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INDONESIA
Indonesian Journal of Arabic Education and Learning
Published by Sekolah Tinggi Ilmu Al-Qur'an As-Syifa Subang
ISSN : -     EISSN : 31108482     DOI : https://doi.org/10.58363/ijael.v2i1
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Indonesian Journal of Arabic Education and Learning welcomes research-based papers that touch the basics of Arabic teaching and learning with insights from academics, teachers, lecturers, students, and practitioners around the world. world to submit scientific articles to be published through this journal. All articles will be reviewed by experts before being accepted for publication. Each author is fully responsible for the content of published articles. The Journal welcomes research-based papers touching the ground of Arabic language teaching and learning with insights from applied linguistics, literature, and related academic disciplines. Editors welcome scholars, researchers and practitioners of Arabic Education around the world to submit scholarly articles to be published through this journal. All articles will be reviewed by experts before accepted for publication. Each author is solely responsible for the content of published articles. The scope of IJAEL addresses Arabic Language Teaching (ALT) areas in the context of Arabic as a foreign and second language, such as: a) ALT pedagogy, ALT and learning resources, ALT and teacher professional development, Innovation in ALT, Language assessment, Technology-based ALT, Literacy education in ALT, Learning Arabic Language and Literature, Innovation in Arabic language and literature learning, Study of Arabic culture, and Arabic linguistics.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 1 (2026): February" : 5 Documents clear
Deep Learning as a Pedagogical Paradigm for Arabic Grammar Learning: A Critical Conceptual Review Neli Asmaniah; Syifa Pauzia Habsi; Singgar Mantahari Dalimunthe
Indonesian Journal of Arabic Education and Learning Vol. 2 No. 1 (2026): February
Publisher : Pusat Penelitian dan Pengabdian Kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58363/ijael.v2i1.622

Abstract

The transformation of Indonesia’s education curriculum in the digital era and the Industrial Revolution 5.0 requires Arabic language instruction particularly grammatical studies to shift toward a deeper and more meaningful learning approach at the senior secondary school level. This study aims to analyze the implementation of a deep learning approach in Arabic grammar instruction based on conceptual analysis and recent scholarly literature. The research adopts a qualitative descriptive approach using a literature review method, conducted through stages of identifying, selecting, and analyzing relevant sources drawn from academic books and peer-reviewed journal articles. The findings indicate that the deep learning approach in Arabic grammar instruction is grounded in in-depth conceptual understanding, the interconnectedness of linguistic structures, and the application of authentic learning contexts. Its implementation is supported by digital technology-based learning strategies, collaboration, problem-solving activities, and continuous evaluation. These conceptual findings affirm that the deep learning approach not only enhances the effectiveness of Arabic grammar learning but also contributes to the development of students’ higher-order thinking skills, including critical, creative, collaborative, and communicative abilities. Therefore, this approach is considered a relevant pedagogical alternative for Arabic grammar instruction in the era of modern education.
Framing of Israel’s Attack on Doha in Al Jazeera and Al Khaleej: A Robert Entman Perspective Rifki Mustofa; Hanania Hanum Sa’baniyah
Indonesian Journal of Arabic Education and Learning Vol. 2 No. 1 (2026): February
Publisher : Pusat Penelitian dan Pengabdian Kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58363/ijael.v2i1.912

Abstract

The escalating geopolitical tensions in the Middle East, particularly Israel’s attack on Doha, Qatar, on 9 September 2025, received extensive coverage from Al Jazeera and Al Khaleej. This study aims to examine how both media outlets framed and narrated the event using Robert Entman’s framing analysis model. This research adopts a qualitative descriptive approach. The findings reveal that Al Jazeera framed Israel’s attack not merely as a military action but as part of a broader hegemonic project and strategy of regional domination. The causes of the aggression were portrayed as Israel’s expansionist efforts to reshape the regional security structure. The moral evaluation emphasized violations of sovereignty and regional stability, accompanied by recommendations advocating regional political consolidation and the establishment of a new security order. Meanwhile, Al Khaleej framed the attack as a serious violation of Qatar’s sovereignty and highlighted its causes as a deliberate criminal act planned by Israel to target Hamas leaders. Its moral judgment condemned the aggression as a violation of international law and a threat to civilian safety. The proposed recommendations focused on Qatar’s diplomatic assertiveness and the enhancement of security preparedness. This study contributes to media framing scholarship within the context of Middle Eastern geopolitics and enriches the application of Entman’s model in international news analysis.
Lecturers’ Experiences with Artificial Intelligence in Arabic Language Education: A Narrative Inquiry Riska Khairani Nasution; Zubaidah; Luluk Yuliani; Siti Aisa Sanif; Zuyyina Ilmy Azizah
Indonesian Journal of Arabic Education and Learning Vol. 2 No. 1 (2026): February
Publisher : Pusat Penelitian dan Pengabdian Kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58363/ijael.v2i1.945

