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Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab
Published by Universitas Islam Internasional Darullughah Wadda'wah
ISSN : 26232421     EISSN : 26542579     DOI : https://doi.org/10.38073/lughawiyyat
Core Subject : Religion, Education,
Religion Education Languange, Linguistic, Communication & Media Other
The focus and scope of Lughawiyyat addresses Arabic language and literature education areas in the context of Arabic as a foreign and second language, such as: Arabic Linguistics Arabic Learning Strategies Arabic Language Learning Methodology Arabic Learning Media Arabic Language Learning Technology Arabic literature Arabic Comparative Literature Arabic Philology Arabic Literary Critics
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 111 Documents
 8   9   10   11   12 
Optimizing Manahij al-Tarjamah Learning Outcomes: A Goal-Free Evaluation of Contextual Systemic Collaboration Ade Agung Prayoga; Musleh Harry; Welly Kuswanto
Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 7 No. 2 (2024): Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Fakultas Tarbiyah Program Studi Pendidikan Bahasa Arab Universitas Islam Internasional Darullughah Wadda'wah Bangil Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/lughawiyyat.v7i2.5680

Abstract

This study examines the consequences of contextual systemic collaboration in a Manahij al-Tarjamah course without using the programme's declared objectives as the initial frame of judgment. A qualitative goal-free evaluation was conducted to identify actual, unintended, positive, and constraining effects emerging from Arabic-Indonesian translation learning. The evidence corpus comprised lecturer and student interviews, classroom observations, reflective records, peer-feedback traces, and translation artefacts associated with contextual cases. ATLAS.ti was used to organise document groups, conduct open and process coding, compare code-document patterns, develop analytic memos, and construct a network of consequences. To reduce goal contamination, formal course targets were withheld during first-cycle coding and consulted only after the emergent effect map had stabilised. The analysis produced six interrelated findings. Contextual cases shifted students from method naming toward situational diagnosis; role-based collaboration made translation reasoning more visible; multi-source feedback deepened revision; digital tools broadened alternatives but also created verification dependency; reflective portfolios strengthened evaluative judgment and professional identity; and linguistic accuracy, participation equity, and fidelity-readability trade-offs remained uneven. An unintended benefit was the emergence of a shared metalanguage for defending translation decisions. Unintended burdens included documentation fatigue, time pressure, and the possibility that assigned roles became procedural rather than genuinely collaborative. The goal-free judgment is therefore conditional: contextual systemic collaboration optimised reasoning, feedback uptake, and revision more consistently than it optimised all features of final-text accuracy. The study recommends a genre-balanced case bank, rotating role audits, staged feedback, machine-translation literacy protocols, terminology calibration, and concise decision memos. It contributes a consequence-centred evaluation framework for translation-methodology courses in Arabic higher education.
Fostering Learner Autonomy through Contextual Teaching and Learning: Stake’s Countenance Evaluation at UII Dalwa Achmad Naufal As Shiddiqy; Welly Kuswanto; Muhammad Khoirul Umam
Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 8 No. 2 (2025): Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Fakultas Tarbiyah Program Studi Pendidikan Bahasa Arab Universitas Islam Internasional Darullughah Wadda'wah Bangil Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/lughawiyyat.v8i2.5682

Abstract

This study evaluates how Contextual Teaching and Learning (CTL) fosters learner autonomy among Arabic Language Education students at Universitas Islam Internasional Darullughah Wadda'wah (UII Dalwa). A qualitative evaluative design was organised through Stake's Countenance Model, which examines antecedents, transactions, and outcomes while comparing intended instructional conditions with observed practice and evaluative standards. The empirical corpus comprised semi-structured lecturer interviews, classroom observations, and learning artefacts reported during the odd semester of the 2025/2026 academic year. The materials were organised in ATLAS.ti through document grouping, open coding, code consolidation, analytic memoing, and network mapping. The analysis identified a consequential movement across the three countenance components. Antecedent conditions were characterised by dependence on talaqqi, examination-oriented motivation, weak goal setting, and reliance on lecturer-provided resources despite an Arabic-rich pesantren environment. Transactional practices that disrupted these patterns included contextual problem orientation, guided inquiry, probing questions, rotating roles in learning communities, multiple forms of modelling, learning contracts, performance-based assessment, and weekly reflection. Outcomes were visible in more independent use of Maktabah Syamilah, Sinta-indexed journals, and digital dictionaries; improved self-evaluation; student-initiated Arabic discussion groups; and the production of Arabic educational content beyond the classroom. The evaluation nevertheless indicates that autonomy remained scaffold-dependent and uneven rather than complete. The study contributes an evidence-based account of how CTL can convert contextual exposure into purposeful learner agency when tasks, feedback, resources, and reflection are designed as an integrated cycle.
Tahlῑlu Al-Akhtha' Al-Imlāiyyati Fi tadrῑbāti Al-Lughati Al-'Arabiyyati Lada Talāmῑdzi Ash-Shaffi Ats-tsāmini Fi Madrosati Al-Mutawassithati Al-Islāmiyyati Bi Ma'hadi Al-Ihsan Riau Siti Masyfufah; Agustiar; Masrun; Hakmi Wahyudi; Mukhamad Hadi Musolin
Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 9 No. 1 (2026): Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Fakultas Tarbiyah Program Studi Pendidikan Bahasa Arab Universitas Islam Internasional Darullughah Wadda'wah Bangil Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/lughawiyyat.v9i1.3632

