skills and increasing students' learning motivation in Arabic language education
Morphosemantic Changes in the Arabic Language in the Social Media Era: A Study of Neologisms and Their Impact on Youth Communication/ التغيرات المورفوسيمانتية في اللغة العربية في عصر وسائل التواصل الاجتماعي: دراسة حول النيو لوغيزم وتأثيرها على تواصل الشباب Ibnu Fitrianto; Riza Hamid
IJAS: International Journal of Arabic Studies Vol. 1 No. 1 September (2024): International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

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Abstract

This study examines the morphosemantic changes in the Arabic language in the era of social media, focusing on a study of neologisms and their impact on youth communication. The research concentrates on how new terms emerge through platforms such as Facebook, Twitter, and Instagram, and how these terms affect the development of the Arabic language. A qualitative approach was used, relying on descriptive analysis of data collected from observations, interviews, and documents related to the use of neologisms. The results show that neologisms have led to notable changes in word structure and meanings, with new words formed through word combinations, abbreviations, and adaptations from other languages. The study also revealed that these changes have significantly impacted how youth communicate, leading to the use of informal and easily understandable language in digital interactions. However, the increasing reliance on new terms may lead to a decline in the use of classical Arabic. The study recommends finding a balance between linguistic innovations and preserving linguistic heritage to ensure the continuity of the Arabic language in the future
Syntactic and Semantic Comparison of Transitive and Intransitive Verbs in Arabic Sentences: A Linguistic Approach AoumeurSoufghalem; Muhammad Qadhaf
IJAS: International Journal of Arabic Studies Vol. 1 No. 1 September (2024): International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

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Abstract

This study explores the syntactic and semantic differences between transitive (muta'addi) and intransitive (lazim) verbs in Arabic sentences. The primary aim is to analyze how these two verb types affect sentence structure and meaning in the Arabic language. Transitive verbs require a direct object to complete their meaning, which impacts sentence complexity and the relationship between subject and object. In contrast, intransitive verbs do not require an object, leading to simpler sentence structures. The research focuses on the syntactic analysis of sentence construction involving transitive and intransitive verbs, highlighting how the presence or absence of an object influences the positioning of sentence elements. From a semantic perspective, transitive verbs convey more specific and detailed meanings due to their direct interaction with objects, while intransitive verbs provide more general and straightforward meanings. This study utilizes classical and modern Arabic texts to collect and analyze examples of both verb types, demonstrating their influence on the overall meaning of the sentences in which they are used. The findings emphasize the importance of understanding these differences for learners and educators of Arabic, as they play a crucial role in sentence formation and meaning interpretation. The study contributes to a deeper understanding of Arabic grammar, particularly in the context of language teaching and linguistic analysis.
The Use of Guided Inquiry Strategy to Enhance Arabic Writing Skills in Madrasah Tsanawiyah Students Syed Iftikhar Ali Gilani; Laeli Umi Kulsum
IJAS: International Journal of Arabic Studies Vol. 1 No. 1 September (2024): International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

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Abstract

This study explores the effectiveness of guided inquiry as a strategy for improving Arabic writing skills among Madrasah Tsanawiyah students. The research involved implementing guided inquiry methods in writing instruction over a semester and assessing its impact on students’ grammar, coherence, and critical thinking. Data were collected through pretest and posttest assessments of students’ writing, along with observational data on classroom interactions and student feedback. Results indicated significant improvements in grammar accuracy, sentence complexity, and essay coherence. Students demonstrated enhanced abilities to organize and develop arguments, use evidence effectively, and express their opinions with greater clarity. The guided inquiry approach also positively influenced students' perceptions of their writing abilities and confidence. Despite these gains, challenges such as difficulties in self-editing and generating ideas without direct guidance were noted. The findings suggest that guided inquiry is a valuable pedagogical tool for enhancing writing skills but also highlight the need for additional support mechanisms to address ongoing challenges
Constructivist Approaches in Arabic Language Teaching: An Analysis of the Relationship with Modern Linguistic Theories Ahmad Ridho; Husnul Haq
IJAS: International Journal of Arabic Studies Vol. 1 No. 1 September (2024): International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

