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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.
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Articles 279 Documents
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A Comparative Analysis of Wordwall-Based Anagram and Find-the-Match Media on Arabic Vocabulary Acquisition and Speaking Skills Tanjung, Ferdian; Aunurrahman, Aunurrahman; Salam, Urai; Sujaini, Herry; Yani, Ahmad; Nur Halisah, Atikah; Xiaxanith, Toby
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 18 No 1 (2026): 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: 10.24042/5e4j9e53

Abstract

The limited Arabic vocabulary mastery and low speaking ability of students indicate the need for instructional media that can enhance engagement and facilitate more effective language learning. This study aims to analyze the comparative effectiveness of Wordwall-based Anagram and Find-the-Match media on students’ Arabic vocabulary mastery and speaking skills. This study uses a quasi-experimental method with a nonequivalent control group design. The research employed a quantitative approach with a comparative design involving fifth-grade students at As-Salam Elementary School in Pontianak. Data were collected through vocabulary and speaking skill assessments administered after the implementation of both media. The obtained data were analyzed to identify differences in learning outcomes between the two instructional treatments. The research instruments included Arabic speaking skills tests that assessed fluency, pronunciation, vocabulary, and courage. The results showed that the experimental class experienced a higher average increase than the control class in all aspects of speaking skills. The average posttest scores of the experimental class for the aspects of fluency, pronunciation, vocabulary, and courage reached 82.2, 82.4, 85.1, and 86.4, respectively, while the control class only reached 71.8, 70.3, 67.5, and 74. This proves that the Wordwall anagram media is effective in improving students' vocabulary mastery and Arabic speaking skills.  The implication of this study is that Arabic teachers are advised to utilize interactive digital media such as Wordwall as an innovative alternative in learning, as it has been proven to significantly improve students' motivation, vocabulary mastery, and speaking skills.
Innovation in Digital Game Media for Arabic Language Learning: Systematic Review and Implementable Framework Zahra, Hana; Zakiyah, Fitri; Isa, Abdul Azim Mohamad
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 18 No 1 (2026): 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/dnsn2464

Abstract

The integration of digital game media in Arabic language learning has emerged as a response to declining student engagement and increasing digital distractions in the technological era. Although numerous studies report the effectiveness of Game-Based Learning (GBL), a comprehensive structural analysis of innovation patterns and implementation constraints remains limited. This study aims to systematically map digital game media innovations in Arabic language learning from 2020–2025 and to analyze how media typology, instructional design alignment, teacher readiness, and contextual conditions interact in shaping sustainable learning outcomes. Using a Systematic Literature Review (SLR) with the PRISMA protocol, 21 selected articles from Google Scholar, Scopus, and SINTA were analyzed through thematic coding and visualization using NVivo 12. The findings revealed that the effectiveness of digital game media is not determined solely by platform type, but by the systemic alignment among technological affordances, pedagogical design, educator competence, and infrastructural support. Based on these patterns, this study proposes an integrative conceptual framework that advances structural analysis beyond platform-based evaluation and supports more sustainable implementation of digital game-based Arabic language learning.
Beyond Translation: Can Human-AI Co-Regulation Improve Qira’ah al-Kutub Instruction? Zubaidi, Ahmad; Habibi, Moh. Mizan
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 18 No 1 (2026): 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/frc4c156

