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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 279 Documents
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Holistic Arabic Teaching Materials for Kurikulum Merdeka at State Islamic Higher Education Institutions (PTKIN): A Multisite Study Nasir, Amin; Falah, Ahmad; Ali, Muhammad Adam Muhammad Abdel
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 18 No 1 (2026): Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab (In Press)
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/zkbmcg73

Abstract

The increasing demand for effective Arabic language instruction in higher education has highlighted the need for more integrated and contextually meaningful teaching materials. In the context of Kurikulum Merdeka, this becomes particularly relevant as institutions are encouraged to develop flexible and competency-based learning designs. This article examines how holistic Arabic teaching materials are designed and enacted within Kurikulum Merdeka across State Islamic Higher Education Institutions (PTKIN) through a qualitative multisite case study. Data were generated from multiple sources, including: (1) curriculum and instructional documents (e.g., RPS, modules, and assessment artefacts), (2) non-participant classroom observations, and (3) semi-structured interviews and focus group discussions with programme leaders, lecturers, and students. The findings show that holism is operationalized as a curriculum bundle aligning outcomes, integrated-skill task pathways, media use, and assessment, rather than as a single textbook format. Islamic knowledge and socio-religious campus life function as authentic discourse domains that support input-interaction-output cycles, yet productive skills (speaking and writing) remain the main bottlenecks when formative feedback is weak. Transferability across PTKIN depends on alignment templates, shared rubrics, reusable task banks, and feasible feedback workflows. This study contributes to the literature on Arabic language pedagogy by conceptualizing holistic teaching materials as an integrated curriculum system and highlighting the critical role of assessment and feedback mechanisms in ensuring effective implementation across institutional contexts.
Reforming Classical Nahwu: Contribution of Al-Makhzumi’s Descriptive Method to Modern Arabic Syntax Nisai, Lu’luun; Holilulloh, Andi; Larhzizer, Fouad
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 18 No 1 (2026): Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab (In Press)
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/9t7g7f51

Abstract

The study of classical nahwu is considered difficult to learn and it is more difficult for the non-Arab learners. The critics to classical nahwu began to come from the Middle Ages to modern because it was considered to be full of Greek philosophy and logic until modern linguists attempted to reform the nahwu. This article aims to analyze Al-Makhzumi's thoughts in his theory of Taisir al-Nahwi al-‘Arabi and renewal of Nahwu. This research uses a qualitative method applied in library research such as books, theoretical papers, interpretive studies and so on. The results of  the study indicate that Al-Makhzumi saw a language through a descriptive method until he created the theory of taisir an-nahwi al- ‘Arabi with the aim of making the study of nahwu easier and suitable to the context of learners’ needs in this era. According to Al- Makhzumi, there are eight basic principles used in the taisir an-nahwi al-‘Arabi theory, they are: (1) refusing the theory of ‘amil, (2) systematic rearrangement of chapters and topics of nahwu study, (3) consolidating Arabic phonology and Arabic morphology in Arabic syntax, (4) supporting speaking proficiency is the basis of Ibn Madha's nahwu critique method, (5) redefining some of Arabic syntax chapters, (6) removing branches and unnecessary chapters of nahwu such as removing i'rab mahalli and taqdiri, (7) perfecting the chapters deemed necessary to be perfected, and (8) consolidating ma’ani aspects in the arabic syntax written on asalib at-ta’bir. This theory is produced by Al-Makhzumi from several sources, including: Imam Khalil ibn Ahmad al-Farahidi, Imam al-Farra’ and Ibrahim. So, Al-Makhzumi contributed in teaching and learning of Arabic language and modern Arabic syntax.
From Memorization to Relevance: The Impact of Academic Status Transformation on Arabic Language Learning Outcomes Kholiqoh, Amanda Feby Nur; Basith, Abdul; Yusoff , Nik Muhammad Rozi Bin Nik
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 18 No 1 (2026): Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab (In Press)
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tdwvkx97

Abstract

Research on the impact of academic transformation, including the improvement of accreditation, the implementation of innovative curriculum (Merdeka and K13), and recognition as the best madrasah in Arabic language learning outcomes, is crucial to be conducted as a foundation for strategic evaluation. A quantitative correlational method was applied with linear regression analysis. The data were collected from questionnaires distributed to 30 students. The analysis results indicate that changes in academic status have a positive and significant impact on learning outcomes. The coefficient of determination (R Square) of 0.773 indicates that 77.3% of the variation in learning outcomes can be explained by this transformation, supported by the ANOVA test (F=95.458; sig. 0.000) and the regression coefficient (B=0.828; sig. 0.000). Status transformation drives a shift in the learning paradigm from traditional memorization to a more contextual, applied, and technology-based approach, in line with KMA No. 1503 of 2025. Improvements in facilities, instructional quality, and performance-based evaluation facilitated this change. The remaining 22.7% of learning outcomes are influenced by other factors such as socioeconomic conditions and support. In conclusion, changing the status of students is a key factor in making Arabic language learning in madrasahs more relevant and of higher quality. This study recommends institutional transformation policies supported by a flexible curriculum, improved teacher capacity, and a conducive learning environment to maximize benefits for students.
Functional Patterns of Khithabi Discourse in the Qur’anic Narratives of Ulul Azmi Thonthowi; Ferawati; Hussin, Md Noor
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 18 No 1 (2026): Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab (In Press)
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/hw5vhk14

