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INDONESIA
ARABIYAT
Published by Universitas Islam Negeri Syarif Hidayatullah Jakarta
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Jurnal Arabiyat terbit 2 kali dalam satu tahun (Juni dan Desember) sebagai salah satu wadah pengembangan ilmu pendidikan bahasa Arab yang dinamis dan aktual. Jurnal ini menyajikan artikel berbahasa Arab, Indonesia, dan Inggris fokus pada perkembangan bahasa Arab di dunia pendidikan yang merupakan hasil penelitian atau kajian teoritis yang berkaitan dengan literatur kebahasaaraban, peradaban bahasa Arab, lembaga pendidikan bahasa Arab, kurikulum, dan metode pembelajaran dan lainnya merupakan tema-tema yang tersaji di jurnal ini. Jurnal Arabiyat berkerja sama dengan Jurusan Pendidikan Bahasa Arab UIN Jakarta dan IMLA (Ittihad Mudarrisi al-Lughah al-'Arabiyyah/Ikatan Pengajar Bahasa Arab)
Arjuna Subject : -
Articles 10 Documents
 1 
Search results for , issue "Vol. 12 No. 2 (2025)" : 10 Documents clear
Outcome-Based Arabic Language Education: Leveraging Learning Analytics for Graduate Success Samin, Saproni Muhammad; Zakaria, Gamal Abdul Nasir; Pebrian, Rojja
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 12 No. 2 (2025)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v12i2.46603

Abstract

This study evaluates an Arabic Language Education Program's Outcome‑Based Education (OBE) implementation using a Goal‑Free Evaluation Model (GFEM). The research objectives were to: (1) link Graduate Learning Outcomes (GLO) with Course Learning Outcomes (CLO) and assessments, (2) appraise Student‑Centered Learning (SCL), authentic assessment, and facilities/IT support, and (3) synthesize educational outputs and graduate employability. The methodology employed a convergent, multi‑source design triangulating curriculum records, satisfaction and employer surveys, tracer coverage, academic indicators, research/engagement portfolios, facilities/IT audits, and stakeholder interviews conducted from 2022 to 2024. The results demonstrate consistent implementation from planning to outcomes: GLOs cascade effectively to CLOs; SCL (problem, project, case‑based) is routinely implemented; micro‑teaching is institutionalized across the program. Key findings include GPA 3.73, time‑to‑degree 3.8 years, on‑time graduation 52%, tracer coverage 92.86%, employability/entrepreneurship/further study 97.5%, and 4.8‑month waiting time. The study concludes that identity‑rooted OBE improvements with global responsiveness are achievable through systematic implementation, continuous monitoring, and cultural integration within educational frameworks.
A Cross-Cultural Psycholinguistic Study on Arabic Vocabulary Retention: Evidence from Indonesia and Malaysia Baharun, Segaf; Hanifansyah, Nur; Atiyah, Nur Adilah
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 12 No. 2 (2025)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v12i2.46704

Abstract

This study examines Arabic vocabulary retention from a cross-cultural psycholinguistic perspective involving learners in Indonesia and Malaysia. Recognizing that rote memorization rarely ensures long-term retention, the research integrates association, mnemonics, visualization, and a novel strategy Familiarity-Enhanced Recall to enhance recall and reduce anxiety. Employing a mixed-method design, 90 participants (30 from Pondok Pesantren Darullughah Wadda’wah, Indonesia, and 60 from Maktab Mahmud Yan, Malaysia) completed pre-tests, post-tests, and interviews. Results showed significant improvement, with Familiarity-Enhanced Recall linking new words to familiar routines, cultural practices, or personal hobbies emerging as the most effective approach. Learners expressed greater confidence, motivation, and emotional engagement, as vocabulary became personally meaningful and easier to recall. The findings underscore that psycholinguistic strategies, when contextualized within learners’ cultural experiences, foster more sustainable and engaging vocabulary acquisition, offering valuable insights for Arabic language pedagogy in diverse educational settings.
From Sacred to Commodified: The Semantic Transformation of Arabic Language in Indonesian Horror Film Titles Astari, Rika; Faturrahman, Muhammad Irfan; Darlin, Muhammad Zakaria; Sudaryani, Rina Ratih Sri; Yusroh, Yusroh; Mukhlis, Abdul; Annafiri, Ahmad Zaki
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 12 No. 2 (2025)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v12i2.46756

