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Jurnal Al-Maqayis
Published by Universitas Islam Negeri Antasari Banjarmasin
ISSN : 23381337     EISSN : 26153890     DOI : https://dx.doi.org/10.18592/jams.v8i2.4838
Core Subject : Religion, Humanities, Education, Art,
Religion Arts Humanities Other
Jurnal Al-Maqayis Jurnal Al-Maqayis: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban is a peer-reviewed journal on Arabic education and Arabic Studies related topics to Arabic Language in Education, Teaching Arabic as a Foreign Language, Arabic Language and Linguistic, Arabic Language and Literature, and Islam and Arabic Language Studies. This journal is published by the Arabic Education Department, Magister Program, Antasari State Islamic University, in partnership with PPJKBA Indonesia (Arabic Studies Journal Management Association) and IMLA (Association of Arabic Lecturers). Click Here to Download MoU. This journal is an open access journal which means that all content is freely available without charge for the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of open access.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 171 Documents
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Penerjemahan Mu’jam Tarjamah Berbasis Online dan Cetak: Analisis Kamus Arab Al-Ma’any dan Mahmud Yunus Nuroh, Nuroh
Jurnal Al-Maqoyis Vol 12 No 1 (2025)
Publisher : UIN ANTASARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jams.v12i1.15578

Abstract

Dictionaries are an important tool in Arabic translation and learning. Technological developments have given rise to online-based dictionaries such as al-Ma'any, which provide ease in translating, while printed dictionaries by Mahmud Yunus still hold historical and methodological value. This study employs a qualitative method with a content analysis approach. The purpose of this study is to compare the results of translation analysis and translation quality between the online-based mu'jam al-Ma'any and the Mahmud Yunus printed dictionaries. The results of the study indicate that the quality of a good translation depends on the context and purpose of the translation itself. Consequently, mu'jam al-Ma'any has an advantage in terms of speed of access and diversity of translation results, both in linguistic aspects (grammatical, semantic, and pragmatic) as well as non-linguistic aspects (cultural, social, and situational). In contrast, Mahmud Yunus's dictionary demonstrates a higher level of accuracy and consistency, especially concerning terms that have special meanings in Islam, although the search process takes longer. Both dictionaries possess advantages that complement each other. The al-Ma'any online dictionary is suitable for quick and dynamic needs, while the Mahmud Yunus printed dictionary is more relevant for in-depth study. Combining the two can enhance the quality of Arabic translation.
Bahasa Inggris M. Firdaus Imaduddin; Bahruddin, Uril
Jurnal Al-Maqoyis Vol 12 No 1 (2025)
Publisher : UIN ANTASARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jams.v12i1.15671

Abstract

AI advancements have revolutionized Arabic language learning through applications like Busuu, AlifBee, and Arabits, offering interactive and personalized experiences. This study examines the similarities and differences in their content organization, teaching strategies, and technological features using a qualitative, comparative approach. The findings of this research are: (1) The applications share similarities in organizing educational content, such as covering Arabic alphabets, grammatical diacritics, and daily life themes, as well as employing common patterns in exercises and tests. However, they differ significantly in teaching methodologies and available technologies. Busuu relies on the Common European Framework of Reference for Languages (CEFR), Arabits adopts a curriculum tailored to the UAE context, and AlifBee is based on Modern Standard Arabic. (2) The applications use interactive strategies that emphasize gamification and the development of the four linguistic skills, but they diverge in unique features: Busuu incorporates global community interaction and certifications from McGraw-Hill Education, Arabits employs strategies like "City Exploration" and "Vocabulary Cards," while AlifBee offers elective courses and Pearson-certified credentials. (3) The applications all utilize AI technologies, such as NLP, multimedia content, and user progress tracking. However, Busuu and AlifBee stand out with smart review features, Arabits integrates advanced machine learning and deep learning algorithms, and AlifBee further enhances its offerings with phonetic and textual features.
A Analisis Kelayakan Isi Buku Bahasa Arab Kelas 7 Mts Kurikulum Merdeka Karangan Hasan Saefulloh Annuari, Farida; Ilhami, Hamidi; Syamsudin Noor, Muhammad
Jurnal Al-Maqoyis Vol 12 No 1 (2025)
Publisher : UIN ANTASARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jams.v12i1.15959

