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Funun Arabiyyah: Journal of Arabic Education and Literature
Published by Yayasan Mutiara Hati Moeslem
ISSN : -     EISSN : 3109015X     DOI : https://doi.org/10.64131/fununarabiyyah.v1i2
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Funun Arabiyyah: Journal of Arabic Education and Literature is a journal published three times a year, namely in April, August and December. This Funun Arabiyyah: Journal of Arabic Education and Literature is a scientific journal that focuses on the issue of Arabic Learning and Literature in universities, schools, madrasahs, and/or Islamic boarding schools in Indonesia. We invite academics, researchers, and professionals in the field of Arabic Language Education to strengthen your knowledge in the form of research or in-depth studies.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 10 Documents
 1 
The Strategy of Arabic Language Teachers in Implementing Differentiated Learning in the Merdeka Curriculum Abidah, Zakiyatul
Funun Arabiyyah: Journal of Arabic Education and Literature Vol. 1 No. 1 (2025): Funun Arabiyyah: Journal of Arabic Education and Literature
Publisher : Yayasan Mutiara Hati Moeslem

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64131/fununarabiyyah.v1i1.1

Abstract

This research aims to deeply examine the strategies used by Arabic language teachers in implementing differentiated learning in the Merdeka Curriculum at Jatirenggo State Elementary School Glagah Lamongan. The background of this study is based on the importance of applying a learning approach that is responsive to the individual learning needs of students in order to create inclusive, adaptive, and student-centered learning. The Merdeka Curriculum provides teachers with the flexibility to design learning that suits the characteristics of students, thus requiring teachers to have specific strategies to manage differentiated learning, especially in the Arabic language subject, which has its own complexities. This research uses a descriptive qualitative approach with data collection techniques through observation, in-depth interviews, and documentation of Arabic language teachers at the institution. The research results show that Arabic language teachers implement three main forms of differentiation strategies, namely content differentiation, process differentiation, and product differentiation. Content differentiation is carried out through the presentation of materials that are varied visually and audibly, as well as the use of digital learning media. Process differentiation is implemented through grouping students based on their initial abilities and providing tiered assignments. Meanwhile, product differentiation focuses on giving students the freedom to choose the final form of their assignments, such as creating dialogues, posters, or recordings of conversations. Teachers also adapt their teaching styles based on students' learning styles (visual, auditory, kinesthetic).
Learning Theory: Constructivism Theories and The Implications for Arabic Language Teaching Abdul Muid; Aminah, Aminah
Funun Arabiyyah: Journal of Arabic Education and Literature Vol. 1 No. 1 (2025): Funun Arabiyyah: Journal of Arabic Education and Literature
Publisher : Yayasan Mutiara Hati Moeslem

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64131/fununarabiyyah.v1i1.2

Abstract

This study aims to analyse constructivism's theory and its implications for Arabic language learning. This study departs from the assumption that there is no perfect theory in learning. All theories have advantages and disadvantages, and the idea of applying these theories in learning Arabic is the right step for language teachers, especially Arabic to realise the goals that have been set. This research uses a qualitative approach with the type of literature (library research) where the author seeks to collect data related to the theory of learning constructivism in Arabic language learning through books, scientific journals, seminar proceedings, previous studies, and other scientific writings. This stage is used to increase the flexibility of the offer of the constructivist language learning theory in Arabic language learning. The results of the study show that the theory of constructivism focuses on the practical application of language through conversation simulation and real problem-solving. Students are engaged in activities that are close to real-life situations, such as role-playing, to functionally apply Arabic, creating a well-rounded and holistic approach to learning Arabic.
Arabic Language Learning AT MTs Mazro'atul Ulum Paciran Lamongan Islamiyah, Anisatin; Aimmah, Aisy Wildatil; Saputra, Angga
Funun Arabiyyah: Journal of Arabic Education and Literature Vol. 1 No. 1 (2025): Funun Arabiyyah: Journal of Arabic Education and Literature
Publisher : Yayasan Mutiara Hati Moeslem

