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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 435 Documents
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Developing Spatial Thinking Competence and Sustainability Awareness through Geography Learning: A Systematic Literature Review Analisman Roi Lase; Najma Nur Mawaddah; Rahmadi Rahmadi; Juwari Juwari
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.42037

Abstract

Spatial thinking and sustainability awareness are essential competencies in geography education, particularly in addressing global environmental challenges. However, the development of these competencies among students remains suboptimal and is strongly influenced by the learning approaches employed. This study aims to analyze 12 scientific articles related to the development of spatial thinking skills and sustainability through geography learning. This study adopts a Systematic Literature Review (SLR) method using the PRISMA approach to ensure a systematic, transparent, and reproducible selection process. Articles were selected based on topic relevance, publication year (2016–2026), and alignment with the research focus. The findings indicate that the most dominant and effective learning models in enhancing spatial thinking skills are Problem-Based Learning (PBL) and Project-Based Learning (PjBL), followed by the Earthcomm model, which emphasizes real-world environmental contexts. In addition, the integration of geospatial technologies such as Geographic Information Systems (GIS), Google Earth, and ArcGIS has been shown to significantly improve students’ spatial analysis, representation, and reasoning abilities. These approaches not only enhance spatial thinking skills but also strengthen students’ awareness of sustainability issues. Therefore, the combination of innovative learning models and geospatial technology integration represents an effective strategy for supporting the development of spatial thinking and sustainability competencies in geography education.
Interpersonal Skills in English Speaking Classrooms: A Sociopragmatic Study in an Indonesian Pesantren Moh Kholid; Indi Azimah; Salsabila Umi Nur Fajria; Khoirotun Nissak; Dzulfikri Dzulfikri
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.40699

Abstract

This qualitative study explores how interpersonal communication strategies, framed within the concept of “loving pedagogy,” shape the relational dynamics of English-speaking classrooms in an Indonesian Islamic boarding school (pesantren). Conducted at Pesantren Luhur Baitul Hikmah in Kepanjen, Malang, the research involved two English teachers and three students (santri). Data were collected through semi-structured interviews and analyzed thematically. Findings reveal that teachers employ culturally situated strategies- such as non-threatening error correction inclusive language, and the framing of English as a tool for collective religious and intellectual purposes- to build psychologically safe learning environments. For instance, teachers consistently used praise –first recasts (e.g., “Good attempt, let’s just adjust the verb form together”) and positioned speaking practice as ibadah dakwah, which visibly lowered students’ affective filters. These practices reduce students' speaking anxiety and enhance their willingness to communicate. The study demonstrates that effective interpersonal pedagogy in this context is deeply interwoven with local ethical and mentorship traditions (Suhbah). The results offer a model for culturally responsive language teaching that integrates relational care with pedagogical intentionality, providing practical insights for teacher development in Islamic educational settings.
Needs Analysis for Genially-Assisted Project-Based Student Worksheets in Light Vehicle Engineering Vocational Schools A Mirza Mutazza; Taufiqulloh Taufiqulloh; Dewi Amaliah Nafiati
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.42431

Abstract

This study aims to analyze the need for the development of Genially-assisted project-based Student Worksheets for Light Vehicle Engineering subjects at Vocational High Schools in Tegal Regency. The study used a quantitative descriptive approach involving 8 teachers and 24 grade XI students from eight Vocational High Schools with Light Vehicle Engineering expertise. Data were collected through expert-validated needs questionnaires and analyzed using quantitative descriptive techniques in the form of averages and categories of needs. The results showed that teachers' needs for the development of Genially-assisted project-based Student Worksheets obtained an average score of 3.82 on a scale of 4.00 with a very high category, while students' needs obtained an average score of 3.79 with a very high category. Teachers assessed that learning was still dominated by lecture methods and needed interactive digital teaching materials to increase student engagement and support project-based learning. Meanwhile, students showed a high need for learning media containing videos, animations, interactive quizzes, and flexible access through digital devices to help understand the drum brake system material. These findings indicate that Genially's project-based student worksheet development has the potential to be an innovative solution to support more active, contextual, and interactive vocational learning, while also supporting student independence. This research is limited to analyzing the needs of Tegal Regency, so further research is needed to test the effectiveness of the developed student worksheet in a broader context and sample.
Language Errors in Arabic Speaking Skill: A qualitative Case Study of Indonesian Madrasah School Nova Ariyanti; Miftahul Huda; Ma'rifatul Munjiah
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.37209

