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Fahrur Rosikh
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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 20 Documents
 1   2 
Integration of Semantic Approaches in Arabic Mufradat Learning at Pesantren Mamba'ul Ulum Turen Malang Makinuddin, Mohammad; Rosyida, Asmaa
Funun Arabiyyah: Journal of Arabic Education and Literature Vol. 1 No. 3 (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.v2i1.38

Abstract

This study explores the integration of semantic approaches in teaching Arabic vocabulary (mufradat) at Pondok Pesantren Mamba’ul Ulum Turen Malang, aiming to enhance students’ understanding of word meanings within contextual and cultural frameworks. Employing a qualitative phenomenological method, data were collected through in-depth interviews, participant observations, and documentation involving students and teachers. Findings reveal that semantic approaches improve students’ comprehension by linking words to real-life contexts and cultural values, fostering a deeper and more meaningful acquisition beyond rote memorization. Despite challenges such as ambiguous word meanings, limited learning resources, and varying teacher competencies, the approach effectively enriches lexical and grammatical knowledge and strengthens communication skills in religious and social settings. Unique teaching practices incorporating authentic religious texts and collaborative semantic analysis further support this integration. Moreover, cultural meanings embedded in vocabulary connect language learning to the students’ social and religious identity, highlighting the importance of culturally responsive pedagogy. This research concludes that semantic-based teaching not only enhances language competence but also nurtures critical thinking and spiritual development, providing a comprehensive model for Arabic language education in pesantren contexts.
The Strategies for Cultivating an Arabic Language Environment Nabilah, Aisyah Hanun; Rosikh, Fahrur; Kholish, Nurhafizah Mashitha
Funun Arabiyyah: Journal of Arabic Education and Literature Vol. 1 No. 3 (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.v2i1.42

Abstract

This study aims to describe the strategy of forming an effective Arabic language environment in Islamic boarding schools. Arabic as the main language in Islamic literature requires a learning approach that is not only theoretical, but also practical through the creation of a linguistic environment. This study uses a qualitative approach with a descriptive method. Data collection was carried out through in-depth interviews, participatory observations, and documentation. The research informants consisted of pesantren caregivers, Arabic teachers, and students. The results of the study show that the strategy of forming an Arabic environment in Islamic boarding schools is carried out through various programs, such as the habit of speaking Arabic in daily communication, muhadatsah (conversation) training, speech competitions, and the preparation of a structured schedule for the use of Arabic. The main supporting factors include support from pesantren leaders, commitment of teaching staff, and student discipline. The inhibiting factors include limited learning facilities, lack of professional teaching staff, and differences in the background of students' ability in Arabic. This study concludes that the success of the strategy for the formation of an Arabic language environment is highly dependent on the continuity of programs, institutional support, and a conducive pesantren culture.
The Role of Visual, Auditory, and Kinesthetic Learning Styles in Optimizing Arabic Language Learning Nur Azizah; Adelia Irsyadillah Al Hidjaz; Alma Idatun Nahlah; Abd-elsalam Elhewy, Rewan Khalil
Funun Arabiyyah: Journal of Arabic Education and Literature Vol. 1 No. 3 (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.v2i1.56

Abstract

Learning style is one of the supporting factors for students in obtaining learning material. However, each individual has a different learning style, including visual, auditory and kinesthetic. Therefore, a teacher is required to be active and innovative in creating learning, so that students can maximize learning in their own way. To answer the problem formulation of what are the characteristics of visual, auditory and kinesthetic learning styles in Arabic language learning? The research uses qualitative methods with a literature study approach to theoretically examine the characteristics of visual, auditory and kinesthetic learning styles in Arabic language learning. Based on studies conducted by researchers, it was found that the visual learning style tends to be used for learning Arabic through the media of images, videos and writing. Meanwhile, the auditory learning style supports listening and speaking skills through methods such as discussions, lectures or listening to audio. Meanwhile, the kinesthetic learning style provides benefits in movement-based learning activities, practice and direct experience, such as role playing. By understanding this learning style, a teacher can develop more adaptive learning to improve Arabic language learning.
مكانة اللغة العربية في دعم تنمية المجتمع: دراسة أدبية حول الدوافع والأساليب في عصر 5.0 Ana Achoita
Funun Arabiyyah: Journal of Arabic Education and Literature Vol. 1 No. 3 (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.v1i3.58