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64131/fununarabiyyah.v1i1.3

Abstract

This study aims to describe and analyze the Arabic language learning process at MTs Mazra'atul Ulum Paciran Lamongan, including the methods used, challenges faced, and efforts made to improve the quality of learning. The background of this study is based on the importance of mastering Arabic as the main language in Islamic studies, especially in Islamic boarding school-based madrasah environments. The research method used is descriptive qualitative with data collection techniques through observation, interviews, and documentation. The results of the study indicate that Arabic language learning at MTs Mazra'atul Ulum uses various methods such as qawa'id wa tarjamah, muhadatsah, and mubasyaroh. However, there are several obstacles faced, including low student motivation, limited learning media, and lack of competence of some teachers. To overcome these obstacles, the madrasah has made various efforts such as teacher training, development of learning media, and implementation of more communicative learning methods. This study concludes that Arabic language learning at MTs Mazra'atul Ulum has shown positive developments, but still requires strengthening in terms of pedagogy and supporting facilities so that learning objectives can be achieved optimally.
تطبيق نموذج التعلم الاكتشافي لتحسين إتقان المفردات لدى الطلاب لمستوى المتوسطة في بانيونجي Khozin , Nur; Insaniyah, Anyes Lathifatul
Funun Arabiyyah: Journal of Arabic Education and Literature Vol. 1 No. 1 (2025): Funun Arabiyyah: Journal of Arabic Education and Literature
Publisher : Yayasan Mutiara Hati Moeslem

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64131/fununarabiyyah.v1i1.4

Abstract

The Discovery Learning Model is a learning process where students are able to assimilate a concept by observing, digesting, understanding, categorizing, hypothesizing, explaining, and drawing conclusions. The purpose of this research is to determine the application of the discovery learning model in vocabulary learning for MTs-level students. The research method used is descriptive qualitative research. The results of this study indicate that the discovery learning model in vocabulary teaching applied by the teacher in the classroom begins with the teacher playing an audio recording of the vocabulary to be taught, and the students listen until the audio is finished. Then, the teacher pronounces the vocabulary while showing pictures, and the students imitate the teacher and look at the displayed pictures. Next, the students search for relevant information to determine the vocabulary by opening the LKS book chapter on vocabulary to recall the vocabulary that the teacher has played. After that, the students discuss with their group members to determine the vocabulary that has been played and write it down to memorize it. Finally, the students present the vocabulary notes they have compiled with their group members.  
Implementation of Arabic Language Learning at Kanjeng Sepuh Sidayu Gresik Islamic Senior High School Zahrotul Jannah, Rizka; Putri, Sinta Amalia; Rosikh, Fahrur; Rohman, M. Fathor
Funun Arabiyyah: Journal of Arabic Education and Literature Vol. 1 No. 1 (2025): Funun Arabiyyah: Journal of Arabic Education and Literature
Publisher : Yayasan Mutiara Hati Moeslem

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64131/fununarabiyyah.v1i1.5

Abstract

This study aims to describe the implementation of Arabic language learning at MA Kanjeng Sepuh Sidayu Gresik, including the planning, implementation, and evaluation processes, as well as identifying supporting and inhibiting factors faced in the process. This study uses a descriptive qualitative approach with data collection techniques in the form of observation, in-depth interviews, and documentation. The subjects of the study consisted of Arabic teachers, students and vice principals of the madrasah. The results of the study indicate that Arabic language learning at MA Kanjeng Sepuh has been implemented in accordance with the curriculum structure, although it is still predominantly using conventional methods. The implementation of learning includes planning, implementation and evaluation activities. Learning using the vocabulary guessing game is very good. Supporting factors include the enthusiasm of teachers and students in learning Arabic as well as a conducive madrasah environment and support from the madrasah. Meanwhile, the obstacles faced include low student learning motivation, limited innovation in the use of communicative and contextual learning methods.
استخدام طريقة المناقشة في مجموعات صغيرة لترقية مهارة القراءةلدى طلاب الصف الثامن بمدرسة الأزهر المتوسطة الإسلامية 18 سلا تيجا Al Amin, Muhammad Rifqi; Rusliyani, Dewi
Funun Arabiyyah: Journal of Arabic Education and Literature Vol. 1 No. 2 (2025): Funun Arabiyyah: Journal of Arabic Education and Literature
Publisher : Yayasan Mutiara Hati Moeslem

