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Abjadia, International Journal of Education
Published by Universitas Islam Negeri Maulana Malik Ibrahim Malang
ISSN : 25283979     EISSN : 24430587     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
ABJADIA (e-ISSN: 2443-0587) is an international journal that aims to publish the results of research and technological innovation in the field of education, learning and training. ABJADIA target readers are scientists, academics and practitioners in the field of education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 387 Documents
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Investigating Indonesian Learners’ Use of The Mother Tongue (L1) In English for Specific Purposes Classrooms: A Survey-Based Study Maulia, Bunga Putri; Kafabih, Abdullah
Abjadia : International Journal of Education Vol 11, No 1 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i1.40359

Abstract

This study investigates learners’ use of the mother tongue in English for Specific Purposes classrooms and examines students’ perceptions of lecturers’ use of the mother tongue as part of instructional practice. Drawing on a descriptive survey design, data were collected from 66 students enrolled in ESP courses at a public university in Indonesia. The participants, drawn from several intact classes, completed an online questionnaire adapted from an established instrument and contextualized to the Indonesian setting. The questionnaire explored the frequency and functions of students’ mother tongue use as well as their evaluations of teachers’ use of the mother tongue in explaining vocabulary, grammar, instructions, and discipline related content. The data were analyzed using descriptive statistics, including means, standard deviations, frequencies, and percentages. The findings indicate that learners do not rely on their first language indiscriminately but use it selectively to support comprehension, peer collaboration, and expressive clarity in cognitively demanding situations. In addition, students perceive lecturers’ use of the mother tongue as pedagogically appropriate when it serves specific instructional purposes, particularly in clarifying technical terminology and complex professional concepts. English remains recognized as the primary medium of instruction, while the mother tongue functions as a supportive resource. These findings provide empirical support for a balanced and context sensitive approach to mother tongue use in ESP instruction and contribute to ongoing discussions on multilingual practices in higher education. The study is limited by the use of convenience sampling, the relatively small sample size, and reliance on self-reported questionnaire data, which may affect the generalizability of the results.
A Culturally Responsive PAI Learning Design: Integrating Local Islamic Wisdom through Meaningful and Engaging Student Participation Bella, Sinta; Irawan, Irawan
Abjadia : International Journal of Education Vol 11, No 1 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i1.39893

Abstract

This study aims to develop a learning design that is relevant to local Islamic culture, so that students can actively engage in a meaningful and enjoyable learning process. The background of this study stems from the need for a learning model that not only emphasizes academic achievement but also pays attention to Islamic values and local culture as part of the formation of student character. In the context of education in Indonesia, the diversity of local Islamic culture and traditions is a great potential that can be integrated into the learning process to make it more contextual, authentic, and close to the daily lives of students. The method used is the library research method by reviewing various relevant literature sources, such as books, journals, and previous research results on learning design, local Islamic culture, and meaningful and enjoyable learning strategies. Learning design that is relevant to local Islamic culture and actively involves students can be an alternative effective learning strategy to build a contextual and enjoyable learning experience. Such learning not only strengthens students' Islamic identity, but also fosters a love for local culture and develops critical, social, and spiritual thinking skills in a balanced manner.
Mastery of Arabic Grammar (Qawaʿid) Among Grade XI Students of Madrasah Aliyah Negeri 1 Majene Jufri, Fauziah; Usman, Syahruddin; Hakim, Azizul
Abjadia : International Journal of Education Vol 11, No 1 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i1.36077

Abstract

Mastery of qawāʿid (Arabic grammar) is a fundamental aspect of Arabic language learning, particularly in mubtada’-khabar and fiʻil-fāʻil, which form the core structure of nominal and verbal sentences. However, in practice, not all students are able to master these two aspects optimally. This study aims to describe the mastery level of mubtada’-khabar and fiʻil-fāʻil among Grade XI students at MAN 1 Majene. This research employed a quantitative approach with a descriptive design. The sample consisted of 57 students selected using purposive sampling. Data were collected through a validated written test administered to 57 Grade XI students and analyzed using descriptive statistics and a One Sample t-test. The results showed that the average mastery score for mubtada’-khabar was 61.05 and for fiʻil-fāʻil was 64.74, both falling below the minimum mastery criterion (KKM) of 75. Although fiʻil-fāʻil was generally better mastered than mubtada’-khabar, the distribution of mastery was not uniform across students. In conclusion, mastery of both aspects needs to be improved through more contextual, interactive, and varied learning, supported by gradual practice and the use of media that can visualize sentence structures effectively.
Identifying Motivational Factors in Nahwu Courses Using Principal Component Analysis (Pca): A Study of Arabic Language Education Students Khairani, Annisa Raina; Fikri, Shofil; Syaqifah, Iklil; Juliansyah, Iqbal; Syalsabila, Annisa
Abjadia : International Journal of Education Vol 11, No 1 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i1.36003