Abstract

Qira’ah al-Kutub instruction in higher education has long been dominated by translation-oriented practices that emphasize grammatical decoding rather than interpretive understanding, limiting students’ critical engagement with classical Arabic texts. In the context of increasing AI integration in education, it is important to develop pedagogical models that strengthen, rather than replace, human interpretive judgment. This study therefore aims to investigate and analyze how and to what extent human–AI co-regulation can enhance students’ comprehension and interpretation of classical Arabic texts in Qira’ah al-Kutub learning. Employing a research and development approach, the study implemented a co-regulated instructional design that integrates AI-assisted linguistic analysis with instructor mediation, peer negotiation, and reflective learning activities. Participants were 56 (fifty-six) undergraduate students enrolled in a Qira’ah al-Kutub course in an Islamic Education Program of Universitas Islam Indonesia. Data were collected through reading comprehension assessments, student response questionnaires, reflective writings, and analyzed using research and developments methods. The findings indicated that human–AI co-regulation facilitates a shift from literal translation strategies toward interpretive, contextual, and reflective reading practices. Rather than fostering cognitive dependency, AI functioned as a provisional analytical partner that enhanced students’ critical engagement when guided by pedagogical mediation. This study contributes to the field by demonstrating that the educational value of artificial intelligence in classical text learning lies in instructional design rather than technological capability alone. The proposed model offers a principled framework for responsible AI integration in humanities-based language education and provides practical implications for Qira’ah al-Kutub instruction in higher education.
Arabic Qur’anic Near-Synonymy: A Corpus-Based Analysis of Al-Raghib Al-Aṣfahani’s Mufradat Alfaẓ Al-Qur’an Uyuni, Yuyun Rohmatul; Nuryulia, Siti; Milah, Aang Saeful; Mu'izzudin, Moch; Hawari, Agna
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 18 No 1 (2026): 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: 10.24042/4h3p6t28

Abstract

This study of Qur’anic vocabulary emphasizes the importance of examining near-synonymy to uncover subtle semantic distinctions in Arabic discourse. Although classical lexicographers have addressed synonymy extensively, corpus-based analyses of Qur’anic near- synonymy remain limited. This study analyzes semantic differentiation, syntactic patterns, and lexical distribution in selected near-synonymous pairs found in Al-Raghib al- Asfahani’s Mufradat Alfaz al-Qur'an, focusing on khawf– khashyah, ghaḍab–sakhaṭ, ḥuzn–asā, qalb–fuʾād, and ʿilm–maʿrifah. The primary data source consists of a verified digital (.txt) edition of Mufradāt Alfāẓ al-Qur’ān, cross-checked against a printed critical edition to ensure textual reliability. The corpus includes all lexical entries related to the selected pairs. The dataset was processed using AntConc and Sketch Engine to extract concordance lines, collocational patterns, and frequency distributions. The results reveal consistent semantic and functional distinctions across the pairs. For instance, khawf appears in broader experiential contexts, while khashyah is associated with reverential awareness; ghaḍab denotes emotional anger, whereas sakhaṭ conveys divine disapproval. Similar differentiation is observed in the remaining pairs in terms of meaning, syntactic behavior, and thematic distribution. These findings demonstrate that integrating classical Arabic lexicography with corpus- linguistic methods provides clearer empirical insight into Qur’anic near-synonymy within Arabic linguistic studies.
Indicators of Arabic Writing Ability Based on CEFR: A Comprehensive Analysis and Its Implications in Indonesia Nurdianto, Talqis; Febriani, Erma; Aulia, Nova; Khasanah, Zulaikha Nur; Huda, M. Miftakhul; Firdaus, Mochammad; Zainuddin, Ghazali
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 18 No 1 (2026): 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: 10.24042/2z1jd680

Abstract

This study aims to comprehensively analyse  the indicators of Arabic writing ability based on the Common European Framework of Reference for Languages (CEFR) at each level. This study outlines the can-do descriptors for writing skills, covering aspects of grammar, vocabulary, coherence, and cohesion expected at each stage of proficiency. This research  also identifies significant challenges and opportunities in the implementation of CEFR in Arabic writing learning in Indonesia, taking into account unique linguistic and pedagogical contexts. The method used is descriptive analysis on primary data. Data collection was used a documentation method, and data analysis was carried out related to Arabic writing skills at each level. The results of the research are presented in a descriptive form. The results of this study mention the indicators of each level; A1 level is able to write personal information and make very simple short note messages, while A2 is able to write simple notes and messages on familiar topics, as well as compose short personal letters and simple paragraphs. At the B1 level, you can produce simple connected texts on familiar topics or personal interests, as well as prepare reports with basic structure and argumentation., while B2 is capable of producing clear and detailed texts on various subjects, comprehensively formulating arguments, and explaining points of view comprehensively. And C1 can produce clear, structured, and detailed texts on complex subjects, including essays with effective argumentation and sophisticated language, while C2 can produce clear, flowing, and complex texts with appropriate styles and logical structures, as well as coherently summarize information from various sources.
Revitalization of Arabic Language Learning: A Collaborative Model Integrating Salafi and Modern Pesantren Traditions Ruhendi, Ateng; Sutisna, Dede; Abdullah, Muhammad Najib
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 18 No 1 (2026): 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/c6km8a57