Abstract

Al Ihsan Boarding School Riau, as an Arabic language educational institution, still faces obstacles, as some eighth-grade students make errors in Imla'. This study aims to identify the types of Imla' errors, the factors causing them, and the proposed solutions. This qualitative research employed a descriptive analysis method, with data collected through observation, interviews, and documentation. The findings reveal several categories of errors: 75 errors (38%) in hamzah washal, 87 errors (25%) in hamzah qatha', 27 errors (21%) in the addition and omission of Hijaiyah letters, and 18 errors (14%) in the transposition of Hijaiyah letters. The causes of these errors include internal factors, such as lack of confidence, low concentration, insufficient independent practice, limited writing habits, incomplete understanding of Imla' rules, and weak mastery of makharijul huruf. External factors involve aspects of the learning system and an unfavorable learning environment. The proposed solutions include providing structured and continuous practice, strengthening students’ understanding of spelling rules, increasing motivation and interest in writing practice, and enhancing the teacher’s role in the learning process. The practical implications suggest that teachers should integrate systematic Imla' exercises and explicit rule instruction into daily learning activities, while schools should support a conducive environment, adequate resources, and regular evaluation to reduce recurring errors and improve students’ Arabic writing proficiency.
The Transformation of Arabic Language Learning through Augmented Reality in the Islamic Religious Education Study Programs Risris Hari Nugraha; Ganjar Eka Subakti; Muhamad Rizka Saomi; Ahmad Nahid Mashury
Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 9 No. 1 (2026): Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Fakultas Tarbiyah Program Studi Pendidikan Bahasa Arab Universitas Islam Internasional Darullughah Wadda'wah Bangil Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/lughawiyyat.v9i1.3634

Abstract

Arabic language learning in Islamic Religious Education (PAI) study program faces several challenges, particularly low student engagement, the persistence of conventional teaching methods, and limited adoption of educational technologies. This study aims to analyze the transformation of Arabic language learning through the integration of Augmented Reality (AR) in Islamic Religious Education programs at public universities. The study was motivated by the dominance of conventional methods, which have proven ineffective in enhancing student motivation, engagement, and learning outcomes, as well as a research gap regarding the use of AR in the context of Arabic language learning grounded in Islamic values. The research employs a qualitative approach using a case study and phenomenological design, involving 45 students and faculty members as key informants through stratified purposive sampling. Data were collected via interviews, observations, and documentation, and analyzed thematically while ensuring validity through triangulation and member checking. The results indicate that AR significantly enhances students’ understanding and engagement, with average grades increasing from 68.4 to 82.7 and active participation rising from 52% to 84%. AR outperforms conventional digital media due to its interactive, immersive, and contextual nature, particularly in Islamic studies content.
Tarqiyah al-Tafkīr al-Naqdiy fi al-Kitābah al-‘Arabiyyah al-Ibdā’iyyah min Khilāl al-Ta’allum al-Qāim alā al-Mashārī’ (PJBL) li Ṭālibāt al-Ṣaf al-Thālith fi Madrasah Manba’i al-Ṣālihīn al-Āliyah Gresik Mohammad Makinuddin; Ummu Khofiyah
Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 9 No. 1 (2026): Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Fakultas Tarbiyah Program Studi Pendidikan Bahasa Arab Universitas Islam Internasional Darullughah Wadda'wah Bangil Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/lughawiyyat.v9i1.3646

