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INDONESIA
Jurnal Pendidikan Bahasa Arab
Published by Sekolah Tinggi Ilmu Tarbiyah Darul Hijrah Martapura
ISSN : -     EISSN : 3064139X     DOI : https://doi.org/10.62748/fasahah.v2i01
Core Subject : Religion, Education,
Religion Education Languange, Linguistic, Communication & Media
FASAHAH, an Arabic learning Journal is a multilingual (Bahasa, Arabic, and English), peer-reviewed national, and specializes in Arabic Studies. This journal published by Department of Arabic Language Education, STIT Darul Hijrah Martapura, Kalimantan Selatan. Editors welcome scholars, researchers and practitioners of Arabic Studies around the world to submit scholarly articles to be published through this journal. The FASAHAH Journal contains an article based on research or library studies that focus on Arabic learning. The journal is published biannually in June and December. This journal is an open access journal which means that all content is freely available without charge for the user or his/her institution, and allowing anyone to submit research results in the form of articles directly. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of open access.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 30 Documents
 1   2   3 
تعليم اللغة العربية في العصر الر قمي An-Nida Zulfatul Khofiya; Muhammad Zaki Fadhil; Nadila Apriliyanti; Sukkan Arya Putra
FASAHAH Vol. 1 No. 2 (2024): FASAHAH
Publisher : STIT Darul Hijrah Martapura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62748/fasahah.v1i2.130

Abstract

Teachers are one of the components in education, including Islamic religious education, which greatly determines the success or failure of the objectives of Islamic religious education. In the teaching and learning process, teachers not only act as transmitters of knowledge, but are also responsible for the development of students' personalities.Teachers must create a learning process in such a way that it can stimulate students to learn effectively and dynamically in fulfilling and achieving the expected goals. Islamic education is currently faced with enormous challenges because the industrial era 4.0 has not yet ended. We were shocked by the emergence of the society 5.0 era which must be faced and is a challenge in itself in the world of Islamic education. The formulation of the problem in this research is what the challenges of Islamic religious education teachers are in facing the era of society 5.0. In this era of modernization, humans are very dependent on technology. This makes technology a basic need for everyone. Not spared from thisprogress is Arabic language education. Arabic language teachers must be able to teach by utilizing ICT tools in the learning process. In this article we will review the use of Arabic language media in the digital era.
الابتكار في طرق التدريس: استخدام الألعاب التعلمية Farah Faizati; Al Risha Al Risha; Eva Noorachmi; Mahridawati Mahridawati
FASAHAH Vol. 2 No. 2 (2025): FASAHAH
Publisher : STIT Darul Hijrah Martapura

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

ABSTRACT Change in teaching methods by introducing gamification in education stimulates motivation, engagement, and ultimately learning in students. Gamifying learning has shown how transitional could be created when game features are introduced in a learning process to serve as an interactive and enjoyable learning experience. The research design used in this study is qualitative descriptive using data through documentation to analyze the use of gamification. The results indicate that elements of gamification, namely points, levels, badges, leaderboards, and challenges, can improve students' involvement in course activities. Among the issues experienced in the application of gamification are challenges associated with the fusing of the technology in the existing curriculum, and the technology skills of the teacher. Solutions to these had been proposed, including teacher training and aligning rewards with intended learning experiences. With the right planning, gamification could tremendously complement the quality of education in the digital era.Keyword: teaching method; innovation; gamification مستخلص البحثيمكن أن تُحسِّن الابتكارات في طرق التدريس من خلال تطبيق الألعاب التعليمية في التعليم التحفيز والمشاركة ونتائج تعلم الطلاب. تُعدُّ الألعاب التعليمية، التي تدمج عناصر اللعبة في عملية التعلم، فعّالة في خلق تجربة تعلم تفاعلية وممتعة. يستخدم هذا البحث منهجًا وصفيًا نوعيًا مع جمع البيانات من خلال التوثيق لتحليل تطبيق الألعاب التعليمية. أظهرت نتائج البحث أن عناصر الألعاب التعليمية مثل النقاط، والمستويات، والشارات، ولوحات المتصدرين، والتحديات يمكن أن تشجع المشاركة الفعّالة للطلاب. ومع ذلك، تشمل التحديات في تطبيق الألعاب التعليمية صعوبات في التكامل مع المنهج الدراسي القائم وقيود في مهارات التكنولوجيا لدى المعلمين. يقترح هذا البحث حلولًا للتغلب على هذه التحديات، مثل التدريب للمعلمين وتصميم مكافآت تتناسب مع أهداف التعلم. مع التخطيط الجيد، تمتلك الألعاب التعليمية إمكانات كبيرة لتحسين جودة التعليم في العصر الرقمي.الكلمات المفتاحية: طريقة التدريس، الابتكار، الألعاب التعليمية.
أسس تطوير منهج اللغة العربية (الفلسفية، والنفسية، والاجتماعية، والتكنولوجية) Muhammad Furqan Annajmie; Achmad Saidi; Ahmad Abror Azhari
FASAHAH Vol. 3 No. 1 (2026): FASAHAH
Publisher : STIT Darul Hijrah Martapura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62748/qnq4k665

