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EL-IBTIKAR
Published by Universitas Islam Negeri Siber Syekh Nurjati Cirebon
ISSN : 2303260X     EISSN : 25798456     DOI : https://doi.org/10.24235/d5vkzs71
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EL-IBTIKAR is a peer-reviewed academic journal published biannually by the Department of Arabic Language Education at the State Cyber Islamic University of Syekh Nurjati (UINSSC). Publishing in Indonesian, Arabic, and English, it serves as a global forum for original empirical research in Arabic studies. The comprehensive scope encompasses Arabic linguistics, literature, educational technology, and a specialized focus on pedagogy for non-native speakers, which includes instructional design, teaching methodologies, and evaluation strategies
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Articles 179 Documents
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Semantic Reception of Khilafiyyah Hadith and the Production of Horizontal Religious Conflict in Indonesia Muhandis Azzuhri; Faliqul Isbah; Abdul Basith; M. Fairuz Rosyid; Ana Faila Sufa
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 14 No. 2 (2025)
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ibtikar.v14i2.23653

Abstract

This study examines how differing semantic receptions of ḥadīth khilāfiyyah among Islamic mass organizations (ormas Islam) in Indonesia contribute to horizontal conflict and prolonged religious controversy, thereby challenging the spirit of religious moderation. The research aims to analyze how identical ḥadīth texts generate divergent meanings and truth claims that shape social exclusion and intergroup tensions. Employing a qualitative approach, this study investigates selected ḥadīth khilāfiyyah from kutub al-tis‘ah as the material object and the contested receptions of Islamic organizational figures as the formal object. Data were collected through textual documentation of ḥadīth and their commentaries, online observation of national news reporting religious conflicts, and semi-structured interviews with relevant actors. Data analysis followed the Miles and Huberman model, encompassing data reduction, display, and verification, and was further interpreted through the reception theory framework of Hans Robert Jauss and Wolfgang Iser. The findings reveal that key semantic gaps within specific ḥadīth phrases—such as bid‘ah, al-jamā‘ah, and khālifū—enable exclusive interpretations that are institutionalized as truth claims by dominant groups. These receptions function performatively, legitimizing practices of stigmatization, rejection of mosques, dissolution of religious gatherings, and marginalization of minority groups. The study concludes that horizontal religious conflict is rooted not in the ḥadīth texts themselves but in closed semantic receptions, underscoring the necessity of hermeneutical awareness and semantic literacy to strengthen religious moderation.Key words: ḥadīth khilāfiyyah; semantic reception; Islamic mass organizations; horizontal conflict. Penelitian ini mengkaji bagaimana perbedaan resepsi semantik terhadap hadis-hadis khilafiyah di kalangan organisasi massa Islam (ormas Islam) di Indonesia berkontribusi pada terjadinya konflik horizontal dan kontroversi keagamaan yang berkepanjangan, sehingga menantang semangat moderasi beragama. Penelitian ini bertujuan untuk menganalisis bagaimana teks hadis yang sama dapat menghasilkan makna dan klaim kebenaran yang berbeda-beda, yang kemudian membentuk praktik eksklusi sosial dan ketegangan antarkelompok. Dengan