Abstract

The Arabic language is a common bond among people in the Maghreb and the Mashreq, and a great link between a number of nations. Its connection is one of the strongest ties, and colloquial language alone is insufficient to unite these peoples, even though it is now spoken everywhere and has different dialects, because each people has its own unique way of speaking it. The Arabic language greatly influences other languages, and one manifestation of this influence is that many of the world's languages use the Arabic script for writing. It is also the key to knowledge, the lamp of understanding, and the means of perceiving what a person finds and what falls under their eyes and ears. It enables its owner to send rays of his thoughts to his people, so that they may perceive the light of his insights and find no obstacles of dogma in their path that would prevent the seekers from achieving his goal.
The Practice of Teaching Arabic Speaking Skills at Sunan Drajat University Widodo, Arif
Funun Arabiyyah: Journal of Arabic Education and Literature Vol. 1 No. 3 (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.v2i1.59

Abstract

This study aims to describe the implementation of mahārah kalām learning at UNSUDA Lamongan and to analyze its effectiveness in improving students’ speaking competence. Using a qualitative descriptive approach, data were collected through observation, interviews, and documentation. The findings show that the implementation of mahārah kalām learning falls into the category of highly effective. This is evidenced by several indicators: (1) students’ motivation level reached 80%; (2) activeness in attending lectures was 90%; (3) students’ positive evaluation of interactive materials reached 90%; and (4) intensive question–answer practice occurred throughout the learning process. These results indicate that the applied instructional strategies successfully encouraged active participation and enhanced students’ oral communication skills in Arabic. The study recommends strengthening continuous speaking practice programs to sustain and improve these achievements.
مكانة اللغة العربية في سياق الثقافة المحلية بمادورا Firdaus, Rousul; Khotimah, Husnul
Funun Arabiyyah: Journal of Arabic Education and Literature Vol. 2 No. 1 (2026): 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.v2i1.60

Abstract

This study aims to explore the relationship between the Arabic language and the local culture of the Madurese community in the context of the rokat tradition in Pao Taber Hamlet, Jelbudan Village, Dasuk District, Sumenep Regency. Rokat is a traditional ritual that serves as a means of seeking safety, protection, and well-being. Alongside the development of Islamic teachings, this tradition has undergone a process of Islamization through the integration of religious elements such as the recitation of prayers, verses from the Qur'an, and shalawat, all delivered in Arabic. This research adopts a qualitative approach with a phenomenological method, collecting data through in-depth interviews with five informants and literature review. The findings demonstrate that Arabic in the rokat ritual functions not merely as a liturgical language but as a symbolic marker of Islamic religiosity, sacred authority, and collective identity. More importantly, this study reveals that Arabic operates as a mechanism of cultural negotiation, mediating the integration of Islamic values with residual Hindu-Buddhist elements embedded in local tradition. Unlike previous studies that tend to describe the rokat ritual from a general anthropological or cultural perspective, this research highlights the central role of language as a strategic instrument in constructing and legitimizing the socio-religious identity of the Jelbudan community. Thus, the rokat tradition represents not only a form of cultural continuity but also a dynamic process of identity formation shaped through linguistic symbolism.
Towards a Learner-Centered Paradigm: Reconstructing Arabic Language Curriculum for Multidisciplinary University Students Zubair, Dr K M A Ahamed
Funun Arabiyyah: Journal of Arabic Education and Literature Vol. 2 No. 1 (2026): 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.v2i1.71

Abstract

This study aims to reconstruct the Arabic language curriculum by integrating a learner-centered design paradigm. The reconstruction focuses on two core principles: aligning curricular objectives with specific departmental graduate profiles and accommodating the diverse characteristics of multidisciplinary learners. Conducted at the Department of Arabic, The New College, Chennai, India, the research employed a qualitative descriptive methodology. Data were gathered from 30 undergraduate non-Arabic major students-divided into two cohorts-through semi-structured interviews, classroom observations, and document analysis. The findings propose a four-step reconstruction framework: (1) reformulating instructional objectives to prioritize context-relevant language skills (e.g., reading comprehension for Islamic Studies, speaking skills for Communication); (2) redesigning teaching materials around thematic, field-specific texts and vocabulary; (3) adopting differentiated instructional strategies, including diagnostic pre-testing, heterogeneous grouping, and multimodal methods; and (4) redesigning assessments to be skill-based and aligned with the new objectives. The study concludes that this reconstructed, learner-centric curriculum is essential for enhancing the relevance, effectiveness, and overall quality of Arabic language education in multidisciplinary university settings.
Arabic Language Curriculum Design Based on Higher Order Thinking Skills (HOTS) in Islamic Educational Institutions Kholiq, Ilham
Funun Arabiyyah: Journal of Arabic Education and Literature Vol. 2 No. 1 (2026): 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.v2i1.84