Abstract

The challenges faced by students in studying Nahwu, an essential component of the Arabic language, often relate to the complexity of its rules, making it feel difficult and diminishing learning motivation. This study aims to analyze the factors influencing students' learning motivation in Nahwu courses at the university level, offering solutions through a deeper understanding of intrinsic motivation, extrinsic motivation, and amotivation. The research employed a descriptive quantitative method with factor analysis using Principal Component Analysis (PCA). Data were collected over a one-month period via questionnaires from 46 fifth-semester students (cohort 2020) in the Arabic Language Education Program at UIN Datokarama Palu. The motivation indicators employed in this study were based on the Academic Motivation Scale (AMS) developed by Robert J. Vallerand, which comprises seven distinct indicators. The findings reveal two main factors affecting learning motivation: the Self-Regulation Factor, which is associated with positive motivation, and the Helplessness Factor, reflecting feelings of inability. These findings are expected to provide insights for educators in creating effective teaching methods to enhance students' motivation and learning outcomes in Nahwu courses.
Problems in Arabic Language Learning: Challenges in Implementing the Curriculum at Ma'had Muslimeen Care Academy Malaysia Agustin, Usriya Hasna; Bakri, Akhmad Shaiful
Abjadia : International Journal of Education Vol 11, No 1 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i1.40483

Abstract

This study aims to analyze the problems of Arabic language learning as a challenge in implementing the curriculum at Ma'had Muslimeen Care Academy (MCA), Malaysia. The study uses a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation of educators, ma'had caregivers, students, the learning process in the classroom, and institutional documents. This study was motivated by the condition of MCA as an Islamic educational institution that is still in its early stages and has adopted the Arabic language curriculum of Kulliyatul Mu'allimin Al-Islamiyah (KMI) Pondok Modern Darussalam Gontor, which has a different social and institutional context. The results of the study show a gap between the principle of mubāsyarah learning, which emphasizes the communicative and intensive use of Arabic, and classroom learning practices. This gap is influenced by various contextual factors, both institutional and learning-related. The findings of this study indicate that the implementation of the Arabic language curriculum at MCA does not take place linearly, but rather through a process of curriculum enactment that is negotiated in accordance with institutional conditions, student characteristics, and available resources. Unlike previous studies, this study emphasizes the analysis of the problems of Arabic language learning in the context of Islamic educational institutions that are still in the pioneering stage, by paying attention to the interrelationship between institutional, curricular, and learning aspects in an integrative manner. This study provides a theoretical contribution by enriching the study of Arabic language learning through the perspective of curriculum enactment in the context of pioneering Islamic boarding schools, as well as a practical contribution to the development of Arabic language curriculum management to be more in line with the institutional context and the needs of students, especially in Islamic educational institutions in Malaysia.
Collaborative Integration of Indigenous Knowledge and Pedagogical Approaches in Science Education: A Systematic Review of Epistemological Perspectives (2020–2025) Kurdiati, Lintang Auliya
Abjadia : International Journal of Education Vol 11, No 1 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i1.40284

Abstract

Equipping learners to address contemporary environmental, technological, and societal challenges is a central objective of science education. However, curricula frequently prioritize Western scientific paradigms, resulting in the marginalization of indigenous knowledge systems that offer culturally meaningful and locally grounded insights. This systematic review synthesizes 11 empirical studies published between 2020 and 2025 that investigate the collaborative integration of indigenous knowledge and pedagogical approaches in science education, focusing on epistemological perspectives and educational implications. A comprehensive search was conducted across major academic databases, and relevant studies were screened using explicit inclusion and exclusion criteria to ensure rigor. The final corpus was analyzed to identify research characteristics, models of collaboration, epistemological lenses, and practical mechanisms. Findings indicate that collaborative integration strategies, including co-designed STEAM/STEM curricula and culturally responsive pedagogical approaches, enhance learner engagement, promote epistemic pluralism, and support contextually grounded learning experiences. Epistemological frameworks such as contextual constructivism, relational knowledge, and ethnoscience underpin effective integration, guiding curriculum design and instructional practice. The review concludes that embedding indigenous knowledge collaboratively with pedagogical strategies is critical for culturally responsive science education and offers actionable insights for educators, curriculum developers, and policymakers seeking pluralistic, context-sensitive, and ethically informed learning environments.
The Role of Tahfidz Teachers in Improving Students' Discipline in Memorizing the Qur'an Masithoh, Fisa Bela; Fatimah, Meti
Abjadia : International Journal of Education Vol 11, No 1 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i1.40506

