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Muhammad Ainul Yaqin
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LMTAE
Published by Universitas Islam KH. Achmad Muzakki Syah Jember
ISSN : -     EISSN : 3110598X     DOI : https://doi.org/10.53515/y69p1585
Core Subject : Education,
Languange, Linguistic, Communication & Media
Learning, Media and Technology in Arabic Education to stimulate debate on digital media, digital technology and digital cultures in arabic education. The journal seeks to include submissions that take a critical approach towards all aspects of education and learning, digital media and digital technology in Arabic education - primarily from the perspective of the social sciences, humanities and the art of learning Arabic. The journal has a long heritage in the areas of media education, media and cultural studies, Arabic language learning methods, Arabic language skills, design studies and general arabic education studies. As such, Learning, Media and Technology in Arabic Education is not a generic ‘Ed Tech’ journal. We are not looking to publish context-free studies of individual technologies in individual institutional settings, ‘how-to’ guides for the practical use of technologies in the classroom, or speculation on the future potential of technology in arabic education. Instead we invite submissions which build on contemporary debates such as: The ways in which digital media interact with learning environments, educational institutions and Arabic educational cultures The changing nature of knowledge, learning and pedagogy in the digital age Digital media production, consumption and creativity in educational contexts How digital media are shaping (and being shaped by) educational practices in local, national and global contexts The ways in which digital media in education interact with issues of democracy and equity, social justice and public good
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 10 Documents
 1 
Reframing Arabic Reading Instruction: The Role of Digital Comics in Fostering Deeper Textual Understanding Ahmad Fauzi; Nisa Ulfi Jannah; Shofil Fikri
Learning, Media and Technology in Arabic Education Vol. 1 No. 1 (2025): Learning, Media and Technology in Arabic Education
Publisher : https://unikhams.ac.id/

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/1v52b545

Abstract

Background of study: Many learners still encounter challenges in reading Arabic texts, often caused by limited vocabulary, low engagement, and instructional strategies that fail to connect with students' context and interests. Aims and scope of paper: This research seeks to examine how digital comics can function as an alternative learning medium to support the development of maharah qirā’ah by integrating visual narratives with textual elements. Methods: Using a qualitative descriptive design, the study relies on literature-based data and content analysis of Arabic-themed digital comics. Sources include previous studies, theoretical frameworks, and instructional media evaluations. Result: The findings suggest that digital comics contribute positively to student motivation and comprehension. The visual-verbal combination not only helps learners grasp meaning more effectively but also stimulates emotional and cognitive engagement. The comics’ narrative structure also supports moral and cultural literacy in a familiar, student-centered format. Conclusion: Integrating digital comics into Arabic reading lessons provides both pedagogical and affective benefits. Their alignment with multimedia learning theory highlights their potential to enhance not just understanding, but also the overall reading experience in a more dynamic and relevant way.        
Navigating Digital Shifts in Arabic Language Education: A Contextual Inquiry in Indonesian Islamic Primary Schools Tasniya Yusup; Muhammad Afthon Nuha
Learning, Media and Technology in Arabic Education Vol. 1 No. 1 (2025): Learning, Media and Technology in Arabic Education
Publisher : https://unikhams.ac.id/

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/lmtae.v1i1.3

Abstract

Background of study: Arabic instruction in Indonesian Madrasah Ibtidaiyah often struggles with low student engagement and conventional methods. Aims: This research sets out to explore how digital technology is applied in Arabic language teaching at the elementary Islamic school level. It focuses on identifying the types of tools used, their influence on students’ learning experiences, and the obstacles faced during implementation. Methods: Using a qualitative descriptive approach, this study was carried out in a selected MI in Central Java. Data were collected through class observations, interviews with both teachers and students, and document reviews including lesson plans and instructional content. The analysis followed thematic coding to draw meaningful insights. Result: The findings reveal that digital platforms like Duolingo, Quizizz, and interactive videos positively affect students' interest and understanding, especially in vocabulary and pronunciation. Many students reported enjoying the learning process more when technology was involved. Nevertheless, issues such as limited access to devices, unstable internet connections, and varying digital competencies among teachers remained significant challenges. Conclusion: Integrating digital tools into Arabic language education at the MI level contributes positively to students' motivation and learning outcomes. However, its success relies heavily on continuous teacher training, improved infrastructure, and ensuring equal access to technology. A blended model that combines digital and traditional instruction appears to be a practical way forward.      
Reimagining Arabic Language Instruction Through Visual Wall Charts: Insights from an Indonesian Madrasah Experience Nur Azizah; Luthfiyah Khoirun Nisa; Naifah Naifah
Learning, Media and Technology in Arabic Education Vol. 1 No. 1 (2025): Learning, Media and Technology in Arabic Education
Publisher : https://unikhams.ac.id/