menggunakan pendekatan kualitatif, penelitian ini mengkaji sejumlah hadis khilafiyah yang bersumber dari kutub al-tis‘ah sebagai objek material, serta resepsi yang diperdebatkan di kalangan tokoh ormas Islam sebagai objek formal. Pengumpulan data dilakukan melalui dokumentasi teks hadis dan kitab syarahnya, observasi daring terhadap pemberitaan nasional terkait konflik keagamaan, serta wawancara semi-terstruktur dengan aktor-aktor terkait. Analisis data mengikuti model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan, serta ditafsirkan lebih lanjut menggunakan kerangka teori resepsi Hans Robert Jauss dan Wolfgang Iser. Hasil penelitian menunjukkan bahwa celah-celah semantik pada frasa hadis tertentu—seperti bid‘ah, al-jamā‘ah, dan khālifū—memungkinkan lahirnya tafsir eksklusif yang dilembagakan sebagai klaim kebenaran oleh kelompok dominan. Resepsi tersebut berfungsi secara performatif dalam melegitimasi praktik stigmatisasi, penolakan masjid, pembubaran kegiatan keagamaan, serta peminggiran kelompok minoritas. Penelitian ini menyimpulkan bahwa konflik keagamaan horizontal tidak bersumber dari teks hadis itu sendiri, melainkan dari resepsi semantik yang tertutup, sehingga diperlukan kesadaran hermeneutik dan literasi semantik untuk memperkuat moderasi beragama.Kata kunci: hadis khilafiyah; resepsi semantik; organisasi massa Islam; konflik horizontal.Penelitian ini mengkaji bagaimana perbedaan resepsi semantik terhadap hadis-hadis khilafiyah di kalangan organisasi massa Islam (ormas Islam) di Indonesia berkontribusi pada terjadinya konflik horizontal dan kontroversi keagamaan yang berkepanjangan, sehingga menantang semangat moderasi beragama. Penelitian ini bertujuan untuk menganalisis bagaimana teks hadis yang sama dapat menghasilkan makna dan klaim kebenaran yang berbeda-beda, yang kemudian membentuk praktik eksklusi sosial dan ketegangan antarkelompok. Dengan menggunakan pendekatan kualitatif, penelitian ini mengkaji sejumlah hadis khilafiyah yang bersumber dari kutub al-tis‘ah sebagai objek material, serta resepsi yang diperdebatkan di kalangan tokoh ormas Islam sebagai objek formal. Pengumpulan data dilakukan melalui dokumentasi teks hadis dan kitab syarahnya, observasi daring terhadap pemberitaan nasional terkait konflik keagamaan, serta wawancara semi-terstruktur dengan aktor-aktor terkait. Analisis data mengikuti model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan, serta ditafsirkan lebih lanjut menggunakan kerangka teori resepsi Hans Robert Jauss dan Wolfgang Iser. Hasil penelitian menunjukkan bahwa celah-celah semantik pada frasa hadis tertentu—seperti bid‘ah, al-jamā‘ah, dan khālifū—memungkinkan lahirnya tafsir eksklusif yang dilembagakan sebagai klaim kebenaran oleh kelompok dominan. Resepsi tersebut berfungsi secara performatif dalam melegitimasi praktik stigmatisasi, penolakan masjid, pembubaran kegiatan keagamaan, serta peminggiran kelompok minoritas. Penelitian ini menyimpulkan bahwa konflik keagamaan horizontal tidak bersumber dari teks hadis itu sendiri, melainkan dari resepsi semantik yang tertutup, sehingga diperlukan kesadaran hermeneutik dan literasi semantik untuk memperkuat moderasi beragama.Kata kunci: hadis khilafiyah; resepsi semantik; organisasi massa Islam; konflik horizontal.
Teaching Mahārat al-Kitābah through Imlā’, Inshā’, and Problem-Based Learning: A Study at Madrasah Aliyah Vanesya Vickri Syakara; Nur Fatmawati; Moh. Nurul Huda; Muasomah Muasomah
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 14 No. 2 (2025)
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ibtikar.v14i2.23659