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64131/fununarabiyyah.v1i2.26

Abstract

This study aims to investigate the use of the Small Group Discussion (SGD) method in improving the reading skills of eighth-grade students at SMP Islam Al-Azhar 18, Salatiga in the 2023/2024 academic year. The research is a classroom action research (CAR) conducted in two cycles, each consisting of four stages: planning, implementation, observation, and reflection. The subjects of this study were 25 students. The findings indicate a significant improvement in students’ reading skills after the implementation of the Small Group Discussion (SGD) method, as reflected in the increase in student learning outcomes. The pre-cycle results showed that 60% (15 students) had not yet met the Minimum Mastery Criteria (KKM), set at 80, while 40% (10 students) scored above the KKM. In the first cycle, 64% (16 students) met the KKM, while 36% (9 students) did not. This demonstrates an improvement from the pre-cycle to the first cycle. To achieve the expected completion indicators, further learning improvements were carried out in the second cycle. After the second cycle, the results were satisfactory, with 84% (21 students) meeting the KKM and 16% (4 students) still not achieving it. This shows that the learning improvements in the second cycle were successful, and the expected indicators were properly achieved.
تطبيق التعلم القائم على المشاريع في تعليم مهارة الكتابة لدى طلاب قسم اللغة اللغة العربية وآدابها في جامعة ماجيني Mahyaddin, Fikriyah; Widodo, Arif
Funun Arabiyyah: Journal of Arabic Education and Literature Vol. 1 No. 2 (2025): Funun Arabiyyah: Journal of Arabic Education and Literature
Publisher : Yayasan Mutiara Hati Moeslem

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64131/fununarabiyyah.v1i2.27

Abstract

This study aims to describe the implementation of a project-based learning model in teaching Arabic writing skills to students in the Arabic Language and Literature Study Program at the State Islamic College of Majene. Arabic writing skills, as one of the fundamental skills in Arabic language learning, requires creative and applicable instructional strategies. The project-based learning model was selected because it promotes an active, collaborative learning process centered on real-life projects that are relevant to students’ experiences. This research employed a descriptive qualitative approach, with data collected through observations, interviews, and documentation of student projects. The findings indicate that the implementation of project-based learning significantly enhanced students’ motivation, engagement, and writing proficiency. Students showed notable improvements in writing structure, grammatical accuracy, and creativity in content development. In addition, this model also fostered critical thinking and collaborative skills. Therefore, project-based learning can serve as an effective alternative approach for teaching Arabic writing skills in other higher education institutions
تأثير نموذج التعلم القائم على حل المشكلات  على تحسين مهارات الكتابة Magviroh, Dina Aulia; Hidayah, Rohmatun Nurul; Mustain, Mustain
Funun Arabiyyah: Journal of Arabic Education and Literature Vol. 1 No. 2 (2025): Funun Arabiyyah: Journal of Arabic Education and Literature
Publisher : Yayasan Mutiara Hati Moeslem

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64131/fununarabiyyah.v1i2.28