Abstract

Arabic language learning in Indonesia has begun implementing the Merdeka Curriculum, which requires materials that align with students' needs. The book “Semangat Mendalami Bahasa Arab Kelas 7 MTs” by Hasan Saefulloh, published by Erlangga, is one of the instructional books designed for the Merdeka Curriculum. This resesarch aims to analyze the feasibility of listening (maharah istima’) and speaking (maharah kalam) materials in the book based on the standards set by the Agency for Education Standards, Curriculum, and Assessment (BSKAP). This research applies a qualitative descriptive with a library research method and data collection through documentation techniques. Data analysis uses content analysis with enhanced accuracy. The findings reveal that most of the listening and speaking materials meet the content feasibility standards, with only a few areas falling short. Overall, the content is considered good and suitable for use. However, further development is recommended, particularly in integrating technology and utilizing more up-to-date references.
Dyslexia in Reading Arabic Script among Arabs Maulana, Muhammad Rifqi
Jurnal Al-Maqoyis Vol 12 No 1 (2025)
Publisher : UIN ANTASARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jams.v12i1.17975

Abstract

This study examines the barriers to learning to read Arabic script among female students of Arab descent who have dyslexia at MI Al-Irsyad Al-Islamiyyah Banjarmasin. The main focus of the study is to identify the type of dyslexia experienced and to explore effective alternative methods for overcoming these difficulties. Using a descriptive qualitative approach with case studies, data was collected through observation, interviews, and documentation, which was then analyzed using the Miles and Huberman model. The results of the study indicate that the students experience visual (diseidetis) and verbal (linguistic) dyslexia, which causes an inability to consistently recognize Arabic letters and accurately associate sounds with letters. These challenges led to a reliance on Latin letters and significant difficulties in mastering the Arabic alphabet. Multisensory learning methods, the use of interactive media such as flashcards and digital applications, and the “reading without spelling” approach were found to be effective in reducing learning difficulties. Active parental involvement and psychological support also played crucial roles in the learning process. This study underscores the need for inclusive, personalized, and adaptive learning strategies for children with dyslexia, particularly in the context of Arabic script learning. These findings contribute significantly to the development of intervention models and the improvement of Arabic language education quality for children with special needs.
Exploring the Role of Arabic in Developing Social Behavioral Character Muliara, M.A.Qoyyum; Jinan, Ulfi Samaratul; Syafira, Luthfiati
Jurnal Al-Maqoyis Vol 12 No 2 (2025)
Publisher : UIN ANTASARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jams.v12i2.16936

Abstract

Arabic does not only function as a means of communication or a means of understanding Islamic texts, but also has an important contribution in character formation, especially social behavior. The Arabic language learning process integrates a holistic approach that includes cognitive (knowledge), affective (attitude), and psychomotor (skills) aspects. This approach allows students not only to understand Arabic intellectually, but also to be able to form a personality with a strong and noble character. The purpose of the study was to explore the role of Arabic in developing the character of students' social behavior. The study used a qualitative approach with a case study method. Data collection techniques were carried out through in-depth interviews and documents. The research objects consisted of nine people including managers, administrators, and students at the Markaz Arabiyah Arabic language course institution, Pare Kediri. The results of the study showed that Arabic language learning has explored the role of the development of students' social character. Which includes (1) Trustworthiness in worship, trustworthiness in guarding property, and trustworthiness in work; (2) Honesty in speaking, honesty in keeping promises, and honesty in acting; (3) Justice in the family, justice in work, and justice in the aspect of education. For it, can be concluded that learning Arabic not only improves language competence from an intellectual perspective, but also strengthens the social character needed in community life.
Analysis of Phonological Errors in the Pronunciation of Sholawat Badar on the Tiktok platform Azkiyatunnisa; Mugy Nugraha; Minatur Rokhim
Jurnal Al-Maqoyis Vol 12 No 2 (2025)
Publisher : UIN ANTASARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jams.v12i2.17735