Abstract

This study examines the use and semantic transformation of Islamic religious language in Indonesian horror films. Findings reveal that desacralizationge with horror themes to attract the predominantly Muslim audience, media commodification has transformed sacred expressions into commercial tools, leading to the distortion of religious literacy and public resistance. The research aims to identify forms of semantic transformation, investigate its causes, and analyze its impact on public discourse and understanding of religious language. Using both primary and secondary data, the study focused on Indonesian horror films released on YouTube between 2019 and 2023. Data were classified based on theories of desacralization and connotative meaning, with analysis encompassing linguistic patterns and audience comments. Findings reveal that semantic transformation arises mainly from the commodification of religion through syncretic storytelling that blends Islamic elements with horror, creating confusion and misinterpretations of Islamic teachings among the public.
A Stylistic and Semantic Analysis of the Word Qalb in the Quran: Insights from the Process of Knowledge Acquisition Maulani, Hikmah; Rohanda; Kodir, Abdul; Aladdin, Ashinida
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 12 No. 2 (2025)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v12i2.47014

Abstract

This study investigates the meaning of the word qalb in the Qur’an through a stylistic and semantic lens, with particular attention to its role in the process of human knowledge acquisition. Employing a qualitative-descriptive methodology and textual analysis of selected Qur’anic verses, the research explores the stylistic expressions and semantic nuances of qalb within contexts related to cognitive, affective, and spiritual functions. The findings qalb operates as an integrative faculty, synthesizing intuition, inner experience, and rationality processing reality and meaning in a holistic manner. The stylistic analysis reveals that references to qalb frequently appear in rhetorically charged structures aimed at evoking moral and spiritual consciousness, particularly in warnings against hardness of heart, calls for introspection, and reminders of the consequences of ignoring divine guidance. These findings affirm qalb as an epistemological construct inherently intertwined with the process of apprehending divine truth, which cannot be reduced to or replaced by the notions of ʿaql (intellect) or shadr (chest).
Arabic Vocabulary Test Standars for Beginners According to Common European Framework of Reference for Languages (CEFR) Ihwan Mahmudi; Syifa Firdausi Putri; Diana Fitri Islami; Khansa Nabila; Raihana Nur Azizah
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 12 No. 2 (2025)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v12i2.47096

Abstract

Vocabulary is a fundamental component in second language learning, especially for beginners. However, Arabic vocabulary assessment has not been fully standardized according to the Common European Framework of Reference for Languages (CEFR). This study aims to identify vocabulary test criteria for Arabic at the beginner level aligned with CEFR. This research applied a descriptive qualitative method with a literature study approach. Primary data were collected from vocabulary test items in al-Ikhtibârât al-Lughawiyah by Ali Khuly, supported by secondary data on CEFR and language assessment. The results that A1 learners should master approximately 500–600 high-frequency words within themes such as family, time, numbers, daily routines, colors, animals, clothing, weather, and food. Effective test formats include fill-in-the-blank, picture-based multiple-choice, definition-based questions, synonym/antonym tasks, and word usage in context. An ideal proportion of 60% receptive and 40% productive tasks is recommended for beginner-level learners. It is concluded that Arabic vocabulary tests must prioritize validity, reliability, and practicality, while aligning with CEFR for international comparability.
The Development of Arabic and Islamic Education During the Mataram Sultanate (Sultan Agung's Era 1613-1645) Fauzan Nurfalah; Supianudin, Asep
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 12 No. 2 (2025)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v12i2.47159

Abstract

Arabic and Islamic education played a pivotal role in the Mataram Sultanate, particularly during the reign of Sultan Agung Hanyakrakusuma and that time was tha greatest era of Mataram Sultanate. So, that time was the best islamic and arabic education system that time. His work Sastra Gendhing exemplifies the integration of Arabic linguistic elements and Islamic values into Javanese culture. This study aims to trace the historical presence and influence of Arabic language and Islamic education in Java during Sultan Agung’s administration. Employing a literature review method, the research examines historical texts and references related to the educational practices of the period. Findings reveal that Arabic and Islamic teachings were disseminated through kitab kuning (classical Islamic texts, kutub turâts), a pedagogical approach still prevalent in contemporary Islamic boarding schools. The study concludes that the Mataram Sultanate laid a foundational role in embedding Arabic and Islamic education into Javanese society, leaving a lasting legacy that continues to shape religious and linguistic traditions in the region.
Evaluating the Student Facilitator and Explain (SFE) Model for Enhancing Critical Thinking in ‘Ilm al-Ma‘ânî at University Level Zubaidah; Thonthowi, Thonthowi; Akzam, Ismail; Khairani, Riska; Zaitawa, Mukhtar Aminu
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 12 No. 2 (2025)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v12i2.47214