Abstract

Writing skills are an important aspect of Arabic language learning, but they remain a challenge for students, particularly at As-Sa'diyah Boarding School. Students in class 1E have difficulty constructing appropriate sentences, choosing the right vocabulary, and expressing their ideas coherently. One of the causes of this is that learning does not actively involve students. This study uses a quantitative approach with a quasi-experimental design. Data was collected through observation, interviews, documentation, tests, and questionnaires, and then analyzed using a t-test. The results of this study show that the implementation of the Problem-Based Learning model was carried out through five core stages: problem orientation, task organization, group investigation, presentation of results, and final reflection. This approach encouraged students to be more active, collaborative, and skilled in constructing Arabic texts in a coherent and contextual manner. The results of the one-tailed paired t-test (df = 16) showed that t-calculated = 9.443 was greater than t-table = 1.746 at α = 0.05, with p < 0.001. Therefore, H0 was rejected and Ha was accepted. Meanwhile, the control group only experienced a small increase from 68.82 to 70.23, which was not statistically significant. The improvements in the experimental group included more coherent sentence structure, more appropriate vocabulary use, and the ability to express ideas more clearly and logically. The questionnaire results showed that 88.24% of students felt that the PBL model made it easier for them to understand and write Arabic texts in an engaging, active, and contextual manner.
Analysis of Arabic Language Learning at Karangsawo Paciran Lamongan Junior High School Bangga, Taufik; Nafi, Ahmad Abu; Alkuzaini, Muhammad Na’im
Funun Arabiyyah: Journal of Arabic Education and Literature Vol. 1 No. 2 (2025): Funun Arabiyyah: Journal of Arabic Education and Literature
Publisher : Yayasan Mutiara Hati Moeslem

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64131/fununarabiyyah.v1i2.30

Abstract

This study aims to analyze the Arabic language learning process at Karangsawo Pacira Lamongan Superior Junior High School, focusing on teaching methods, the role of teachers, learning media, and student learning motivation. Arabic as one of the important subjects in Islamic-based schools requires an effective learning approach in order to improve students' linguistic competence and understanding of Islam. This study uses a qualitative approach with observation, interview, and documentation methods to collect data from teachers, students, and learning documents. The results of the analysis show that Arabic language learning in this school has been carried out with various strategies, but there are still several obstacles such as the limitation of digital learning media and the lack of variety of teaching methods. In addition, student motivation tends to fluctuate depending on the teacher's approach to delivering the material. Therefore, innovation in learning methods and training for teachers is needed to improve the quality of Arabic language learning. This research is expected to be a reference for other schools in developing more effective and contextual Arabic language learning.
تأثير وسيلة بطاقة الدومينو على ترقية مهارة الكتابة لطلاب الصف السابع من المدرسة المتوسطة الحكومية 2 باجيران لامونجان Finurika, Isna; Khoirunnisa’, Wardah; 'Ilma, Rahma Milladunna
Funun Arabiyyah: Journal of Arabic Education and Literature Vol. 1 No. 2 (2025): Funun Arabiyyah: Journal of Arabic Education and Literature
Publisher : Yayasan Mutiara Hati Moeslem

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64131/fununarabiyyah.v1i2.34

Abstract

An Arabic language teacher at the Second State Junior High School of Bajiran usually uses lectures and exercises in teaching. However, sometimes they are unable to accommodate the diversity of students’ learning styles. This affects the decline in students’ enthusiasm and active participation in the learning process. Due to this problem, the researcher was encouraged to innovate in the learning process by applying an interactive and enjoyable teaching medium, namely the domino card method, to improve students’ Arabic writing skills. The problem in this study lies in how to apply the domino card method to enhance Arabic learning and to what extent this method affects students’ creativity. This research is a quantitative study with an experimental design, aiming to identify more effective learning by conducting an experiment using the domino card method in improving students’ Arabic writing. The research instruments used were tests, interviews, observations, and documentation. The data analysis technique employed the dependent t-test formula. The results of this study showed the effect of applying the domino card method in improving writing skills, as evidenced by the results of data analysis using a paired sample t-test, where the calculated t-value (t = 8.175) was greater than the table t-value (t = 2.032). It was proven that the application of the domino card method was able to increase students’ motivation and enthusiasm for learning. The engaging learning activities had a positive impact on improving writing skills (maharah al-kitābah).

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