Abstract

The research is motivated by the existing dichotomy between salafi pesantren (Islamic boarding school), which emphasize mastery of classical linguistic sciences (nahwu-sharaf) and deep understanding of traditional Islamic texts (turath), and modern pesantren, which prioritize communicative competence and the use of digital learning technologies. This study aims to analyze the dynamics, patterns, and epistemological integration of Arabic language learning practices within the Salafi–modern pesantren context. Through this analytical approach, the research seeks to identify the structural relationships, pedagogical transformations, and collaborative mechanisms that shape the contemporary Arabic language learning system in pesantren. This study employed a descriptive qualitative approach and a multi-case study design across three representative Salafi–Modern pesantren. Data were collected through observations of the learning process, in-depth interviews with teachers and students, as well as document analysis of curricula, instructional materials, and institutional policies related to Arabic language learning. The findings reveal three key strategies in the revitalization process; the integration of turats and modernity, methodological innovation that combines grammatical and communicative approaches, and the creation of a collaborative bi’ah lughawiyyah. From these findings, the study formulates the Integrative Model of al-Lughah al-Hayat, which positions Arabic not merely as a subject but as an instrument for spiritual, academic, and social development. The model blends traditional methods with modern techniques. The study contributes theoretically by reframing Arabic learning in pesantren as an epistemological integration process rather than a pedagogical dichotomy. Practically, it provides an analytical framework for designing collaborative Arabic curricula that balance textual scholarship and communicative competence in Islamic educational institutions.
Designing Creative Learning in Maharah Kitabah: Narrative Inquiry on Lecturers Experiences Arifa, Zakiyah; Al Faruq, Umar; Fatim, Al Lastu Nurul; Editia , Qushayyi Akbar; Malmous, Anas
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 18 No 1 (2026): 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: 10.24042/32hjtm85

Abstract

This study highlights the significance of creative learning design in Maharah Kitabah (Arabic writing skills) as an essential pedagogical approach in higher education. This research aims to explore how Arabic lecturers conceptualize and implement creative instructional designs that foster reflective, adaptive, and outcome-based learning. By employing a qualitative narrative inquiry, data were collected through written narratives, in-depth interviews, and document analysis involving four lecturers from different Islamic universities in East Java, Indonesia. The participants were selected based on their teaching experience in Maharah Kitabah, involvement in innovative instruction, and familiarity with project-based learning. The study prioritizes depth of data through multiple sources of evidence. To ensure credibility, the triangulation and member checking were carried out. The findings reveal that all lecturers shared a similar pedagogical vision-learner-centered learning integrated with Outcome-Based Education (OBE), a balanced emphasis on theory and practice, meaningful use of digital technologies, and flexible curriculum design. Despite these commonalities, variations emerged in focus and strategies: process writing and publication, project-based learning, hybrid manual-digital approaches, and digital portfolios. These creative designs demonstrate pedagogical innovation aligned with 21st-century learning demands by encouraging learner autonomy, critical thinking, and reflective engagement. However, the study acknowledges limitations in participant scope and contextual generalization. Overall, this study contributes theoretically and practically to the development of creative, humanistic, and sustainable Arabic language learning models in higher education by recommending learner-centered and project-based writing models, reflective portfolio assessment, and the integration of digital platforms to support collaborative writing, feedback, and publication in Maharah Kitabah.
Management of the Strengthening of Arabic Language Rulesfor Arabic Education Students at UIN Raden Intan Lampung in 2025 Amirudin, Amirudin; Kesuma, Guntur Cahaya
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 18 No 1 (2026): 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/bws4h864

