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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 48 Documents
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Curriculum Design for Teaching Arabic as a Foreign Language: A Competency-Based Education Model / تصميم المنهج لتعليم اللغة العربية للناطقين بغيرها: نموذج التعليم القائم على الكفايات Hassanain el-Birun; Richard David
IJAS: International Journal of Arabic Studies Vol. 3, No. 1, March 2026 : International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

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Abstract

The teaching of Arabic as a foreign language requires curriculum designs that are capable of responding to the linguistic needs of learners while aligning with contemporary educational frameworks. This study aims to examine the implementation of a competency-based education model in the curriculum design for teaching Arabic as a foreign language. The research adopts a qualitative descriptive approach by analyzing curriculum documents, instructional strategies, and learning outcomes applied in Arabic language programs. Data were collected through document analysis, classroom observations, and interviews with Arabic language instructors. The findings indicate that a competency-based curriculum facilitates the systematic development of learners’ linguistic competencies, including listening, speaking, reading, and writing skills. In addition, the integration of communicative tasks and contextual learning activities enhances learners’ engagement and supports the practical use of Arabic in real communicative situations. The study also reveals that clearly defined competency standards help instructors design structured learning activities and assessment strategies that align with expected learning outcomes. Therefore, the competency-based education model can serve as an effective framework for improving the quality of Arabic language instruction in foreign language contexts.
Structural and Functional Approaches in Arabic Linguistics / المقاربات البنيوية والوظيفية في اللسانيات العربية Mark Schneider; Aisyah Rahma
IJAS: International Journal of Arabic Studies Vol. 3, No. 1, March 2026 : International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

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Abstract

This study explores structural and functional approaches in Arabic linguistics in order to provide a comprehensive understanding of the Arabic language from both formal and communicative perspectives. The research aims to describe the main characteristics of structural analysis in Arabic linguistics, examine the role of functional perspectives in explaining language use in communication, and highlight the integration of both approaches in analyzing Arabic linguistic phenomena. This study employs a qualitative descriptive method based on literature analysis, examining key works in modern linguistics and Arabic language studies. The findings indicate that the structural approach focuses on the internal system of language, including phonology, morphology, and syntax, while the functional approach emphasizes the communicative role of language in social contexts. Furthermore, the study shows that combining structural and functional perspectives provides a more comprehensive analytical framework for understanding Arabic linguistic structures and their communicative functions. The study concludes that the integration of these two approaches can significantly contribute to the development of Arabic linguistic research and enhance the effectiveness of Arabic language teaching and analysis in contemporary linguistic studies.
The Role of the Arabic Language in Shaping and Preserving Islamic Culture in the Modern Era Lalu Ali Hasan; Layla Hassan
IJAS: International Journal of Arabic Studies Vol. 3, No. 2, June2026 : International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

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Abstract

Arabic Islamic culture is a fundamental aspect of Islamic civilization that integrates language, religion, and social practices into a unified and meaningful cultural system. This study aims to examine the role of the Arabic language in shaping, preserving, and transmitting Islamic cultural identity, as well as to analyze its relevance in contemporary society. The research employs a qualitative approach using library research methods, drawing from classical Islamic texts, academic literature, and recent scholarly discussions. The findings indicate that Arabic functions not only as a communication tool but also as a sacred medium for conveying Islamic teachings, particularly through the Qur’an and religious rituals. In addition, cultural expressions such as Arabic literature and calligraphy reflect the deep connection between spirituality and artistic creativity within Islamic traditions. The study also reveals that Arabic Islamic culture is embedded in everyday life, influencing values, behavior, and social interactions among Muslim communities. Despite challenges posed by globalization, Arabic Islamic culture remains adaptable through education and digital media. Therefore, it continues to play a vital role in maintaining Islamic identity and ensuring cultural continuity in the modern era.
The Use of Interactive Power Point Media to Improve Arabic Learning Outcomes Bagas Irawan; Daniel Robert
IJAS: International Journal of Arabic Studies Vol. 3, No. 2, June2026 : International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

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Abstract

This study examines the effectiveness of interactive PowerPoint media in improving students’ Arabic learning outcomes, particularly at the elementary level. It employs a quantitative approach using a pre-experimental design with a one-group pretest–posttest model. The participants consisted of elementary-level students who were selected through purposive sampling. Data were collected through structured tests administered before and after the implementation of the interactive PowerPoint-based instruction. The analysis involved both descriptive and inferential statistics, including the calculation of mean scores and significance testing to measure learning improvement. The findings reveal a statistically significant increase in students’ posttest scores compared to their pretest results. This improvement indicates that interactive PowerPoint media effectively enhances students’ vocabulary acquisition, reading comprehension, and overall engagement during the learning process. Additionally, the use of multimedia elements such as animations, visuals, and interactive quizzes contributed to a more engaging and student-centered learning environment. Therefore, this study concludes that interactive PowerPoint is a practical and effective instructional tool for enhancing Arabic language learning outcomes.
Ecological Perspectives on Teaching Arabic as a Foreign Language: Exploring Interactions among Learners, Teachers, and Learning Environments / المنظورات البيئية في تعليم اللغة العربية لغةً أجنبية: استكشاف التفاعلات بين المتعلمين والمعلمين والبيئات التعليمية Muhammad Ridwan; Aisyah Binti Ustman
IJAS: International Journal of Arabic Studies Vol. 3, No. 2, June2026 : International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

