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INTIFA: Journal of Education and Language
Published by CV. Minhaj Pustaka
ISSN : -     EISSN : 30321832     DOI : https://doi.org/10.62083/intifa
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences Other
INTIFA: Journal of Education and Language is a peer-reviewed scientific journal that aims to promote and disseminate high-quality research and scholarly work in the fields of education and language studies. The journal serves as an academic platform for researchers, educators, scholars, and practitioners to share insights, innovations, and findings that contribute to the advancement of knowledge and practice in both disciplines. The primary aim of INTIFA is to foster intellectual discussion and the exchange of ideas among experts in education and language, encouraging interdisciplinary collaboration that bridges theory and practice. Through its publications, the journal seeks to enhance understanding of the complex relationship between education and language as foundations for human development, communication, and cultural exchange. Scope: The scope of the journal includes, but is not limited to, the following areas: Education Educational philosophy, policy, and management Curriculum development and instructional innovation Teaching and learning strategies Educational technology and e-learning Teacher training and professional development Educational assessment and evaluation Inclusive and multicultural education Character and moral education Educational psychology and student behavior Language and Linguistics Applied linguistics and language pedagogy Second and foreign language acquisition Language teaching methodologies Translation and interpretation studies Discourse analysis, pragmatics, and semantics Sociolinguistics and psycholinguistics Language testing and evaluation Literature and literary studies Language, culture, and identity INTIFA: Journal of Education and Language welcomes submissions of empirical research, conceptual papers, and comprehensive literature reviews that address current issues, innovations, and challenges in education and language from global and local perspectives.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 100 Documents
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Arabic Diaries: Reactivating Project-Based Learning to Enhance Creative Writing Skills Rahmatiah Al Fauziah Rahma; Lalah Alawiyah; Achmad Fudhaili
INTIFA: Journal of Education and Language Vol. 3 No. 2 (2026): INTIFA: Journal of Education and Language
Publisher : Penerbit Minhaj Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62083/intifa.v3i2.277

Abstract

يهدف هذا البحث إلى معرفة أثر تطبيق "المذكّرات العربية" باعتبارها إعادة تفعيلٍ للتعلّم القائم على المشروع في تعزيز مهارة الكتابة الإبداعية لدى الطلاب. استخدمت الباحثة المنهج الكمي باستخدام تصميم التجربة ذات المجموعة الواحدة باختبار قبلي وبعدي. وبلغ عدد عيّنة البحث 24 طالبًا من الصف السابع بمدرسة دار المستقيم المتوسطة. وجمعت البيانات من خلال اختبار الكتابة الإبداعية قبل تطبيق التعلم وبعده، ثم حُلِّلت باستخدام الإحصاء الوصفي، واختبار الكسب (N-Gain)، واختبار معامل الارتباط بيرسون. وقد أظهرت النتائج وجود تحسّن في مهارة الكتابة الإبداعية؛ إذ ارتفع متوسط درجات الاختبار القبلي (51،89) إلى (70،12) في الاختبار البعدي. كما أظهر تحليل الكسب (N-Gain)  أن الزيادة تقع في الفئة المتوسطة إلى العالية، مما يعني فعالية "المذكّرات العربية". اختبار الارتباط فقد أظهر معاملًا قدره (0،620) عند مستوى دلالة (0،000) أقل من (0،01)، مما يدل على وجود علاقة إيجابية قوية بين نتائج التعلم ومستوى مهارة الكتابة الإبداعية .خلص البحث إلى أن تطبيق "المذكّرات العربية" من خلال نموذج التعلّم القائم على المشروع ثبتت فعاليته في تعزيز مهارة الكتابة الإبداعية لدى الطلاب. الكلمات المفتاحية: المذكرات العربية، مهارة الكتابة الإبداعية، التعلم القائم على المشروع.
Analyzing Code-Mixing and Code-Switching in Teacher Discourse in Arabic Language Education Zakiyyah Ambarwati Sutarni; Toto Edidarmo; Hafiz Muhammad Amin
INTIFA: Journal of Education and Language Vol. 3 No. 2 (2026): INTIFA: Journal of Education and Language
Publisher : Penerbit Minhaj Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62083/intifa.v3i2.282

Abstract

This study aims to describe the use of code-switching and code-mixing in Arabic language learning and to identify the factors that influence teachers to use code-mixing and code-switching when teaching Arabic. The study uses a descriptive method with a qualitative approach. The subjects of this study were 30 students in class 11 1 and 27 students in class 12 E at MAN 5 Bogor Regency. Data were obtained through classroom observation to identify forms of code-switching and code-mixing, as well as teacher interviews to find out the factors causing the use of code-mixing and code-switching. The research data were analysed using qualitative descriptive analysis. The results showed that teachers used interlingual code-switching 70 times, intralingual code-switching 20 times, and tag switching 26 times, as well as code-mixing in the form of outer code mixing 125 times and inner code mixing 12 times.
The Effectiveness of Using Mind Maps Through Power Point Media in Vocabulary Learning: An Experimental Study at Al-Murshidiyah Islamic Elementary School Nadhilah Khairina Pulungan; Maswani; Fatimah El Zahra
INTIFA: Journal of Education and Language Vol. 3 No. 2 (2026): INTIFA: Journal of Education and Language
Publisher : Penerbit Minhaj Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62083/intifa.v3i2.284

