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 81 Documents
 5   6   7   8   9 
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.
Cognitive Level Mapping of Indonesian Arabic Olympiad Questions: A Bloom's Taxonomy Analysis Muhammad Khozinul Asror; Hosita Laili Rahma; Hasan Syukur; Hanik Mahliatussikah
ATHLA : Journal of Arabic Teaching, Linguistic and Literature Vol. 7 No. 1 (2026)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/athla.v7i1.13918

Abstract

Competency-based assessment requires test items capable of measuring higher-order thinking skills; however, the cognitive quality of test items in academic competitions, particularly the Arabic Language Olympiad, has not yet been sufficiently explored empirically. This study aims to examine the distribution of cognitive levels of questions in the 2023 National Arabic Language Olympiad for Madrasah Aliyah based on Bloom’s Revised Taxonomy. This study employs a qualitative approach using content analysis on 100 multiple-choice items. Data collection was conducted through documentation of the official competition questions; subsequently, each question item was analyzed and classified into the six cognitive levels of the Revised Bloom’s Taxonomy, ranging from remembering, understanding, applying, analyzing, evaluating, to creating, by two coders to ensure the reliability of the analysis results. The results of the study show that 53% of the questions fall into the Lower Order Thinking Skills (LOTS) category, which includes C1–C3, while 47% fall into the Higher Order Thinking Skills (HOTS) category, which includes C4–C6; thus, the questions are still dominated by lower-order thinking skills. This finding implies the need to increase the proportion of HOTS questions in the design of the Arabic Language Olympiad’s competitive assessment to foster participants’ critical and analytical thinking skills. This study recommends that test developers pay attention to the balance of cognitive distribution and use the Revised Bloom’s Taxonomy as a standard reference in the development of competition questions at the national level.
A Responsive Evaluation of Context, Process, and Outcomes of an Arabic-English Bilingual Program in an Indonesian Secondary School: التقييم الإستجابي في السياق والعمليات والنتائج لبرنامج التعليم ثنائي اللغة (العربية-الإنجليزية) في المدرسة الثانوية بإندونيسيا Rifaldy Ali Firmansyah; Riza Nurlaila; Ahmad Farhan Rif’an Najib
ATHLA : Journal of Arabic Teaching, Linguistic and Literature Vol. 7 No. 1 (2026)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/athla.v7i1.13937

Abstract

Bilingual (Arabic-English) learning programs at the secondary school level have become a strategic approach to strengthening students’ linguistic and academic competencies; however, their implementation requires comprehensive evaluation to ensure effectiveness. This study aims to evaluate the implementation of the bilingual program at MTsN 2 Ponorogo using the responsive evaluation model, which emphasizes understanding context, process, and outcomes from the perspectives of key stakeholders. The research employed a qualitative approach, with data collected through observation, in-depth interviews, and documentation. Research participants included teachers, students, and parents, while data analysis was conducted through systematic processes of data reduction, data display, and conclusion drawing. The findings indicate that the bilingual program has been implemented in a well-planned manner and is supported by teacher preparedness, stable funding, and diverse, contextual, and interactive learning activities. In terms of outcomes, the majority of students achieved the minimum mastery criteria, demonstrated improved academic performance, and showed positive attitudes toward learning both Arabic and English. The program was also found to enhance students’ learning motivation and engagement both inside and outside the classroom. Based on these findings, this study recommends strengthening differentiated instructional strategies and conducting continuous evaluation to improve the quality and sustainability of bilingual programs at the secondary education level.
Arabic Language Learning Using the Sharaful Qur’an Guidebook: A Case Study in an Islamic Learning Community Muhamad Fathoni; Cahya Edi Setyawan; Yumna
ATHLA : Journal of Arabic Teaching, Linguistic and Literature Vol. 7 No. 1 (2026)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/athla.v7i1.14062

Abstract

Community based Arabic language learning remains underrepresented in academic documentation, despite its strategic role in strengthening religious literacy and adolescents’ linguistic competence. This article aims to analyze the practice of Arabic language instruction utilizing the Sharaful Qur’an guidebook as the primary instructional framework. The study employs a descriptive qualitative approach with a case study design. Data were collected through observation, documentation, and analysis of instructional materials, and subsequently analyzed using data reduction, thematic coding, and triangulation techniques. The findings indicate that the learning process is conducted in small groups, focusing on reading, copying, and reinforcing morphological rules (sharf) to support comprehension of Qur’anic texts. The use of the guidebook functions not only as a source of content but also as a pedagogical tool that structures the learning sequence, ensures consistency in content delivery, and facilitates systematic instructional scaffolding. This model contributes to a more structured learning process and demonstrates a relatively high degree of replicability in community based contexts. However, challenges arise from participants’ heterogeneous initial abilities and the lack of standardized assessment systems. These findings highlight the contribution of guidebook-based models as a pedagogical alternative in the development of Arabic language learning in non-formal settings.
From CEFR to AI-Assisted Learning: Contemporary Transformations in Arabic Language Teaching for Non-Native Speakers Muh. Sabilar Rosyad; Muhammad Afthon Ulin Nuha; Muhammad Hafidz; Muhammad Abdur Rozaq; Ahmad Nuruddin; Abdul Ghani bin Md Din
ATHLA : Journal of Arabic Teaching, Linguistic and Literature Vol. 7 No. 1 (2026)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/athla.v7i1.14295

