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Al-Qalam: Jurnal Pendidikan Bahasa Arab
Published by PT Nawa Edukasi Nusantara
ISSN : -     EISSN : 31237738     DOI : https://doi.org/10.67864/al-qalam
Core Subject :
Al-Qalam: Jurnal Pendidikan Bahasa Arab is a peer-reviewed scholarly journal dedicated to advancing theoretical and empirical research in the field of Arabic language education. The journal provides an academic platform for researchers, educators, and practitioners to disseminate original research findings, conceptual frameworks, and critical analyses that contribute to the development of Arabic language pedagogy in diverse educational contexts. This journal is published twice a year (May and November).
Arjuna Subject : -
Articles 10 Documents
 1 
Strategi Penggunaaan Virtual Reality dalam Simulasi Dialog Bahasaa Arab Untuk Maharah Kalam di Perguruan Tinggi Ratna Komalasari
Al-Qalam: Jurnal Pendidikan Bahasa Arab Vol 1 No 1 (2025): November 2025
Publisher : PT. Nawa Edukasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67864/al-qalam.v1i1.51

Abstract

The development of immersive technology such as Virtual Reality (VR) opens up new opportunities in learning foreign languages, especially in improving the maharah kalam (speaking skills) of Arabic which has been facing obstacles in terms of communicative practice and the context of language use. This study aims to analyze the strategy of using VR in Arabic dialogue simulation as an effort to improve the kalamh of university students. This study uses a qualitative approach with a descriptive-analytical study design. Data was collected through VR-based learning observations, interviews with lecturers and students, and analysis of learning documents. The results show that the use of VR through contextual dialogue simulations—such as conversations in academic, social, and Arabic cultural environments—is able to increase students' speaking boldness, fluency, pronunciation accuracy, and pragmatic understanding of Arabic. Effective learning strategies include designing real-situation-based dialogue scenarios, integrating task-based learning, and providing post-simulation reflective feedback. However, the implementation of VR still faces challenges in the form of limited infrastructure, pedagogical readiness of lecturers, and student adaptation to immersive technology. This research contributes to the development of an Arabic language learning model based on digital technology and provides strategic recommendations for strengthening the innovation of maharah kalam learning in higher education.
Defini, Obyek, dan Tujuan Ilmu Semantik dengan Ilmu-Ilmu Lainnya Liazy Maulidi
Al-Qalam: Jurnal Pendidikan Bahasa Arab Vol 1 No 1 (2025): November 2025
Publisher : PT. Nawa Edukasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67864/al-qalam.v1i1.52

Abstract

Semantic science is a branch of linguistics that studies meanings in language, both lexical and grammatical meanings. As a discipline, semantics has an important role to play in understanding how language is used to convey messages, ideas, and emotions appropriately. This study aims to systematically describe the definitions, objects, and objectives of semantics and explain their relationship to other branches of linguistics, such as phonology, morphology, syntax, and pragmatics. The method used in this study is a qualitative method with a literature study approach, which is to collect data from various relevant literature to be analyzed descriptively. The results of the study show that semantics not only serves as a tool for understanding the meaning of words and sentences, but also becomes an important link between structural and functional aspects in language. Semantic relationships with other branches of linguistics are complementary in forming a comprehensive understanding of language as a system of human communication. Thus, understanding semantics is an important foundation in the development of language studies, both in the theoretical and practical realms.
Pendekatan, Tantangan, dan Strategi dalam Pembelajaran Bahasa Arab di Lembaga Pendidikan Ardia Pramesti Regita cahyani
Al-Qalam: Jurnal Pendidikan Bahasa Arab Vol 1 No 1 (2025): November 2025
Publisher : PT. Nawa Edukasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67864/al-qalam.v1i1.53

Abstract

Teaching translation is a field that continues to evolve along with the need for cross-lingual and cross-cultural communication. This article discusses various effective approaches, challenges, and strategies in translation learning. Based on a literature review and empirical research, it was found that a competency-based approach—covering linguistic, cultural, technical, and strategic aspects—is the most widely recommended method for improving translation quality. In addition, technology integration, such as computer-aided translation tools (CAT tools) and machine translation (MT), provides efficiency but also requires critical assistance to avoid over-dependence. Collaborative learning methods, such as problem-based learning (PBL) and peer feedback, have been proven to improve students' analytical skills and creativity. However, challenges such as lack of understanding of specialized fields (law, medical) and classroom dynamics remain barriers. This study concludes that effective teaching of translation must incorporate multidisciplinary approaches, judicious use of technology, and continuous evaluation through structured feedback. The implication is that educators need to design an adaptive and contextual curriculum to meet the learning needs of the digital era.
Arabic Language Education Pedagogical Approaches and Contemporary Challenges Baiq Indana
Al-Qalam: Jurnal Pendidikan Bahasa Arab Vol 1 No 1 (2025): November 2025
Publisher : PT. Nawa Edukasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67864/al-qalam.v1i1.54