Abstract

This study aims to comparatively analyze the Imla’, Insya’, and Problem Based Learning (PBL) methods in teaching mahārah kitābah at the Madrasah Aliyah level. Arabic writing skills remain one of the most challenging competencies for students due to linguistic complexity, limited instructional time, and the dominance of traditional teaching approaches. This research employed a qualitative library research design by examining books and recent scholarly journal articles relevant to Arabic writing pedagogy. Data were collected through documentation techniques and analyzed using thematic comparative analysis focusing on instructional characteristics, strengths, weaknesses, and contextual implementation of each method. The findings reveal that the Imla’ method is effective in improving orthographic accuracy and reducing writing errors, Insya’ particularly guided composition enhances students’ expressive ability and sentence structure, while PBL promotes critical thinking, collaboration, and contextual writing competence. However, each method also presents limitations when applied independently. Therefore, this study concludes that an integrative instructional approach combining Imla’, Insya’, and PBL is the most relevant strategy for improving Arabic writing skills in Madrasah Aliyah. The results contribute both theoretically to Arabic language teaching methodology and practically for teachers in designing adaptive and effective writing instruction.Key words: Arabic writing skills; Imla’; Insya’; Problem Based LearningPenelitian ini bertujuan untuk menganalisis secara komparatif metode Imla’, Insya’, dan Problem Based Learning (PBL) dalam pembelajaran mahārah kitābah di Madrasah Aliyah. Keterampilan menulis bahasa Arab masih menjadi kompetensi yang sulit dikuasai siswa karena kompleksitas linguistik, keterbatasan waktu pembelajaran, serta dominasi metode tradisional. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi pustaka, melalui telaah terhadap buku dan artikel jurnal ilmiah terbaru yang relevan dengan pembelajaran kitābah. Teknik pengumpulan data dilakukan melalui dokumentasi, sedangkan analisis data menggunakan analisis tematik komparatif berdasarkan karakteristik, kelebihan, kelemahan, dan konteks penerapan masing-masing metode. Hasil penelitian menunjukkan bahwa metode Imla’ efektif dalam meningkatkan ketepatan ejaan dan meminimalkan kesalahan tulis, metode Insya’ khususnya Insya’ Muwajjah mampu mengembangkan ekspresi ide dan struktur kalimat, sementara PBL mendorong keterampilan berpikir kritis, kolaborasi, dan penulisan kontekstual. Namun, setiap metode memiliki keterbatasan jika diterapkan secara terpisah. Oleh karena itu, penelitian ini menyimpulkan bahwa integrasi ketiga metode tersebut merupakan strategi paling relevan untuk meningkatkan mahārah kitābah siswa Madrasah Aliyah.Kata kunci: mahārah kitābah; Imla’; Insya’; Problem Based Learning
Bridging the Generational Gap: Innovative Arabic Speaking Instructional Models for Alpha Gen Students in Pesantren Zulfan Syahansyah; Abdurrahman
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 15 No. 1 (2026): EL-IBTIKAR
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/1t0b0764

Abstract

This research is motivated by the instructional gap between traditional Arabic curricula in pesantrens and the digital-native cognitive characteristics of Generation Alpha. The primary objective is to formulate a curriculum reconstruction and innovative teaching strategies capable of enhancing students' speaking competence through a hybrid approach. Employing a qualitative case study method, data were gathered through in-depth interviews, observations, and documentation at modern Islamic boarding schools. The findings reveal that traditional instructional models trigger high cognitive loads and linguistic barriers, particularly language anxiety, among students. However, the implementation of the "High-Tech High-Touch" strategy—utilizing virtual reality simulations and creative projects—significantly improves students' speaking confidence and engagement. The reconstruction of a user-experience-oriented curriculum effectively neutralizes the linguistic rigidity prevalent in classical methods. This study impacts the field by providing a roadmap for policymakers to transform Arabic pedagogy into a more adaptive system, ensuring pesantrens remain relevant as centers of international linguistic excellence capable of producing competitive orators in the future digital era.
Implementation of Mufrodat Learning Using Circle Congklak Media Based on Cooperative Learning Type TGT (Team Games Tournament) dwi rahma Uswatun Hasanah Herpagel; Erni Zuliana; Asti Fauziah
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 15 No. 1 (2026): EL-IBTIKAR
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/7eym6x30