Abstract

The rapid development of technology has a major impact on human life, including the emergence of the latest innovations, such as the emergence of Tiktok social media. This platform is not only used for communication and information dissemination, but also as a medium for cultural exchange that is thick with Islamic values such as the recitation of Sholawat Badr. This trend is widely followed, both by Arabic and non-Arabic speakers, including Indonesians. However, the difference between Arabic and Indonesian phonemes causes many errors in pronunciation. This study aims to identify phonological errors in six videos of recitation of sholawat badar with non-Arabic speakers, namely speakers with Indonesian as their mother tongue, on the tiktok platform under the account names @elvoacapella, @religi_favoritku, @hits.records, @trisna2704_, @craion31official, and @sigmaent. This research method is qualitative with data collection techniques used are documentation techniques, free listening techniques, and note-taking techniques. Data analysis was carried out through the stages of collecting samples, identifying and classifying, explaining, and evaluating errors. The results found articulation errors between phonemes that have slight differences in makhraj and sifat as many as 21 forms.
Analyzing the Effectiveness of Learning Motivation in Enhancing Communicative Competence among Learners of Arabic as a Foreign Language in Brunei Darussalam Achmad Yani; Siti Sara Binti Haji Ahmad; Rafidah Binti Abdullah; siti shalihah; Anis Malik Thoha
Jurnal Al-Maqoyis Vol 12 No 2 (2025)
Publisher : UIN ANTASARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jams.v12i2.17980

Abstract

This study aims to evaluate the effectiveness of the Communicative Arabic course in enhancing students’ learning motivation and engagement in educational activities. Employing a descriptive-evaluative quantitative methodology, the research integrates statistical measurement with a nuanced pedagogical analysis of the psychological and behavioral dynamics associated with language acquisition. A purposive sample of twelve first-year students from the Faculty of Usuluddin at Sultan Sharif Ali Islamic University (UNISSA) was selected, as they represent a key demographic actively involved in learning Arabic as a foreign language. The study utilized a structured, closed-ended questionnaire developed in alignment with well-established theories in educational psychology, including Self-Determination Theory (Deci & Ryan, 1985), the Theory of Planned Behavior (Ajzen, 2000), and Self-Regulated Learning Theory (Zimmerman, 2002). The instrument’s validity was ensured through expert review, and its reliability was confirmed with a high Cronbach’s Alpha coefficient of 0.89, indicating strong internal consistency and statistical significance. The findings reveal that a significant majority of participants (88.3%) demonstrated high intrinsic motivation toward learning communicative Arabic. Additionally, 93.3% reported positive emotional attitudes toward the course, exhibiting the same high level of active participation in classroom activities (93.3%), alongside a strong commitment to completing homework assignments (91.7%). These indicators reflect the course’s substantial pedagogical effectiveness and its capacity to foster learner motivation and constructive engagement. Such outcomes align with contemporary learner-centered educational paradigms that emphasize meaningful, participatory, and student-driven learning experiences. Based on these results, the study recommends a comprehensive redesign of language curricula to strengthen intrinsic motivational components and collaborative engagement. It further advocates for teacher training programs that equip educators with strategies grounded in student-centered learning principles. Moreover, it calls for the adoption of modern assessment tools focused on measuring self-engagement and cognitive regulation within second and foreign language learning contexts.
Aliran Klasisme dalam Sastra Arab‎ Modern: Dasar Pemikiran, Karakteristik, ‎Pelopor dan Kritik Umam, Muhammad Choirul Umam; Amrullah, Friendis Syani
Jurnal Al-Maqoyis Vol 12 No 2 (2025)
Publisher : UIN ANTASARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jams.v12i2.18013

