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Journal of Arabic Literature and Islamic Studies Jl. PP. Darul Ulum Banyuanyar Poto'an Daya Palengaan Pamekasan Madura Jawa Timur 69362, Indonesia Telp: 085330777699 Email: al.irfanstiba@gmail.com
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Al-Irfan: Journal Of Arabic Literature and Islamic Studies
Published by Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan
ISSN : 26229897     EISSN : 26229838     DOI : https://doi.org/10.58223/al-irfan.v2i1
Core Subject : Religion, Education, Social,
Religion Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Other
Al-Irfan is a journal of Arabic Literature and Islamic Studies which is published Biannually on March and September by Arabic Literature Department, Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar, Pamekasan. The journal covers language issues researched in the branches of applied linguistics, such as sociolinguistics, discourse analysis, critical discourse analysis, pragmatics, stylistics, corpus linguistics, translation, Education and others. In the area of literature, it covers literary history, literary theory, literary criticism and others, which may include written texts, movies and other media. And this journal also contains many varians of Isamic Studies, among others: Islamic education, the shariah, Islamic thought, economics, and other Islamic Studies.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 40 Documents
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Search results for , issue "Vol. 8 No. 1 (2025)" : 40 Documents clear
The Mind-Machine Duality in Carving Meaning: ChatGPT and Self Regulated Learning in Arabic Research Aljanah, Devi Surya; Koderi, Koderi; Akmansyah, Muhammad
Al-Irfan : Journal of Arabic Literature and Islamic Studies Vol. 8 No. 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-irfan.v8i1.470

Abstract

This study investigates the dual influence of ChatGPT and Self-Regulated Learning (SRL) strategies on the academic writing performance of students in Arabic Language Education programs. With the increasing integration of artificial intelligence tools in higher education, it is essential to understand how these technologies interact with traditional learning strategies, particularly in writing scholarly theses in Arabic—a language that presents unique structural and stylistic challenges. The primary objective of this study is to evaluate the extent to which ChatGPT and SRL affect students’ ability to produce well-structured and linguistically accurate Arabic bachelor's theses. A quantitative survey method was employed, involving 56 students across three academic semesters. Data analysis was conducted using SmartPLS 4.0 to measure the impact of both variables. The findings indicate that both ChatGPT and SRL significantly enhance students' thesis writing skills. Notably, ChatGPT has a slightly greater influence, particularly in the areas of idea development, content organization, and advanced language use. Meanwhile, SRL remains crucial for time management, intrinsic motivation, and reflective evaluation. These results underscore the complementary roles of AI assistance and self-regulated strategies in academic writing. The study contributes to the growing discourse on the ethical and pedagogical implications of AI in education, particularly in the context of Arabic language scholarship. It recommends a balanced pedagogical model that integrates AI tools like ChatGPT with structured SRL frameworks to optimize student performance and uphold academic integrity.
Ta‘zīz Mahārat al-Kalām bi-Istikhdām Ādat Voicemaker al-Mu‘tamidah ‘alā Tiqniyāt al-Dhakā’ al-Iṣṭinā‘ī: Dirāsat Ḥālah ‘alā Ṭullāb al-Mustawā al-Ibtida‘ī Ningsih, Wiwik Prasetiyo; Muhammad, Jiddah Hassan
Al-Irfan : Journal of Arabic Literature and Islamic Studies Vol. 8 No. 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-irfan.v8i1.490