Abstract

This study aims to analyze and conceptualize an integrative Higher Order Thinking Skills (HOTS)-based Arabic language curriculum design in Islamic educational institutions. The novelty of this study lies in its integrative framework that combines instructional design models, HOTS pedagogy, and Islamic epistemological perspectives. This research employs a qualitative literature review method by analyzing curriculum policy documents and relevant scientific literature. The data were selected based on relevance, recency, and contribution to HOTS-based curriculum development. The findings reveal a significant gap between curriculum policy and classroom implementation, particularly in teaching materials and assessment practices that remain dominated by LOTS. This study proposes an integrative curriculum model connecting objectives, materials, strategies, and assessment. Theoretically, this study contributes to the development of HOTS-based curriculum design within Islamic education. Practically, it offers a framework for educators and policymakers. However, this study is limited to literature-based analysis and does not include empirical field validation
المنهج النحوي عند علماء الهند في القرن التاسع عشر: دراسة تحليلية في كتاب «فوائد مكية» لعبد الحي اللكنوي Zainudeen, Dr. Musah Issa
Funun Arabiyyah: Journal of Arabic Education and Literature Vol. 2 No. 1 (2026): 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.v2i1.92

Abstract

This study examines the grammatical approach adopted by nineteenth-century Indian scholars, focusing on Fawā’id Makkiyah by the prominent linguist ʿAbd al-Ḥayy al-Laknawī. It aims to analyze the theoretical foundations that underpin al-Laknawī’s treatment of Arabic grammatical issues, as well as to investigate his methods of explanation, use of examples, and interpretive strategies in engaging with classical grammatical doctrines. Particular attention is given to identifying the innovative aspects of his approach, especially in reconciling inherited grammatical principles with the intellectual demands of his time. The study further explores the extent to which the Indian scholarly and cultural milieu shaped al-Laknawī’s grammatical perspective, highlighting the interaction between local intellectual traditions and the broader corpus of Arabic linguistic scholarship. In addition, a brief comparative analysis is conducted to situate al-Laknawī’s methodology alongside those of his contemporaries, thereby clarifying both shared tendencies and distinctive features. Methodologically, this research employs a descriptive-analytical approach, combining textual analysis with contextual interpretation to provide a comprehensive understanding of the work under study. The findings reveal that al-Laknawī developed a nuanced and context-sensitive grammatical framework that both preserves classical foundations and introduces subtle interpretive refinements. This study contributes to the historiography of Arabic grammar by foregrounding the role of Indian scholars in its development and by demonstrating the significance of cross-cultural intellectual exchange
Investigation of Arabic Speaking Self-Efficacy of Arabic Undergraduate Students in the Context of Various Variables Alibaşoğlu, Kübra
Funun Arabiyyah: Journal of Arabic Education and Literature Vol. 2 No. 1 (2026): 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.v2i1.101

Abstract

This reserach aims to examine the perceptions of Arabic speaking self-efficacy among undergraduate students enrolled in Arabic Translation and Interpreting, Arabic Language and Literature, and Arabic Language Teaching programs, with reference to demographic characteristics. Self-efficacy is considered a crucial factor influencing language learning success, particularly in speaking skills. This research employed a quantitative approach using a survey design. A total of 159 undergraduate students participated in the study. Data were collected using the Arabic Speaking Self-Efficacy Perception Scale and analyzed using the SPSS 15.0 statistical program. The results revealed statistically significant differences in students’ perceptions of Arabic speaking self-efficacy based on class level, type of graduated high school, and university language entrance exam scores. Students with higher academic experience and relevant educational backgrounds tended to demonstrate stronger self-efficacy. In contrast, no statistically significant differences were found based on gender, age, or academic department. These findings suggest that learning experience and educational background play a more influential role than basic demographic factors in shaping students’ Arabic speaking self-efficacy. Therefore, adaptive teaching strategies that emphasize practical language use and increased speaking opportunities are recommended to effectively enhance students’ self-efficacy in Arabic speaking skills.

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