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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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Video-Mediated Role Play and Simulation: Enhancing Arabic Communicative Skills in Tahfiz Boarding Schools Ahmad Farhan Rif'an Najib; Jalaluddin Jalaluddin; Zulkifli Ismail Ginting; Wildan Rosyidi; Zaki Abdul Muhaimin; Nhadzer Hassan Alvarez
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.v13i1.51205

Abstract

This study aims to examine the effect of the Role Play and Simulation model assisted by interactive video media on improving the listening and speaking skills of tenth-grade students at SahabatQu Tahfīdz Islamic Boarding School Yogyakarta. The study is motivated by the dominance of one-way, translation-oriented Arabic instruction, which limits the development of students’ communicative oral skills. This creates a gap between linguistic knowledge and real language use, particularly in a Tahfīdz environment that emphasizes understanding the Qur'an. This research employs a quantitative approach with a pre-experimental one-group pre-test and post-test design. The sample consists of 56 students selected through total sampling. Data were collected through listening and speaking tests administered before and after treatment and analyzed using the Shapiro-Wilk test, paired sample t-test, N-Gain, and Cohen’s d. The results show a significant improvement (Sig. 0.000 < 0.05) with a mean increase of 16 points. The N-Gain (0.51) is moderate, and the effect size (2.364) is very large, indicating strong effectiveness. This model offers an innovative approach to teaching Arabic.
Pedagogy of Compassion: Implementing a Love-Based Arabic Curriculum in Islamic Elementary Schools Nurul Hidayah; Mukmin Mukmin; Sakina Fitri; Febri Yansyah; Daud Elega
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.v13i1.51542

Abstract

Educational transformation requires curriculum to function not merely as an administrative framework but also as a pedagogical instrument for character formation. However, Arabic language learning in Islamic elementary schools remains predominantly teacher-centered, often creating psychological distance between students and the target language. This study aims to explore the implementation of a Love Based Curriculum as a humanistic pedagogical practice in Arabic language learning. Employing a qualitative approach with an intrinsic case study design, data were collected through observations, interviews, document analysis and analyzed using thematic analysis. The Love-Based Curriculum has evolved beyond normative character education into a humanistic pedagogical practice integrating academic, emotional, social, and spiritual dimensions. This was reflected in four interconnected dimensions: humanistic instructional planning through the integration of Pancacinta values, compassionate classroom practices fostering supportive teacher student relationships, humanistic assessment emphasizing students’ participation and socio-emotional development, and the rehumanization of Arabic learning through emotionally safe and engaging classroom experiences. Nevertheless, implementation remained constrained by learner diversity, linguistic difficulties, teacher dependency, and limited systematic assessment of affective development.
Creating Immersive Arabic Environments: Bī'ah Lughawiyyah Implementation in Islamic Boarding Schools Ulviana Amelia Putri; Muflihah Muflihah
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.v13i1.51927

Abstract

This study aims to describe and analyze the implementation strategies of bī’ah lughawiyyah in maharah al-kalam learning at Al-Muttaqin, Al-Buruj, and Darul Falah Amtsilati Islamic boarding schools. The focus of the study includes language program planning, communication habits, language use regulations, and evaluation mechanisms designed to improve students’ speaking skills. The research subjects consist of educators, and students, while the object of the study is language activities that represent the implementation of bī’ah lughawiyyah in daily learning practices. This research employs a descriptive qualitative field approach. Data were collected through observation, in-depth interviews, and documentation, then analyzed through data reduction, data presentation, and conclusion drawing. The analysis framework refers to the perspective of Mahmūd Kāmil al-Nāqah. The findings indicate that the implementation of bī’ah lughawiyyah is systematic, structured, and sustainable. Al-Muttaqin emphasizes vocabulary mastery and discipline, Al-Buruj focuses on intensive communicative activities, and Amtsilati applies nadham-based practice. These strategies improve students’ fluency, confidence, participation, and consistency in using Arabic actively and effectively every day.
Pragmatics of Prophetic Pedagogy: A Discourse Analysis of Directive Speech Acts in Hadith Literature Dien Nur Chotimah; Sutaman Sutaman; Mamluatul Hasanah
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.v13i1.52192

Abstract

This study aims to analyze the forms of directive speech acts in al-Rasūl al-Mu’allim and explain it’s the pedagogical functions. This research uses a descriptive qualitative approach with a pragmatic perspective and speech act theory. The research data is in the form of utterances that contain directive illocution in the hadīths collected in al-Rasūl al-Mu’allim. Data were analyzed through identification, classification, and interpretation of the illocution function based on the context of hadīth. The results of the study show that the directive speech act is realized through three main forms, namely instruction as a pedagogical directive, advice as a persuasive directive, and guiding and instructional directive. These findings show that the Prophet's pedagogical communication is not only oriented to the direction of actions and behaviour, but also to the formation of understanding and internalization of values. This research contributes to enriches the understanding of prophetic pedagogy from a linguistic-pragmatic perspective.

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