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Abstract

This study explores the ecological interactions among learners, teachers, and learning environments in Teaching Arabic as a Foreign Language (TAFL) through an ecological perspective. The study employed a qualitative approach using an ecological case study design. Data were collected through semi-structured interviews, classroom observations, and document analysis. The findings reveal that interactive learning environments significantly enhance learners’ motivation, participation, and language development. Teachers play a crucial role in creating supportive and engaging learning environments that facilitate meaningful interaction. The study also highlights the importance of social interaction, digital resources, cultural diversity, and institutional support in shaping Arabic language learning experiences. Furthermore, the results demonstrate that learning Arabic as a foreign language is a dynamic ecological process involving continuous interactions among multiple elements within the educational environment. The study recommends developing Arabic language curricula based on ecological principles that emphasize interaction, collaborative learning, and technology integration. Future studies are encouraged to investigate ecological factors in various educational contexts.
The Syntactic Anatomy of the Idāfah Construction: A Contrastive Analysis and Potential Structural Errors among Indonesian Learners / التشريح النحوي لتركيب الإضافة: دراسة تقابلية وإمكانات الخطأ في البنية التركيبية لدى المتعلمين الإندونيسيين Yusuf Mamduh; Aisy Binti
IJAS: International Journal of Arabic Studies Vol. 3, No. 2, June2026 : International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

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Abstract

This study investigates the syntactic structure of the Arabic idāfah construction through a contrastive analysis and examines potential structural errors among Indonesian learners of Arabic. Employing a qualitative descriptive approach, the study analyzes the differences between Arabic and Indonesian syntactic systems and identifies common errors in learners’ use of idāfah constructions. Data were collected through grammatical analysis, learner production, and error classification. The findings reveal significant structural differences between the two languages, particularly in word order, definiteness, grammatical relations, and inflectional patterns. Indonesian learners frequently experience difficulties in arranging the constituents of idāfah, applying the definite article, assigning case endings, and expressing semantic relationships between the two components. The study also indicates that first language transfer and interlanguage development contribute substantially to these errors. The findings highlight the importance of contrastive analysis and error analysis in understanding learners’ difficulties. The study recommends developing instructional materials and teaching strategies that explicitly address the structural differences between Arabic and Indonesian to improve learners’ grammatical competence.
Applying Heutagogy in Arabic Language Instruction Fostering Learner Autonomy and Digital Literacy / طبيق مدخل الهيوتاغوجيا في تعليم اللغة العربية: نحو تعزيز استقلالية المتعلم والثقافة الرقمية ibnu fitrianto
IJAS: International Journal of Arabic Studies Vol. 3, No. 2, June2026 : International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

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Abstract

This study aims to explore the application of the heutagogical approach in Arabic language instruction and its role in fostering learner autonomy and digital literacy in the digital era. The study employed a qualitative method using a library research approach by analyzing books, scholarly articles, and previous studies related to heutagogy, self-determined learning, and Arabic language education. Data were collected from various academic sources and analyzed through content analysis and thematic analysis. The findings indicate that the heutagogical approach contributes to the development of learner autonomy, enhances self-directed learning skills, and promotes digital literacy. Furthermore, it supports critical thinking and lifelong learning among Arabic language learners. The study also reveals that digital technologies and online learning environments provide substantial opportunities for implementing heutagogy in Arabic language instruction. However, several challenges remain, including limitations in digital infrastructure and teachers’ competencies. Therefore, the study recommends integrating heutagogical principles into Arabic language education programs and strengthening the digital competencies of both teachers and learners.
Collaborative Learning through Social Media in Arabic Language Teaching Salem Al-Yusufy; Fatma Azzahra
IJAS: International Journal of Arabic Studies Vol. 3, No. 2, June2026 : International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

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Abstract

This study aims to investigate the role of collaborative learning through social media in Arabic language teaching and its contribution to enhancing learner interaction, language skills, and learning engagement in the digital era. The study employed a qualitative approach using a library research design by reviewing books, journal articles, and previous studies related to collaborative learning, social media, and Arabic language education. Data were collected from various academic sources and analyzed through content analysis and thematic analysis. The findings reveal that social media platforms provide interactive learning environments that promote communication, cooperation, and knowledge sharing among learners. Furthermore, collaborative learning through social media enhances learner motivation, autonomy, digital literacy, and communicative competence. The study also identifies several challenges, including limited digital literacy, technological constraints, and the need for institutional support. Therefore, the study recommends integrating social media into Arabic language instruction to create more engaging, collaborative, and student-centered learning environments in contemporary education.

Page 5 of 5 | Total Record : 48

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