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.
Articles
92 Documents
<![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[Psychopathic Behavior of the Main Character in the Arabic Short Story "Camelia" by Ahmed Saber Hussein ]]>
<![CDATA[Wulandari Wulandari]]>;
<![CDATA[Hilman Jaelani]]>
<![CDATA[ Indonesian Journal of Arabic Studies Vol. 6 No. 1 (2024) ]]>
Publisher : <![CDATA[UIN Siber Syekh Nurjati Cirebon, Indonesia ]]>
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DOI: 10.24235/ijas.v6i1.15411
<![CDATA[Purpose: The purpose of this study is to find out how the character who has a psychiatric disorder, and the factors causing psychopathic behavior appear in the main character in the short story "Camelia". Design/methods/ approach: This study used a literary psychology approach. This research data is in the form of quotes derived from dialogues between characters, information from other characters, and character behavior, which is a description of the author directly or indirectly. The theory used consists of Sigmund Freud's psychoanalysis, Hare's psychopathy theory, and Checkley's psychopath classification. Findings: The researcher has reached significant results, including: the main personality disorders present are (1) Anti-Social Behavior, (2) Manipulative Tendencies, (3) Aggressive Behavior, (4) Sadistic Behavior, and (5) Egocentric and a Lack of Empathy for Others. Research implication: The theory of literary psychology in this research uses the textual method, which examines the psychological aspects of personality in literary works. The main character in the story of Camelia is classified as a secondary psychopath. There are two factors that influence the main character to become a psychopath, the internal and the external factor.]]>
<![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[Project-Based Learning Approach in Teaching Semantics: The Creation of Arabic Thematic Dictionaries ]]>
<![CDATA[Suci Ramadhanti Febriani]]>;
<![CDATA[Tafiati Tafiati]]>;
<![CDATA[Prayoga Saputra]]>;
<![CDATA[Desriwela Ade Mela]]>
<![CDATA[ Indonesian Journal of Arabic Studies Vol. 7 No. 1 (2025) ]]>
Publisher : <![CDATA[UIN Siber Syekh Nurjati Cirebon, Indonesia ]]>
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DOI: 10.24235/ijas.v7i1.16539
<![CDATA[Purpose – This study aims to identify and analyze the implementation of project-based learning in teaching semantics through the creation of Arabic thematic dictionaries at UIN Imam Bonjol Padang. The research seeks to explore how this method contributes to enhancing students’ vocabulary mastery, creativity, and contextual understanding of Arabic. Design/methods/approach – Using a qualitative case study approach, data were collected through interviews, observations, and documentation involving fifth-semester Arabic literature students. The data were analyzed using Miles and Huberman’s interactive model, which includes data collection, reduction, presentation, and conclusion drawing. Findings – The findings reveal that creating thematic dictionaries using a project-based learning model improves students’ semantic understanding, vocabulary acquisition, and creative thinking. Learners were able to construct meaning contextually, apply the theory of semantic fields, and demonstrate increased engagement and motivation. The project also fostered collaborative learning, critical thinking, and better learning outcomes, as evidenced by improved average scores post-intervention. Research implications – This study supports project-based learning as an effective pedagogical model in Arabic language instruction, particularly for semantic development. It offers practical insights for educators in higher education to integrate meaningful, contextual tasks that foster both linguistic and cognitive skills. Further research is recommended to quantitatively examine the broader impact of this model]]>
<![CDATA[Repetition Style in Surah Al-Shu'arÄ ]]>
<![CDATA[Nur Huda]]>;
<![CDATA[Aminatuz Zahroh]]>;
<![CDATA[Ahmad Musonnif Alfi]]>;
<![CDATA[Mas Tajuddin Ahmad]]>
<![CDATA[ Indonesian Journal of Arabic Studies Vol. 6 No. 1 (2024) ]]>
Publisher : <![CDATA[UIN Siber Syekh Nurjati Cirebon, Indonesia ]]>
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DOI: 10.24235/ijas.v6i1.16594
<![CDATA[Purpose: This study aims to describe the various styles of repetition and their effects in surah al-Shu'arÄ. Stylistics is a language approach that is used to reveal secrets and understand the contents of the Qur'an, in this case the style of language in surah al-Shu'arÄ. Design/methods/ approach: This research is included in the category of qualitative research using descriptive analytical methods. Qualitative research is a type of research that analyzes descriptive data in the form of speech or writing under study. The analytical descriptive method aims to analyze and describe data about the style of repetition in surah al-Shu'arÄ. In addition, this study also uses the “simak†method with “sadap†techniques, which is a technique used to obtain data by “simak†to the use of language in surah al-Shu'arÄ. Repetition is the repetition of sounds, syllables, words or parts of sentences that are considered important to emphasize in an appropriate context. Findings: From this study it can be concluded that in surah al-Shu'arÄ found seven styles of language which are grouped into three stylistic domains, namely three styles of language in the phonological levels (al-mustawÄ al-á¹£awá¹i), two styles of language in the morphological levels (al-mustawÄ al-á¹£arfÄ«), and two styles of language in the syntax levels (al-mustawÄ al-naḥwÄ« al-tarkÄ«bÄ«). This research confirms that repetition as a form of language style is very different from repetition as a form of weakness of writers or authors. Research implication: From this research, it can be seen that there is an implication that repetition in Surah al-Shu'arÄ can add to the treasure or richness of meaning in it, such as at the sound level it will produce assonance and rhyme alliteration, at the morphological level it will focus special attention and at the grammatical level it will reveal epizeuxis. as well as anaphora]]>