Abstract

 ABSTRACTThis study examines the Principles of Developing the Arabic Language Curriculum, which include four main foundations: philosophical, psychological, social, and technological. These foundations serve as essential pillars in building a curriculum that is not only pedagogically effective but also relevant to Islamic values and the demands of the modern era. Using a library research method with a descriptive qualitative method, this study analyzes various scientific literatures, books, and academic journals to obtain a comprehensive understanding of the fundamental principles of Arabic language curriculum development. The findings indicate that the philosophical foundation provides the value direction and educational goals based on the Islamic worldview; the psychological foundation requires curriculum alignment with learners’ characteristics and needs; the social foundation emphasizes the importance of connecting Arabic language learning with social realities; while the technological foundation highlights the role of digital innovation in enriching learning experiences. With an integrated understanding of these four foundations, the Arabic language curriculum is expected to become an inspiring and adaptive learning medium capable of shaping a generation that excels in language, character, and technological literacy.   
PEMANFAATAN MEDIA INTERAKTIF WORDWALL DALAM MENINGKATKAN MOTIVASI BELAJAR BAHASA ARAB SISWA MAAHAD TAHFIZ AS-SAIDIYAH SEREMBAN, MALAYSIA uin-malang-sitinahdiah siti halimah; Ainun Adib Rif'an Asshidiqi ABD MUID
FASAHAH Vol. 3 No. 1 (2026): FASAHAH
Publisher : STIT Darul Hijrah Martapura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62748/4wtpx688

Abstract

Low motivation in learning Arabic among students of tahfiz institutions is a serious yet often overlooked challenge, primarily due to the intensive Al-Qur'an memorization program that exhausts students' cognitive energy before Arabic classes begin. This study aims to describe and analyze the improvement of students' Arabic learning motivation through the use of Wordwall interactive media at Maahad Tahfiz As-Saidiyah Seremban, Malaysia. This research employs a qualitative approach with a case study design, with Arabic students and teachers as research subjects. Data were collected through participatory observation, in-depth interviews, focus group discussions, and documentation, then analyzed using the interactive model by Miles, Huberman, and Saldana through the stages of data condensation, data display, and conclusion drawing. The findings reveal that Wordwall successfully increased students' active participation from 15-30 percent to 80 percent, transformed students' perception of Arabic from a burdensome subject into an anticipated learning experience, and fostered students' intrinsic motivation to master Arabic in a sustained manner. This study affirms that gamification-based interactive media can operate in harmony with religious educational traditions in tahfiz environments.
استخدام اللغة الخاصة (Jargon) باللغة العربية لدى طلاب معهد دار الهجرة للبنين: تحليل الأشكال والمعاني والوظيفة الاجتماعية اللغوية Sukkan Arya Putra; Akhmat Sodikin
FASAHAH Vol. 3 No. 1 (2026): FASAHAH
Publisher : STIT Darul Hijrah Martapura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62748/tm3j4n88