Abstract

This article examines the functional configuration of khithabi (direct speech) verses in the Qur’anic narratives of the Ulul Azmi prophets Nuh, Ibrahim, Musa, Isa, and Muhammad through Roman Jakobson’s theory of language functions. The study is significant because khithabi verses represent explicit communicative interactions in the Qur’an, where prophetic messages are delivered to particular audiences through context-bound discourse. This study aims to identify the configuration of language functions, determine dominant communicative patterns, and explain variations across prophetic contexts. Using a qualitative descriptive design based on textual and discourse analysis, the study analyzes 645 khithabi verses selected from a broader corpus of 1,412 narrative verses. Each unit is classified according to Jakobson’s six functions: referential, emotive, conative, phatic, metalinguistic, and poetic. The findings show that the referential function is dominant overall, appearing in 336 verses (52.09%), followed by the conative function in 250 verses (38.76%), metalinguistic in 31 verses (4.81%), emotive in 20 verses (3.10%), phatic in 5 verses (0.78%), and poetic in 3 verses (0.47%). Cross-prophetic comparison reveals distinctive communicative typologies: Nuh is persuasive-corrective, Ibrahim argumentative-dialogic, Musa confrontational-liberative, Isa informative-affective, and Muhammad normative-universal. The study contributes to Qur’anic linguistics by integrating functional linguistic analysis with Qur’anic discourse and by proposing a model of adaptive prophetic communication.
Insertion of Culture through Drama in Arabic Language Learning: A Model for Intercultural Communicative Competence Budiya, Bahroin; Wargadinata, Wildana; Mubaligh, Ahmad; Lukin, Rose
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 18 No 1 (2026): Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab (In Press)
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/kbphtx36

Abstract

This study highlights the importance of cultural dimensions in Arabic language teaching through theatre at two Islamic universities in Malang, where language is viewed as a reflection of identity and social values, not merely a communication tool.This study aims to analyze the forms Insertion of Culture. This study employs a qualitative approach with a multi-site case study design using observation, interviews, documentation, drama scripts, and YouTube performance recordings. Data were analyzed through the Miles, Huberman, and Saldana interactive model, while credibility was ensured through triangulation and prolonged field engagement. The findings of the study reveal three main conclusions. In terms of the forms of insertion in Arabic Education Study Program (PBA) at Universitas Islam Negeri Maulana Malik Ibrahim Malang, the findings include: (1) linguistic-cultural aspects, (2) Islamic social values, and (3) visual and performative representations. In the Arabic Language and Literature Study Program (BSA) at the same university, the findings encompass: (1) dramatic script forms, (2) social values, (3) language and dialogue, and (4) character representation. Meanwhile, in Arabic Education (PBA) at Universitas Islam Malang, the results indicate: (1) ideological and local Islamic values, (2) social practices and local traditions, (3) text structure and characterization, and (4) the integration of Arab culture as a linguistic instrument. The contribution of this research is to strengthen culturally-based learning through a drama while enriching theories of communicative competence, performative learning, and Arabic language education from a comparative perspective on the implementation of cultural dimension.
High Integration of Democratic and Moderate Values in Multicultural Arabic Classrooms in Indonesian Islamic Higher Education Raswan, Raswan; Alek, Alek; Royani, Ahmad; Salama, Ibrahim El Sayed Abdel Moneim Attia; Haris, Abdul
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 18 No 1 (2026): Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab (In Press)
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/dc9jke29

Abstract

Consideration of cultural, ethnic, and linguistic diversity is paramount in teaching Arabic as a foreign language (AFL) in Indonesia, as it serves as a vehicle for wider cultural and ethical values. This research aims to analyze the process of instilling democratic values and moderation in multicultural, multilingual, and multiethnic Arabic classrooms within the context of Indonesian Islamic higher education. Utilizing a mixed-methods case study design involving 51 lecturers selected through purposive sampling, data were collected via structured questionnaires and semi-structured in-depth interviews. The empirical findings indicate that the implementation of these values is at a markedly high level, with mean scores of 3.88 for democracy and 4.14 for moderation on a 5-point scale. These results suggest that Arabic language instruction effectively fosters a classroom ethos characterized by tolerance and mutual respect. Educators meticulously integrate these principles into every learning activity, equipping students with the essential character and social skills required to adapt and interact harmoniously within a pluralistic society. Ultimately, this study contributes to the broader goals of Indonesian Islamic higher education by preparing students to function as active, responsible citizens in an increasingly diverse, interconnected, and complex global community.
The Integration of Meaningful learning in Enhancing Students’ Speaking Skills (Maharah al-Kalam) in Islamic Elementary Schools Nuraini, Nuraini; Sumaryanti, Lilis; Hunainah, Hunainah; Alribdi, Nada Ibrahim
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 18 No 1 (2026): Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab (In Press)
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/s7k2jy73