Abstract

         Arabic language learning at MIN 6 Bandar Lampung still needs to be strengthened, especially in terms of the vocabulary (mufrodat) mastery of sixth grade students. Based on the results of observations and interviews conducted on September 16, 2025, it was found that learning was still dominated by lecture methods and qawā'id wa tarjamah material with learning media that was not very varied or innovative. Teacher-centered learning causes students to tend to be passive, easily bored, and have low memory retention of mufrodat. This is reinforced by the results of the pretest, which showed that out of 30 sixth-grade students in class B, only 5 students (17%) achieved the Minimum Completion Criteria (KKM ≥ 70), while the other 25 students (83%) did not. The highest score was only 80 and the lowest was 24, indicating the need for more effective and contextual learning interventions. This study aims to improve the mastery of Arabic vocabulary (mufrodat) of sixth-grade students at MIN 6 Bandar Lampung through the implementation of Circle Congklak media based on the Team Games Tournament (TGT) cooperative learning model. The intervention was designed based on the principles of social constructivism and vocabulary acquisition theory, utilizing multimodal stimulation through modified traditional games. The research, which was conducted in two cycles (covering planning, action, observation, and reflection), used tests, observation, interviews, and documentation for data collection. The results of the study showed a significant increase in students' mastery of vocabulary in Arabic language learning. The percentage of learning completeness increased from 17% (5 students) on the pretest to 53% (16 students) in cycle I, and further increased to 87% (26 students) in cycle II. These findings indicate that the integration of the culturally contextual Circle Congklak game with the TGT structure succeeded in creating an active, enjoyable, and collaborative learning atmosphere. This approach effectively motivated students, increased engagement, and facilitated vocabulary acquisition. It was concluded that TGT-based Circle Congklak media is an effective innovative strategy for improving Arabic vocabulary learning outcomes at the elementary school level.
Development Of Quizlet-Based Interactive Flash Card Media For Teaching Arabic Vocabulary In The Sixth Grade Of MI Ihyauudiniyah LM. Vaida; Isnul Khotimah
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 15 No. 1 (2026): EL-IBTIKAR
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/cepm1c62

Abstract

Quizlet-based flashcards are an interactive learning medium that can be used to improve students' understanding of Arabic vocabulary (mufrodat). This study aims to develop and evaluate the effectiveness of using Quizlet-based flashcards in teaching mufrodat in the sixth grade at MI Ihyauddiniyah. The media developed are digital flashcards that utilise the interactive features of the Quizlet platform. The approach used is qualitative with a research and development (R&D) type of study using the ADDIE [Analysis, Design, Development, Implementation, Evaluation] development model, involving 15 sixth-grade students and one Arabic teacher at MI Ihyauddiniyah Duren as research subjects. Data was collected through interviews, observations, and questionnaires. The results of the study indicate that the use of Quizlet-based Flash Cards requires innovative media to increase students' interest and motivation to learn. Quizlet-based flashcards were successfully developed with features such as flashcards, learn, write, match, test, and validation results from media and material experts show that it is suitable for use. Its implementation in the classroom shows an increase in student enthusiasm and active participation  in learning, and this media has succeeded in helping and facilitating them in memorising and mastering Arabic vocabulary. Most students feel more interested and involved in learning because of Quizlet's interactive features, such as games and quizzes that support material repetition. In addition, teachers also responded positively to the use of this media in learning, as it can increase classroom dynamics and student engagement. Based on these findings, it can be concluded that Quizlet-based flashcards are an effective medium for improving vocabulary mastery in Arabic language learning.
Patriarchal Culture in the Short Story Bayt Min Laḥm by Yusuf Idris. Annisa Nabila; Yeni Ratna Yuningsih; Minatur Rokhim
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 15 No. 1 (2026): EL-IBTIKAR
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/t9hba693

Abstract

This study analyzes the representation of patriarchal culture in Yusuf Idris's short story Bayt min Laḥm, which captures the social conditions of post-war Egypt in 1967. This short story shows the limitations of women's roles in the domestic and social realms, as well as how men's existence is positioned as a source of legitimacy of family values and expectations. The narrative centers on three princesses who convince their mother to marry a blind qārī', in the hope that her presence will attract other potential male suitors. However, instead of presenting new hope, the presence of the qārī' creates an atmosphere of fear, suspicion, and psychological pressure that emphasizes women's subordination. This study uses Roland Barthes' semiotic approach with qualitative descriptive methods. The results of the analysis show that women in short stories are depicted as having no social or emotional autonomy without the presence of male figures, thus strengthening the patriarchal dominance structure in the family. The findings of this study confirm that Yusuf Idris's work not only serves as a social critique, but also opens up space for reflection on the position of women in the construction of Egyptian patriarchal culture.
Embodied Pathways in Early Arabic Phoneme Acquisition: A Phenomenological Study in a Non‑Formal Religious Context Achmad Fudhaili
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 15 No. 1 (2026): EL-IBTIKAR
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/d5vkzs71

