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Halimatus Sa'diyah
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Arabic Edu: Journal of Arabic Language
Published by Cendikia Litera Nusantara
ISSN : 31641113     EISSN : 31636616     DOI : 0.61987
Core Subject :
Arabic Edu: Journal of Arabic Language is a peer-reviewed academic journal dedicated to the advancement of inspirational and transformative teaching practices. Our core mission is to “ignite” intellectual curiosity, innovation, and a passion for lifelong learning within global educational communities. We serve as a platform for educators, researchers, and practitioners to share pioneering strategies, critical reflections, and evidence-based research that not only inform but also inspire profound change in pedagogical approaches. We are particularly interested in work that explores the dynamic relationship between educator as mentor, the student as an active learner, and the learning environment as a space for enlightenment. The journal champions pedagogies that are empathetic, student-centered, and designed to empower individuals to become critical thinkers and engaged global citizens.
Arjuna Subject : -
Articles 5 Documents
 1 
The Transformation of Arabic Language Learning in Islamic Boarding Schools: Theoretical and Communicative Perspectives Laila Marhamah; Aziz Halim Al Faritsi; Hajer Abdallah Albshkar
Arabic Edu: Journal of Arabic Language Vol. 1 No. 1 (2026)
Publisher : Litera Cendikia Nusantara

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Abstract

This study aims to examine the challenges of Arabic language learning in Islamic boarding schools (pesantren) and identify pedagogical factors that limit students’ communicative competence. The study employed a qualitative research design using a library research approach, complemented by interviews with Arabic teachers and students at school. Data were analyzed by comparing and interpreting relevant literature and field information, with triangulation and member checking used to strengthen data credibility. The findings reveal three interconnected problems: the dominance of theoretical instruction through qawa’id (nahwu and sharaf) and memorization; limited integration of Arabic learning with students’ real-life, social, and cultural contexts; and inadequate teacher competence and methodological innovation. These conditions create a gap between linguistic knowledge and students’ ability to use Arabic communicatively. The study concludes that effective Arabic learning requires balanced integration of linguistic, communicative, contextual, and technological dimensions. The implications emphasize curriculum and pedagogical reform, authentic communicative activities, contextual learning, interactive media, and continuous professional development to strengthen teachers’ pedagogical, professional, and technological competencies in pesantren.
The Challenges of the Digital Age in Arabic Language Education: Bridging Classical Arabic and Local Dialects Fadlillah; Muhammad Imron; Halimatus Sa'diyah
Arabic Edu: Journal of Arabic Language Vol. 1 No. 1 (2026)
Publisher : Litera Cendikia Nusantara

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Abstract

The development of the digital era and globalization has created challenges for Standard Arabic education, particularly through diglossia, limited Arabic-language digital content, inadequate infrastructure, and insufficient teacher preparation. This study aims to examine the challenges of Standard Arabic education in the digital era and identify integrated strategies for strengthening language learning through technological and pedagogical innovation. A qualitative research design with a case study approach was employed at the university. Data were collected through in-depth interviews, classroom observations, and document analysis involving Arabic language teachers, students, and institutional administrators. Data were analyzed through data condensation, data display, and conclusion drawing and verification. The findings reveal three interconnected challenges: the dominance of local dialects and foreign languages, limited digital infrastructure and Arabic-language content, and inadequate teacher training and pedagogical innovation. These conditions reduce students’ exposure to Standard Arabic and constrain active language use. The study implies the need for contextualized language practices, stable digital infrastructure, quality Arabic multimedia resources, curriculum enrichment, and continuous teacher professional development to strengthen Standard Arabic proficiency in the digital era.
Digital Informal Learning Environments (DILEs): New Frontiers in Arabic Language Pedagogy and Cultural Fluency Saiful Bahri; Hajer Abdallah Albshkar; Halimatus Sa'diyah; Laila Marhamah
Arabic Edu: Journal of Arabic Language Vol. 1 No. 1 (2026)
Publisher : Litera Cendikia Nusantara

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Abstract

This study aims to examine how Digital Informal Learning Environments (DILEs) facilitate Arabic language learning and integrate cultural understanding beyond formal classroom contexts. A qualitative research design with a case study approach was employed. Data were collected through in-depth interviews with Arabic language learners and teachers and document analysis of digital learning materials and interaction records. Data were analyzed through data condensation, data display, data verification, and conclusion drawing, with trustworthiness established through source and methodological triangulation and member checking. The findings show that DILEs provide flexible opportunities for practicing speaking, listening, reading, and writing while exposing learners to Arabic traditions, festivals, social values, films, news, and contemporary issues. Cultural exposure strengthens learners’ understanding of Arabic social and cultural contexts and supports more natural, appropriate, and relevant language use. The study concludes that DILEs function as sociocultural learning environments that connect digital interaction, cultural understanding, and contextual Arabic communication. The findings imply that Arabic educators should strategically integrate authentic digital and cultural resources into complementary language learning activities.
Bridging Competency and Workplace Gaps in Arabic Language Education: Inequality, Innovation, and Reform in Resource-Constrained Schools Raudlatul Hikmah; Halimatus Sa'diyah; Lailatul Qadriah; Aqna Rahma Atika
Arabic Edu: Journal of Arabic Language Vol. 1 No. 1 (2026)
Publisher : Litera Cendikia Nusantara

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Abstract

The relevance of Arabic language education is increasingly challenged by the gap between graduate competencies and workplace demands, unequal access to educational resources, and limited implementation of educational innovation. This study aims to examine the challenges shaping Arabic language education and identify their implications for developing practical and communicative competencies in a resource-constrained educational context. A qualitative case study was conducted at school, involving one principal, seven teachers, and twenty-three students. Data were collected through in-depth interviews, direct observations, and documentation and analyzed through data condensation, reduction, display, and verification, supported by source and technique triangulation. The findings reveal three interconnected challenges: a graduate competency–workplace gap, inequality in educational access and quality, and limitations in implementing innovation and education reform. The study concludes that theoretical mastery alone is insufficient and must be complemented by authentic communication, practical learning, teacher development, appropriate technology, and contextual educational support. These findings imply that Arabic education requires integrated curriculum, professional development, resource improvement, and context-sensitive policy implementation to strengthen graduate readiness and educational quality.
Reconstruction of Arabic Language Learning in the Digital Age: Utilizing Short Content Platforms for Linguistic Proficiency Royhana Zulfa Saidah; Makhyatul Fikriya; Halimatus Sa'diyah; Fatimatus Syivaa Ussariiroh
Arabic Edu: Journal of Arabic Language Vol. 1 No. 1 (2026)
Publisher : Litera Cendikia Nusantara

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Abstract

The development of digital technology presents new opportunities in Arabic language learning, particularly through short content platforms such as short videos, microlearning, and interactive dialogues. This study aims to analyze the influence of the use of short content on students' linguistic proficiency, including vocabulary mastery, listening and speaking skills, and motivation and learning independence. The research method used is qualitative case study, with data collection through digital classroom observation, in-depth interviews with teachers and students, and analysis of learning documents. The analysis is carried out through data reduction, display, and verification to obtain a holistic picture of students' interaction with digital content. The results showed that short content improved vocabulary retention, contextual comprehension, listening and speaking skills, and encouraged independent learning and intrinsic motivation. This research provides a theoretical contribution by expanding the microlearning literature in the context of Arabic and practical contributions for teachers in designing adaptive, effective, and interactive learning strategies.

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