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Septiana Azhar A. A
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Naatiq: Journal of Arabic Education
Published by Universitas Islam Tribakti Lirboyo Kediri
ISSN : -     EISSN : 30637767     DOI : https://doi.org/10.33367/naatiq
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Naatiq aims and focuses on publishing research-based and conceptual articles in the field of Arabic Language in educational context from researchers, academics, students, professionals, and practitioners from around the world. Naatiq is scope includes analysis on: Arabic as: first, second, and foreign Language Teaching and Learning, Technology of Arabic Language Teaching and Learning, Modern Standart Arabic Language Teaching and Learning, Arabic Language in Education Arabic, Testing and Assessment Arabic,Teaching Materials Arabic, Curriculum Design and Development, Applied Linguistics in the Arabic field Arabic, Translation Arabic Literature Discourse Analysis.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 18 Documents
 1   2 
An Analysis of Visually Impaired Students' Ability to Understand Arabic Lessons at Muhammadiyah 1 Senior High School Ponorogo Mukaromah, Muhimmatul; Fitiya, Hasni
Naatiq: Journal of Arabic Education Vol. 2 No. 1 (2025): June
Publisher : Universitas Islam Tribakti Lirboyo, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/naatiq.v2i1.6437

Abstract

This study aims to determine: 1) The ability of visually impaired students to master the Arabic language at Muhammadiyah 1 Senior High School Ponorogo. 2) The factors affecting the ability of visually impaired students to understand Arabic learning at Muhammadiyah 1 Senior High School Ponorogo. 3) The learning models used for visually impaired students at Muhammadiyah 1 Senior High School Ponorogo. The results of this study indicate that the ability of visually impaired students to learn Arabic at Muhammadiyah 1 Senior High School Ponorogo is as follows: 1) The ability of visually impaired students to understand Arabic learning is considered quite good, where students can follow the learning process without falling behind regular students. 2) The factors affecting the ability of visually impaired students to understand Arabic learning at Muhammadiyah 1 Senior High School Ponorogo include internal and external factors. Internal factors include learning attitude, learning motivation, focus in learning, self-confidence, and study habits. External factors include family, the school environment, including teachers, peers, and available facilities to support the continuity of the learning process. 3) Teachers at Muhammadiyah 1 Senior High School Ponorogo use a direct teaching model because this approach allows teachers to quickly enhance students' knowledge and confidence. This direct teaching model focuses on the way teachers actively engage in classroom activities, making it highly suitable for visually impaired students who have visual limitations. In addition, a cooperative learning model is also applied at Muhammadiyah 1 Senior High School Ponorogo, which trains students to collaborate with their groups.
Development of HOTS-Based Arabic Exam Questions According to Bloom’s Taxonomy for Fifth Grade Students at Darul Hikmah Islamic School Tangerang Syifa Amalia Nurkhalifah Fitrian; Siti Uriana Rahmawati; Raswan
Naatiq: Journal of Arabic Education Vol. 2 No. 1 (2025): June
Publisher : Universitas Islam Tribakti Lirboyo, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/naatiq.v2i1.6829

Abstract

This study aims to develop Higher Order Thinking Skills (HOTS)-based exam questions for Arabic language subjects in the fifth grade at Darul Hikmah Integrated Islamic School, Tangerang City, grounded in Bloom’s Taxonomy framework. The background of this research stems from the need to improve the quality of Arabic language assessments, which have traditionally focused on memorization and basic understanding, by incorporating instruments that evaluate students' higher-order thinking abilities. There is a lack of empirically validated HOTS-based questions, particularly in Islamic elementary schools. The study employed the 4D development model (Define, Design, Develop, and Disseminate) and involved a sample of 20 fifth-grade students. The results of the study showed that: (1) the instrument was theoretically highly valid, receiving a validation score of 91.5% from two expert reviewers; (2) questions number 1, 2, 4, 5, and 9 were empirically valid, with point-biserial correlation values exceeding 0.468; (3) the instrument’s reliability was categorized as moderate, with a KR-20 value of 0.59; and (4) the average difficulty index was 0.52, indicating good question quality. Therefore, the developed HOTS-based questions are feasible to be used as effective assessment tools to measure higher-order thinking skills in Arabic language learning at the elementary school level.
Analysis of Student Difficulties in Istima' Learning at Imam Bonjol State Islamic University Padang Aqilah, Shintia; Febriani, Suci Ramadhanti; Mustafidah, Hidayatul; Nardi, Hanifa
Naatiq: Journal of Arabic Education Vol. 2 No. 1 (2025): June
Publisher : Universitas Islam Tribakti Lirboyo, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/naatiq.v2i1.6849