Abstract

The rapid advancement of artificial intelligence (AI) has significantly reshaped language education, raising critical questions about the balance between pedagogical personalization and standardized proficiency frameworks. In Arabic language teaching for non-native speakers, this tension is particularly evident due to the linguistic complexity of Arabic and its diverse instructional contexts. This article aims to critically examine how CEFR-based standardization and AI-assisted learning can be coherently integrated to enhance Arabic language pedagogy without undermining curricular coherence or cultural specificity. Employing a qualitative, thematic literature analysis, this study synthesizes findings from recent research on CEFR implementation, AI-supported language learning, and contemporary pedagogical approaches in Arabic education. The results reveal three major themes: the role of CEFR in standardizing Arabic language curricula, the potential of AI to enable pedagogical personalization, and the need for an integrated framework that aligns technological innovation with pedagogical and ethical considerations. Building on these findings, the study proposes an integrated CEFR-AI pedagogical framework in which CEFR functions as a macro-level curricular backbone, pedagogy mediates contextual and cultural relevance, and AI operationalizes adaptive learning and formative assessment. The discussion highlights the theoretical implications of reconciling standardization and personalization, positioning AI as a pedagogically subordinate yet transformative tool. This research contributes to applied linguistics by advancing a scalable, context-sensitive model for Arabic language teaching and offers directions for future empirical research on AI-enhanced, standards-aligned language education.
Enhancing Arabic Reading Comprehension through the Lost in Translation Strategy: A Mixed-Methods Study: Meningkatkan Kemampuan Membaca Bahasa Arab melalui Strategi Lost in Translation: Sebuah Studi dengan Pendekatan Campuran Hudzaifah; Mukmin; Rendi Sabana
ATHLA : Journal of Arabic Teaching, Linguistic and Literature Vol. 7 No. 1 (2026)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/athla.v7i1.14367

Abstract

The teaching of reading Arabic at Raudhatul Ulum Sakatiga Islamic Senior High School shows that students still rely on literal translations, so they don't fully understand the text's meaning. This condition creates a gap between technical reading skills and advanced reading comprehension. This study aims to optimize Reading Comprehension learning through the application of the Lost in Translation strategy, which is a contextual meaning approach that emphasizes global meaning analysis, cultural elements, and inter-sentence relationships. The study used a mixed methods approach with a sequential explanatory design, involving 20 tenth-grade students through pre-tests, post-tests, observations, interviews, and questionnaires. Quantitative data were analyzed using normality, homogeneity, and paired sample t-tests, while qualitative data were analyzed descriptively. The results showed an improvement in students' reading skills, as seen from the pre-test average of 64.75, which increased to 69.55 in the post-test. The paired sample t-test showed a significance value of 0.000 < 0.05, indicating a significant difference after the strategy was applied. Qualitatively, students became more active, able to connect ideas between sentences, and more accurate in capturing the global meaning of the text. This study confirms that the Lost in Translation strategy is effective in improving reading comprehension through an interpretive approach that does not rely on word-by-word translation. The recommendation for further research is the development of meaning-based digital media to strengthen the implementation of this strategy in various learning contexts.
Artificial Intelligence and the Transformation of Learning Practices in Arabic Language Education: Student Perceptions, Benefits, Risks, and Ethical Challenges: Artificial Intelligence dan Perubahan Praktik Belajar dalam Pembelajaran Bahasa Arab: Persepsi Mahasiswa, Manfaat, Risiko, dan Tantangan Etis Taftinatul ilmiyah; Sri Wahyuni; M. Khairil Ammar
ATHLA : Journal of Arabic Teaching, Linguistic and Literature Vol. 7 No. 1 (2026)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/athla.v7i1.14476

Abstract

Artificial Intelligence (AI) is increasingly integrated into language learning in higher education and has the potential to transform students’ learning practices. Although previous studies have highlighted the effectiveness of AI in Arabic language learning, empirical research examining students’ responses, perceived benefits, and challenges in its use remains limited. This study aims to analyze students’ responses to AI, identify its benefits, and examine the challenges encountered in Arabic language learning. Using a descriptive qualitative approach, this study involved eight fifth- to seventh-semester students of the Arabic Language and Literature Program at Kiai Haji Achmad Siddiq State Islamic University of Jember selected through purposive sampling. Data were collected through structured interviews and non-participant observation and analyzed using the Miles and Huberman interactive model. The findings indicate that students generally respond positively to AI because it facilitates text comprehension, supports the understanding of nahwu-shorrof rules, enriches vocabulary, and improves learning efficiency. However, this acceptance is accompanied by concerns regarding dependency, accuracy limitations, and shifts toward more instant learning strategies. These findings underscore the importance of integrating AI proportionally to support Arabic language learning while maintaining students’ academic autonomy and learning quality.
Exploring the Use of Blooket in Arabic Vocabulary Instruction: Evidence from a Secondary School in Indonesia Alfa Alchairiah; Miatin Rachmawati
ATHLA : Journal of Arabic Teaching, Linguistic and Literature Vol. 7 No. 1 (2026)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/athla.v7i1.14534