Abstract

This study originates from the problem of students’ weak mastery of Arabic vocabulary, as they struggle to memorize vocabulary and understand its meanings due to the use of traditional methods that lack visual and interactive media. To address this issue, the study aims to determine the effect of using mind maps based on PowerPoint media in improving students’ Arabic vocabulary acquisition. It seeks to answer two main questions: how students’ vocabulary learning outcomes improve after using mind maps through PowerPoint, and whether there is a statistically significant effect of using such mind maps on students’ vocabulary acquisition. The researcher employed an experimental method with a quantitative approach using a Non-Equivalent Control Group Design, with a sample of 64 sixth-grade students at Al-Mursyidiyah Islamic Elementary School divided into experimental (32 students) and control (32 students) groups. Data were collected through pre-tests and post-tests and analyzed using normality and homogeneity tests as well as an independent t-test via SPSS. The results showed that the mean score of the experimental group increased from 60.46 to 82.03, while the control group’s mean score rose from 58.12 to 72.03, and the t-test indicated statistically significant differences at the Sig. < 0.05 level.
The Effect of Short Videos on Vocabulary Mastery among Students of Al-Amin Tingaf Islamic Elementary School East Jakarta Mia Muth Mainnah; Iman Matin; Achmad Fudhaili
INTIFA: Journal of Education and Language Vol. 3 No. 2 (2026): INTIFA: Journal of Education and Language
Publisher : Penerbit Minhaj Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62083/intifa.v3i2.289

Abstract

This study aims to analyze the effectiveness of short videos in enhancing vocabulary mastery and to explore students’ perceptions of using short video content in Arabic language learning at Al-Amin Tingaf Islamic Elementary School. The research used a quantitative quasi-experimental design with 48 students divided into two groups: 24 in the experimental group and 24 in the control group. The experimental group received vocabulary instruction through short videos, while the control group learned through traditional methods. Data were collected through pretests, posttests, and a student perception questionnaire. The results showed that the experimental group’s average score increased from 66 on the pretest to 83.6 on the posttest, with an improvement of 16.5 points. However, the T-test indicated that the difference was not statistically significant (Sig. > 0.05). Despite this, the questionnaire revealed positive student responses, especially regarding the attractiveness and clarity of the short video content. Overall, short videos demonstrate promising potential as an engaging and supportive tool for teaching Arabic vocabulary.
The Use of the Technological Pedagogical Content Knowledge (TPACK) Framework in Teaching Dialogue and Its Effect on Students’ Speaking Ability at State Islamic Junior High School 6 East Jakarta Rifka Nida Novalia; Ahmad Dardiri; Muhbib Abdul Wahab
INTIFA: Journal of Education and Language Vol. 3 No. 2 (2026): INTIFA: Journal of Education and Language
Publisher : Penerbit Minhaj Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62083/intifa.v3i2.291

Abstract

يهدف هذا البحث إلى الكشف عن استخدام إطار معرفة المحتوى التربوي التكنولوجي (TPACK) في تعليم الحوار، وكذلك عن تأثير هذا الإطار في تحسين نتائج تعلم الحوار لدى التلاميذ، وعن مستوى فاعليته في تعليم الحوار في المدرسة المتوسطة الإسلامية الحكومية6 جاكرتا الشرقية. يتم استخدام المنهج شبه التجريبي، حيث تم اعتماد التصميم التجريبي لمجموعتين غير متكافئتين (Non-Equivalent Control Group Design). أما عينة هذا البحث فهي تلاميذ الصف التاسع الذين يبلغ عددهم 56 تلميذا، بواقع 28 تلميذا من الصف التاسع (ح) باعتباره صفًا ضابطًا، و28 تلميذا من الصف التاسع (ز) باعتباره صفًا تجريبيًا. أما أساليب جمع البيانات المستخدمة فهي الملاحظة والمقابلة والاختبار (الاختبار القبلي والاختبار البعدي). أظهرت نتائج البحث أن استخدام إطار TPACK  في تعليم الحوار كان فعالًا، حيث بلغ متوسط نتيجة الاختبار للمجموعة التجريبية (67,00)، بينما بلغ متوسط نتيجة المجموعة الضابطة (43,86). بالإضافة إلى ذلك، أظهرت نتائج اختباري مان ويتني وويلكوكسون قيمة Asymp. Sig (2-tailed)  تساوي (0,00)، وهي أقل من مستوى الدلالة (0,05)، مما يعني رفض الفرضية الصفرية وقبول الفرضية البديلة. وبناءً على ذلك، يمكن الاستنتاج بأن هناك تأثيرًا لاستخدام إطار TPACK في تحسين نتائج تعلم الحوار لدى الطلاب. أما نتيجة اختبار N-Gain فقد بلغت (0,52)، مما يشير إلى أن فاعلية الإطار كانت ضمن مستوى "فعّال بدرجة متوسطة".
The Effectiveness of Using the Alifbee Program in Acquiring Arabic Vocabulary among Students of Ruhama Islamic Elementary School South Tangerang Wardatul Azizah; Wati Susiawati; Muhamad Fahri
INTIFA: Journal of Education and Language Vol. 3 No. 2 (2026): INTIFA: Journal of Education and Language
Publisher : Penerbit Minhaj Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62083/intifa.v3i2.293