<![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[Barriers to Arabic Language Teaching in Higher Education Institutions in Malaysia: Realities and Solutions Based on Empirical Experience ]]>
<![CDATA[Mohamed Rady Mohamed Elpaz Elsheakh]]>;
<![CDATA[Mohd Syauqi bin Arshad]]>
<![CDATA[ Indonesian Journal of Arabic Studies Vol. 6 No. 1 (2024) ]]>
Publisher : <![CDATA[UIN Siber Syekh Nurjati Cirebon, Indonesia ]]>
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DOI: 10.24235/ijas.v6i1.16622
<![CDATA[Purpose – This study aims to identify the primary obstacles in teaching Arabic at higher education institutions in Malaysia and propose practical and effective solutions based on empirical experience. Arabic plays a crucial role in the educational context of countries with significant Muslim populations like Malaysia. This research is relevant for enhancing the quality of Arabic language teaching and enriching knowledge and cross-cultural communication skills. Design/methods/approach– The research employs an intrinsic case study approach at Sultan Abdul Halim Mu'adzam Shah International Islamic University, involving participants comprising lecturers, students, and academic staff engaged in Arabic language teaching. Data were collected through in-depth interviews, observations, and document analysis, and subsequently analyzed using thematic analysis techniques. Findings – The findings reveal several key obstacles in teaching Arabic, including teacher-centered instructional models, inadequate use of interactive media and teaching aids, limited reading materials, restricted opportunities for communication in Arabic, and non-conducive learning environments. Additionally, low student motivation emerged as a significant challenge.The study proposes several solutions, such as the development of more interactive teaching methods, increased utilization of technology in learning, provision of supplementary reading materials, and the creation of more conducive learning environments. These solutions are expected to enhance the quality of Arabic language teaching in Malaysia and help students achieve better language proficiency Research implications – The primary contribution of this research lies in offering a holistic approach that combines theoretical analysis and empirical data based on practical experience, providing more realistic and applicable guidance for Arabic language educators and education policymakers in Malaysia.]]>
<![CDATA[The Relationship between the Language of Ancient Northern Inscriptions and Classical Arabic ]]>
<![CDATA[Akinola Nurudeen Alade]]>
<![CDATA[ Indonesian Journal of Arabic Studies Vol. 6 No. 1 (2024) ]]>
Publisher : <![CDATA[UIN Siber Syekh Nurjati Cirebon, Indonesia ]]>
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DOI: 10.24235/ijas.v6i1.16628
<![CDATA[Purpose: This paper seeks to explore the similarities between the inscription languages of North Arabia and Classical Arabic, as well as to compare and analyse the differences between them within the framework of linguistic evolution. The study also aims to reveal the relationship between these North Arabian inscriptional languages and Classical Arabic. Design/Methods/Approach: Employing a descriptive-analytical approach, this research presents information and data by linking scientific phenomena and variations through comprehensive interpretation. Field surveys were conducted at the study sites, where inscriptions were documented and their locations determined using advanced software for precise transcription. Findings: The findings of this study underscore the significant historical and cultural connections between the two languages. The linguistic analyses presented highlight both the similarities and mutual influences, thereby enhancing our understanding of how the languages have evolved over time. Research Implications: The implications of this research affirm the historical link between the two languages, recognize the ancient North Arabian inscription languages, and examine their mutual influences. This study enriches our comprehension of the historical and cultural relationship between Classical Arabic and the North Arabian inscription languages, offering new insights into their linguistic evolution and interaction]]>
<![CDATA[Amin Al-Khouli's Views on The Two Branches of Balaghah: Logical and Literature ]]>
<![CDATA[Mohammad Izdiyan Muttaqin]]>
<![CDATA[ Indonesian Journal of Arabic Studies Vol. 6 No. 1 (2024) ]]>
Publisher : <![CDATA[UIN Siber Syekh Nurjati Cirebon, Indonesia ]]>
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DOI: 10.24235/ijas.v6i1.16790
<![CDATA[Purpose: This research aimed to analyze Amin Al-Khouli's ideas in distinguishing between the two schools of Balaghah: the literary school and the logical school. Design/Methods/Approach: The research employs a qualitative approach, focusing on several key methods of analysis. Content analysis was conducted, examining both primary and secondary texts. The primary texts include Amin Al-Khouli's writings and publications on Balaghah. The main method of data collection for this research is document analysis, which involves collecting and analyzing a wide range of texts authored by Amin Al-Khouli, including his books "Methods of Renewal" and "The Art of Saying." Findings: The research revealed that Amin Al-Khouli described the literary school of Balaghah as emphasizing the internal meanings of texts, the beauty of style, and literary taste. Key scholars of this school include Abdullah Ibn Al-Mu'taz, Qudamah Ibn Jaafar, and Abdul Qaher Al-Jurjani. In contrast, the logical school focuses on the verbal aspects of rhetoric, such as topic division and term development, with less emphasis on literary taste or internal meanings. Prominent scholars of this school are Abu Ya'qub al-Sakaki, al-Qazwini, and al-Taftazani. Research Implications: This study contributes to the understanding of the development of Balaghah ideas among advanced scholars of the past and highlights Amin Al-Khouli's efforts in bridging the literary and logical schools of Balaghah.]]>
<![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.]]>