Abstract

This study investigates the acquisition of Arabic phonemes in early childhood within a non‑formal religious learning context, emphasising phonological development as an embodied, developmental, and socially mediated process. Moving beyond segment-centred and outcome‑oriented perspectives, the study employs a qualitative phenomenological approach to explore young learners’ lived experiences as they perceive, articulate, and internalise Arabic phonemes that are typologically distant from their first language. The research was conducted in a rumah Qur’an in Jakarta, Indonesia, involving three children aged four to six at different instructional levels and one experienced instructor. Data were collected through non‑participant observation, semi‑structured interviews, and document analysis, and were analysed inductively using phenomenological thematic procedures. The findings indicate that early Arabic phoneme acquisition begins with holistic sensorimotor experiences rather than abstract phonological categories, with phonemes initially understood as bodily articulatory actions. Consistent substitution patterns emerge as adaptive developmental strategies shaped by first‑language phonology. Repetitive Qur’anic recitation supports the proceduralization of embodied articulatory routines, while teacher‑mediated multimodal scaffolding facilitates phonemic differentiation through perceptual and motor reorganisation. The study concludes that early Arabic phonological development is best explained through an integrative model combining embodied cognition, Natural Phonology, the Speech Learning Model, and sociocultural theory, highlighting pedagogical value of religious education.
An Analysis of the Structure and Pragmatic Functions of Imperative Sentences in the Arabic Dialogue of the Animated Series Mansour (Episode خندق مريانا) Nursukma Suri; Rima Mella; Khusnul Fatimah; Aisyah Natama Siregar
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 15 No. 1 (2026): EL-IBTIKAR
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/09fwdy13

Abstract

This study aims to analyze the structure and function of imperative sentences in the dialogue of the animated series Mansour, episode خندق مريانا, from the perspective of Arabic linguistics. The research employs a descriptive qualitative method using documentation and discourse analysis techniques to examine Arabic utterances in the selected episode. The analysis focuses on the morphological form of fi’il amr, other imperative constructions that convey directive meaning, and their pragmatic functions in character interactions. The findings reveal that the dominant imperative form is fi’il amr, which morphologically conforms to standard Arabic grammatical rules in both singular and plural forms. In addition, the dialogue presents variations of imperative strategies, including hortative constructions and the use of colloquial particles that reinforce urgency and encouragement. Pragmatically, imperative sentences in the dialogue function not only as direct commands but also as warnings, technical instructions, invitations, and motivational encouragements. These functions are strongly influenced by situational context, interpersonal relationships among characters, and the level of urgency within the narrative structure. This study emphasizes that the analysis of imperative sentences in dialogic discourse must integrate grammatical structure and pragmatic function in order to achieve a comprehensive understanding of communicative strategies in Arabic.
Improvement of maharotul qiro'ah based on CTL (Contextual Teaching Learning) Mi Miftahul Ulum Curahtakir Academic Year 2025/2026 Halimatus Sa’diyah; Hasyim Asy’ari
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 15 No. 1 (2026): EL-IBTIKAR
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/998rde94

Abstract

Maharatul Qira’ah adalah salah satu pilar utama dalam penguasaan bahasa Arab yang berfungsi sebagai gerbang utama bagi siswa untuk memahami teks-teks keagamaan dan literatur akademik. Namun, realita di lapangan menunjukkan adanya problem signifikan pada kemampuan membaca siswa, seperti rendahnya kelancaran membaca, kurangnya penguasaan mufrodat, serta kejenuhan terhadap metode pembelajaran konvensional. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam dengan guru bahasa Arab dan siswa, serta studi dokumentasi. Teknik analisis data meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa strategi CTL hadir sebagai solusi efektif dengan cara mengaitkan materi bacaan dengan situasi dunia nyata siswa, sehingga pembelajaran menjadi lebih bermakna dan kontekstual. Implementasi CTL mampu meningkatkan motivasi serta kemampuan siswa dalam mengonstruksi makna teks secara mandiri. Penelitian ini menyimpulkan bahwa penguatan komponen-komponen CTL secara konsisten dapat mengatasi hambatan teknis membaca sekaligus meningkatkan kualitas pemahaman teks bahasa Arab di tingkat Madrasah Ibtidaiyah.

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