Abstract

يهدفُ هذا البحث إلى تقويمِ فاعليّة استخدام تطبيق AlifBee  في اكتساب المفردات العربيّة عند تلاميذ الصفِّ الخامس في المدرسة الابتدائيّة الإسلاميّة "رُحَماء" بتانجرانج الجنوبيّة. وقد اعتمدت الباحثة المنهجَ الكميّ بتصميمٍ شبه تجريبي (Quasi-Experimental Design)  مستخدمةً مجموعتين: تجريبيّةً درست بالمفردات عبر تطبيق AlifBee، وضابطةً درست بالطريقة التقليديّة. أُجريت أدواتُ القياس باختبارٍ قبليّ وبعديّ، مع التثبّت من صدقها وثباتها. كما خضعت البيانات لاختباراتِ الشروط الإحصائيّة (اختبار التوزيع الطبيعي، واختبار التجانس) قبل إجراء الاختبار الرئيس، وهو حساب N-Gain  بمساعدة برنامج SPSS . وأظهرت النتائج أنّ متوسط N-Gain للمجموعة التجريبيّة بلغ (63,99٪)  وهو أعلى من المجموعة الضابطة (34,50٪)، ممّا يدلّ على أنّ تطبيق AlifBee  كان أكثر فاعليّةً في تعزيز اكتساب التلاميذ للمفردات. وتوصي الباحثة بدمج الوسائط الرقميّة التفاعليّة في مناهج تعليم اللغة العربيّة في المرحلة الأساسيّة، إذ تُسهِم في زيادة الدافعيّة وتنويع أساليب التعلّم، وتدعم ترسيخ المفردات واستخدامها في مواقف الحياة اليوميّة.
Developing Vocabulary Mastery through the Use of Thematic Index Card Media among Fifth Grade Students at Al-Ikhlas Islamic Elementary School Nyimas Siti Rofiah; Siti Uriana Rahmawati; Erta Mahyudin
INTIFA: Journal of Education and Language Vol. 3 No. 2 (2026): INTIFA: Journal of Education and Language
Publisher : Penerbit Minhaj Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62083/intifa.v3i2.328

Abstract

This study aims to describe the implementation of thematic index card media in teaching Arabic, analyze the challenges encountered in its application, and measure the extent to which students’ vocabulary mastery improves through this strategy. It is also expected that this research will contribute theoretically to the development of vocabulary teaching models based on constructivist theory, as well as provide practical benefits for teachers and educational institutions in improving the quality of Arabic language instruction at the elementary school level. The research method employed is Classroom Action Research (CAR), conducted in two cycles comprising the stages of planning, implementation, observation, and reflection. The research population consisted of 37 fifth-grade students at Al-Ikhlas Islamic Elementary School in the 2025/2026 academic year. Three instruments were used for data collection, namely tests, observation, and documentation. The results of the study indicate a notable improvement in students’ performance across the three stages. In the preliminary cycle, the average score was 73.2 with a mastery level of 45.95% (17 out of 37 students). This increased in the first cycle to an average score of 79.2 with a mastery level of 78.38% (29 out of 37 students). In the second cycle, the average score reached 84.7 with a mastery level of 89.19% (33 out of 37 students). Thus, it is evident that the use of thematic index card media has proven effective in improving vocabulary mastery, increasing student participation, and developing students’ ability to use vocabulary within correct Arabic sentence structures.
The Implementation of the Amtsilati Method in Teaching Reading Skills for Eighth-Grade Students at State Junior High School 13 Jakarta Ainurridho; Zainal Muttaqin; Raswan
INTIFA: Journal of Education and Language Vol. 3 No. 2 (2026): INTIFA: Journal of Education and Language
Publisher : Penerbit Minhaj Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62083/intifa.v3i2.330