Abstract

ABSTRACT   This study examines the Principles of Developing the Arabic Language Curriculum, which include four main foundations: philosophical, psychological, social, and technological. These foundations serve as essential pillars in building a curriculum that is not only pedagogically effective but also relevant to Islamic values and the demands of the modern era. Using a library research method with a descriptive qualitative method, this study analyzes various scientific literatures, books, and academic journals to obtain a comprehensive understanding of the fundamental principles of Arabic language curriculum development. The findings indicate that the philosophical foundation provides the value direction and educational goals based on the Islamic worldview; the psychological foundation requires curriculum alignment with learners’ characteristics and needs; the social foundation emphasizes the importance of connecting Arabic language learning with social realities; while the technological foundation highlights the role of digital innovation in enriching learning experiences. With an integrated understanding of these four foundations, the Arabic language curriculum is expected to become an inspiring and adaptive learning medium capable of shaping a generation that excels in language, character, and technological literacy. Keyword: Arabic language curriculum, development, educational foundations.
Etnografi Pembelajaran Bahasa Arab di Pegunungan Meratus : Antara Hambatan Geografis dan Interferensi Sosiolinguistik M. Sandri Ansari; Radiatun Nazwa; Laksana Tri Prasetya
FASAHAH Vol. 3 No. 1 (2026): FASAHAH
Publisher : STIT Darul Hijrah Martapura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62748/eadaat83

Abstract

This study analyzes the sociolinguistic and geographical challenges in Arabic language learning among children of the Dayak Meratus indigenous community in the Meratus Mountains, South Kalimantan, and identifies pedagogical adaptation strategies based on local wisdom that are applied in the learning process. Using a qualitative approach with an educational ethnography design, data were collected through participatory observation, in-depth interviews with ustadz (religious teachers) and students' parents, and documentation of learning conditions. Data analysis was conducted using an interactive model encompassing data condensation, data display, and conclusion drawing. The findings show that Arabic language learning in this remote region faces dual obstacles: sociolinguistic challenges in the form of phonological interference from the Dayak Meratus and Banjar Hulu mother tongues on the pronunciation of makharij al-huruf (Arabic articulation points), and geographical challenges including difficult terrain, limited access to education, and minimal learning facilities. To address these conditions, the ustadz apply an ethnopedagogical approach by integrating local oral traditions into pronunciation exercises, contextualizing vocabulary based on the natural environment of Meratus, and applying flexible learning schedules adapted to the agrarian rhythms of indigenous community life. The study concludes that successful Arabic language learning in marginal regions is determined not only by formal linguistic methods but also by the ability to integrate the target language with the local community's social, cultural, and ecological context. The ethnopedagogical approach proves capable of making Arabic an instrument for strengthening religious identity without erasing the cultural identity of the Dayak Meratus community. Keyword:        Ethnopedagogical; Arabic learning; sociolinguistic; Dayak Meratus
استخدام لعبة السلم والثعبان في مهارة القراءة لطلبة المدرسة الثانوية الإسلامية الحكومية 1 تافين كاليمنتان الجنوبية Ahmad Arifin; Muhammad Dhiya ‘Ulhaq; Anshari Mukhlis; Arif Rahman Hakim
FASAHAH Vol. 2 No. 2 (2025): FASAHAH
Publisher : STIT Darul Hijrah Martapura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62748/fasahah.v2i2.255

