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EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab
Published by Universitas Islam Negeri Siber Syekh Nurjati Cirebon
ISSN : 2303260X     EISSN : 25798456     DOI : https://doi.org/10.24235/ibtikar](https://doi.org/
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EL-IBTIKAR is a peer-reviewed academic journal published by the Department of Arabic Language Education at UIN Siber Syekh Nurjati Cirebon. It encompasses Arabic linguistics, literature, educational technology, and pedagogy for non-native speakers
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Articles 209 Documents
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Evaluation of the Merdeka Curriculum in Arabic Language Learning at the MTs Level: A Constructivist Theory Perspective Zahrotul Mukaromah; Siti Zahrah Nayogi; Mar’a Aqila Sholiha
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 15 No. 2 (2026): El Ibtikar
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ibtikar.v15i2.24428

Abstract

This study aims to evaluate the implementation of the Merdeka Curriculum in Arabic language learning at the Madrasah Tsanawiyah (MTs) level using a constructivist perspective, in order to identify the alignment between curricular concepts and classroom practices. This research employs a qualitative approach with a library research design. Data were collected from various scholarly sources, including books, journal articles, and relevant documents, and analyzed using content analysis techniques through stages of identification, classification, and interpretation. The validity of the findings was ensured through source triangulation. The results indicate that, conceptually, the Merdeka Curriculum is highly aligned with constructivist principles, particularly in terms of student-centered learning, flexible instructional planning, and the integration of assessment as an essential component of the learning process. In practice, Arabic language instruction demonstrates a shift toward student-centered learning through the application of active learning models, although teacher-centered approaches still dominate in certain aspects. Assessment practices have begun to adopt authentic and formative approaches, but their implementation remains suboptimal. Furthermore, several challenges persist, including limited teacher pedagogical competence, heterogeneous student abilities, and insufficient learning resources and facilities. Despite these constraints, the implementation of the Merdeka Curriculum has positively impacted students’ motivation, engagement, and communicative competence in Arabic language learning.
Integrating Cognitive and Social Aspects in Arabic Language Learning Mikyal Kaisa Rasyid; Abdul Munip; Adam Khaliq
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 15 No. 2 (2026): El Ibtikar
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ibtikar.v15i2.24574

Abstract

Arabic language instruction in various educational institutions in Indonesia is often trapped in a mechanistic approach that focuses exclusively on cognitive aspects, particularly through methods of memorizing grammar rules (qawā’id) and translation. This reductionist approach has been shown to neglect the sociocultural dimensions and psychological realities of learners, which in turn leads to excessive cognitive load, high levels of language anxiety, and low functional communication competence. This article aims to synthesize a psychosociolinguistic framework that bridges internal cognitive processing and external social interaction in Arabic language acquisition. Through a qualitative research method based on Systematic Literature Review (SLR) of the latest literature, this study found that the effectiveness of Arabic language acquisition is highly dependent on the harmonious interdependence between working memory management and sociocultural ecosystem support. Theoretical synthesis indicates that the integration of the language environment (bī’ah lughawiyyah) with cognitive load reduction strategies can yield a holistic learning model. The implementation of a learning framework that is meaningful, mindful, and joyful demands a shift in the instructional paradigm. The implications of this synthesis recommend a transformation of the educator’s role from merely a grammatical instructor to a sociocultural facilitator who mediates cognitive development through authentic social interaction.
The Role of the Qira'ah Jahriyah Method in Improving the Accuracy of Makharijul Huruf in Arabic Language Instruction for Elementary Madrasah Students Luthfiah Bengi; Mukhlisah Mukhlisah
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 15 No. 2 (2026): El Ibtikar
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ibtikar.v15i2.24636