Abstract

Arabic language education has undergone significant transformation in response to changing pedagogical paradigms and contemporary educational demands. Despite its long-standing tradition of grammar-oriented instruction, Arabic language teaching continues to face challenges in developing learners’ communicative competence. This study aims to examine pedagogical approaches employed in Arabic language education and to analyze contemporary challenges affecting their implementation in educational institutions. Using a qualitative descriptive-analytical approach, data were collected through classroom observations, interviews with Arabic language instructors, and analysis of curriculum documents. The findings reveal that structural, communicative, and integrative approaches are commonly applied, with a continued dominance of grammar-based instruction. While structural approaches contribute to grammatical accuracy, they often provide limited opportunities for meaningful communication. Conversely, communicative and integrative approaches demonstrate potential in enhancing learners’ speaking skills, motivation, and contextual language use, although their implementation remains inconsistent. Major challenges identified include learners’ low motivation and speaking confidence, limited pedagogical competence of instructors in applying communicative and technology-enhanced methods, insufficient learning facilities, and curricula that emphasize theoretical knowledge over practical language use. The study highlights the need for a balanced pedagogical framework that integrates communicative practices, technological innovation, and supportive language environments. These findings contribute to ongoing discussions on improving the effectiveness and relevance of Arabic language education in contemporary educational contexts.
Transformasi Pendidikan Bahasa Arab dalam Menghadapi Tantangan Global Hidayatul Mustafidah
Al-Qalam: Jurnal Pendidikan Bahasa Arab Vol 1 No 1 (2025): November 2025
Publisher : PT. Nawa Edukasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67864/al-qalam.v1i1.55

Abstract

The development of globalization, technological advancements, and socio-cultural dynamics demand transformation in Arabic language education to remain relevant and competitive at the global level. Arabic language education is no longer only oriented towards mastering linguistic rules, but is also required to be able to equip students with communicative competence, digital literacy, and cross-cultural understanding. This article aims to analyze the forms of transformation of Arabic language education in the face of global challenges as well as identify the factors that influence its implementation in educational institutions. This study uses a qualitative approach with a descriptive-analytical design through literature study and analysis of Arabic language learning practices. The results of the study show that the transformation of Arabic language education includes a shift in the learning paradigm from teacher-centered to learner-centered, the integration of communicative and task-based approaches, the use of digital learning technology, and the strengthening of the sociocultural dimension in learning. However, the transformation still faces various obstacles, such as the pedagogical readiness of educators, limited infrastructure, and a curriculum that is not fully adaptive to global demands. This article emphasizes the importance of developing innovative, contextual, and sustainable Arabic language education models as a strategic strategy in addressing global challenges.
Transformasi Pembelajaran Bahasa Arab Berbasis Artificial Intelligence untuk Meningkatkan Mahārah Lughawiyyah Ilham Akbar; A Mustafa
Al-Qalam: Jurnal Pendidikan Bahasa Arab Vol 1 No 2 (2026): Mei 2026
Publisher : PT. Nawa Edukasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67864/al-qalam.v1i2.134

Abstract

The digital transformation in education has driven significant innovation in language learning, including Arabic. The integration of Artificial Intelligence (AI) offers a more adaptive, interactive, and data-driven approach to enhancing language proficiency (mahārah lughawiyyah). This study aims to analyze the transformation of AI-based Arabic language learning and its impact on improving listening, speaking, reading, and writing skills. This research employs a qualitative approach using literature review and phenomenological analysis of AI-based learning practices in educational settings. Data were collected from reputable journal articles, research reports, and digital learning documentation. The findings indicate that AI significantly enhances learning effectiveness through personalized content, real-time feedback, and increased learner engagement. Technologies such as chatbots, speech recognition, and adaptive learning systems contribute substantially to improving Arabic communication skills. However, challenges remain, including limited infrastructure, teacher readiness, and digital literacy gaps. This study contributes a conceptual model for AI-integrated Arabic learning focused on developing comprehensive language skills.
Efektivitas Storytelling dan Role-Play dalam Pembelajaran Bahasa Arab di MI/SD Indonesia Muhammad Fariq Heemal Attruk; Budi Satriadi
Al-Qalam: Jurnal Pendidikan Bahasa Arab Vol 1 No 2 (2026): Mei 2026
Publisher : PT. Nawa Edukasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67864/al-qalam.v1i2.138

