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Jumatriadi, S.S,. M.Pd
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INDONESIA
Indonesian Journal of Education and Science
Published by Formad English Foundation NTB-Jakarta
ISSN : 30645379     EISSN : 30645379     DOI : https://doi.org/10.67028/ijes.v2i2.186
Core Subject :
The Indonesian Journal of Education and Science (IJES) is a peer-reviewed open-access journal dedicated to publishing high-quality research and scholarly works in the fields of education and science. Published quarterly in January, April, July, and October, the journal provides a platform for researchers, academics, educators, and practitioners to disseminate innovative ideas, empirical studies, and interdisciplinary perspectives that contribute to the advancement of knowledge and societal development. The journal welcomes original research articles, review papers, case studies, and conceptual studies covering a wide range of topics, including teaching and learning methodologies, curriculum development, educational technology, educational management, social and psychological aspects of education, as well as natural, applied, and interdisciplinary sciences. Indonesian Journal of Education and Science also encourages studies that connect science and education with contemporary global challenges, innovation, sustainability, and community empowerment. Committed to academic excellence and scientific integrity, the Indonesian Journal of Education and Science aims to foster scholarly dialogue, promote impactful research, and support the development of education and science at national and international levels.
Arjuna Subject : -
Articles 42 Documents
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The Impact of ChatGPT Integration on Arabic Language Learning Among Generation Z Students Nurfaizah; Muhamad Hasyim; Yanti Puspita; Sumiati; Yuli Azizah; Ummatin Najla; Syifaunupus; Samiah; Yanti Uspita
Indonesian Journal of Education and Science Vol. 2 No. 3 (2026): July
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v2i3.214

Abstract

This study addresses the limited evidence on the impact of ChatGPT integration on Arabic language learning among Generation Z students, particularly across linguistic, cognitive, motivational, and ethical dimensions. The study aims to synthesize recent evidence on ChatGPT-supported Arabic language learning and identify emerging patterns, challenges, and research gaps. A systematic literature review was employed using a PRISMA-informed approach to identify, screen, evaluate, and synthesize relevant studies published primarily between 2021 and 2026. The literature was analyzed thematically across linguistic development, motivation and engagement, learner autonomy, self-regulated learning, higher-order thinking, AI literacy, personalization, ethical use, and potential dependency. The findings indicate that ChatGPT can support Arabic reading, writing, speaking, grammar, vocabulary, translation, language practice, personalized feedback, motivation, and self-directed learning. Cognitive benefits were also identified when ChatGPT was integrated through structured guidance and active learner engagement. However, concerns regarding academic integrity, dependency, information accuracy, privacy, and inadequate human validation remain. The review concludes that ChatGPT is most effective as a guided human-AI learning support system rather than a replacement for teachers or learners. The study contributes theoretically by integrating technological, cognitive, and learner-centered perspectives and practically by highlighting the need for AI literacy, responsible prompting, teacher guidance, and human verification. Future research should examine Generation Z learners through longitudinal, experimental, and cross-skill studies in Arabic language education.
The Effectiveness of the Talaqqi Method in Enhancing Arabic Reading Proficiency at Pondok Pesantren Wirdullatifah Nahdlatul Wathan Banjar Manis Dwi Istati Apriana; Muhamad Hasyim; Aulia Sa’ida; Isro’ Sriwati; Ahmad Fatir Ibnullah5; Hilman Maulana; Ifradin; Arif Usman
Indonesian Journal of Education and Science Vol. 2 No. 3 (2026): July
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v2i3.216

Abstract

This study addresses the need for effective instructional methods to improve Arabic reading proficiency in pesantren, particularly through direct teacher–student interaction. The study aims to examine the effect of the Talaqqi method on students’ Arabic reading proficiency and determine the magnitude of its contribution. A quantitative quasi-experimental design was employed with 40 students at Pondok Pesantren Wirdullatifah Nahdlatul Wathan Banjar Manis selected through purposive sampling. Data were collected using Arabic reading proficiency tests administered before and after the intervention and analyzed using descriptive statistics, the Kolmogorov–Smirnov normality test, paired-samples t-test, linear regression, and Cohen’s d. The findings reveal that the mean reading proficiency score increased from 56.32 before the intervention to 75.45 after the intervention. The paired-samples t-test showed a statistically significant improvement (t = 10.67, df = 39, p = 0.0001). Regression analysis indicated a positive coefficient (B = 0.44) and an R² of 0.62, indicating that 62% of the variance in Arabic reading proficiency was explained by the Talaqqi method within the model. The effect size was large (Cohen’s d = 1.50). The study concludes that Talaqqi is an effective approach for enhancing Arabic reading proficiency through modelling, direct feedback, repetition, and guided practice. The findings contribute to Arabic pedagogy and provide practical implications for pesantren-based instruction.

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