Abstract

Ketepatan makharijul huruf menjadi salah satu persoalan mendasar yang dihadapi siswa Madrasah Ibtidaiyah (MI) dalam pembelajaran bahasa Arab, mengingat perbedaan sistem fonologi antara bahasa Arab dan bahasa Indonesia. Penelitian ini bertujuan menganalisis peran metode qira'ah jahriyah dalam meningkatkan ketepatan makharijul huruf pada pembelajaran bahasa Arab siswa MI melalui pendekatan kualitatif deskriptif analitis dengan metode kajian literatur (literature review). Penelusuran literatur dilakukan melalui basis data Google Scholar, SINTA, dan Garuda. Data dianalisis menggunakan teknik analisis isi (content analysis) untuk memetakan pola kesalahan makharijul huruf serta mekanisme penerapan qira'ah jahriyah dalam pembelajaran bahasa Arab di jenjang dasar. Hasil kajian menunjukkan bahwa qira'ah jahriyah berperan signifikan dalam membentuk ketepatan makharijul huruf siswa MI melalui tiga mekanisme utama, yaitu peniruan langsung (modelling), koreksi seketika atas kesalahan pelafalan, serta pengulangan terstruktur yang membangun kebiasaan artikulasi yang benar. Efektivitas metode ini dipengaruhi oleh kompetensi guru dalam melafalkan huruf Arab secara tepat, kesesuaian materi bacaan dengan tingkat perkembangan siswa, serta konsistensi pelaksanaan latihan, sementara tantangan utamanya adalah rendahnya penguasaan huruf hijaiyah pada siswa pemula dan interferensi fonologis bahasa ibu. Simpulan penelitian menegaskan bahwa qira'ah jahriyah merupakan metode yang relevan dan strategis untuk diterapkan secara sistematis dalam pembelajaran bahasa Arab di MI guna membentuk ketepatan makharijul huruf sejak usia dini, serta perlu diintegrasikan dalam desain kurikulum bahasa Arab MI yang berkesinambungan disertai penguatan kompetensi guru.
Interactive Media Development Using Canva for Arabic Language Learning: A Systematic Literature Review Safara Bunaiya Hibda; Muhammad Zulhaq; Wahyu Putra Pratama; Ibnu Samsul Huda; Yusuf Hanafi
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 15 No. 2 (2026): El Ibtikar
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ibtikar.v15i2.24652

Abstract

This study aims to systematically review the development and utilization of interactive media using Canva for Arabic language learning, examining its effectiveness in enhancing motivation, interactivity dan creativity. A systematic literature review (SLR) was conducted following PRISMA guidelines, analyzing empirical studies, research and development projects, and relevant theoretical articles published between 2021 and 2025. A total of 40 studies meeting inclusion criteria were synthesized to identify key trends, gaps, and outcomes. The results indicate that Canva-based interactive media significantly improves student motivation, engagement, and Arabic language skills across listening, speaking, reading, and writing. Canva’s features including animations, videos, flashcards, and digital worksheets facilitate creative and collaborative learning. Challenges identified include limited access to devices and internet connectivity, as well as the need for teacher training and pedagogical frameworks aligned with student proficiency. This study provides a comprehensive synthesis of empirical evidence and theoretical frameworks, bridging fragmented research on digital media in Arabic language learning. It introduces an integrative conceptual framework linking Canva’s interactive features with motivation, multimedia learning, and collaborative pedagogical principles. The findings offer practical guidance for educators and instructional designers to optimize digital learning tools for Arabic language teaching, while also informing future research directions, including longitudinal and experimental studies to validate effectiveness across diverse contexts.
The Influence of the Al Barqy Method in Aswat Learning on the Qur'an Reading Ability of Santri at Nurul Amal Islamic Boarding School Ciamis Dzikri Ahmad Fauzi; Lina Marlina; Hafid
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 15 No. 2 (2026): El Ibtikar
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ibtikar.v15i2.24686

