cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Nur Kholis
Contact Email
muhammad.kholis@staff.uinsaid.ac.id
Phone
+628562511769
Journal Mail Official
muhammad.kholis@staff.uinsaid.ac.id
Editorial Address
Jl. Pandawa, Dusun IV, Pucangan, Kec. Kartasura, Kabupaten Sukoharjo, Jawa Tengah 57168
Location
Kab. sukoharjo,
Jawa tengah
INDONESIA
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 71 Documents
 4   5   6   7   8 
Developing Sigil-Based Nahwu E-Module: Bridging Classical Arabic Grammar and Digital Pedagogy in Islamic Higher Education: Pengembangan E-Modul Nahwu Berbasis Sigil: Menjembatani Tata Bahasa Arab Klasik dan Pedagogi Digital di Pendidikan Tinggi Islam Niswatush Sholihah; Muhammad Mas'ud; Dhea Isfa’atin; Burhan Yusuf Habibi
ATHLA : Journal of Arabic Teaching, Linguistic and Literature Vol. 6 No. 1 (2025)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/athla.v6i1.10286

Abstract

Technological advancements necessitate that educators develop electronic teaching materials to help students grasp complex Nahwu concepts. In Islamic religious contexts, Nahwu plays a fundamental and strategic role in understanding religious texts. This study aims to develop a Sigil-based Nahwu e-module and analyze its effectiveness in instruction. The research employs the Borg & Gall R&D model, with stages encompassing data collection, planning, product development, validation, and field testing. Data were gathered through observation, interviews, documentation, questionnaires, and tests. The e-module’s feasibility, validated by design and content experts, met “very feasible” criteria. Small-group trials yielded a 93.1% score (excellent), and large-group trials achieved 91% (excellent). Learning mastery rates rose from 45.45% (pre-test) to 90.90% (post-test). Thus, the Nahwu e-module positively influences students’ learning processes. It enhances learning autonomy, interactivity, engagement, academic digital literacy, and material standardization. Additionally, this research strengthens competence in interpreting religious texts, underscores Arabic linguistics as foundational, not merely theoretical, for accurate Islamic understanding, and advances Islamic values through technology.
Integrating Rosetta Stone into Arabic Vocabulary Instruction: Enhancing Lexical Mastery in an Islamic Junior High School Context Afifah, Shery Fara; Salim, Agus; Ariyanti, Nova; Hilmi, Danial; Muhammad Setia
ATHLA : Journal of Arabic Teaching, Linguistic and Literature Vol. 6 No. 1 (2025)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/athla.v6i1.11105

Abstract

This study investigates the impact of the Rosetta Stone on students’ mastery of Arabic vocabulary in an Islamic school context. The method used in this study is a quasi-experimental design with a Nonequivalent Control Group Design. The researcher divided into two groups, namely the experimental class and the control class, each consisting of 24 students. The data collection technique was carried out through tests in the form of pretests and posttests to measure the level of vocabulary mastery of students before and after treatment. The results of the study showed that the use of the Rosetta Stone application had a positive and significant effect on increasing Arabic vocabulary mastery in middle-level students. There was a change in student learning behavior marked by activeness, independence, and enthusiasm in the learning process, while the teacher acted as a facilitator who encouraged the optimal use of technology to support learning effectiveness. This study emphasizes the importance of technology integration in teaching Arabic in Islamic school environments as a response to pedagogical challenges in the digital era. The results of this study contribute to innovation in technology-based Arabic learning that can be widely applied in Islamic educational institutions.
Integrating Artificial Intelligence (AI) in Diacritic Restoration and Arabic Text Translation: an Implementation of Chatgpt and Copilot in Digital Language Learning Kurniasih, Novita; Rio Kurniawan; Muhammad Burhanul Umam
ATHLA : Journal of Arabic Teaching, Linguistic and Literature Vol. 6 No. 1 (2025)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/athla.v6i1.11112

Abstract

This article departs from we are entering the industrial era 5.0. This makes the use of artificial intelligence (AI) in student learning, especially Arabic, increasingly relevant in the context of modern education. The presence of Artificial Intelligence / AI) as a learning solution for the digital era 5.0 increases learning and innovation in education to be more effective and efficient. This article explains the potential of Artificial Intelligence / AI) in the recognition and translation of texts from Indonesian to Arabic. The research method in this article is descriptive qualitative with literature, which includes analysis of various sources and views related to the utilization of Artificial Intelligence / AI) in the pronunciation and translation of Arabic texts. The results of the research show that in the development of the digital era, it is very possible to utilize Artificial Intelligence / AI) for the pronunciation and translation of Arabic texts. The implementation of its utilization by using ChatGPT and Copilot technology allows students or teachers to certify and translate Arabic text. This shows that the use of artificial intelligence (AI) is very effective so as to increase efficiency in learning activities.
Developing an Arabic Language Environment to Improve Arabic Speaking Skills in Islamic Junior High School Students: Pengembangan Bi’ah Lughawiyah untuk Meningkatkan Keterampilan Berbicara Bahasa Arab pada Siswa Sekolah Menengah Pertama Islam Barid, Barid Syamsiyah; Syarifah Musfirotun; Najih Fatha Shidqi
ATHLA : Journal of Arabic Teaching, Linguistic and Literature Vol. 6 No. 1 (2025)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/athla.v6i1.11213