Abstract

Learning Arabic in Indonesian Islamic elementary schools is often teacher‑centred, with low student motivation and little active language use. Storytelling and role‑play are seen as promising, but solid evidence is still scattered. This article reviews and critically evaluates existing studies on both methods. A narrative literature review was done by searching Scopus and Google Scholar for 2016-2026. After applying clear inclusion criteria, seven empirical studies on MI/SD students in Indonesia were selected and analysed thematically. The results show storytelling helps vocabulary, listening, and speaking confidence. Role‑play boosts active participation, social interaction, and speaking skills. One study combined both with good results. However, most studies used classroom action research without control groups, small samples, unvalidated tools, short periods, and focused only on Islamic schools in Java. No longitudinal or direct comparison studies exist. Overall, storytelling and role‑play show clear promise, but current evidence remains preliminary. Stronger research designs are needed. Practical tips for teachers are also provided.
A Critical Review Of The Use Of Social Media As A Medium For Arabic Language Learning M Al Widad Ramadhan; Bayu Noval Azhari; Ahmad Nur Mizan
Al-Qalam: Jurnal Pendidikan Bahasa Arab Vol 1 No 2 (2026): Mei 2026
Publisher : PT. Nawa Edukasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67864/al-qalam.v1i2.139

Abstract

This study critically examines the use of social media for Arabic language learning in higher education, highlighting the low motivation as well as the speaking and writing skills of students due to conventional approaches. Using a descriptive qualitative method involving 45 fourth-semester students of the Arabic Language Education study program at UIN Raden Intan Lampung, data were obtained through observation, interviews, analysis of social media posts, and open questionnaires. The results show that YouTube, Instagram, and WhatsApp have great potential as informal learning environments because they provide authentic language input, social interaction, and flexible access, although their use remains sporadic and not systematically integrated into the curriculum. The effectiveness of social media is largely determined by the educator's role as a facilitator, the type of content, and the frequency of meaningful interaction. This study concludes that social media is not merely a technical tool, but a new learning ecology that requires careful pedagogical design, with practical implications including the need to develop a social media-based blended learning model and to enhance digital literacy for both lecturers and students.
Grammar Translation Metthod Dalam Pembelajaran Bahasa Arab di Tingkat Menengah Atas Ade Rahma; Nazwa Nuzulla Maolidin; Ade Alif Misbakhudin; Ariyana Sinta Wati
Al-Qalam: Jurnal Pendidikan Bahasa Arab Vol 1 No 2 (2026): Mei 2026
Publisher : PT. Nawa Edukasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67864/al-qalam.v1i2.141

Abstract

Penguasaan kaidah nahu dan sharaf masih menjadi tantangan utama yang menghambat kemampuan peserta didik dalam memahami teks bahasa Arab di Indonesia. Penelitian ini bertujuan untuk mengidentifikasi penerapan dan mengevaluasi relevansi Grammar-Translation Method (GTM) dalam meningkatkan kemampuan bahasa Arab peserta didik tingkat menengah atas, khususnya pada aspek nahu, sharaf, dan pemahaman teks. Penelitian ini menggunakan pendekatan kualitatif deskriptif yang berlokasi di tiga Madrasah Aliyah (MA) dengan penentuan sampel secara purposive. Data primer digali melalui wawancara semi-terstruktur bersama guru bahasa Arab, didukung oleh observasi dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles et al. (reduksi, penyajian, dan penarikan kesimpulan). Hasil penelitian menunjukkan bahwa GTM masih sangat efektif dan relevan sebagai fondasi linguistik. Penerapan GTM melalui analisis i‘rab, pengkajian kitab kuning (seperti Jurumiyah dan Alfiyah), serta pencarian contoh aplikatif dari Al-Qur'an terbukti mampu meningkatkan ketelitian membaca, memperkaya mufrodat, dan mencegah distorsi makna. Meskipun demikian, keberhasilan metode ini dihadapkan pada kendala rendahnya motivasi belajar siswa, hilangnya fokus di kelas, dan minimnya kemampuan berbahasa secara natural (komunikasi). Secara teoretis dan empiris, disimpulkan bahwa GTM memegang peranan krusial dalam membangun kerangka analitis bahasa Arab, namun penerapannya di era modern mutlak memerlukan integrasi dengan strategi pembelajaran yang lebih variatif, kontekstual, dan komunikatif agar pembelajaran berjalan secara holistik.
Manifestations of Social Cognition Through Collaborative Semantic Mapping in Mastering Complex Arabic Texts Luluk Yulia Ma’wa; Latifatul Khoiriyah; Erlina
Al-Qalam: Jurnal Pendidikan Bahasa Arab Vol 1 No 2 (2026): Mei 2026
Publisher : PT. Nawa Edukasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67864/al-qalam.v1i2.146

Abstract

Mastery of advanced Arabic texts with syntactic complexity (i‘rab) and rich morphological variation often triggers excessive cognitive load for second language learners. This study employs a descriptive qualitative approach to explore how social cognition phenomena manifest through the application of collaborative semantic mapping techniques. Grounded in Vygotsky’s sociocultural theory, data were collected through classroom observation, concept map document analysis, and in-depth interviews with learners. The descriptive results show that group interaction in constructing semantic maps converts external negotiation of meaning into directed internal individual processes. This technique transforms complex Arabic texts into macro and micro visual structures, triggers peer scaffolding, and significantly reduces obstacles to text comprehension. This article formulates the theoretical foundation, qualitative procedures, and pedagogical implications of sociocognitive interaction in advanced Arabic language learning.

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