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/8hhh4h91

Abstract

Background of study: The teaching of Arabic in Indonesian schools often encounters difficulties, particularly in capturing students’ interest and helping them understand the material. These problems are closely tied to the language’s perceived complexity and the lack of interactive media in the classroom. Aims and scope of paper: This study set out to explore how wall chart media “simple yet visually engaging tools” can support the Arabic learning process. Specifically, it examined whether these visual aids could foster greater student motivation, enhance understanding, and encourage participation during lessons. Methods: A qualitative case study was conducted at MA NU 03 Sunan Katong. The data were gathered through direct classroom observations, teacher and student interviews, and documentation review. Thematic analysis was applied to identify meaningful patterns, supported by source triangulation for credibility. Result: The study revealed that students responded positively to the use of wall charts. They felt more involved in learning activities, and complex topics became easier to grasp through clear visual explanations. Teachers also reported smoother lesson delivery and livelier classroom interactions. Academic outcomes showed noticeable improvement when wall charts were integrated into teaching. Conclusion: Wall charts offer a practical and effective solution for improving Arabic language instruction, particularly in settings where resources are limited. Beyond their educational value, these visual tools contribute to a more vibrant and student-centered learning environment.    
Enhancing Arabic Language Learning through Multiple Intelligences: A Qualitative Exploration in Islamic Secondary Education Elok Rufaiqoh; Miftahul Huda; Ainur Firdansyah
Learning, Media and Technology in Arabic Education Vol. 1 No. 1 (2025): Learning, Media and Technology in Arabic Education
Publisher : https://unikhams.ac.id/

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/f6wkf857

Abstract

Background of study : Arabic language learning often remains dominated by lecture-based methods, limiting student interaction and creativity. Applying Multiple Intelligences theory brings fresh possibilities to create more engaging and responsive classrooms. Aims and scope of paper: This study aims to examine how Arabic language instruction can be adapted using the Multiple Intelligences framework. It focuses on how instructional plans, classroom practices, and evaluation systems are designed to accommodate the varied cognitive strengths of students in Islamic secondary education. Methods:  A qualitative descriptive approach was used, involving direct classroom observations, semi-structured interviews with teachers and students, and an indepth review of teaching documents such as lesson plans and syllabi. Data were analyzed using the Miles and Huberman framework, which includes data condensation, presentation, and interpretation. Result: Findings show that integrating MI principles into Arabic instruction allows teachers to address learners’ dominant intelligences—particularly verballinguistic, spatial, interpersonal, and intrapersonal. Lessons become more participatory, and assessment methods are expanded beyond written tests to include portfolios, reflective journals, and performance-based tasks. Conclusion: By aligning Arabic language teaching with the principles of Multiple Intelligences, educators can foster a richer, more inclusive learning atmosphere. This approach encourages learners to engage with the material in ways that resonate with their natural strengths, making the process of language acquisition more meaningful and personal.
Navigating Innovation and Cultural Diversity: The Role of Artificial Intelligence in Enhancing Arabic Language Learning Across Global Contexts Azisi Azisi; Dwi Juli Priyono; Jinan Mohammed Al-Obaidi
Learning, Media and Technology in Arabic Education Vol. 1 No. 1 (2025): Learning, Media and Technology in Arabic Education
Publisher : https://unikhams.ac.id/

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/1qky8e90

Abstract

ABSTRACT  Background of study: As Arabic spreads across continents, its instruction is increasingly shaped by global mobility and digital transformation. Yet, disparities in access, shifting dialects, and fragmented educational approaches continue to hinder consistent learning outcomes. Aims and scope of paper: This paper explores how Arabic language education can benefit from the synergy of artificial intelligence and culturally aware teaching methods. It seeks to uncover the extent to which digital innovations can bridge gaps in pedagogy, accessibility, and learner engagement across diverse cultural settings. Methods: Using a qualitative descriptive lens, the research draws on in-depth interviews with Arabic language educators in varied regions, supported by a review of academic sources and policy documents. Through thematic analysis, the study captures the nuances of technological integration and intercultural teaching challenges. Result: The study found that AI tools—such as language recognition systems and adaptive learning platforms—contribute positively to Arabic instruction by offering interactive, personalized experiences. However, their effectiveness is uneven, limited by digital infrastructure gaps, lack of teacher readiness, and insufficient context-sensitive materials. Nevertheless, some approaches—like translanguaging and AI-generated feedback—are showing encouraging results in addressing learner diversity and inclusion. Conclusion: While technology alone cannot solve the complexities of teaching Arabic in multicultural contexts, its thoughtful use alongside culturally grounded pedagogy presents a path forward. To build more equitable language learning systems, educational reforms must emphasize localized resources, teacher training, and inclusive digital access. 
Spiritual Meaning-Making and Cultural Encounter in Arabic Language Learning: An Interpretive Study of Indonesia’s Love-Based Curriculum in the Era of Educational Media and Technology Muhammad Ainul Yaqin
Learning, Media and Technology in Arabic Education Vol. 1 No. 2 (2025): Learning, Media and Technology in Arabic Education
Publisher : https://unikhams.ac.id/