Abstract

This study aims to determine the effect of implementing the Amsilati method in Arabic language learning on students’ Arabic text reading skills. This research was conducted at SMPN 13 Jakarta, focusing on 30 eighth grade students. The research method used was development research consisting of three stages: pre-stage, stage I, and stage II, with data collection in the form of test results. Based on the results, the study concluded that: first, the application of the Amsilati method in Arabic language learning is generally similar to other teaching methods, but places greater emphasis on student participation in class, particularly in reading Arabic texts. Furthermore, this method focuses on students’ vocabulary and pronunciation mastery, accuracy of wording, and adherence to Arabic grammar rules. Second, the application of the Amsilati method in Arabic language learning for eighth-grade students at SMPN 13 Jakarta resulted in improved Arabic text reading skills, as seen in the improvement in student learning outcomes from the pre-stage to the second stage. Students achieved a total score of 1875 in the pre-stage, with an average score of 62,5. In the first stage, the total score reached 2095 with an average score of 69,8. Meanwhile, the second stage showed a satisfactory increase, with a total score of 2425 with an average score of 80,8.
The Teaching of Nominative Noun Constructions Using the Al-Ājurrūmiyyah Textbook and Its Effect on Reading Skills among First-Year Primary Students at Dar Al-Manar Islamic Boarding School Depok Agung Wicaksono; Zainal Muttaqin; Wati Susiawati
INTIFA: Journal of Education and Language Vol. 3 No. 2 (2026): INTIFA: Journal of Education and Language
Publisher : Penerbit Minhaj Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62083/intifa.v3i2.338

Abstract

يهدف هذا البحث إلى كشف تعليم مرفوعات الأسماء باستعمال كتاب الآجرومية وكشف معايير التعليم الصحيح وكشف قدرة الطلاب بعد تعليم مرفوعات الأسماء باستعمال كتاب الآجرومية في فهم قراءة النصوص العربية وكشف أثر استعمال تعليم مرفوعات الأسماء باستعمال كتاب الآجرومية في فهم قراءة النصوص العربية. استخدم الباحث المنهج الكمي بطريقة تجريبية بنموذج مجموعة واحدة بالاختبار القبلي والاختبار البعدي. مجتمع البحث هو جميع الطلاب في السنة الدراسية 2025/2026 وعددهم أربعة عشر طالبا. وبعد تحليل البيانات حصل الباحث على متوسط الدرجات من مجموعة الاختبار القبلي 50,5 ومن مجموعة الاختبار البعدي 82,9. وبناء على الحسابات الإحصائية التي قام بها الباحث تبين أن قيمة  4,06 وقيمة 2,160 و3,012. وهذه النتائج تدل على قبول الفرضية البديلة ورفض الفرضية الصفرية. وبهذا استنتج الباحث أن استعمال تعليم المرفوعات الأسماء بكتاب الآجرومية في تعليم القراءة جيد جدا، ويظهر أن هذا التعليم يمكن تطبيقه في تعليم القراءة.
The Theory of Tauhid-Based Islamic Education in the Thought of Al-Ghazali and Ibn Khaldun Chotami Fajrin Lowchin; Abi Thohir Muhammad Al Kautsar Rohman; Rizal Setiawan Rohman; Ahmad Sudarmanto Rohman; Siti Mahmudah Noorhayati Rohman
INTIFA: Journal of Education and Language Vol. 3 No. 2 (2026): INTIFA: Journal of Education and Language
Publisher : Penerbit Minhaj Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62083/intifa.v3i2.350

Abstract

This study aims to analyze the theory of tauhid-based Islamic education from the perspectives of Al-Ghazali and Ibn Khaldun, as well as to examine its relevance to contemporary Islamic education. This research employs a qualitative approach with a library research design, drawing on primary sources from the major works of both scholars and supported by relevant academic literature. Data were collected through documentation techniques and analyzed using content analysis and a comparative approach. The findings reveal that tauhid functions as a philosophical foundation encompassing ontological, epistemological, and axiological dimensions in Islamic education. In Al-Ghazali’s perspective, education emphasizes spiritual purification and the integration of knowledge and action as a path toward closeness to Allah. Meanwhile, Ibn Khaldun highlights the development of religious and intellectual malakah (habitual dispositions) as the basis for the formation of a civilized society. Despite their different emphases, both scholars consistently position tauhid as an integrative principle that unifies faith, knowledge, and action. This study concludes that the synthesis of Al-Ghazali’s and Ibn Khaldun’s thoughts produces a holistic, integrative, and transformative paradigm of tauhid-based Islamic education. This paradigm is highly relevant in addressing contemporary challenges such as secularization and moral crises by orienting education toward the formation of the insān kāmil (perfect human being), who is balanced in spiritual, intellectual, and social dimensions. Therefore, tauhid-based education offers a strategic contribution to the development of a sustainable and value-oriented Islamic education system.

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