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Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab Arabic Education Study Program Faculty of Education and Teachers Training Universitas Islam Negeri Raden Intan Lampung Jl. Endro Suratmin 1 Sukarame, Bandar Lampung 35131-Indonesia
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Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab
Published by Universitas Islam Negeri Raden Intan Lampung
ISSN : 20869282     EISSN : 25491229     DOI : http://dx.doi.org/10.24042
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab published twice a year since 2010 (June and December). Since 2017 this journal began in the online, is a multilingual (Indonesia, Arabic, and English), peer-reviewed journal, and specializes in Arabic Education. This journal is published by the Arabic Education Department, Faculty of Tarbiyah and Teaching, Raden Intan State Islamic University of Lampung. Editors welcome scholars, researchers and practitioners of Arabic Education to submit scholarly articles to be published through this journal. All articles will be reviewed by experts before accepted for publication. Each author is solely responsible for the content of published articles.
Arjuna Subject : -
Articles 256 Documents
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The Semiotics of Syntax: Integrating X-Bar and Dependency Grammar in a Saussurean Framework Doni, Chaterina Puteri; Safii, Randi; Arrashedy, Yousif Abdelmannan Mohamed Godat; Pakaya, Nurul Aini; Saleh, Sriwahyuningsih R.
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 17 No 2 (2025): Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/hyevjq65

Abstract

The Arabic language of the Qur'an exhibits a distinctive nominal sentence structure that is rich in theological and rhetorical meaning. This article presents how nominal constructions in Surah al-Maʿārij reflect theological messages and rhetorical functions through syntactic and semiotic analysis. The method used was qualitative-descriptive, with data collection techniques in the form of extracting all nominal sentences from 44 verses of the surah, then annotating and analyzing them using X-Bar Theory, Dependency Grammar, and Ferdinand de Saussure's semiotics. The research findings indicated that nominal sentences affirm the certainty of divine punishment (verses 1–2), the absence of helpers for unbelievers (verses 3–4), the transcendental authority of angels (verse 7), the ethical command to be patient with beauty (verse 8), and the semantic contrast between human perception and divine reality regarding the proximity of punishment (verses 9–10). The integration of X-Bar, Dependency Grammar, and Saussure's semiotics reveals that the syntactic variations of the Qur'an are not merely grammatical phenomena, but rather a system of signs that convey profound theological and rhetorical messages. X-Bar analysis highlights the layered projections in nominal phrases, while Dependency Grammar reveals the asymmetrical relationship between the core and its dependent that shapes the meaning of the Qur'an. From a semiotic perspective, Saussure's dyadic model of signifier and signified shows how nominal sentences function not only structurally but also symbolically in signifying divine authority and human accountability.
Digital Approaches to Arabic Language Learning: Content Strategies and Audience Engagement on Educational Instagram Accounts Hikmah, Khizanatul; Amrullah, Muhlasin; Abiyyah, Azhar Arij; Yani, Ahmad
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 17 No 2 (2025): Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ma0xnt36

Abstract

The development of social media can accelerate, simplify, and improve the performance of educators to be more efficient and effective, thereby increasing productivity. Educators have begun to innovate in the learning process by utilizing the Instagram platform. Through this platform, many educational accounts have been found that provide information and knowledge, including Arabic language learning. This article presents the engagement and content strategies of three Instagram accounts (@kursuskuba, @kampungarab_pare, and @marhaban academy) in designing Arabic language learning. The research design used by the researcher employs content analysis with a descriptive qualitative approach. The analysis process was carried out through the stages of data reduction, data display, verification, and conclusions. Three Instagram accounts, KUBA, Marhaban Academy, and Kampung Arab Pare, utilize the Reels, Feed, Stories, Polling, Live, Quiz, and Q&A features to increase audience engagement and make Instagram an adaptive learning medium. KUBA emphasizes vocabulary, grammar, and interactive exercises; Marhaban focuses on vocabulary with engaging visuals; while Kampung Arab Pare emphasizes everyday communicative expressions. The findings of this study contribute to a deeper understanding of how digital content strategies and audience engagement can be optimized to support Arabic language learning, providing practical insights for educators, content creators, and language institutions in designing more effective and engaging learning experiences through social media platforms.
The Use of Chat GPT Platform as a Learning Medium to Improve Maharah Kalam Setiawati, Anandita Galuh; Hanifah, Umi; Alfisyah, Alfisyah
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 17 No 2 (2025): Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jmgf6711