Abstract

This study explores the use of Artificial Intelligence technology, specifically Voicemaker applications, in improving speaking skills. The aims of this study are identifying the steps for using Voicemaker and identifying the challenges and solutions in utilizing AI Voicemaker during the teaching and learning speaking skills process. The research employs a qualitative approach using a case study method. Data were collected through interviews, documentation, and observations of participants engaging with the technology in various learning contexts. The data were analyzed using thematic analysis. Findings indicate that the use of AI Voicemaker in teaching Arabic speaking skills is carried out through six steps: sound presentation by AI as auditory input, pronunciation imitation by students, structured practice (question and answer, substitution, transformation), free practice through dialogue and simulation, reinforcement with audio-visual media, and pronunciation evaluation and correction. In its implementation, the use of AI Voicemaker in teaching Arabic speaking skills to beginner-level students faces several challenges, including difficulties in imitating complex Arabic phonemes such as ‘ain and ghain, the lack of interactivity in providing feedback, students’ low self-awareness of pronunciation errors, and boredom caused by passive listening activities. The applied solutions include phonetic guidance from the teacher, the use of peer correction, self-monitoring exercises, and varied methods to make learning more interactive and contextual. The contribution of this research lies in providing a practical model for integrating AI-based Voicemaker tools into Arabic speaking instruction, offering structured steps and adaptive solutions that can guide educators in developing more effective, interactive, and technology-supported language learning environments.
Gender Bias in the Performativity of Arab Music: A Linguistic and Cultural Analysis of the Song “Talat Daqat” Najaya, Arini; Alfalah, Ahmad Hanim Syafril; Jannah, Anisatul; Fitriani, Laily
Al-Irfan : Journal of Arabic Literature and Islamic Studies Vol. 8 No. 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-irfan.v8i1.457

Abstract

This study aims to identify and analyze gender bias in the lyrics of the song Talats Daqat using Judith Butler’s theory of gender performativity as a critical linguistic approach. Butler’s theory posits that gender identity is not essential but is constructed through repeated social and cultural practices, including language and music. This qualitative research employs content analysis of the song lyrics as primary data, supported by a literature review on gender bias and performativity theory. The findings reveal that the lyrics of Talats Daqat represent gender bias both symbolically and structurally, positioning men as active subjects and women as passive objects. The application of Butler’s theory confirms that these representations are forms of gender performativity that reproduce and sustain gender inequality through popular cultural narratives. This research contributes by expanding the study of gender bias in Arabic through the integration of Butler’s critical theory and recommends the importance of critical approaches in Arabic language education to foster awareness of gender justice issues.
Translating in the AI Era: A Phenomenological Study of Arabic Language Students' Use of DeepL Translate Hasyb, Muh Thahihal Jahidul; Hasanah, Mamluatul; Faisol, Faisol
Al-Irfan : Journal of Arabic Literature and Islamic Studies Vol. 8 No. 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-irfan.v8i1.516

Abstract

This study explores students’ perceptions of using DeepL Translate in translating Arabic assignments. The increasing adoption of AI-based translation tools among students offers convenience and efficiency, yet raises issues of accuracy, contextual understanding, and academic dependency. Using a qualitative phenomenological approach, five active students of the Arabic Language Education Study Program at IAIN Kendari were purposively selected as participants. Data were collected through in-depth semi-structured interviews and analyzed thematically. The findings reveal three major perception patterns: (1) critical use, where two students utilized DeepL as an initial aid while revising outputs manually; (2) pragmatic dependence, where two others relied entirely on the tool due to limited mastery of nahwu and sharaf; and (3) reflective evaluation, where one participant verified translations through peer discussion and comparison with other sources. Although all participants acknowledged DeepL’s speed and ease of use, they also noted frequent inaccuracies in translating Islamic and scientific texts. The study concludes that DeepL can enhance comprehension and efficiency when used reflectively, but pedagogical guidance is essential to strengthen linguistic awareness, translation competence, and ethical responsibility in AI-assisted translation.
The Multifunctionality of the Grammatical Lām: New Insights from Contemporary Linguistic Studies Hambali, Mahmud; Ghazi, Fachrul; Basyar, Syaripudin
Al-Irfan : Journal of Arabic Literature and Islamic Studies Vol. 8 No. 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-irfan.v8i1.587