Abstract

Maharatul istima’ are the first skills a person performs in language. This ability begins at an early age as humans attempt to understand their surroundings. In learning Maharatul Istima' students are required to need more than just hearing, but also a deep thought process to analyze the message conveyed. This type of research is qualitative research with data collection techniques using observation, interviews and documentation to students of Arabic Language Education at Imam Bonjol Padang State Islamic University. The aim of this research is to find out how Maharatul Istima' is taught, the factors of difficulties experienced by students and the efforts made to reduce these difficulties. From the research results, it can be concluded that Maharatul Istima' learning is carried out by practicing using audio-lingual or audio-visual, which there are conversations in groups or pairs. The difficulty of learning Maharatul Istima' is influenced by three factors, namely linguistics which includes sound system, sentence structure and mufrodat, then non-linguistic factors which include the student's educational background, the environment and the lack of learning Maharatul Istima' then the learning media used is not in accordance with the student's abilities. . The efforts that can be made to overcome difficulties in learning Maharatul Istima' are by using appropriate audio media and effective learning methods that help facilitate students in receiving information that is heard.
Motivation to Learn Arabic for non-Islamic Boarding School Student at Department of Arabic Language Education Antasari State Islamic University Banjarmasin Rafiatun Najah Qomariah; Norhajizah
Naatiq: Journal of Arabic Education Vol. 2 No. 1 (2025): June
Publisher : Universitas Islam Tribakti Lirboyo, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/naatiq.v2i1.6992

Abstract

Learning motivation is the internal or external drive that encourages individuals to engage in learning activities. In the context of Arabic language education, motivation plays a crucial role for students without a pesantren (Islamic boarding school) background, as they lack formal Islamic educational exposure compared to their peers who graduated from pesantren. This study aims to identify the factors that influence the learning motivation of fifth-semester students from the 2021 cohort in the Arabic Language Education Department at Antasari State Islamic University Banjarmasin who are not pesantren alumni. The research employed a qualitative descriptive method. Data collection techniques included in-depth interviews, participant observation, and documentation. The informants consisted of purposively selected fifth-semester students who had no pesantren background. Data analysis followed the Miles and Huberman model, consisting of three steps: (1) data reduction, (2) data display, and (3) conclusion drawing/verification. The results reveal that students’ motivation to learn Arabic is influenced by various factors such as personal aspirations, individual abilities, family support, peer influence, and academic environment. These internal and external factors interact to shape the students’ motivational strength in learning Arabic. This study recommends that future research explore the impact of instructional approaches used by lecturers and conduct comparative studies between pesantren and non-pesantren students to deepen the understanding of motivational dynamics in Arabic language learning within Islamic higher education institutions.
The Interventional Role of Arabic Teachers in Senior Secondary Schools’ Arabic Drama Instructional Classes in Ilorin, Nigeria Alfabanni, Tunde Ahmed
Naatiq: Journal of Arabic Education Vol. 2 No. 2 (2025): December 2025
Publisher : Universitas Islam Tribakti Lirboyo, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/naatiq.v2i2.7791

Abstract

Arabic drama is a distinct literary genre crucial in enhancing students’ linguistic proficiency, cultural understanding, and interpretative skills. However, in many Nigerian secondary schools, particularly in Ilorin, Arabic drama remains underutilised due to the limited pedagogical capacity of Arabic teachers and insufficient instructional integration. This paper investigates the interventional role of Arabic teachers in facilitating the teaching and learning of Arabic drama in senior secondary schools. This research explores how Arabic teachers function beyond traditional instruction by identifying student needs, adapting instructional strategies, and promoting cultural and performance-based learning within Arabic drama classes. The paper adopts a conceptual-descriptive approach, relying on an extensive review of academic literature, curriculum documents, drama texts and expert reflections. The findings reveal that qualified Arabic teachers significantly enhance students’ engagement and performance in Arabic drama by acting as facilitators, directors, counsellors and cultural interpreters. Teachers who integrate performance techniques, differentiated instruction and contextualised drama content contribute to improved language fluency, creative expression and cultural literacy among learners. The paper concludes that integrating qualified Arabic teachers into drama instruction is essential for enriching Arabic language education. It contributes a conceptual framework for rethinking Arabic drama pedagogy. It highlights the need for curriculum reform, teacher training and institutional support to optimise the interventional capacity of Arabic educators in Nigerian secondary schools.
Influence of Information and Communication Technology on Secondary School Students' Academic Performance in Arabic Language Taofeeq Olamilekan Sanusi
Naatiq: Journal of Arabic Education Vol. 2 No. 2 (2025): December 2025
Publisher : Universitas Islam Tribakti Lirboyo, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/v2i2.7013