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/lmtae.v1i2.8

Abstract

Background: Arabic language learning in Indonesia has traditionally emphasized grammar and structural mastery, often separating linguistic instruction from learners’ spiritual motivation and cultural experience. In response, the Love-Based Curriculum seeks to reposition Arabic learning as a meaningful, value-oriented, and contextually grounded process. Despite its growing adoption, the conceptual foundations of this curriculum and its relevance within contemporary learning environments, including media- and technology-supported contexts, remain underexplored. Aims: This study aims to interpret how the Love-Based Curriculum integrates spiritual meaning-making and socio-cultural engagement into Arabic language learning and to examine how these dimensions may be supported within contemporary educational media and technology contexts to enhance learner motivation, character development, and communicative engagement. Methods: The study employs an interpretive, literature-based qualitative approach. Academic publications, curriculum policy documents, and theoretical works on holistic pedagogy, applied linguistics, cultural literacy, spirituality in education, and technology-mediated learning were analyzed using thematic content analysis to construct a coherent conceptual framework. Results: The analysis suggests that spiritual reflection fosters a deeper sense of purpose in learning Arabic, while cultural encounter strengthens learners’ confidence and communicative participation. Together, these elements form an integrated pedagogical orientation that moves beyond mechanical instruction. Educational media and digital technologies are conceptually positioned as mediating tools that can extend reflective practice, cultural interaction, and value-based learning when aligned with the curriculum’s spiritual and ethical orientation. Conclusion: The Love-Based Curriculum offers a theoretically grounded framework for Arabic language education by integrating spiritual depth, cultural awareness, and the potential of media- and technology-supported learning. Its conceptual contributions enrich discussions on holistic and value-based pedagogy in Arabic education, while future empirical research is recommended to examine classroom enactment and technology integration.
UPAYA PENINGKATAN KEMAMPUAN HAFALAN MUFRADAT BAHASA ARAB MELALUI METODE ASSAMSIYAH DI KELAS VII MTS BAHJATUL ULUM Iqbal Al Faruq; Souheil Hallit
Learning, Media and Technology in Arabic Education Vol. 1 No. 2 (2025): Learning, Media and Technology in Arabic Education
Publisher : https://unikhams.ac.id/

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/lmtae.v1i2.9

Abstract

This study aims to improve the memorization skills of Arabic mufradat (vocabulary) among seventh-grade students at MTs Bahjatul Ulum through the implementation of the Assamsiyah method. The main issue in Arabic language learning at the junior madrasah level often lies in the students’ weak mastery of vocabulary, which consequently affects other language skills such as reading (qirā’ah), writing (kitābah), speaking (kalām), and listening (istimā‘). The Assamsiyah method, developed through a musical and rhythmic approach, is believed to enhance students’ memory and retention of the mufradat being taught. This study employed a Classroom Action Research (CAR) approach conducted in two cycles over the course of one month, involving 20 seventh-grade students as research subjects. Data were collected through vocabulary memorization tests, observations, and interviews. The findings revealed a significant improvement in students’ memorization abilities from the first to the second cycle, both in terms of the number of vocabulary items remembered and their activeness during the learning process. Therefore, the application of the Assamsiyah method proved to be effective in enhancing students’ ability to memorize Arabic mufradat at the junior madrasah level
Arabic Songs as a Source of Vocabulary Exposure: A Textual Look at Their Lexical Patterns and Their Relevance for Learners at the Secondary Level Salma Indah Maharani; Husnul Khotimah; Khoirunnisa Wahidah Syahputri; Siti Uriana; Kisno Umbar
Learning, Media and Technology in Arabic Education Vol. 1 No. 2 (2025): Learning, Media and Technology in Arabic Education
Publisher : https://unikhams.ac.id/