Abstract

The Arabic letter “Lām (ل)” is considered one of the most significant and versatile particles in Arabic grammar due to its wide range of syntactic and semantic functions. Its meanings vary among ownership, specification, causation, emphasis, and oath, making it one of the most complex yet richest particles in the Arabic linguistic system. This study aims to identify the types, functions, and meanings of Lām to facilitate understanding among learners and teachers of Arabic and to promote accurate usage in interpreting Qur’anic, prophetic, and rhetorical texts.The research adopts a library-based qualitative method, collecting data from classical grammatical references such as Mughnī al-Labīb by Ibn Hishām, al-Jin al-Dānī by al-Murādī, and modern linguistic works addressing the semantics of particles. The findings show that Lām is divided into operative (ʿāmilah) types—such as the genitive Lām, Lām of command, and Lām of purpose—and non-operative (ghayr ʿāmilah) types—such as Lām of initiation, Lām al-muzahlaqah, Lām al-fāriqah, and others. Its function shifts according to sentence structure and context, expressing possession, causation, emphasis, or oath. This research highlights the precision and richness of Arabic syntax and underscores Lām as a key element in understanding grammatical relationships and subtle meanings within Arabic discourse.
The Effect of Educative Interaction Patterns of Religious Teachers on Student Learning Achievement Muslim, Muhammad; Nurhidayati, Indah; Wardoyono, Agus Fatuh
Al-Irfan : Journal of Arabic Literature and Islamic Studies Vol. 8 No. 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-irfan.v8i1.494

Abstract

This study investigates the extent to which educative interaction patterns of Islamic education teachers influence students’ academic achievement in the Akidah Akhlak subject among ninth-grade learners at MTs Muhammadiyah 07 Klego Boyolali in the 2024/2025 academic year. Employing a quantitative survey design, data were collected through questionnaires and students’ report card documentation. Instrument validity was confirmed through corrected item–total correlation testing, while reliability reached a high level (Cronbach’s Alpha = 0.950). Descriptive analysis revealed that educative interaction quality fell within the moderate category (M = 64.38), as did student achievement (M = 85.7). Assumption tests confirmed normality (K–S = 0.757; p = 0.615) and a linear relationship between variables (p = 0.100). Regression analysis indicated a statistically significant effect of educative interaction patterns on academic achievement (t = −1.630; p = 0.030), with a coefficient of determination showing 64.3% of variance explained (R² = 0.643). These findings underscore the essential role of Islamic education teachers in shaping learning motivation and moral values, and they imply the need for strengthening interactive, humanistic pedagogical approaches in Islamic secondary schools.
A Textual Evaluation of Manhaji by Joko Nursiyo: Insights from Al-Ghali and Abdul Hamid Abdullah’s Standards Syahrizal, Fauzan Fitra; Hadi, Syofyan; Asrina, Asrina
Al-Irfan : Journal of Arabic Literature and Islamic Studies Vol. 8 No. 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-irfan.v8i1.504

Abstract

This study aims to analyze the content of the "Manhaji" book by Joko Nursiyo, widely used in the instruction of Arabic grammar and morphology (nahwu and sharaf), particularly among non-Arab learners such as students from Indonesia, Malaysia, and Thailand. The book is well-known for its methodological approach that combines practical application, memorization, and syntactic analysis using Qur’anic verses and classical texts. It has been implemented both in Indonesia and Egypt, especially among students preparing for higher Islamic studies. The research adopts a qualitative descriptive approach using content analysis methodology, based on the theoretical framework of good textbook standards as outlined by Nasser Abdullah Al-Ghaly and Abdul Hamid Abdullah. The focus is on three core foundations: cultural (thaqāfī), psychological (nafsī), and linguistic (lughawī) principles. The findings reveal that culturally, the "Manhaji" book successfully integrates strong Islamic values aligned with the background of Muslim learners. However, it lacks representation of broader contemporary Arab culture, which is essential for comprehensive Arabic language acquisition. Psychologically, the book offers practical exercises and simplified explanations that aid student understanding, though it still lacks sufficient attention to gradual learning stages and age-appropriate content. Linguistically, while the book excels in providing Qur’anic examples and syntactic exercises, it falls short in the systematic progression of vocabulary and diversity of language registers. This study recommends future development of nahwu-sharaf textbooks that strike a balanced integration of religious values, learner-centered psychological approaches, and modern linguistic principles to meet the evolving needs of non-native Arabic speakers.
The Role Of Islamic Religious Education Teachers In Habituation Dzuhur Congregational Prayers Among Students Kusuma, Andriansyah; Abdullah, Muin; Safitri, Yuni
Al-Irfan : Journal of Arabic Literature and Islamic Studies Vol. 8 No. 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-irfan.v8i1.543