Abstract

This study explores a lecturer’s lived experiences in navigating the presence of generative artificial intelligence (AI) within Arabic language education. Using a narrative inquiry approach, the research examines how a lecturer in an Islamic university encounters AI in daily teaching practices, responds to students’ increasing reliance on AI tools, and makes meaning of the ethical complexities that arise from this shift. Data were collected through an in-depth semi-structured interview with one participant and analyzed thematically. The findings reveal that AI has transformed students’ writing and translation behaviors, making their work more structured yet increasingly dependent on automated outputs. While the lecturer acknowledges AI’s potential to assist learning and streamline explanation, concerns emerged regarding plagiarism, diminished original contribution, and weakened critical thinking. AI was perceived not merely as a technical assistant, but as a presence that challenges pedagogical judgment, ethical boundaries, and core values of Islamic education such as honesty, amanah, and adab belajar. This study contributes to the growing discourse on human centered AI integration in Arabic language education by highlighting the ethical reflections and practical decisions educators must negotiate. Future research may broaden participant perspectives and observe long-term changes in teaching practices shaped by AI.
An Analytical Approach to Teaching Arabic Literature through Deixis and Forensic Linguistics Nur Afifah; Muhammad Reko
Indonesian Journal of Arabic Education and Learning Vol. 2 No. 1 (2026): February
Publisher : Pusat Penelitian dan Pengabdian Kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58363/ijael.v2i1.952

Abstract

Deixis plays a central role in establishing reference and meaning in narrative discourse, particularly in literary texts that rely on dialogue and shifting perspectives. Despite its analytical potential, deixis has received limited attention within forensic linguistics–oriented literary studies, especially in Arabic short fiction. This study addresses this gap by applying deixis analysis to uncover referential and symbolic clues in the short story Qatilu Qadim by Naguib Mahfouz, with the aim of identifying the murderer of the character Qahiri. Employing a descriptive qualitative approach, the study uses observation and systematic note-taking based on Stephen C. Levinson’s theory of deixis, integrated with principles of forensic linguistics. Deictic expressions related to person, time, space, and social relations are analyzed to trace patterns of proximity, access, and control within the narrative. Legal interpretation of the crime is discussed in relation to the sociocultural and legal context relevant to the author. The findings reveal that Qahiri’s murderer is Abduh Mawahib, his servant, who maintained continuous physical and social proximity to the victim during a period of isolation from relatives and colleagues. This study demonstrates the effectiveness of deixis analysis as a forensic linguistic tool in literary investigation and highlights its pedagogical value in Arabic language education by fostering critical reading and analytical reasoning.
The Efficacy of Pedagogical Modeling in Developing Arabic Speaking Skills (Maharah al-Kalam): A Case Study K.M.A Ahamed Zubair
Indonesian Journal of Arabic Education and Learning Vol. 2 No. 1 (2026): February
Publisher : Pusat Penelitian dan Pengabdian Kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58363/ijael.v2i1.955

Abstract

This study investigates the efficacy of pedagogical modeling in developing Arabic speaking skills (maharah al-kalam) within a formal university setting. Conducted as a qualitative case study in the Department of Arabic at The New College, Chennai, data was collected from 30 students and 5 faculty members via interviews, observation, and document analysis. Findings indicate that systematic instructor modeling, embedded within a supportive institutional linguascape (bi'ah lughawiyah), significantly enhances student confidence and communicative fluency. Key strategies include creating Arabic-speaking zones, structured vocabulary immersion, and peer-support mechanisms. Challenges include managing student proficiency diversity and external linguistic interference. The study concludes that consistent pedagogical exemplarity is a critical variable in transforming the classroom into an effective immersive acquisition environment, bridging theory and practice.

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