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Abstract

This study explores the application of constructivist approaches in Arabic language teaching and examines their relationship with modern linguistic theories. The primary objectives are to investigate how constructivist principles are implemented in Arabic classrooms and evaluate their effectiveness in enhancing students' language skills. Additionally, the study analyzes how cognitive and generative-transformational theories are integrated into these teaching methods. The findings reveal that constructivist approaches, such as project-based learning and collaborative activities, significantly improve student engagement, motivation, and language proficiency. Cognitive strategies, including metacognitive activities, and problem-solving tasks are effectively employed to support learning. Furthermore, generative-transformational theory influences the teaching of Arabic syntax and grammar, enhancing students' understanding of language structures. The study concludes that combining constructivism with modern linguistic theories offers valuable insights for improving language instruction. Practical recommendations for educators include incorporating constructivist strategies and theoretical principles to enhance teaching effectiveness.
Challenges in Translating Classical Arabic Poetry: Implications for Literature Students Dr. Muhammad Wildan Shohib
IJAS: International Journal of Arabic Studies Vol. 1 No. 2 Desember (2024): International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

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Abstract

This study explores the effectiveness of guided inquiry as a strategy for improving Arabic writing skills among Madrasah Tsanawiyah students. The research involved implementing guided inquiry methods in writing instruction over a semester and assessing its impact on students’ grammar, coherence, and critical thinking. Data were collected through pretest and posttest assessments of students’ writing, along with observational data on classroom interactions and student feedback. Results indicated significant improvements in grammar accuracy, sentence complexity, and essay coherence. Students demonstrated enhanced abilities to organize and develop arguments, use evidence effectively, and express their opinions with greater clarity. The guided inquiry approach also positively influenced students' perceptions of their writing abilities and confidence. Despite these gains, challenges such as difficulties in self-editing and generating ideas without direct guidance were noted. The findings suggest that guided inquiry is a valuable pedagogical tool for enhancing writing skills but also highlight the need for additional support mechanisms to address ongoing challenges.
Teaching Arabic Vocabulary Using Augmented Reality: A Classroom Experiment Miftachul Huda
IJAS: International Journal of Arabic Studies Vol. 1 No. 2 Desember (2024): International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

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Abstract

This study explores the effectiveness of guided inquiry as a strategy for improving Arabic writing skills among Madrasah Tsanawiyah students. The research involved implementing guided inquiry methods in writing instruction over a semester and assessing its impact on students’ grammar, coherence, and critical thinking. Data were collected through pretest and posttest assessments of students’ writing, along with observational data on classroom interactions and student feedback. Results indicated significant improvements in grammar accuracy, sentence complexity, and essay coherence. Students demonstrated enhanced abilities to organize and develop arguments, use evidence effectively, and express their opinions with greater clarity. The guided inquiry approach also positively influenced students' perceptions of their writing abilities and confidence. Despite these gains, challenges such as difficulties in self-editing and generating ideas without direct guidance were noted. The findings suggest that guided inquiry is a valuable pedagogical tool for enhancing writing skills but also highlight the need for additional support mechanisms to address ongoing challenges
Analyzing Arabic Syntax Through Artificial Intelligence: A Pedagogical Framework Miftachul Huda
IJAS: International Journal of Arabic Studies Vol. 1 No. 2 Desember (2024): International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

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Abstract

This study explores the effectiveness of guided inquiry as a strategy for improving Arabic writing skills among Madrasah Tsanawiyah students. The research involved implementing guided inquiry methods in writing instruction over a semester and assessing its impact on students’ grammar, coherence, and critical thinking. Data were collected through pretest and posttest assessments of students’ writing, along with observational data on classroom interactions and student feedback. Results indicated significant improvements in grammar accuracy, sentence complexity, and essay coherence. Students demonstrated enhanced abilities to organize and develop arguments, use evidence effectively, and express their opinions with greater clarity. The guided inquiry approach also positively influenced students' perceptions of their writing abilities and confidence. Despite these gains, challenges such as difficulties in self-editing and generating ideas without direct guidance were noted.
Literary Narratives in Modern Arabic Poetry: Pedagogical Implications Huda Azzam
IJAS: International Journal of Arabic Studies Vol. 1 No. 2 Desember (2024): International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

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Abstract

This study explores the effectiveness of guided inquiry as a strategy for improving Arabic writing skills among Madrasah Tsanawiyah students. The research involved implementing guided inquiry methods in writing instruction over a semester and assessing its impact on students’ grammar, coherence, and critical thinking. Data were collected through pretest and posttest assessments of students’ writing, along with observational data on classroom interactions and student feedback. Results indicated significant improvements in grammar accuracy, sentence complexity, and essay coherence. Students demonstrated enhanced abilities to organize and develop arguments, use evidence effectively, and express their opinions with greater clarity. The guided inquiry approach also positively influenced students' perceptions of their writing abilities and confidence. Despite these gains, challenges such as difficulties in self-editing and generating ideas without direct guidance were noted. The findings suggest that guided inquiry is a valuable pedagogical tool for enhancing writing skills but also highlight the need for additional support mechanisms to address ongoing challenges.

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