Abstract

This study aims to analyze the influence of implementing the Al-Barqy method in Aswat learning on the Qur'an reading ability of beginner-level santri (students) at Nurul Amal Islamic Boarding School Ciamis. The research method employed is a quantitative approach with a quasi-experimental design using a one-group pretest-posttest design. The research sample consisted of 24 santri in the experimental class and 24 santri in the control class, selected through a purposive sampling technique. Data collection was conducted through oral reading tests of selected verses from Juz 'Amma, evaluated based on the dimensions of makhraj (articulation), tajwid (recitation rules), and fluency. The data were statistically analyzed using the Independent Samples T-Test and Normalized Gain (N-Gain) analysis. The main results of the study indicated a significant difference in reading performance between the two groups post-intervention, with a Sig. (2-tailed) value of 0.000 (p < 0.05). The average N-Gain score for the experimental class reached 0.7367, falling into the high effectiveness category, outperforming the control class score of 0.6156, which was in the moderate category. The conclusion of this study proves that the Al-Barqy method has a positive and significant influence on improving and accelerating the comprehensive mastery of the santri's Qur'an reading ability.
Rhetorical Analysis of al-Faṣl, al-Waṣl, and al-Qaṣr in the Qur'anic Verses on Tawḥīd Salsabila Nafisa&#039;ah; Okta Reni Azrina RA
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 15 No. 2 (2026): El Ibtikar
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ibtikar.v15i2.24687

Abstract

This study aims to analyze the forms and rhetorical functions of al-faṣl, al-waṣl, and al-qaṣr in Qur’anic verses on tawḥīd and to explain their contribution to constructing the affirmation and exclusivity of the meaning of tawḥīd. The study employs a qualitative approach based on library research using textual analysis within the framework of Qur’anic rhetoric (balāghah Qur’āniyyah), particularly the branch of ʿilm al-maʿānī. The research data consist of selected Qur’anic verses on tawḥīd, which are analyzed through the identification of the forms of al-faṣl, al-waṣl, and al-qaṣr as well as their rhetorical functions based on the perspective of ʿilm al-maʿānī and the theory of an-naẓm proposed by Abdul Qahir al-Jurjani. The findings reveal that al-qaṣr is the most dominant rhetorical element in the verses of tawḥīd, particularly through the patterns of al-nafy wa al-istithnāʾ and taqdīm mā ḥaqqahu al-taʾkhīr, which function to emphasize the exclusivity of divinity and worship devoted solely to Allah. Meanwhile, al-faṣl functions to strengthen emphasis, separation of meaning, and theological affirmation, whereas al-waṣl establishes continuity and interconnectedness of meaning within the structure of the verses. This study demonstrates that the rhetorical structures of Qur’anic verses on tawḥīd are systematically arranged to reinforce the affirmation of tawḥīd, indicating that the miraculous nature of the Qur’an lies not only in its linguistic aesthetics, but also in the systematic relationship between linguistic structure and the construction of theological meaning.
تحليلُ تطبيقِ الطريقةِ المباشرةِ في تعليمِ اللغةِ العربيةِ لتنميةِ مهارةِ الكلامِ putri annisa
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 15 No. 2 (2026): El Ibtikar
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ibtikar.v15i2.24723