Abstract

Arabic language instruction in traditional Islamic schools often relies on conventional methods like lectures and memorization, which fail to develop students' critical thinking and creative writing abilities. This study investigated the effectiveness of Project-Based Learning (PjBL) in enhancing critical thinking through Arabic creative writing among third-grade students at Madrasah Aliyah Manba'ul Sholihin, Gresik. Using a quasi-experimental design, 120 students were divided into three groups: collaborative PjBL (IPA3), individual PjBL (IPA4), and a control group (IPK6) with conventional instruction. Results demonstrated significant improvements in the experimental groups: the collaborative group's average score increased by 21 points (60 to 81), the individual group by 13.27 points (56 to 69.27), while the control group showed minimal improvement (7.73 points, from 54 to 61.73). Statistical analysis (ANOVA: F=47.528, p=0.000) confirmed significant differences between groups, with post-hoc tests validating differences between all pairs. The findings indicate that PjBL significantly enhances critical thinking skills in Arabic creative writing, particularly in writing structure, vocabulary usage, and logical analysis. This research concludes that PjBL effectively improves Arabic language learning quality by making it more contextual and interactive. The study recommends integrating PjBL into madrasah curricula to equip students with higher-order thinking skills essential for 21st-century challenges.
The Effectiveness of Animated Video in Differentiated Learning on Students’ Motivation and Arabic Learning Achievement at SMKS Al-Ikhwaniyah Subhan Al Afghani; Hanik Mahliatussikah; Moch.Wahib dariyadi; Muhammad Sofwan bin Harizan
Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 9 No. 1 (2026): Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Fakultas Tarbiyah Program Studi Pendidikan Bahasa Arab Universitas Islam Internasional Darullughah Wadda'wah Bangil Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to evaluate the effectiveness of animated video media within a differentiated learning framework in enhancing students’ motivation and learning outcomes in Arabic at vocational high schools. Employing a quantitative quasi-experimental design with a pretest–posttest control group, the research involved 46 eleventh-grade students at SMKS Al-Ikhwaniyah, Tangerang Selatan. The experimental group received differentiated instruction supported by animated video media, while the control group was taught using conventional methods. Data were collected using achievement tests and motivation questionnaires based on the ARCS model (Attention, Relevance, Confidence, Satisfaction) and analyzed through descriptive and inferential statistics, including independent samples t-tests. The findings reveal that students in the experimental group demonstrated significantly greater improvements in both motivation and academic performance compared to the control group, with mean posttest gains of 18.4 and 9.2 points, respectively. Statistical analysis (t = 9.394; p < 0.05) and a large effect size (Cohen’s d = 0.71) indicate a strong positive impact of the intervention. Notably, motivation increased across all ARCS dimensions, particularly in Attention and Confidence. In conclusion, the integration of animated video media into differentiated learning significantly enhances both cognitive and affective learning outcomes, suggesting its effectiveness as a pedagogical strategy for Arabic language instruction in vocational education contexts.
Teacher and Students' Perceptions of Interactive Digital Media Use in Arabic Language Learning in Grade VII at MTsN 2 Semarang Hasti Dwi Handayani; Inayah; Muhammad Ahsanul Husna; Waesama-ae Waemamu
Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 9 No. 1 (2026): Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Fakultas Tarbiyah Program Studi Pendidikan Bahasa Arab Universitas Islam Internasional Darullughah Wadda'wah Bangil Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/lughawiyyat.v9i1.3676

Abstract

This study investigates the implementation and analyzes the perceptions of teachers and students regarding the use of interactive digital media (Canva and Wordwall) in Arabic Language Learning (ALL) for Grade VII students at MTsN 2 Semarang. This research employed an explanatory field research design using mixed methods to explore subjective experiences in a natural context without manipulation. Data were collected through questionnaires distributed to 295 students (using a five-point Likert scale), semi-structured interviews with Arabic teachers, and participatory observation. Quantitative data were analyzed descriptively with percentages, while qualitative data utilized the Miles & Huberman model (data reduction, data display, and conclusion drawing). The findings reveal that the integration of Canva and Wordwall significantly enhances student engagement and active participation in Arabic language learning. Teachers reported that these media function as effective instructional tools, particularly in strengthening receptive language skills such as reading (Qirā’ah), vocabulary acquisition, and understanding sentence structures through visual and interactive learning activities. Wordwall’s gamification features also promote student motivation and facilitate vocabulary and grammar practice. However, the impact of these digital media on productive language skills, such as speaking (Kalām) and writing (Kitābah), remains relatively limited due to their predominant use in reading and comprehension-based activities. Overall, students demonstrated highly positive perceptions, with 64% expressing agreement or strong agreement that interactive digital media increased learning interest, enhanced self-efficacy, and reduced learning anxiety (affective filter). This study concludes that interactive digital media play a crucial role in creating an engaging and emotionally supportive learning environment and are particularly effective in improving receptive language skills, especially reading comprehension and vocabulary acquisition.
Ibtikāru taqwīmi al-mahārāti al-istiqbāliyyati fī al-lughati al-‘Arabiyyati al-qāʾimi ‘alā manṣati Kuīzīz (Quizizz) fī kitābi al-lughati al-‘Arabiyyati liṣ-ṣaffi ath-thālithi (KMA 2020) Hikmal Akbar; Ahmad Riyadissolihin; R. Umi Baroroh; Fatin Natasya Binti Hasan Ashari
Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 9 No. 1 (2026): Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Fakultas Tarbiyah Program Studi Pendidikan Bahasa Arab Universitas Islam Internasional Darullughah Wadda'wah Bangil Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/lughawiyyat.v9i1.4072

