Indonesian Journal of Arabic Studies
The Indonesian Journal of Arabic Studies provides a means for sustained discussion of relevant issues that fall within the focus and scopes of the journal (Arabic Linguistics, Arabic Literature, and Arabic Applied Linguistics), which can be examined empirically. The journal aims to promote Arabic studies in Indonesia and beyond by offering a platform for researchers, scientists, and academics to publish their results and disseminate their knowledge to the wider scientific community. IJAS accepts papers from researchers, scientists, and academics all across the world. The Indonesian Journal of Arabic Studies welcomes and acknowledges high-quality theoretical and empirical original research papers, case studies, review papers, literature reviews, conceptual frameworks, analytical and simulation models, and technical notes from researchers, academicians, professionals, practitioners, and students from all over the world. The scope of the research includes: Arabic linguistics (phonology, morphology, syntax, and semantics of Arabic), including but not limited to Arabic theoretical linguistics, Arabic historical linguistics, Arabic Sociolinguistics, Pragmatics, Arabic Typology, Arabic stylistics, Arabic Lexicography, Arabic computational linguistics, And Arabic Corpus. Arabic Literature including Arabic Literary Theory, Arabic literary history, and Arabic Literary Criticism Arabic applied linguistic, including Arabic language pedagogy, Arabic teaching curriculum, Arabic Teaching Material, Arabic Teaching Methods, Arabic Teaching Strategy, Arabic Teaching Media, Arabic Teaching Instructional Evaluation and Assessment, Arabic Teaching Technology, Information and Communication Technology for Arabic Teaching, Arabic for Specific Purposes,Arabic Second Language Acquisition, Arabic translation, Arabic language planning and policies.
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<![CDATA[Thinking Aloud as an Effective Strategy in Foreign Language Learning: Philosophical Analysis, Methods, and Practical Implementation ]]>
<![CDATA[Khalid Addamegh]]>;
<![CDATA[Sara Al Qahtani]]>
<![CDATA[ Indonesian Journal of Arabic Studies Vol. 6 No. 2 (2024) ]]>
Publisher : <![CDATA[UIN Siber Syekh Nurjati Cirebon, Indonesia ]]>
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DOI: 10.24235/ijas.v6i2.15266
<![CDATA[Purpose – This study aims to explore the philosophy, methodology, and practical implementation of the Thinking Aloud strategy in second language (L2) and foreign language learning. Thinking Aloud is a cognitive-based learning strategy that enables learners to verbalize their thought processes, thereby enhancing reflective understanding and active communication skills. Design/methods/approach – This research employs a qualitative approach with a descriptive-analytical design, supported by literature studies from various primary and secondary sources, including Scopus and Springer-indexed journals. Data were analyzed using content analysis based on educational theories, cognitive psychology, and second language studies. Findings – The findings reveal that the Thinking Aloud strategy not only strengthens learners' understanding of the target language but also provides practical insights for educators to identify students' learning challenges. Additionally, this study highlights the potential adaptation of this strategy for cross-cultural learning contexts, which has been underexplored in the literature. Research implications – The primary contributions of this research include the development of a comprehensive guide for Thinking Aloud implementation, the integration of theory and practice, and a holistic approach encompassing philosophical, practical, and critical aspects. Therefore, this study establishes a robust foundation for innovating more reflective and effective language learning methods in the globalization era.الملخصتهدف هذه الدراسة إلى استكشاف فلسفة ومنهجية وتنفيذ استراتيجية "التفكير بصوت عالٍ" في تعلم اللغة الثانية (L2) واللغات الأجنبية. "التفكير بصوت عالٍ" هي استراتيجية تعلم تعتمد على الإدراك تمكن المتعلمين من التعبير اللفظي عن عمليات تفكيرهم، مما يعزز الفهم التأملي ومهارات الاتصال النشطة. تستخدم هذه الدراسة منهجًا نوعيًا بتصميم وصفي تحليلي، مدعومًا بدراسات أدبية من مصادر أولية وثانوية متنوعة، بما في ذلك المجلات المفهرسة في سكوبس وسبروينجر. تم تحليل البيانات باستخدام تحليل المحتوى استنادًا إلى نظريات التعليم وعلم النفس الإدراكي ودراسات اللغة الثانية. تكشف النتائج أن استراتيجية "التفكير بصوت عالٍ" لا تعزز فقط فهم المتعلمين للغة المستهدفة، بل توفر أيضًا رؤى عملية للمعلمين لتحديد تحديات تعلم الطلاب. بالإضافة إلى ذلك، تبرز هذه الدراسة إمكانية تكييف هذه الاستراتيجية لسياقات التعلم عبر الثقافات، والتي لم يتم استكشافها بشكل كافٍ في الأدبيات. تشمل المساهمات الرئيسية لهذه الدراسة تطوير دليل شامل لتنفيذ "التفكير بصوت عالٍ"، وتكامل النظرية مع الممارسة، ونهجًا شاملاً يغطي الجوانب الفلسفية والعملية والنقدية. وبالتالي، تؤسس هذه الدراسة قاعدة قوية لابتكار طرق تعلم لغوية أكثر تأملاً وفعالية في عصر العولمة.]]>