Abstract

ملخص تُعدّ مهارةُ الكلامِ من أهمِّ المهاراتِ اللغويةِ الإنتاجيةِ التي ينبغي أن يتقنَها متعلمو اللغةِ العربيةِ، غيرَ أنَّ كثيرًا من برامجِ تعليمِ اللغةِ العربيةِ ما زالتْ تركِّزُ على القواعدِ والترجمةِ، مما يجعلُ المتعلمينَ غيرَ قادرينَ على التواصلِ الشفهيِّ بثقةٍ. يهدفُ هذا البحثُ إلى تحليلِ تطبيقِ الطريقةِ المباشرةِ في تعليمِ اللغةِ العربيةِ لتنميةِ مهارةِ الكلامِ لدى الدارسينَ، وتحديدِ العواملِ المساعدةِ والمعوقاتِ التي تواجهُ تطبيقَها. استخدمَ هذا البحثُ المنهجَ الوصفيَّ التحليليَّ الكيفيَّ من خلالِ دراسةٍ مكتبيةٍ، بتحليلِ نتائجِ عددٍ من الدراساتِ في مجالِ تعليمِ اللغةِ العربيةِ المنشورةِ بين عامَي 2020 و2025. وأظهرتْ نتائجُ البحثِ أنَّ الطريقةَ المباشرةَ، التي تتميّزُ باستخدامِ اللغةِ الهدفِ حصريًّا دونَ ترجمةٍ، والتدريبِ الشفهيِّ المكثفِ، وأنشطةِ السؤالِ والجوابِ، واستخدامِ الوسائلِ البصريةِ والحواراتِ، تُسهمُ إسهامًا كبيرًا في تحسينِ طلاقةِ المتعلمينَ، ودقةِ النطقِ، وترسيخِ المفرداتِ، والثقةِ بالنفسِ عندَ التحدثِ بالعربيةِ. غيرَ أنَّ فاعليةَ هذه الطريقةِ تتأثرُ بكفاءةِ المعلمِ اللغويةِ، وتوافرِ بيئةٍ لغويةٍ داعمةٍ، وعددِ الدارسينَ في الفصلِ، واستمراريةِ التدريبِ خارجَ الفصلِ. ويخلصُ البحثُ إلى أنَّ الطريقةَ المباشرةَ مدخلٌ فعّالٌ لتنميةِ مهارةِ الكلامِ إذا طُبِّقَتْ بانتظامٍ ودُعِمَتْ ببيئةٍ لغويةٍ غامرةٍ، ويوصي بدمجِها بالأنشطةِ التواصليةِ وتقنياتِ التعليمِ لتعظيمِ أثرِها. الكلمات المفتاحية: الطريقة المباشرة؛ مهارة الكلام؛ تعليم اللغة العربية؛ طريقة تعلّم اللغة
Mapping the Problems and Solutions of Teaching Maharah Kitabah at the University Level arianto; Laela Juliana; Thia Razimona; Burhan Ibnu Hazin; RAHMAT RIFKI
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 15 No. 2 (2026): El Ibtikar
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ibtikar.v15i2.24740

Abstract

Abstract This study aims to identify issues in Mahārah Kitābah instruction at the university level and to formulate practical solutions to improve students’ Arabic writing skills. The study employed a descriptive qualitative approach with 15 students from the Arabic Language Education Program at Al-Azhaar Nusantara Islamic University in Lubuklinggau as research subjects. Data were collected through interviews and documentation, then analyzed using descriptive analysis techniques involving data reduction, data presentation, and drawing conclusions. The results indicate that Mahārah Kitābah plays a strategic role in Arabic language learning as it serves as an indicator of comprehensive language proficiency. The challenges in teaching Mahārah Kitābah can be classified into three main aspects: linguistic, pedagogical, and students’ academic backgrounds. Linguistic challenges include difficulties in mastering nahwu, sharaf, vocabulary, and imla’. In the pedagogical aspect, the study found a predominance of theoretical learning, limited teaching materials, and a lack of writing practice and feedback. Meanwhile, differences in educational backgrounds also influence students’ initial abilities. This study offers solutions in the form of strengthening writing practice, implementing Project-Based Learning and Collaborative Learning, providing continuous feedback, and utilizing educational technology to improve the quality of Mahārah Kitābah instruction  
An Analysis of Majāz in the Mawlid al-Ḍiyā’u al-Lāmi‘ by Al-Habib Umar bin Muḥammad bin Sālim bin Ḥāfiẓ Imam Imam
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 15 No. 2 (2026): El Ibtikar
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ibtikar.v15i2.24822

Abstract

This research aims to examine the elements of Ilmu Bayān contained in the book al-Ḍiyā’u al-Lāmi‘ bi-Żikri Mawlidi al-Nabī al-Syāfi‘ by al-‘Allāmah Al-Habib Umar bin Muhammad bin Sālim bin Ḥāfiẓ. This study explains the rhetorical content that includes three aspects: tasybīh, majāz, and kināyah within the text. The research uses a qualitative descriptive method with content analysis techniques to describe the bayān elements found in the book. This mawlid book, whose author is still alive today, holds high literary value. The study identifies 31 poetic lines containing elements of Ilmu Bayān, consisting of 3 lines with tasybīh, 26 with majāz, and 2 with kināyah. These three elements not only beautify the language but also strengthen the meanings that convey praise for the Prophet Muhammad (peace be upon him). This research is expected to broaden the understanding of Ilmu Bayān application in contemporary Islamic works, and to demonstrate the relevance of balāgah in enriching the literary and spiritual values of religious texts.

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