Abstract

The rapid development of technology in the era of the Fourth Industrial Revolution has significantly transformed education, including the teaching of Arabic as a foreign language. Arabic holds both academic and religious importance and requires mastery of four language skills (maharah), with speaking (maharah kalam) being one of the most challenging. This article presents the analysis of the use of ChatGPT as an adaptive learning medium to improve the speaking skills of tenth-grade students at Sekolah Indonesia Jeddah. Using a qualitative descriptive approach with an analytical perspective, the data were collected through classroom observation and semi structured interviews with Arabic language teachers and selected students’ outputs. The findings indicated that ChatGPT can serve as an interactive tool that allows students to practice dialogues, receive instant feedback, and build motivation to learn outside classroom hours. The analysis showed that while ChatGPT effectively supports students’ speaking proficiency, its optimal use depends on clear learning objectives, well designed conversation themes, and continuous teacher guidance. Limitations remain, such as occasional linguistic inaccuracies, lack of nonverbal elements, and the risk of student dependency. Therefore, teachers played a crucial role in guiding, monitoring, and motivating students to ensure effective use of ChatGPT. Overall, ChatGPT can be positioned as a complementary medium that enriches students’ learning experiences and supports the development of maharah kalam, while also contributing to innovation in Arabic language education in the digital era.
Enhancing Arabic Listening Skills through the Development of Interactive Multimedia for High School Students Halisah, Atikah Nur; Sujaini, Herry; Salam, Urai; Aunurrahman, Aunurrahman; Yani, Ahmad; Queiroz, Carla
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 17 No 2 (2025): Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/nhrkx202

Abstract

Listening comprehension is one of the most challenging skills for students learning Arabic. This research aimed to develop and evaluate an interactive multimedia learning product based on the Lectora Inspire application to enhance Arabic listening skills among high school students. Employing a research and development (R&D) design, the study followed a modified Borg & Gall model integrated with the ADDIE framework. Data were collected through interviews, observations, questionnaires, and pre- and post-tests, and analyzed using the Rasch model, N-Gain score, and Mann–Whitney U test. Validation results indicated very good feasibility across content, design, and interactivity aspects. In the experimental class (n = 32), the mean N-Gain score was 0.6272 (62.72%), categorized as medium-to-high according to Hake’s criteria, indicating substantial improvement in listening skills. Rasch analysis revealed significant increases in logit ability from pretest to posttest, with stable fit indices. The Mann–Whitney U test confirmed a significant difference between the experimental and control groups (p < 0.05). The findings of this study indicated that interactive multimedia developed with the Lectora Inspire application effectively enhances Arabic listening skills among high school students. The integration of text, audio, video, animation, and interactive quizzes created an engaging and multisensory learning experience that improved comprehension and motivation. These results implied that teachers can utilize Lectora Inspire–based multimedia as an innovative, student-centered tool to strengthen listening instruction, while the validated development model may serve as a reference for future multimedia-based Arabic learning materials.
Implementation of Higher Order Thinking Skills (HOTS) in Strengthening Character Education Towards Arabic Language Learning Hayani, Aida; Farhan, Moh.; Assalihee, Muhammadfeefee
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 17 No 2 (2025): Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/yj3my495

Abstract

Nowadays, integrating cognitive skills with moral development is a key concern among educators and policymakers. Strengthening Higher Order Thinking Skills (HOTS) alongside character education is considered vital to cultivate students who are both intellectually capable and morally grounded. This article presents the analysis of the implementation of Higher Order Thinking Skills (HOTS) in strengthening character education within Arabic language learning at Misabul Ulum Paloh Aceh. The research employed a qualitative descriptive approach aimed at capturing naturally occurring educational practices without manipulation. Data were obtained through classroom observations of Arabic language lessons across three grade levels, structured interviews with the school principal, vice principal for curriculum affairs, two Arabic language teachers, and six students, as well as through documentation of lesson plans, assessment instruments, and student learning portfolios. The findings indicated that the integration of HOTS into Arabic language instruction effectively contributes to the development of five core character values promoted by the Ministry of Education and Culture, namely religiosity, integrity, nationalism, independence, and cooperation. The findings showed that integrating HOTS in Arabic learning builds students’ discipline, honesty, and responsibility. This supports Bloom’s and Krathwohl’s theories on cognitive and affective development. Teacher role models and supportive environments strengthened these outcomes, in line with Bandura’s Social Learning Theory. Barriers such as teacher competence and student readiness reflect Vygotsky’s ZPD concept. The study implied that HOTS-based Arabic learning promotes both intellectual and moral growth, highlighting the need for teacher training and supportive learning conditions.
Moderation Values in Arabic Classrooms: Perspectives of Secondary School Teachers Sobri, Muhammad; Supian, Supian; Sanusi, Anwar; Mustofa, Ady Muh. Zainul; Hasani, Salman
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 17 No 2 (2025): Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/d88pge75

Abstract

As a core subject in Islamic schools, Arabic language education holds strategic potential to promote moderation values through linguistic and moral engagement. This role becomes increasingly vital amid growing concerns about intolerance and exclusivism among students in Indonesia. This study aims to analyze how Arabic language teachers at Islamic Junior High Schools (MTs) in Muaro Jambi internalize and operationalize the values of religious moderation in their classroom practices—particularly in the initial, core, and closing learning activities. This study employed a qualitative approach, utilizing a case study design that incorporated interviews, classroom observations, and document analysis. The results showed that the values of religious moderation in Arabic language learning in the classroom were reflected in every stage of learning.  In the core activities, teachers instructed students to discuss in small groups while studying al-qirā’ah (reading) and al-kitābah (writing). This discussion instilled the values of shūrā (deliberation) and iṣlāḥ (improvement). When differences of opinion arose, the teacher emphasized politeness and respect, reflecting tasāmuḥ (tolerance), and provided a direct example of behavior (qudwah). The implication is the need for the development of contextual Arabic language teaching materials, along with moderation and teacher training, to make the integration of these values more systematic and sustainable.

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