Abstract

This study aims to analyse the role of tahfidz teachers in improving Quran memorisation discipline among students at MTs Negeri 5 Demak, Central Java. This research focuses on the implementation of the tahfidz program within a formal madrasah context by involving tahfidz teachers and students participating in the program. The study emphasises that tahfidz teachers play a multifaceted role, serving as teachers, motivators, guides, evaluators, and facilitators, while adapting learning methods to suit student characteristics. Structured learning strategies, including routine schedules, varied methods, periodic evaluation and monitoring, as well as providing intrinsic and extrinsic motivation, are key supporting factors in building student consistency and commitment. Madrasah environmental support and parental involvement also strengthen student discipline in Quran memorisation. The results show that the interaction between the teacher's role, learning strategies, student motivation, and environmental support creates sustainable and high-quality memorisation discipline. This study is limited to a single madrasah setting, namely MTs Negeri 5 Demak, so the findings may not be generalised to other regions or educational institutions with different characteristics. These findings provide a theoretical and practical basis for developing tahfidz programs in formal madrasahof the document are as follows. The Abstract should be 150 – 250 words and written in English.
One Day, One Color Qur'an Memory Strategy in The Boarding School Management Zufa, Hudallah; Fatimah, Meti
Abjadia : International Journal of Education Vol 11, No 1 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i1.40620

Abstract

AbstractThis study aims to analyse the One Day One Colour strategy in the Qur'an memorisation program and its impact on the motivation and participation of students at MTs Negeri 3 Demak, a boarding school institution. The One Day One Colour strategy integrates Al-Qur'an memorisation into the daily routine of students by utilising colour as a visual code and daily theme to facilitate the recognition of memorisation targets, increase engagement, and make the muraja'ah process more varied and enjoyable. The study used a descriptive qualitative approach, with data collected through observation, in-depth interviews, and documentation, and analysed using the Miles and Huberman model through interactive reduction, presentation, and conclusion drawing. The results of the study indicate that the One Day One Colour strategy at MTs Negeri 3 Demak is an innovative and comprehensive approach to learning Al-Qur'an memorisation in a boarding school environment, because it is able to integrate cognitive, affective, and managerial aspects in an integrated manner. The use of colour as a visual code for daily memorisation targets makes it easier for students to remember and monitor memorisation achievements, while increasing motivation, emotional involvement, and interest in learning. This strategy forms a culture of memorising the Qur'an as a daily routine that is integrated with all student activities, and is supported by continuous supervision and coordination between teachers, caregivers, and the head of the madrasah, so that it effectively improves the quality of memorisation, student participation, and internalisation of spiritual values and self-discipline.
Implementation of Islamic Education Curriculum in Kindergarten in Incorporating Social Concern Values from an Early Age Aziz, Mursal; Ashshiddiqi, Muhammad Hasbie; Suratni, Suratni
Abjadia : International Journal of Education Vol 11, No 1 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i1.35772

Abstract

This study aims to examine the implementation of the Islamic education curriculum in instilling social awareness values in early childhood at Hatinia Barokah Kindergarten, North Labuhanbatu. A qualitative descriptive approach was used to gather data through observations, in-depth interviews with teachers and the principal, and documenting learning analysis. The results showed that social values, such as empathy, mutual assistance, and cooperation, are involved in daily activities through habituation methods, such as sharing food, cleaning the environment together, and helping friends. Teachers act as role models who teach these values by providing direct examples in daily social interactions. Furthermore, this study found the importance of collaboration between teachers and parents in strengthening the instillation of social values, which creates a supportive educational environment. Challenges faced include differences in family backgrounds and limited teacher training in social-based character education. This study concluded that despite these challenges, a habituation-based approach and parental involvement can strengthen the implementation of the Islamic education curriculum in shaping children's social character. This research contributes to the development of an early childhood education curriculum based on social values and Islamic character.
The Influence of The SCL Model and Mind Mapping Learning Media on Learning Outcomes Through Motivation Suhariami, Yuyun; Sri Hariani, Lilik; Sulistyo, Sulistyo
Abjadia : International Journal of Education Vol 11, No 1 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i1.40553

Abstract

This study aims to analyze the influence of the SCL model and Mind Mapping learning media on student learning outcomes in the IPAS subject through learning motivation. The background of this research is based on the low student achievement at MI Mambaul Ulum Karangduren, which is caused by limited learning independency and low motivation. The SCL model is considered capable of encouraging student activeness and independency during the learning process, while Mind Mapping, as a visual learning medium, is expected to enhance concept understanding and learning interest. This study employed a quantitative approach. The population in this study was 75 fourth-grade students at MI Mambaul Ulum Karangduren for the 2024/2025 academic year, with a sample of 35 students. The data analysis technique used in this research included classical assumption testing, and hypothesis testing using path analysis to determine direct, indirect, and total effects among the variables. The results showed that both the SCL model and Mind Mapping media had a significant influence on learning motivation, which in turn affected the learning outcomes. Furthermore, there was an indirect effect of the SCL model on learning outcomes through motivation, but no indirect effect was found for the Mind Mapping media through motivation. Therefore, there is a total effect of the SCL model and Mind Mapping media on learning outcomes through learning motivation. These findings confirm that the combination of a student-centered learning model and engaging visual media can effectively improve student motivation and academic performance. However, this study is limited by its specific geographical scope at a single institution and does not measure the long-term effectiveness of these models beyond the current academic term.

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