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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 634 Documents
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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.
Designing Kitabah Point: Gamified ClassPoint Integration for Enhancing Arabic Writing Skills in Secondary Schools Fajar Ayu Syahfitri; Zukhaira Zukhaira; Mohamad Yusuf Ahmad Hasyim
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 13 No. 1 (2026)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v13i1.48957

Abstract

This research aims to develop Arabic learning media using gamification features on the ClassPoint platform, integrated with Microsoft PowerPoint. This type of research utilizes a research-and-development approach with the DDD-E (Decide, Design, Develop, and Evaluate) model. The subjects of this study are 77 students of class X from MAN 1 Boyolali, MAN 2 Boyolali, and MA Al Ihsan Doglo; Arabic language materials and media; Arabic subject teachers; Arabic lesson books for class X; short interviews; and media assessment sheets. The results of the initial analysis indicated that students need Arabic learning media in digital forms. This product encompasses subject matter and its evaluation, with a focus on writing skills and utilizing the ClassPoint feature. The results of validation by material and media experts indicate that this Kitabah Point media is suitable for use, with an average value of 93.5%, suggesting a very feasible interpretation. This Kitābah Point media can be used to learn Arabic in an interactive environment and is more fun because it uses an Android smartphone.
Enhancing Arabic Speaking Proficiency and Vocabulary Retention Through Baamboozle-Based Game Learning Faradia Nurya Candra; Ana Taqwa Wati
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 13 No. 1 (2026)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v13i1.49956

Abstract

Speaking skill and vocabulary mastery are essential for learning Arabic. Low motivation and engagement among students in Arabic language learning process obstacles to language practice, especially in speaking skills. This study evaluated the effectiveness of GBL using bamboozle in eight grades at Al-Fatimah Junior High School Bojonegoro – East Java. This study using a quantitative quasi-experimental design with 56 sample. data were collected through oral and written test and analysed using normality, homogeneity, and independent sample t-test. Results indicated that GBL did not significantly improve speaking skills with a significance value of 0.779 > 0.05. In vocabulary mastery, this method has a substantial impact with a significance value of <0.001 < 0.05. Thus, GBL through Baamboozle is efficacious in improving students' vocabulary mastery but has not significantly improved their speaking skills.
Visualizing Abstract Grammar: How Augmented Reality Shapes Student Technology Acceptance in Nahwu Instruction Anisa Anisa; Maman Abdurahman; Asep Sopian
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 13 No. 1 (2026)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v13i1.50143

Abstract

Nahwu is often considered difficult because the structure of nahwu is too theoretical. As a result, students show a low willingness to learn. The integration of Augmented Reality (AR) through Assemblr Edu Web is considered capable of attracting students' attention and increase willingness to learn. So, the aim of this research is to analyze the effect of perceived usefulness (PU) and perceived ease of use (PEOU) of AR on students' willingness to learn. The quantitative explanatory method was utilized in this research with PLS-SEM analysis techniques. This research provides evidence that the construct of PU has a significant effect on willingness to learn with a t-statistic value of 6.406 and a p-value of 0.000. The construct of PEOU has a significant effect on willingness to learn with a t-statistic value of 7.596 and a p-value of 0.000. This implies that when AR is regarded as useful and easy of use, the more students' willingness to learn in nahwu learning increases.
Khithâb Qur'ani as a Model of Ethical Religious Communication: A Study of Linguistic–Pragmatic Development Thonthowi Thonthowi; Md Noor Hussin; Abdul Razif bin Zaini; Ferawati Ferawati
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 13 No. 1 (2026)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v13i1.50285

Abstract

This study examines Qur’anic khithâb as a model of ethical religious communication through an integrative linguistic-pragmatic approach. Using a qualitative textual-pragmatic design, it draws on a corpus of 1,412 verses in the narratives of the five Ulul Azmi prophets, comprising 645 dialogic, 144 monologic, and 623 narrative verses. The analysis focuses on the dialogic corpus and proceeds through four stages: identifying dominant language functions, classifying speech acts, mapping discourse patterns, and synthesizing an explanatory model. The findings show that dialogic khithâb is shaped primarily by the referential function (336 verses; 52.09%) and the conative function (250 verses; 38.76%), followed by the metalingual function (31 verses; 4.81%), the emotive function (20 verses; 3.10%), the phatic function (5 verses; 0.78%), and the poetic function (3 verses; 0.47%). These patterns indicate that ethical communication in Qur’anic khithâb emerges from the interaction of explanatory truth-orientation, directive guidance, relational accountability, and affective support.
Arabic Curriculum Design for Non-Native Speakers in Multicultural Settings: A Systematic Literature Review Hasyim Asy&#039;ari; Khoiril Akhbar; Elok Rufaiqoh; Nahla Ibrahim ElJack Ibrahim; Sulfiatin Sulfiatin; Faruq Abdul Muid
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 13 No. 1 (2026)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v13i1.50924

Abstract

This article examines the challenges and directions of Arabic language curriculum development for non-Arabic speakers in a multicultural context through a PRISMA-based Systematic Literature Review of 12 Scopus articles. The results indicate challenges not only in the formal structure of the curriculum, but also in the weak connection between policies, pedagogical practices, teaching materials, evaluation, and learner needs. The existing curriculum is still normative, monocultural, less representative of minorities, not yet sensitive to multilingual identities, and has not responded to digital space and social change. Bibliometric analysis shows that studies are dominated by Western and European contexts with a global comparative perspective. Curriculum development needs to be directed towards an adaptive model that is flexible and integrated with technology, inclusive that recognizes diverse identities, and contextualized and connected to students' real experiences to be relevant and effective in a multicultural society.
Empowering Arabic Educators in the Digital Era: Evaluating an AI-TPACK Professional Training Model Mokhamad Azis Aji Abdilah; Subandji; Faizal Nur Abidin; Siti Aisyah; Esa Saputro; Fouad Larhzizer
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 13 No. 1 (2026)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v13i1.51143

Abstract

The digital competence of Arabic language teacher in Madrasah Tsanawiyah (MTs) in Sukoharjo remains low, particularly in developing interactive electronic student worksheets (E-LKPD). This study aims to test the effectiveness of AI-TPACK based training, integrating generative AI (ChatGPT and Teks To Speech) and Liveworksheets apps, in improving teacher competence. A quantitative approach with a quasi experimental one group design was employed. The sample consisted of 20 Arabic language teachers selected through purposive sampling from 11 different MTs. Data were collected using a validated questionnaire (Aiken’s V=0.87) and analyzed using Paired Sample T-Test and N-Gain scores. The results showed a significant increase across all competency variables (Sig. < 0.05), with an average N-Gain score of 0.59 (Moderately Effective). The highest increase occurred in AI-TPACK integration mastery (N-Gain = 0.76, Highly Effective). However, field implementation remains constrained by network infrascrtucture and device factors. These findings inply that the AI-TPACK training model is a strategic solution for developing teacher competence in the digital era.

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