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Fahrur Rosikh
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fununarabiyyah@gmail.com
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+6285732261122
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fununarabiyyah@gmail.com
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Yayasan Mutiara Hati Moeslem Desa Drajat, RT.001/RW.002, Kecamatan Paciran, Kabupaten Lamongan
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Kab. lamongan,
Jawa timur
INDONESIA
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 22 Documents
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تحليل نظام تقييم حفظ المفردات وفاعليته في تعليم اللغة العربية بمدرسة دار السلام غونتور الحديثة للبنات Suci Nandha Safitri; Nuril Mufidah
Funun Arabiyyah: Journal of Arabic Education and Literature Vol. 2 No. 2 (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.v2i2.112

Abstract

This study aims to analyze the vocabulary retention assessment system implemented in Arabic language instruction at Darussalam Gontor Modern Islamic Boarding School for Girls, with particular attention to its implementation, effectiveness, and the challenges encountered in practice. This study employed a qualitative descriptive field research design. Data were collected through classroom observations, interviews with Arabic language teachers and students, and documentation of vocabulary learning and assessment activities. The collected data were analyzed using Miles and Huberman’s interactive model, including data reduction, data display, and conclusion drawing. The findings reveal that the vocabulary retention assessment system is implemented systematically through daily vocabulary presentation, memorization activities, oral retention tests, and continuous monitoring by teachers. The assessment not only measures students’ vocabulary retention but also functions as an integral part of the learning process by encouraging discipline and supporting vocabulary acquisition. Nevertheless, several challenges were identified, including students’ tendency to memorize vocabulary mechanically without sufficient contextual understanding, differences in memorization ability, and learning boredom caused by repetitive memorization activities. The study concludes that although the existing assessment system effectively supports vocabulary mastery, it should be complemented with more contextual, communicative, and interactive assessment strategies to promote deeper vocabulary comprehension and more meaningful Arabic language learning.
Integrating Artificial Intelligence in Arabic Language Pedagogy: Toward a Human - AI Collaborative Framework for Indonesian Higher Education Arif Widodo; Norhayati Binti Hj Abd Karim
Funun Arabiyyah: Journal of Arabic Education and Literature Vol. 2 No. 2 (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.v2i2.144

Abstract

Advances in generative artificial intelligence (GenAI) have brought about significant changes in higher education practices, including in the teaching of Arabic. Technologies based on large language models (LLMs), such as ChatGPT, offer the ability to generate text, provide feedback, simulate conversations, assist with translation, develop learning materials, and support more personalised learning. This article aims to analyse the paradigm shift in Arabic language pedagogy within Indonesian higher education resulting from the development of artificial intelligence, and to formulate a pedagogical framework that positions AI as a cognitive and pedagogical partner, rather than a substitute for lecturers. The research employs an integrative literature review approach, examining scholarly literature on artificial intelligence in education, generative AI, AI-assisted language learning, ChatGPT in higher education, AI literacy, and Arabic language education. The literature was selected based on conceptual relevance, academic quality, the presence of a DOI, and its contribution to the discussion of Arabic language pedagogy. The findings of the study indicate that the integration of AI opens up opportunities in five key areas of transformation: personalised learning, enhanced interactivity and language practice, automated feedback, the development of adaptive materials and assessments, and the promotion of learner autonomy. This study contributes to the development of the discourse on Arabic language pedagogy by offering a conceptual framework for the integration of AI that is critical, ethical, human-centred, and relevant to the nature of higher education in Indonesia.

Page 3 of 3 | Total Record : 22

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