Abstract

This study was motivated by the suboptimal learning of Arabic vocabulary, which is still dominated by traditional methods, resulting in low student motivation and participation. Therefore, technology-based learning media that can create a more engaging and interactive learning environment are needed. This study used a qualitative The study aims to explore the use of Blooket in Arabic vocabulary learning and to examine the perceived benefits and challenges. Data were collected through observation, interviews, and documentation. The data obtained were then analyzed using the Miles and Huberman model, which includes the stages of data reduction, data presentation, and the drawing and verification of conclusions. This approach was used to systematically identify, organize, and interpret research findings in accordance with the study’s focus. The results indicate that the use of the Blooket app in Arabic vocabulary instruction enhances student motivation, active participation, and enthusiasm during the learning process. The integration of game elements and interactive quizzes helps students understand and retain vocabulary more effectively, thereby supporting improved retention of the material. The research findings also indicate that the learning environment becomes more engaging and encourages more intensive student involvement. However, the implementation of Blooket still faces several challenges, such as limited internet connectivity, the availability of supporting devices, and the need for greater preparation time on the part of teachers. Future research should investigate the long-term effects of game-based learning platforms on Arabic vocabulary mastery across various educational settings.
Generation Z Students' Perceptions of Arabic Language Learning Content on TikTok and Their Interest in Learning Arabic: تصورات طلاب جيل "Z" تجاه المحتوى التعليمي للغة العربية على منصة تيك توك وعلاقتها باهتمامهم بتعلم اللغة العربية Nurul Hadriyah; Dian Risky Amalia; Nailul Izzah
ATHLA : Journal of Arabic Teaching, Linguistic and Literature Vol. 7 No. 1 (2026)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/athla.v7i1.14606

Abstract

Generation Z lives in a digital age that has made social media, including TikTok, one of their primary sources of information and learning. Therefore, it is necessary to examine the impact of TikTok use on students’ interest in learning Arabic. This study aims to determine the level of interest in learning Arabic among Generation Z students who use TikTok as a learning medium. This study employs a quantitative research design with a correlational approach. The research subjects consist of 30 eleventh-grade students selected using purposive sampling. Data were collected through a Likert-scale questionnaire that had been tested for validity and reliability. Data analysis was conducted using descriptive statistics to describe the research variables and the Pearson Product-Moment correlation test with the aid of IBM SPSS Statistics to determine the relationship between Arabic educational content on TikTok and students’ interest in learning. The results of the study indicate a positive and significant relationship between the use of Arabic educational content on TikTok and students’ interest in learning Arabic (r = 0.599; p < 0.05), which falls into the moderate relationship category. These findings indicate that the more positively TikTok is utilized as a learning medium, the higher students’ interest in learning Arabic becomes. The implication of this research is that TikTok can be utilized as an engaging and appropriate medium to support Arabic language learning, particularly one that aligns with the characteristics of Generation Z. Therefore, teachers are advised to integrate social media-based educational content into the learning process to enhance students’ interest in learning.
Application of the Think Talk Write Model in Teaching Writing Skills: A Field Study at Senior High School: تطبيق نموذج "Think Talk Write" في تعليم مهارة الكتابة : دراسة ميدانية في المدرسة الثانوية Vira Hilma Fadhila; Zuhdi Zainul Muttaqin; Nabella Dwi Maharani; Januar Yunamto
ATHLA : Journal of Arabic Teaching, Linguistic and Literature Vol. 7 No. 1 (2026)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/athla.v7i1.14758

Abstract

The writing skills of eighth-grade students at MTs Negeri Ngargoyoso are still relatively low, as indicated by students' difficulties in expressing ideas in written form, constructing Arabic sentences correctly, and their limited vocabulary mastery to support the writing process. This study employed a descriptive qualitative method and was conducted from January to February of the 2025/2026 academic year at MTs Negeri Ngargoyoso. The research subjects consisted of an Arabic language teacher and eighth-grade students. Data were collected through observation, interviews, and documentation, and then analyzed through data reduction, data display, and conclusion drawing. The validity of the data was ensured through source triangulation and technique triangulation. The findings reveal that the Think Talk Write model was implemented through three stages: thinking (think), discussing (talk), and writing (write). In the thinking stage, students read and independently took notes on the material; subsequently, they discussed the material in groups to exchange understanding and finally expressed the results of their discussions and comprehension in written form during the writing stage. This study contributes to the development of Arabic language learning that emphasizes students' active participation and engagement, particularly in improving writing skills. The findings also indicate that the Think Talk Write learning model is a viable and effective alternative for teaching Arabic at Islamic junior high schools (Madrasah Tsanawiyah) and other equivalent educational institutions.

Page 8 of 9 | Total Record : 81

 5   6   7   8   9 

Filter by Year

2020 2026


Reset
Filter By Issues
All Issue Vol. 7 No. 1 (2026) 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