Abstract

This study aims to develop an assessment instrument for Arabic receptive skills based on the Quizizz platform for third-grade students at Islamic elementary schools (madrasah ibtidaiyah) in accordance with KMA 2020. The method employed is Research and Development (R&D) using the ADDIE model, implemented up to the development stage. The development process began with a needs analysis of the curriculum, student characteristics, and current assessment practices, followed by the design of item grids and the development of 48 test items comprising 20 audio-based listening items and 28 reading items supported by texts and images. Validation was conducted by three validators consisting of a content expert, an evaluation expert, and a media expert. The validation results yielded an average score of 88.55%, classified as highly feasible. The instrument integrates multimedia and gamification features of Quizizz, including audio, visual illustrations, a point system, leaderboard, timer, and automatic feedback, making the assessment more interactive, engaging, and efficient. In conclusion, the Quizizz-based assessment instrument meets the criteria of content validity, construct validity, and media feasibility, making it a viable alternative for Arabic language learning assessment in the digital era.
Artificial Intelligence in 21st Century Arabic Language Education: Students’ Perceptions and Its Impact on Developing Critical Thinking Skill Anggi Nurul Baity; Putri Kholida Faiqoh; Aulia Golda Mutarto; Maziyyatul Muslimah
Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 9 No. 1 (2026): Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Fakultas Tarbiyah Program Studi Pendidikan Bahasa Arab Universitas Islam Internasional Darullughah Wadda'wah Bangil Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/lughawiyyat.v9i1.4102

Abstract

The rapid expansion of Artificial Intelligence (AI) in the digital era has begun to reshape how students learn foreign languages, including Arabic. Beyond offering convenience and efficiency, AI tools increasingly influence how students think, process information, and construct knowledge. This study explores students’ perceptions of AI use in 21st-century Arabic language learning and examines how it affects the development of critical thinking skills, particularly the higher-order cognitive processes of analysis, evaluation, and creation as conceptualized in Bloom’s Taxonomy. Using a qualitative thematic approach, data were collected through questionnaires from 98 students enrolled in the Arabic Language Education Program at the Faculty of Tarbiyah, UIN Syekh Wasil Kediri. The findings show that AI supports analytical thinking (C4) by assisting students in breaking down complex Arabic texts, identifying linguistic patterns, and comparing alternative structures with greater clarity. In terms of evaluative thinking (C5), AI encourages students to question interpretations and check the accuracy of information; however, when used uncritically, it may weaken independent judgment as some students tend to accept AI-generated responses without deeper reflection. Regarding creative thinking (C6), AI helps students generate ideas, organize arguments, and experiment with language production, yet excessive dependence can limit originality and reduce opportunities for authentic knowledge construction. Importantly, many students demonstrate awareness of these challenges and adopt adaptive strategies, such as selectively using AI, verifying outputs with credible sources, and reformulating information in their own words. These findings suggest that AI does not inherently diminish critical thinking; rather, its impact depends on how consciously and pedagogically it is integrated into the learning process. When guided appropriately, AI can serve as a supportive cognitive partner in fostering higher-order thinking in Arabic language education.
Qabūl ṭullāb PBA li-istikh¬dām al-dhikā’ al-iṣṭinā‘ī fī al-an-shitah al-akādīmiyyah istinādān ilā namūdhaj qabūl al-tiknūlūjiyā Lulu Azka; Nur Laila Azizah; Naifah
Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 9 No. 1 (2026): Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Fakultas Tarbiyah Program Studi Pendidikan Bahasa Arab Universitas Islam Internasional Darullughah Wadda'wah Bangil Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/lughawiyyat.v9i1.4142

Abstract

The rapid development of Artificial Intelligence (AI) has transformed learning practices in higher education, including in Arabic Language Education (PBA). One emerging tool is Perplexity AI, which integrates AI-based search with real-time citation features that enable students to access academic sources more efficiently and verify information credibility. Despite its growing use, studies examining students’ acceptance of Perplexity in Arabic language learning remain limited. This study aims to analyze the acceptance of PBA students toward the use of Perplexity AI in academic activities using the Technology Acceptance Model (TAM). The research employed a qualitative descriptive approach with an exploratory case study design involving 20 PBA students selected through purposive sampling. Data were collected through open-ended questionnaires and analyzed thematically using NVivo. The findings indicate high levels of perceived usefulness and perceived ease of use. Around 90% of respondents reported that Perplexity helps accelerate task completion and improve understanding of Arabic learning materials, while 95% found the platform easy to use due to its intuitive interface. Students also demonstrated positive attitudes and strong behavioral intentions to continue using Perplexity, accompanied by awareness of ethical issues such as dependency and academic integrity.

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