Abstract

Arabic literature in the modern era has undergone continuous development, giving rise to literary schools of thought, the first of which was the classical school. This research aims to reveal the classical school in modern Arabic literature from the perspective of its fundamental thoughts, characteristics, pioneer, and criticism. The research was library research with a descriptive approach. The data collection method used was documentation through reading and writing. Data analysis was based on a four-step classification analysis method, namely reduction, classification, composition, and interpretation or explanation. The results of the research indicate that 1) The basis of the idea for the emergence of the classical school in modern Arabic literature is a response to the emergence of the classical school in the West and a reaction to the influence of Western culture and literature on Arabic literature. 2) The characteristics of the classical school in modern Arabic literature are thematic, containing human values, prioritising logic in the creation of literary works, using ancient poetic styles, and using facts as inspiration. 3) The pioneer of the classical school in modern Arabic literature is Mahmoud Sami Pasha, son of Hassan Husni al-Baroudi, known as the Lord of the Sword and the Pen, Prince of Poets and Poet of Princes. 4) Criticism of the classical school in modern Arabic literature came from the perspective of Islam, because the classical school is closely linked to Greek and Roman literature, which are pagan in spirit, It neglects social and political problems in favour of principles related to the view of worldly and otherworldly life, favours a particular social group, and attributes human and moral values to a particular time and place, both of which are changeable.
Self-Confidence and Arabic Language Achievement: The Mediating Effect of Vocabulary Mastery Amrullah, M Kholis; Zein, Umar Najih; Wilailak, Wisatrat; Fadillah, Ridha
Jurnal Al-Maqoyis Vol 12 No 2 (2025)
Publisher : UIN ANTASARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jams.v12i2.18199

Abstract

This study tested the influence of confidence on the Arabic Semester Final Assessment through vocabulary mastery in class X students of MA Walisongo Sukajadi. Highlighting the importance of Arabic language mastery and the affective role of self-confidence, this study aims to analyze the direct and indirect influence of confidence on vocabulary-mediated Arabic PAS. Using a quantitative approach with simple path analysis, 101 students were used as purposive sampling samples. Data were collected from confidence questionnaires, vocabulary tests, and PAS scores; The instrument has been valid and reliable. The results of the analysis showed that confidence did not have a significant effect on vocabulary mastery (p=0,117). In addition, neither self-confidence (p=0,418) nor vocabulary mastery (p=0,634) had a significant influence on Arabic PAS. It was concluded that there was no significant mediating evidence of vocabulary mastery in the relationship between self-confidence and the Arabic Semester Final Assessment in this sample.
Amr Binā' Ma'nā Al-Amr Wa Al-Nahī: Dirāsah Nahwiyyah Taba'ātih Al-Fiqhiyyah Hasbullah; Noor, Muhammad Syamsuddin
Jurnal Al-Maqoyis Vol 12 No 2 (2025)
Publisher : UIN ANTASARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jams.v12i2.18262

Abstract

The study of amr (command) and nahy (prohibition) occupies a significant position in both Arabic linguistics and Islamic legal theory (uṣūl al-fiqh). Traditionally, these two concepts have often been examined separately: grammar (naḥw) emphasizes structural forms, while uṣūl al-fiqh focuses on normative implications. This separation has created a methodological gap in interpreting Islamic law. The present study aims to integrate these perspectives in order to achieve a more comprehensive understanding. This research employs a qualitative method through a library research approach. Primary sources include classical works of grammar such as Ibn Hishām’s Mughnī al-Labīb and works of uṣūl al-fiqh such as al-Ghazālī’s al-Mustaṣfā and al-Shāṭibī’s al-Muwāfaqāt. The analysis identifies the grammatical forms of amr and nahy and then explores their legal implications within the framework of uṣūl principles. The findings indicate that amr, in grammatical terms, is characterized by the imperative verb (fiʿl al-amr), while nahy is marked by the prohibitive particle lā al-nāhiyah attached to the present tense verb (fiʿl al-muḍāriʿ). In uṣūl al-fiqh, the default meaning of amr is obligation (wujūb), and nahy is prohibition (taḥrīm). However, these meanings may shift to recommendation (sunnah), permissibility (ibāḥah), or reprehensibility (karāhah) if supported by strong contextual or textual evidence (qarīnah). These results highlight the importance of integrating grammar and uṣūl al-fiqh to ensure the precision of legal derivation.

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