Abstract

This study qualitatively evaluates the use of the Student Facilitator and Explain (SFE) model in enhancing students’ cognitive skills in the ‘Ilm al-Ma’ânî course at the university level. It further explores the correlation between the implementation of the SFE model and student learning outcomes, particularly regarding their comprehension of ‘Ilm al-Ma’ânî concepts, communication skills, and higher-order thinking skills (HOTS), in contrast to traditional instructional approaches. The data were gathered through in-depth interviews, classroom observations, and analysis of relevant academic documents to gain insight into how the SFE model functions and influences the development of students’ thinking abilities. The findings suggest that the model significantly improves students’ critical, analytical, and creative thinking by actively involving them as facilitators and explainers among their peers. In addition, the model promotes interactive learning and deeper cognitive engagement, thereby enhancing the overall quality of classroom instruction. The study concludes by recommending broader implementation of the SFE model in higher education, particularly in courses that traditionally rely on classical methods, to support the growth of students' thinking and independent learning skills.
Analyzing Phonetic Errors Among Non-Native Arabic Learners Through Artificial Intelligence Nasution, Sahkholid; Asari, Hasan; Al-Rasyid, Harun; Khalilah, Zikrani
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 12 No. 2 (2025)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v12i2.47342

Abstract

Accurate pronunciation is essential for non-native Arabic learners, yet many face persistent difficulties in articulating specific sounds, leading to phonetic errors that impede comprehension. With technological advancements, artificial intelligence (AI)—particularly Automatic Speech Recognition (ASR)—offers promising solutions for identifying and correcting such errors. This study explores the application of AI in analyzing phonetic inaccuracies among Arabic learners through an experimental model using ASR technology. Employing a descriptive-analytical approach, ten undergraduate students from Universitas Islam Negeri Sumatera Utara were asked to read short Arabic passages. Their recordings were processed through ASR to detect pronunciation errors, including sound substitution, weak articulation, and inaccuracies in elongation (madd) and nasalization (ghunnah). The results demonstrate that ASR effectively identifies recurring phonetic error patterns, providing instructors with valuable diagnostic insights and enabling timely, personalized feedback. The study concludes that integrating AI-driven pronunciation analysis into Arabic language instruction can significantly enhance learning outcomes, support autonomous practice, and promote more accurate oral proficiency. It recommends that educators and institutions adopt ASR-based tools as part of digital language pedagogy to strengthen pronunciation training and foster continuous learner engagement.
Bilingual Education and Arabic Language Learning: A Study of Merdeka Curriculum Practices in Indonesian Madrasah Zain, Nayla Saada; Inayah, Inayah; Abu Samra, Asma’ Naim Jamil
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 12 No. 2 (2025)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v12i2.48659

Abstract

This study aims to explore implementing the Merdeka Curriculum (MC) in Arabic Language Learning (ALL) through the integration of Madrasah Diniyah Khusus (Madinsus) and a bilingual approach at the MTs level within a pesantren environment. Conducted at Pondok Pesantren Modern al-Falah Jatirokeh, Brebes. This field research employed a qualitative descriptive method to explore strategies, challenges, and impacts of curriculum implementation. Data were collected through observation, interviews, and documentation involving selected students from classes VII and VIII, Arabic and Madinsus students, and the school principal. The findings indicate that the integration of Madinsus and the bilingual model supports a more adaptive, contextual, and competence-based Arabic learning experience aligned with 21st-century educational needs. This innovation serves as a strategic effort by the pesantren to adapt to national curriculum reforms without abandoning traditional Islamic values. This study makes an important contribution to the development of Arabic language learning and serves as a model for future Islamic education policies that can harmonize Islamic traditions with the demands of modern competencies.
Developing an Android-Based Application for Arabic Grammar Learning Aligned with the Common European Framework of Reference (CEFR) Nurdianto, Talqis; Zainuddin, Ghazali; Huda, Nurul; Amrulloh, M. Afif
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 12 No. 2 (2025)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v12i2.48673

Abstract

This research aims to develop an Arabic educational app that complies with the Common European Framework of Reference for Languages (CEFR) and can be downloaded from the Playstore. In addition, the study seeks to evaluate the authenticity, practicality, and effectiveness of Arabic language learning resources on the Android platform in accordance with CEFR standards. The approach taken in this application adheres to the research and development strategy known as the ADDIE model, which consists of five phases: analysis, design, development, implementation, and evaluation. This technique is applied to improve language skills by encouraging users to deduce correct answers using images, vocabulary, phrases, dialogues, grammar lessons, practice activities, quizzes, and puzzles presented in Arabic. All entry-level Arabic learning materials will be gathered in an application named "Tashol" which can be easily accessed and downloaded via the Playstore on mobile devices. As a result, this research is designed to support not only those learning Arabic but also anyone interested in gaining proficiency in the Arabic language. By utilizing the educational resource Tashol, learners can expand their vocabulary, memorize useful phrases, and understand the fundamentals of Arabic grammar, mastering materials at the A1 level to swiftly enhance their Arabic language skills. The results of this research indicate that the Tashol Android application includes A1 level Arabic learning resources, covering grammatical details, vocabulary enhancement, and relevant expressions, positioning it as a highly versatile educational tool readily available on the Playstore.

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