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/0x92n341

Abstract

Background: Arabic pop songs are easy to find and often listened to by students, and this makes them an interesting source of natural vocabulary exposure. Their wording tends to be simple and repetitive, which raises the question of whether they can support early stages of Arabic learning. Aims: The study aims to look more closely at the kind of vocabulary that appears in several well known Arabic songs and to consider whether the language they contain is appropriate for learners at the secondary level. Methods: A qualitative textual approach was used to examine two songs by Humood Al-Khudher. The lyrics were read and classified carefully, with attention to basic lexical categories such as verbs and nouns. The findings were then compared with vocabulary taught in MTs and introductory pesantren Arabic courses. Result: The two songs turned out to contain a range of familiar word forms, including common imperatives, simple verb patterns, and nouns that appear frequently in standard textbooks. The lines in both songs repeat key expressions, which makes the language easier for students to absorb. Their motivational themes also help maintain student interest. Conclusion: The study suggests that Arabic pop songs can serve as a useful additional source of vocabulary for secondary-level learners. Their clarity and tone make them suitable for classroom support materials, although further research inside the classroom is still needed to see how students respond when the songs are actually used in teaching.
Unraveling the Qurans Linguistic Layers: A Holistic Exploration of Its Sound Structure and Meaning Isnainiyah; Nasrulloh; Nurul Ainiy; Naif R. Aljohani
Learning, Media and Technology in Arabic Education Vol. 1 No. 2 (2025): Learning, Media and Technology in Arabic Education
Publisher : https://unikhams.ac.id/

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/egc78871

Abstract

Background: Many discussions on the Qurans language focus on one linguistic aspect at a time, leaving the relationship between sound, structure, and meaning only lightly touched. Yet the strength of Quranic expression often comes from how these elements meet and support one another. Aims: This study seeks to understand how different layers of language, its sounds, word forms, sentence patterns, meanings, and rhetorical touches, come together to shape the tone and depth of the Quranic message. The intention is to see the text as a living linguistic whole rather than a set of separated features. Methods: Using a descriptive qualitative approach, several passages are examined through close reading. Attention is given to how particular sounds create emphasis, how word formations expand or narrow meaning, and how sentence order shapes the flow of an idea. These observations are then compared thematically to trace recurring tendencies across the text. Result: The analysis suggests that phonological choices often act as emotional cues. Morphology adds density to meaning, while shifts in syntax draw attention to specific ideas. Layers of semantic and rhetorical expression widen the space for interpretation. Together, these elements reveal a coordinated linguistic system rather than independent parts. Conclusion: The study shows that Quranic language works through an intertwined structure of sound, form, and meaning. This perspective offers a more holistic way to read the text and opens opportunities for further research on how language influences readers understanding and emotional response.
Exploring the Pedagogical Impact of Visual Wall Charts on Student Engagement and Understanding in Arabic Language Learning: A Qualitative Insight Nur Laila Azizah; Luthfiyah Khoirun Nisa; Naifah
Learning, Media and Technology in Arabic Education Vol. 1 No. 2 (2025): Learning, Media and Technology in Arabic Education
Publisher : https://unikhams.ac.id/

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/lmtae.v1i2.12

Abstract

Background: Many Indonesian students still find Arabic learning difficult to follow, often showing limited motivation and comprehension. Introducing visual materials such as wall charts provides a more tangible and appealing way to present linguistic concepts in class. Aims: The present study explores how wall charts can be used as an instructional medium to strengthen learners’ engagement and understanding in Arabic classrooms. It focuses on examining their educational value in creating meaningful participation and sustained motivation among students. Methods: This research adopted a qualitative case study carried out at MA NU 03 Sunan Katong. The data were collected from tenth-grade learners and an Arabic language instructor through class observations, interviews, and documentation. The analysis followed the interactive model of Miles and Huberman and involved triangulation to ensure the credibility and depth of interpretation. Result: The use of wall charts was found to increase students’ enthusiasm, attention, and ability to recall Arabic structures and vocabulary. Learners responded positively to the visual layout, which encouraged collaboration and dialogue during lessons. Teachers also noted improved classroom flow and reduced monotony. Although the printed materials are static, the approach successfully built a stimulating environment where students could learn through both observation and interaction. Conclusion: The study confirms that visual wall charts can serve as an effective pedagogical bridge between traditional and active learning in Arabic language education. Their visual form encourages deeper comprehension, interactive communication, and creativity, making them highly suitable for contemporary learner-centered teaching models.

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