Abstract

This study explores the integration of meaningful learning in strengthening students’ Arabic speaking skills (Maharah al-Kalam). Arabic language learning in Islamic elementary schools has traditionally emphasized grammatical mastery and vocabulary memorization, resulting in limited communicative competence among students. Meaningful learning is proposed as an instructional approach that facilitates the connection between new linguistic knowledge, students’ prior experiences, and contextual learning situations. This research employed a quasi-experimental method with a non-equivalent control group design involving elementary school students in Indonesia, divided into an experimental group and a control group. The experimental group was taught using the meaningful learning approach, while the control group received conventional instruction. Data were collected through speaking performance tests, classroom observations, and student questionnaires, and analyzed using descriptive statistics and independent sample t-tests. The results indicate that students taught through meaningful learning achieved significantly higher improvement in their Arabic speaking skills compared to those taught using conventional methods, as well as increased participation, confidence, and motivation in speaking activities. These findings suggest that the integration of meaningful learning effectively enhances Maharah al-Kalam and contributes to creating a more engaging and contextual Arabic learning environment at Islamic elementary school.
Hybrid Ecology of Arabic Language Education: Translanguaging Dynamics and Turath Integration in Islamic Boarding Schools Toha, Humayro; Muassomah; Hasanah, Mamluatul; Amrulloh, Friendis Syani; Nashrullah; Fatchiatuzahro; Ibrahim, Faisal Mahmoud Adam
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 18 No 1 (2026): Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab (In Press)
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/g0dqmy10

Abstract

The integration of traditional Islamic texts (turath) and modern language practices creates a complex and hybrid ecological dynamic in Arabic language education within Islamic boarding schools (pesantren). Despite its prevalence, the specific translanguaging practices used to bridge classical texts with students' multilingual realities remain underexplored. Therefore, this research aims to investigate the dynamics of translanguaging and how turath is integrated within the hybrid ecology of Arabic language education in Islamic boarding schools. Employing a qualitative case study approach, this research utilized data collected from classroom observations, in-depth interviews with Arabic teachers and students, and document analysis at three Islamic boarding schools Pondok Mambaus Sholihin and Pondok Raudhatul Mutaalimin over a period of six months. The findings reveal that translanguaging acts as a crucial pedagogical strategy, allowing students to negotiate meaning across Arabic, Indonesian, and local vernaculars while comprehending complex turath. Furthermore, the hybrid ecology demonstrates that the simultaneous use of classical pedagogy and fluid language practices fosters a more inclusive learning environment, effectively demystifying archaic linguistic structures for contemporary learners. This research contributes to the literature on bilingual and Arabic education by demonstrating that translanguaging is not a linguistic deficit, but rather a strategic resource that enriches the learning ecology and preserves Islamic intellectual heritage in modern pedagogical settings.
The Effect of Jigsaw Model on Reading Arabic Narrative Texts at MA Plus Hasyim Asy'ari lailiyya, Juhairina Izzatu; Himmah, Ro’fat Hizmatul; Al Madani, Muhammad Dini Syauqi
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 18 No 1 (2026): Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab (In Press)
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/eyf4pw33

Abstract

The low ability to read Arabic narrative texts among 11th grade students at MA Plus Keterampilan Hasyim Asy'ari, caused by teacher-centered learning methods that lack active student interaction, serves as the background for this study. Therefore, this study aims to examine the effect of the Jigsaw cooperative learning model on the ability of 11th grade students at MA Plus Keterampilan Hasyim Asy'ari to read Arabic narrative texts. This study aims to examine the effect of the Jigsaw cooperative learning model on the ability of 11th grade students at MA Plus Keterampilan Hasyim Asy'ari to read Arabic narrative texts. Using a quantitative approach with an associative explanatory design, this study involved 60 students divided into experimental and control groups. Data were collected through valid and reliable pretest-posttest tests (α=0.85), then analyzed using simple linear regression after fulfilling the assumption of residual normality (p=0.101). The results showed a regression equation of Ŷ = 1.457 + 0.962X with an F value of 402.755 (p <0.001) and a high coefficient of determination (R²), proving the significant and strong effect of the Jigsaw model. In conclusion, the Jigsaw cooperative model is effective in improving narrative text reading skills with an increase in the average score from 56 to 90, while also developing students' collaborative competencies.

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