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ATHLA: Journal of Arabic Teaching, Linguistic, And Literature
Published by Universitas Islam Negeri Raden Mas Said Surakarta
ISSN : 27746488     EISSN : 27746461     DOI : https://doi.org/10.22515/athla.v5i1.9423
Core Subject : Religion, Education,
Religion Education Languange, Linguistic, Communication & Media
Journal of ATHLA focuses on Arabic language education as both a cultural-linguistic heritage and a dynamic field shaped by religious, historical, and pedagogical contexts. It explores Arabic not merely as a tool of communication but as a carrier of Islamic intellectual tradition and identity formation in diverse learning settings. The journal seeks to bridge classical and contemporary approaches to Arabic teaching, integrating insights from religious studies, applied linguistics, and humanities. Thus, it welcomes interdisciplinary contributions from scholars of Arabic language, Islamic education, and cultural studies.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 4 Documents
 1 
Search results for , issue "Vol. 6 No. 2 (2025)" : 4 Documents clear
Enhancing Arabic Reading Skills through the Group Investigation Model Using Padlet Silvia Rahma Yanti, Silvia; Wildana Wargadinata, Wildana; Shofil Fikri, Shofil
ATHLA : Journal of Arabic Teaching, Linguistic and Literature Vol. 6 No. 2 (2025)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/athla.v6i2.12318

Abstract

This research stems from the issue of students’ low engagement and limited comprehension in traditional reading skill instruction. Accordingly, it aims to evaluate the effectiveness of utilizing Padlet media in combination with the Group Investigation model to enhance reading proficiency among students at MTs Islam Wahid Hasyim 1 Malang, employing a quantitative, quasi-experimental approach. The sample consisted of 40 eighth-grade students. The data collection procedures comprised observation, documentation, and testing, while data analysis was carried out through normality and homogeneity tests, followed by hypothesis testing using SPSS version 21. The findings revealed that the integration of Padlet with the Group Investigation model required organizing students into small groups, within which they collaboratively analyzed, interpreted reading texts, discussing meanings and vocabulary, and presenting their findings on Padlet in the form of summaries, notes, or images. The teacher observed and facilitated each group. Afterwards, students presented the results of their investigation and answered questions from other groups. The results of the statistical analysis yielded a significance level of 0.000, which is below the 0.05 significance criterion. Accordingly, the null hypothesis (Ho) was rejected, and the alternative hypothesis (Ha) was accepted. These findings confirm that the use of Padlet integrated with the Group Investigation model significantly improved students’ reading performance. This research provides useful insights for teachers in designing more interactive and meaningful learning and can serve as a reference for other researchers interested in developing innovative methods in Arabic language education.
Students’ Acceptance and Perceptions of Tasrif Reverso as a Digital Tool for Sharf Learning: Penerimaan dan Persepsi Mahasiswa terhadap Tasrif Reverso sebagai Media Digital dalam Pembelajaran Sharf Siti Alfi Aliyah; Muh Fuad Achsan; Miftah Toriqul Ikhwani; Susanti; Rif’atul Fadhilah
ATHLA : Journal of Arabic Teaching, Linguistic and Literature Vol. 6 No. 2 (2025)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/athla.v6i2.12634

Abstract

This study aims to analyze the acceptance and perceptions of students in the Arabic Language Education at Muhammadiyah University of Karanganyar regarding the use of Tasrif Reverso as a digital tool in Arabic language learning, particularly in the sharf course. The research employed a quantitative approach with descriptive analysis techniques. Data were collected through the distribution of questionnaires to PBA students who had taken the sharf course and used the Tasrif Reverso platform during the learning process. A total of 10 questionnaire items were adapted from several journal articles and categorized based on the indicators of the Technology Acceptance Model (TAM), namely External Variable, Perceived Usefulness, Perceived Ease of Use, Attitude Toward Using, and Behavioral Intention. All questionnaire items were analyzed using SPSS through validity and reliability testing. The validity test results indicated that all items were declared valid, with rcalculated values higher than the rtable value (0.532). The reliability test produced a Cronbach’s Alpha value of 0.889, indicating that all items were reliable. The findings of the study show that, in general, students have a positive perception of the use and acceptance of Tasrif Reverso based on the TAM indicators. The platform is considered helpful in understanding the material related to word-pattern changes (tashrif). This research is expected to serve as a reference for the development of digital learning media that can enhance students’ linguistic competence, particularly in the field of Arabic morphology (sharf).
Trends of Gamification Tools in Teaching Arabic in the Era of Globalization: A Literature Review Study: اتجاهات وسائل التلعيب في تعليم اللغة العربية في عصر العولمة: دراسة قائمة على مراجعة الأدبيات Farha Fuada; Andini Nuraisyah; Husnul Hafiza Rahma; Kisno Umbar; Khabib Syaikhu Rohman
ATHLA : Journal of Arabic Teaching, Linguistic and Literature Vol. 6 No. 2 (2025)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/athla.v6i2.12793

Abstract

Gamification has emerged as one of the most prominent methods in Arabic language teaching in the era of globalisation, particularly in response to the challenges posed by learners' poor academic achievement and lack of engagement with traditional teaching methods. This study aims to explore the development of gamification trends and identify the most commonly used gamification-based teaching methods in Arabic language teaching. The research relied on a literature review methodology, analysing eight relevant articles selected through a systematic screening process. The results reveal that gamification has been used at different educational levels, from primary school to higher education, and has covered a wide range of language skills, including listening, speaking, reading, writing, vocabulary acquisition, and grammar mastery. A total of 19 gamification-based digital tools were identified, including Memrise, Duolingo, Quizizz, and Kahoot, which emerged as the most used by Arabic language learners. The study concludes that gamification is not only an innovative and engaging approach, but also has great potential to improve Arabic language education. These findings are expected to provide teachers, curriculum designers, and researchers with valuable insights for developing more effective and contextually relevant gamification-based learning strategies.
Developing “Snakes and Ladders Speaking” Game-Based Learning Media to Enhance Arabic Speaking Skills at Madrasah Ibtidaiyah: Pengembangan Media Pembelajaran Berbasis Game “Ular Tangga Berbicara” untuk Meningkatkan Keterampilan Berbicara Bahasa Arab di Madrasah Ibtidaiyah Rahma, Wieke; Kholisin; Dariyadi, Mochammad Wahib
ATHLA : Journal of Arabic Teaching, Linguistic and Literature Vol. 6 No. 2 (2025)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/athla.v6i2.12927

Abstract

Arabic language learning in elementary schools often emphasizes vocabulary memorization, creating a gap between linguistic knowledge and communicative competence. This study aims to develop a learning medium called Ular Tangga Berbicara, a game-based instructional tool combined with engaging illustration to train students maḥārah al-kalām (speaking skills). This study employs Design-Based Research within a game-based learning framework, utilizing the ADDIE model to develop and test the media's effectiveness. The results show that the develop media was validated by material and media experts, obtaing feasibility scores of 98% and 92.7% , respectively. The field trials received positive responses from students with a score of 84.36% and from teacher with 95.65%. Therefor, the Ular Tangga Berbicara media is considered valid and feasible to be used as a learning tool for improving Arabic speaking skilss among Grade V students at MI ummul Akhyar. The study demonstrates how game-based pedagogy can bridge traditional vocabulary acquisition with contemporary communicative language teaching approaches in Arabic education.

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