Abstract

Creating a language-rich environment (Bi’ah Lughawiyah) is essential in Islamic schools to foster authentic and communicative Arabic use, bridging the gap between theoretical instruction and real-life language practice. This study aims to describe how Bi’ah Lughawiyah was implemented to improve Arabic speaking skills (Maharah Kalam) among students at Muhammadiyah Plus Junior High School, Salatiga. This qualitative case study employed thematic analysis following Braun & Clarke, with data collected via observation, in-depth interviews, and document analysis. Findings show that structured Arabic language programs such as Yaum al-‘Araby, Kampung Arab, Zaawiyatu al-Lughah, and the High Achievers Program (SB) significantly enhanced students’ willingness to speak Arabic, improved their vocabulary retention, and stimulated active participation in speech activities and competitions. These practices created a rich linguistic environment that fostered daily Arabic usage across formal and informal contexts. Theoretically, this study affirms the role of language-rich environments in promoting communicative competence. Practically, the habituation model offers a replicable framework for Islamic schools to cultivate authentic Arabic-speaking ecosystems, bridging classical language acquisition strategies with contemporary pedagogical approaches.
Storytelling Method in Arabic Language Learning: Enhancing Listening and Speaking Skills in Islamic Elementary Education Nela Erina; M. Afif amrulloh; Diki Nurwahidin
ATHLA : Journal of Arabic Teaching, Linguistic and Literature Vol. 6 No. 1 (2025)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/athla.v6i1.11341

Abstract

This study aims to enhance Arabic listening and speaking skills among Islamic elementary students through a puppet-based storytelling method that integrates Islamic intellectual heritage with contemporary pedagogical practices. Arabic is approached not merely as a communicative tool but as a medium of identity formation and transmission of Islamic cultural values. Conducted through Classroom Action Research (CAR) over two cycles in a sixth-grade class at SD IT Al-Abror, the study applied storytelling as a culturally embedded and spiritually enriching strategy that supports students’ linguistic development. Results indicated significant improvement in students’ listening and speaking abilities, particularly in content accuracy, fluency, pronunciation, intonation, and confidence, with listening scores rising from 61.84% (pre-cycle) to 77.68% (cycle II). The findings affirm that bridging classical Islamic pedagogies with modern narrative-based approaches fosters meaningful Arabic instruction grounded in religious, cultural, and educational contexts. This study contributes to the development of Arabic language education as both a cultural-linguistic heritage and a dynamic domain within Islamic elementary education.
Enhancing Arabic Speaking Skills through a WhatsApp-Based Communicative Approach in Islamic Higher Education: Pengembangan Keterampilan Berbicara Bahasa Arab melalui Pendekatan Komunikatif Berbasis WhatsApp di Perguruan Tinggi Keagamaan Islam Miswari, Miswari; Mufidah; Ulil Albab
ATHLA : Journal of Arabic Teaching, Linguistic and Literature Vol. 6 No. 1 (2025)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/athla.v6i1.11588

Abstract

The advancement of information technology has transformed language learning strategies, particularly in Arabic language education. This study explores the effectiveness of a WhatsApp-based communicative approach in developing Arabic speaking skills among students of the Arabic Language Education Department. Employing a qualitative case study design, the research involved classroom observations, semi-structured interviews, and document analysis of fourth-semester students at UIN Walisongo Semarang. Findings reveal that WhatsApp features such as voice notes, video sharing, and group discussions encouraged students' confidence in speaking, enhanced their multimedia learning experience, and supported the development of four core language skills: listening (istima’), speaking (kalam), reading (qira’ah), and writing (kitabah). The learning process became more flexible, collaborative, and context-oriented. However, challenges such as unequal participation and limited access to technology persist. The study recommends integrating WhatsApp into Arabic language curricula, accompanied by technology-based assessment and cross-platform collaboration, to foster a relevant and participatory learning ecosystem tailored to the digital-native generation.
Exploring Students’ Preferences and Satisfaction in Using Digital Media for Arabic Language Learning in Islamic Higher Education Muhammad Zaenuri; Machmud Yunus; Muhammad Zaky Sya'bani; Zainal Arifin Ahmad
ATHLA : Journal of Arabic Teaching, Linguistic and Literature Vol. 6 No. 1 (2025)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/athla.v6i1.11998

Abstract

This study investigates students’ preferences and satisfaction regarding the use of digital media in Arabic language learning at Islamic universities. This study uses a qualitative approach with a survey method. The data collection technique was through an online questionnaire distributed to students of the Arabic Language Education study program at three Islamic religious universities. The data was analyzed with descriptive statistics to determine the preferences of media use and the level of satisfaction of students with the media they used. The results of the study show that the majority of students choose digital media that are audiovisual and interactive in supporting the learning of receptive skills and Arabic grammar, such as Duolingo, Memrise, Al Jazeera Learning, YouTube, Google Translate, Ma'ani Dictionary, DeepL, Gemini AI, TikTok, cakeAI, and ChatGPT. Among these media, the most widely used media by students are YouTube, 40.8%, and Google Translate, 31.5%, and the rest are other media. Specialized learning apps like Duolingo and Memrise are used on a limited scale. In terms of satisfaction, 97.6% of respondents felt satisfied to be very satisfied with the use of digital media. The factors of ease of use, accessibility, a large selection of materials and increasing motivation to learn are the main reasons for the high level of satisfaction. The findings suggest that digital media holds significant potential for further development as an effective and adaptable tool for Arabic language instruction in modern educational contexts.
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.

Page 7 of 8 | Total Record : 71

 4   5   6   7   8 

Filter by Year

2020 2025


Reset
Filter By Issues
All Issue Vol. 6 No. 2 (2025) Vol. 6 No. 1 (2025) Vol. 5 No. 2 (2024) Vol. 5 No. 1 (2024) Vol. 4 No. 2 (2023) Vol. 4 No. 1 (2023) Vol. 3 No. 2 (2022) Vol. 3 No. 1 (2022) Vol. 2 No. 2 (2021) Vol. 2 No. 1 (2021) Vol. 1 No. 2 (2020) Vol. 1 No. 1 (2020) More Issue