Abstract

Abstract Reading skills instruction for grade XI students at Madrasah Aliyah Negeri 1 Tapin still relies on traditional methods, resulting in low comprehension and a monotonous learning environment. Therefore, engaging and motivating learning media is required, such as the snakes and ladders game which involves physical activity. By incorporating game elements into the learning process, student motivation and comprehension can be enhanced. This study aims to determine the effectiveness of using the snakes and ladders game in improving the reading skills of grade XI students at Madrasah Aliyah Negeri 1 Tapin, South Kalimantan. This is a field research utilizing a quasi-experimental design. The results indicate that the average post-test score for the experimental group reached 85.74, which is higher than the control group's average of 82.92. The average score improvement (gain) in the experimental group was 16.28, compared to 5.07 in the control group. Based on the t-test analysis, the statistical significance value (Sig. 2-tailed) was 0.000 (< 0.05), indicating a statistically significant difference between the two groups. In conclusion, the use of the snakes and ladders game is proven effective in improving the reading skills of grade XI students at Madrasah Aliyah Negeri 1 Tapin, South Kalimantan. Abstrak Pembelajaran keterampilan membaca siswa kelas XI di Madrasah Aliyah Negeri 1 Tapin masih menggunakan metode tradisional, sehingga pemahaman siswa cenderung rendah dan pembelajaran terasa menoton. Oleh karena itu, diperlukan media pembelajaran yang menarik dan memotivasi, seperti permainan ular tangga yang melibatkan aktivitas fisik. Dengan mengaitkan unsur permainan dalam pembelajaran, motivasi dan pemahaman siswa dapat meningkat. Penelitian ini bertujuan untuk mengetahui penggunaan permainan ular tangga dalam meningkatkan keterampilan membaca siswa kelas XI di Madrasah Aliyah Negeri 1 Tapin, Kalimantan Selatan. Jenis penelitian ini adalah penelitian lapangan dengan menggunakan desain metode quasi-eksperimental. Adapun hasil penelitian menunjukkan bahwa nilai rata-rata hasil tes akhir pada kelompok eksperimen mencapai 85,74, lebih tinggi dibandingkan dengan kelompok kontrol dengan nilai rata-rata 82,92. Rata-rata peningkatan nilai pada kelompok eksperimen adalah 16,28, dan kelompok kontrol adalah 5,07 dari hasil tes sebelum perlakuan. Berdasarkan analisis uji (t), nilai signifikansi statistik (Sig.) (2-tailed) adalah 0,000 (< 0,05), menunjukkan adanya perbedaan signifikan secara statistik antara kedua kelompok. Oleh karena itu, dapat disimpulkan bahwa penggunaan permainan ular tangga dalam meningkatkan keterampilan membaca siswa kelas XI di Madrasah Aliyah Negeri 1 Tapin, Kalimantan Selatan, terbukti efektif. 
LITERATURE REVIEW: CHATGPT SEBAGAI MEDIUM KOLABORATIF UNTUK OPTIMALISASI PEMBELAJARAN BAHASA ARAB Marwaji Deden
FASAHAH Vol. 2 No. 2 (2025): FASAHAH
Publisher : STIT Darul Hijrah Martapura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62748/fasahah.v2i2.304

Abstract

This literature review analyzes the use of Artificial Intelligence, specifically ChatGPT, as a collaborative medium to optimize Arabic language learning in Madrasah Aliyah (Islamic Senior High School). This study aims to identify the effectiveness, opportunities, and challenges in integrating ChatGPT into the learning process. The results of the study indicate that ChatGPT enhances learning interactivity through real-time feedback, personalized material presentation, and adaptive support for listening, speaking, reading, and writing skills. Furthermore, ChatGPT encourages the creation of a learner-centered learning environment by actively and independently engaging learners. However, challenges such as linguistic accuracy, limited digital teacher literacy, and infrastructure readiness remain obstacles to its implementation. This study confirms that ChatGPT has strong potential as a pedagogical tool and collaborative partner in learning. Its strategic integration requires instructional supervision, ethical considerations, and adequate technological readiness. This study has implications for the development of AI-based learning designs and digital collaborative models in the future.
PERAN BI’AH LUGHAWIYAH DALAM MENINGKATKAN KEMAMPUAN BERBAHASA ARAB SANTRI PUTRI MAMBAUL ULUM BATA – BATA Latifatul Mahbubah; Masmunah .
FASAHAH Vol. 2 No. 2 (2025): FASAHAH
Publisher : STIT Darul Hijrah Martapura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62748/fasahah.v2i2.305