Abstract

Daily congregational prayers are commonly practiced in public madrasahs, yet the mechanisms behind how such routines are nurtured particularly through the agency of Islamic Religious Education teachers remain underexplored. This study investigates how Islamic Religious Education teachers cultivate the habit of performing the Dzuhur prayer in congregation at MTs Negeri 4 Klaten, the challenges encountered in the process, and the strategies employed to sustain student participation. Adopting a qualitative single case study design, the research involved two Islamic Religious Education teachers and six students selected through purposive sampling. Data were obtained via participatory observation, in-depth interviews, and document analysis, and were processed using Miles and Huberman’s interactive model. The findings indicate that the teachers’ contribution extends beyond instructional roles; they function simultaneously as role models, motivators, supervisors, and character builders. Key barriers include inconsistent student discipline, limited spiritual awareness, infrastructural constraints, and peer influence. To address these issues, the teachers implement persuasive educational approaches, exemplary conduct, close monitoring, regular evaluation, and collaborative coordination with fellow educators. Overall, the study affirms that the personal commitment of teachers is pivotal in transforming worship routines into sustainable character-building practices within the school environment.
The Art of Antithesis in Surah Al-Layl: A Descriptive Rhetorical Analysis Wahyudi, Muhammad; Hasanah, Cindy Aulia; Khairunnisa, Nazua; Alvisan, Diva Alyasmin Qolbi
Al-Irfan : Journal of Arabic Literature and Islamic Studies Vol. 8 No. 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-irfan.v8i1.545

Abstract

This study analyzes the use of ṭibāq (semantic opposition) in Surah Al-Lail from the perspective of balāghah (Arabic rhetoric). Previous studies on ṭibāq in the Qur’an generally focus on long chapters; therefore, this research is significant for highlighting rhetorical beauty in a short surah rich in meaning, an aspect that has received little scholarly attention. The purpose of this study is to explain the forms of ṭibāq found in Surah Al-Lail and to understand their aesthetic and rhetorical functions in reinforcing the moral messages of its verses. The research employs a qualitative approach with a library research method, utilizing primary sources such as the Qur’an, Jāmiʿ al-Bayān by al-Ṭabarī, al-Kashshāf by al-Zamakhsharī, and academic literature on Qur’anic stylistics. Content analysis was conducted to identify, classify, and interpret the forms of ṭibāq appearing in the surah. The findings reveal the presence of both positive and negative ṭibāq, such as contrasts between “night” and “day,” “giving” and “withholding,” as well as “the easy path” and “the difficult path.” The use of ṭibāq clarifies semantic contrasts, strengthens moral messages, and enhances rhetorical impact. Thus, this study contributes to a deeper understanding of the stylistic function of ṭibāq in short surahs and reaffirms the relevance of balāghah.
Investigating Arabic Vocabulary Writing Errors in Second Language Learning Listi, Lusia Eka Barina; Djamilah, Wulan Indah Fatimatul
Al-Irfan : Journal of Arabic Literature and Islamic Studies Vol. 8 No. 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-irfan.v8i1.551

Abstract

This study aims to analyze errors in Arabic vocabulary writing made by students at MTsN 1 Surabaya. The main focus of this study is to identify the types of errors that occur most frequently and to examine the factors behind these errors. This study employs a qualitative descriptive method, utilizing data collection techniques such as documenting students' written work and conducting interviews with Arabic language teachers. The data obtained are analyzed to identify patterns of errors and their underlying causes. The results of the study indicate that the most dominant errors include mistakes in letter writing, spelling errors, and inaccuracies in writing word forms due to a lack of understanding of Arabic morphological structure. Other contributing factors include insufficient regular writing practice, limitations in the learning materials used, and a lack of mastery of the meanings of vocabulary taught in class. These conditions show that students' writing skills still require intensive training, especially in terms of accuracy and consistency in the use of correct vocabulary. This study is expected to serve as evaluation material for teachers in designing more effective, creative, and varied learning strategies, thereby improving writing skills, strengthening vocabulary mastery, and fostering student motivation in learning Arabic continuously, both in school and in everyday life.

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