Abstract

This article presents the management of strengthening qawāʿid al-lughah al-ʿArabiyyah, particularly nahwu (Arabic syntax) and shorof (Arabic morphology), in enhancing the competencies of students in the Arabic Education Study Program at UIN Raden Intan Lampung in 2025. The study was motivated by the insufficient mastery of Arabic grammatical rules among some students, which has resulted in difficulties in comprehending Arabic literature and a lack of confidence in both spoken and written communication. This research employed a descriptive qualitative approach supported by quantitative data obtained through a survey using a five-point scale (1 = not understanding to 5 = highly understanding) administered to third-semester students of the Arabic Education Study Program. The data collection process was complemented by classroom observations and in-depth interviews. Data analysis was conducted through data organization, thematic coding, interpretation, and cross-checking with findings from previous studies and relevant theories on educational management and Arabic language learning. The findings reveal that the bi’ah qawāʿid al-lughah al-ʿArabiyyah (Arabic grammar learning environment) among Arabic Education students falls within the lower-middle category. The strongest areas of mastery were ḍamīr munfaṣil–muttaṣil (independent and attached pronouns) (61.4%), various types of mafʿūl (58.6%), and ism al-ḍamīr (57.9%). In contrast, the most significant weaknesses were identified in ẓarf–tamyīz–ḥāl (47.9%) and particularly in ʿadad–maʿdūd (45.7%). This pattern indicates that students tend to perform better in grammatical topics that frequently appear in texts and classroom exercises, while they encounter greater challenges in topics requiring semantic reasoning and structural accuracy. From a managerial perspective, it was found that strengthening Arabic grammar requires a comprehensive approach encompassing explicit curriculum planning, the organization of learning through contextualized practice, and the implementation of intensive instructional strategies such as peer tutoring and digital media integration, and continuous evaluation through formative assessment.
High-Context Culture as an Ecological Model for Enhancing Arabic Communicative Performance Habibie, Faizal; Wargadinata, Wildana; Hasanah, Mamluatul; Sa’diyah, Halimatus; Roziqi, Muhammad Ainur
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 18 No 1 (2026): 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: 10.24042/5at3bk44

Abstract

Arabic language learning in Indonesian pesantren has traditionally emphasized mastery of grammar, morphology, vocabulary, and classical texts; however, many non-native learners still experience a gap between linguistic competence and spontaneous communicative performance. This gap is intensified by the limited availability of authentic Arabic-speaking environments in domestic educational contexts. This research aims to analyze how a High-Context Culture is established, maintained, and experienced in Arabic language learning, and to formulate an ecological model that explains its role in enhancing the communicative performance of non-native speakers. The study was conducted in the LPBAA Daerah Arab Dormitory of Sidogiri Islamic Boarding School using an educational ethnographic approach. Data were collected over a six-month period through in-depth interviews with four administrators, three students, and two senior students serving as Rijalul Lughah, along with participant observation and document analysis. The findings reveal that Arabic communicative performance is shaped by a multi-layered ecological architecture consisting of five interconnected components: compulsory linguistic zones, a performance-based spiral curriculum, a time-layered activity network, the social infrastructure of Rijalul Lughah, and an authentic resource ecosystem. This culture is maintained through gradual socialization, educative correction, hybrid motivation, and communal identity-reinforcing rituals. The analysis shows that the high-context learning culture increases students’ willingness to communicate, strengthens pragmatic-intercultural competence, supports the acquisition of contemporary Arabic expressions, and transforms Arabic from a classroom subject into a medium of social participation and identity formation. The study contributes to Arabic language learning theory by integrating Sociocultural Theory, Community of Practice, and High-Context Culture into an ecological model of designed domestic immersion.
Utilization of Artificial Intelligence (AI) for Evaluating Students' Arabic Speaking Skills Latifatul Mahbubah
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 18 No 1 (2026): 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/trqabp68

Abstract

Evaluation of speaking skills (Maharah al-Kalam) in Arabic language learning often faces challenges related to objectivity, lecturer time constraints, and a lack of practice opportunities for students. This study aims to explore the use of Artificial Intelligence (AI) technology as an automated evaluation tool capable of providing real-time feedback. This research used a descriptive qualitative research method, using observation and documentation as data collection techniques and in the data analysis process using several stages, namely data collection, data reduction, data verification, data presentation and drawing conclusions. The results of the study indicate that the use of AI in evaluating students' speaking skills produces two forms: evaluation with qualitative data results and evaluation with quantitative data results. Evaluations conducted with qualitative data results provide a clear description of the errors in the texts. The evaluations conducted with quantitative data results provide a percentage of students' success levels in the kalam, and these results become a reference for evaluations conducted in subsequent meetings.

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