Abstract

Arabic language learning that focuses solely on linguistic theories can lead to students being passive, having difficulty speaking, and feeling insecure. Creating a language environment (bi'ah lughawiyah) is one solution, as it can be an appropriate medium for developing students' language skills. Bi'ah lughawiyah combines theoretical learning and direct practice of the theories that have been studied. This study aims to describe the role of bi'ah lughawiyah in improving the Arabic language skills of female students at the Mambaul Ulum Bata-bata Pamekasan Islamic boarding school. This research uses a descriptive qualitative approach and uses observation, interviews and documentation in collecting data. The results of the study indicate that the implementation of Bi'ah Lughawiyah at the Mambaul Ulum Bata-Bata Islamic Boarding School has proven to play a significant role in improving students' Arabic language skills, both orally and in writing. This can be seen from the development of students' Arabic language skills during discussions, muhawarah, and speeches/lectures using Arabic. The development of students' Arabic language in the written field can also be seen in the various and consistent publications of the wall magazine. Bi'ah lughawiyah is also very helpful in fostering students' self-confidence and fostering discipline.
PROBLEMATIKA PENERJEMAHAN BAHASA ARAB KE BAHASA INDONESIA: PENDEKATAN LINGUISTIK, SEMANTIK, DAN PRAGMATIK Samsul Bahri; Mursyidatul Awaliyah; El Pengki
FASAHAH Vol. 3 No. 1 (2026): FASAHAH
Publisher : STIT Darul Hijrah Martapura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62748/jx8ex884

Abstract

Penelitian ini bertujuan untuk menganalisis problematika penerjemahan bahasa Arab ke bahasa Indonesia melalui pendekatan linguistik, semantik, dan pragmatik. Penerjemahan tidak hanya dipahami sebagai proses alih bahasa, melainkan sebagai proses interpretatif yang melibatkan transformasi makna, struktur, dan konteks. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kepustakaan (library research), dengan data berupa teks-teks bahasa Arab yang mengandung problem penerjemahan serta literatur terkait studi penerjemahan. Teknik pengumpulan data dilakukan melalui metode dokumentasi, sedangkan analisis data menggunakan pendekatan deskriptif-analitis. Hasil penelitian menunjukkan bahwa problem utama dalam penerjemahan Arab–Indonesia meliputi ketidaksepadanan (non-equivalence), pergeseran struktur (translation shift), ambiguitas makna, serta perbedaan aspek pragmatik dan budaya. Pada tataran linguistik, perbedaan sistem gramatikal menyebabkan terjadinya pergeseran struktur yang tidak terhindarkan. Pada tataran semantik, banyak istilah Arab yang bersifat konseptual dan tidak memiliki padanan langsung dalam bahasa Indonesia. Sementara itu, pada tataran pragmatik, unsur balāghah seperti majāz, ḥażf, dan taqdīm wa ta’khīr menimbulkan tantangan dalam mempertahankan makna implisit. Penelitian ini menyimpulkan bahwa penerjemahan bahasa Arab ke bahasa Indonesia tidak dapat dilakukan secara mekanis, melainkan memerlukan pendekatan integratif yang menggabungkan analisis linguistik, semantik, dan pragmatik. Implikasi penelitian ini adalah perlunya pengembangan strategi penerjemahan yang kontekstual dan adaptif guna menghasilkan terjemahan yang akurat, komunikatif, dan representatif. Kata kunci: penerjemahan, bahasa Arab, bahasa Indonesia, non-equivalence, translation shift, pragmatik

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