Abstract

The study examined the influence of ICT on secondary school students' academic performance in the Arabic language in Kwara South of Nigeria. The study used a descriptive survey method with a population of 23,458 and 379 students from three Local Government Areas (LGAs) in Kwara South. The multistage sampling procedures involved purposive sampling to select three LGAs, stratified sampling to divide Kwara South into seven LGAs, and simple random sampling to select 30 public schools from each LGA. The Adapted Influence of ICT on Students' Performance Questionnaire (IICTAPQ) and Arabic Language Performance Test (ALPT) were used for data collection. The T-test method was adopted, and the data were analysed using Point-Biserial correlation statistics at a 0.05 significance level. The study found that audio-visual devices had a significant impact, but social media did not. The findings suggest that visual aids positively impact students' academic performance in Arabic, while social media does not. Therefore, visual aids are crucial for improving students' Arabic language skills. The study found that audio-visual devices positively impact secondary school students' academic performance in the Arabic language in Kwara South, Nigeria. However, social media negatively affects this performance. The study recommends using ICT-like visual devices, such as slides and projectors, to enhance students' interest and motivation in studying the language
The Influence of Peer Teaching Method on Speaking Skills of Eight Grade Student at Abdullah Bin Mas'ud Boarding School, Kisaran Ibnul Fath, Umeir; Hudzaifah, Hudzaifah
Naatiq: Journal of Arabic Education Vol. 2 No. 1 (2025): June
Publisher : Universitas Islam Tribakti Lirboyo, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/naatiq.v2i1.7038

Abstract

Arabic is a foreign language that holds an important position in Islamic education in Indonesia, particularly within the environment of Islamic boarding schools (pesantren). Although it has become part of the official curriculum, the teaching of speaking skills (kalam) often encounters obstacles, both in terms of teaching methods and students' active engagement. In this context, the present study proposes the Peer Teaching method as an alternative approach aligned with Vygotsky’s social constructivism theory, particularly the concept of the Zone of Proximal Development (ZPD), which emphasizes learning through peer interaction. This research was conducted in the second-grade Mutawassith class at the Abdullah Bin Mas’ud Islamic Boarding School in Kisaran. The aim of this study is to analyze the change in students' speaking ability before and after the treatment and to assess the effectiveness of the peer teaching method in the pesantren learning context. A quantitative approach was employed using a one-group pre-experimental design (One Group Pretest-Posttest). The results showed that the total pretest score was 1,646 with an average of 65.84, while the posttest score increased to 2,151 with an average of 86.04. Statistical testing revealed that the calculated t-value was greater than the critical t-value (2.797 < 8.283 > 2.064), indicating a significant influence of the peer teaching method on improving students' speaking ability. Therefore, the null hypothesis (Ho) is rejected, and the alternative hypothesis (Ha) is accepted. This study provides practical contributions to the development of speaking (kalam) instructional methods in pesantren and other Islamic educational institutions. The use of peer teaching not only improves learning outcomes quantitatively but also fosters active participation, self-confidence, and collaboration among students. With a strong theoretical foundation and significant empirical findings, this method can serve as an innovative alternative to overcome stagnation in spoken Arabic instruction, particularly in pesantren environments characterized by collective and interactive learning cultures.
Applying Humanistic Principles in Arabic Language Learning: A Literature Review on Developing Motivation and Learner Autonomy Muhammad Lutfi Asfihani; Hayyi Alawiyah Munidzar
Naatiq: Journal of Arabic Education Vol. 2 No. 2 (2025): December 2025
Publisher : Universitas Islam Tribakti Lirboyo, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/naatiq.v2i2.7039

Abstract

This study examines the application of humanistic principles in Arabic language learning, emphasizing their role in developing students' motivation and learning independence. The research employs a library research method by systematically reviewing primary and secondary sources including journal articles, research findings, and academic works published between 2015 and 2025 that are relevant to humanistic education, Arabic language pedagogy, motivation, and learner autonomy. Data were collected through documentation techniques and analyzed using content analysis and qualitative descriptive analysis. The analytical stages consisted of: (1) collecting and selecting relevant literature, (2) reducing data by identifying major themes, (3) classifying concepts based on the humanistic theories of Carl Rogers, Abraham Maslow, and Gestalt psychology, and (4) drawing inductive conclusions from recurring patterns and findings. The results indicate that the application of humanistic principles positively influences students’ motivation and learning independence. The research gap identified in this study lies in the limited number of investigations directly connecting humanistic pedagogy with the development of learning independence in Arabic language education. Most previous studies focus on school-level learners rather than university students, and longitudinal research remains scarce. Overall, this study concludes that the application of humanistic principles strengthens intrinsic motivation and fosters learner independence. Future research is recommended to adopt empirical and longitudinal approaches to explore the long-term effects of humanistic education and to develop specific instruments for measuring learning independence in Arabic language contexts.

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