<![CDATA[The Compatibility of Al-‘Arabiyyah Baina Yadaik Textbook Volume I with Adolescent Cognitive Psychology ]]>
<![CDATA[Tsania Sausan Hasna]]>;
<![CDATA[Muhajir Muhajir]]>
<![CDATA[ Indonesian Journal of Arabic Studies Vol. 6 No. 2 (2024) ]]>
Publisher : <![CDATA[UIN Siber Syekh Nurjati Cirebon, Indonesia ]]>
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DOI: 10.24235/ijas.v6i2.16471
<![CDATA[Purpose: This study seeks to evaluate the compatibility of the Al-‘Arabiyyah Baina Yadaik Volume I textbook with adolescent cognitive psychology. Specifically, it examines the suitability of its material presentation, language use, and exercise questions in relation to the cognitive developmental stages of adolescents. Methods: The research employs a library-based methodology, utilising documentation as the primary data collection technique. Content analysis was conducted on the Al-‘Arabiyyah Baina Yadaik Volume I textbook, which served as the primary data source. Secondary sources include books and other materials relevant to the study. Findings: The analysis of Al-‘Arabiyyah Baina Yadaik Volume I reveals that it is well-suited for use as an Arabic language textbook for seventh-grade junior high school students. The presentation of material, linguistic choices, and exercise formats align with Jean Piaget's theory of adolescent cognitive development, which emphasises logical thinking abilities. Research Implications: This research underscores the significance of tailoring Arabic language learning materials to foster logical reasoning while addressing students' emotional needs to enhance motivation and learning efficacy. However, the study's scope is confined to the textbook's content and structure, without accounting for external factors such as cultural, social, or classroom dynamics. Moreover, its relevance is limited to junior high school students in Indonesia, which may reduce its applicability to broader educational contexts.]]>
<![CDATA[An analysis of the semantic of the Term “الرجوع” in the Quran ]]>
<![CDATA[Saheed Adewale Mikail]]>
<![CDATA[ Indonesian Journal of Arabic Studies Vol. 6 No. 2 (2024) ]]>
Publisher : <![CDATA[UIN Siber Syekh Nurjati Cirebon, Indonesia ]]>
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DOI: 10.24235/ijas.v6i2.16620
<![CDATA[Purpose– This study aims to examine the Qur’ānic vocabulary denoting the concept of “return” and to analyze it in light of the theory of semantic fields, in order to reveal its lexical and semantic characteristics, its contextual relationship within the Qur’ān, and the subtle distinctions in meaning between seemingly synonymous expressions. The research seeks to demonstrate how the Qur’ān employs these expressions with remarkable precision, reflecting the depth of its semantic structure, in which no word can be replaced by another without altering the intended meaning. Design/methods/approach – The researcher employed an inductive and analytical method by tracing all Qur’ānic words that convey the notion of “return.” Data were collected through the Ayat database developed by King Saud University and Al-Ma‘ānī Al-Jāmi‘ Dictionary. The identified words were then classified into two categories: those with concrete meanings of return and those with abstract or metaphorical meanings. The analysis was enriched by the views of classical exegetes and linguists as well as previous semantic studies addressing synonymy and inter-lexical relations in the Qur’ān. Findings – The findings reveal that Qur’ānic words of return display a wide range of semantic variations between literal and figurative meanings. Some words, such as atā (أتى), acquire additional connotations through contextual usage, while others, like tāba (تاب), retain their original sense related to repentance and turning toward truth. The study concludes that the relationship among these words does not reflect absolute synonymy but rather partial synonymy governed by rhetorical precision and contextual particularity. Research implications – The research contributes to a deeper semantic understanding of Qur’ānic language and highlights the decisive role of context in meaning determination. It opens new avenues for linguistic and Qur’ānic studies and provides a refined linguistic approach to interpreting religious texts from both semantic and linguistic perspectives.]]>
<![CDATA[The Epistemology of Text Understanding in the View of ‘Abd al-Qāhir al-Jurjānī: The Discourse of lafaẓ and ma’nā ]]>
<![CDATA[Ahmad Hifni]]>
<![CDATA[ Indonesian Journal of Arabic Studies Vol. 6 No. 2 (2024) ]]>
Publisher : <![CDATA[UIN Siber Syekh Nurjati Cirebon, Indonesia ]]>
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DOI: 10.24235/ijas.v6i2.17454
<![CDATA[Purpose – This article examines the thoughts of 'Abdul al-Qāhir al-Jurjānī (d. 471/474 H) in looking at the relationship between pronunciation (text) and meaning and explains his thoughts in an effort to build a moderate understanding of the text. Al-Jurjānī's view can be said to be distinctive, because it is different from the thinking of Arab linguists in general who see each word as having its own meaning. Al-Jurjānī, offers another view by saying that a single vocabulary does not have meaning in itself, but rather because of its interaction (structure/nazam) with other vocabulary. Meanwhile, a word is a marker/symbol (signifier) for a meaning/concept (signified). This view attracted the attention of language intellectuals from various eras, and even inspired intellectual thought from various other scientific disciplines, including commentators in studying and exploring the more moderate meaning of the Alquran. Design/methods/approach – This research uses qualitative methods enriched by knowledge of social sciences and humanities with various scientific disciplines such as sociology and history as a basis for philosophical traditions to contribute to aspects outside the study of texts. The primary source for this article is the book entitled Dalāil al-I'jaz and Asrār al-Balāghah by al-Jurjānī. This research is based on library research; by reviewing library materials, in the form of scientific journals, books, encyclopedias and other sources relevant to the topic being studied. Findings – This article concludes that al-Jurjānī was the founder of the theory of classical structuralism and semiotics in Islamic literature, with his theory called nazam. Research implications – The findings in this article can become a foundation and thinking paradigm for readers and text reviewers to build a moderate discourse and understanding of the text that is understood by the readers.]]>
<![CDATA[The "Temporary Concentration" Model: A Breakthrough in Curriculum Design for Integrating Dual-Competencies in Indonesian Islamic Universities' Arabic Language and Literature Program ]]>
<![CDATA[Erfan Gazali]]>;
<![CDATA[Wulandari Wulandari]]>
<![CDATA[ Indonesian Journal of Arabic Studies Vol. 6 No. 2 (2024) ]]>
Publisher : <![CDATA[UIN Siber Syekh Nurjati Cirebon, Indonesia ]]>
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DOI: 10.24235/ijas.v6i2.22282
<![CDATA[Purpose: This study investigates the "Temporary Concentration" model, an innovative curriculum design implemented in the Arabic Language and Literature (BSA) program at UIN Siber Syekh Nurjati Cirebon, Indonesia. It aims to deconstruct how this model facilitates the integration of dual linguistic and literary competencies within the rigid structural constraints of the national higher education system, specifically the credit limit (144-160 SKS) mandated by national policy. Methods: Employing a qualitative, instrumental single-case study design underpinned by a constructivist paradigm, this research collected data through in-depth analysis of curriculum documents, semi-structured interviews, and focus group discussions with key stakeholders, including curriculum designers, lecturers, and students. The data were analyzed using thematic analysis (Braun & Clarke, 2006) to identify emergent themes regarding the model's design, implementation, and perceived efficacy. Findings: The analysis reveals that the model strategically allocates 44 SKS (29.5% of the total 149 SKS curriculum) to an intensive, two-semester concentration in either Linguistics or Literature. This structured immersion phase ensures deep disciplinary mastery, successfully allocating 33% and 37.2% of the total curriculum to linguistics and literature, respectively—a significant increase compared to conventional BSA programs. The model effectively resolves the epistemological tension between depth and breadth by providing a clear roadmap for specialization before integration, addressing a key concern in curriculum literature. Research Implications: The study offers a viable prototype for curriculum reform in similar contexts, demonstrating that strategic reconfiguration, rather than credit expansion, can overcome policy-practice misalignments. It provides practical guidance for program managers and contributes to theoretical discourse by introducing a novel "temporary concentration" framework for dual-competency integration in constrained educational environments.]]>