Abstract

This study aims to identify language errors in Arabic speaking skill (Maharah Kalam) among students at Madrasah Aliyah Muhammadiyah 1 Plus Malang and to determine the factors influencing these errors. A qualitative method with a case study approach was employed, with data collected through observation, interviews, and documentation. Data analysis consisted of three concurrent stages: data reduction, data display, and conclusion drawing. The findings of this research indicate that students at Madrasah Aliyah Muhammadiyah 1 Plus Malang continue to encounter several challenges in developing their Arabic speaking skills. The difficulties identified include mistakes in pronunciation, inappropriate vocabulary choice, inaccuracies in linguistic structure, sentence construction issues, lack of fluency, and errors related to content and meaning. Among these, pronunciation mistakes were found to be the most frequent, followed by structural and grammatical inaccuracies. These problems are mainly caused by the students’ limited mastery of linguistic components and the absence of a supportive environment for active language practice. Moreover, variations in students’ cognitive abilities also contribute to differences in their proficiency levels in Arabic speaking skills.
A Needs Analysis of Al-Kitābah Al-Akādīmiyyah Course for Third-Semester Students of Arabic Languange Education Zulva Ulinnuha; Nurhapsari Pradnya Paramita; Dailatus Syamsiyah
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.42502

Abstract

Academic writing is an essential competence for university students, including students of Arabic Language Education. However, many third-semester students still experience difficulties in writing journal articles despite being required to produce academic papers in the Al-Kitābah Al-Akādīmiyyah course. This study aims to analyze students’ learning needs in academic writing, particularly in relation to writing difficulties, learning material needs, and the integration of Artificial Intelligence (AI) in learning. This study employed a descriptive qualitative approach using needs analysis as the research design. Data were triangulated through classroom observation, questionnaires, contextual information from the course lecturer, and document analysis. The participants were third-semester students of the Arabic Language Education Department at UIN Sunan Kalijaga, with 19 out of 22 students responding to the questionnaire. The findings revealed that students experienced difficulties in constructing academic sentences, developing coherent paragraphs, and determining how to begin writing journal articles. Students also required step-by-step writing guidance, intensive practice, examples from published journal articles, and structured explanations of the IMRAD model. In addition, students perceived AI tools such as ChatGPT and QuillBot as supportive technologies for idea development, paraphrasing, and sentence refinement, although lecturer guidance remained necessary to ensure ethical and pedagogically responsible use. This study provides an empirical needs analysis for Al-Kitābah Al-Akādīmiyyah course design by integrating foundational academic writing instruction with responsible AI-assisted learning.
A Comparison of The Use of Wordwall and Flashcard Media on The Learning Interest and Outcomes of Elementary Students Arabic Learning at SDIT Plus Qurthuba Makassar Indah Sari; Haniah Haniah; Rappe Rappe
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.36446

Abstract

This research is motivated by the importance of selecting and utilizing instructional media to improve the quality of Arabic language learning, particularly in terms of students’ learning interest and outcomes. The objectives of this study are: (1) to analyze students’ interest and achievement in learning Arabic when taught using Wordwall media and flashcard media, (2) to compare the differences in interest and learning outcomes between students taught with Wordwall and those taught with flashcards, and (3) to examine the effect of Wordwall and flashcards on learning outcomes through learning interest as an intervening variable. This study employed a quantitative approach with a quasi-experimental design, specifically a comparison group post-test only design. The population consisted of all third-grade students at SDIT Plus Qurthuba Makassar, totaling 103 students, with the sample selected using purposive sampling. The research instruments included questionnaires, achievement tests, observation sheets, and documentation. Data were analyzed using descriptive and inferential statistics. The results showed that there was no significant difference in learning interest between students taught using Wordwall media and those taught using card media (p = 0.497 > 0.05), with mean scores of 83.85 in the Wordwall group and 87.75 in the card group. Similarly, there was no significant difference in learning outcomes (p = 0.522 > 0.05), with mean scores of 84.33 in the Wordwall group and 85.38 in the card group. Furthermore, learning media had no significant effect on learning outcomes (β = -0.044; p = 0.725). In contrast, learning interest was found to have a positive and significant effect on learning outcomes (β = 0.483; p < 0.01). The implications of this study indicate that improvements in learning outcomes are more influenced by internal factors, particularly students’ learning interest, rather than the type of learning media used. Therefore, teachers are encouraged to focus more on instructional strategies that enhance students’ interest and motivation in learning, rather than merely varying instructional media.
Digital Media in Arabic Language Learning: Strengthening Communicative Competence in Indonesian Higher Education Usfiyatur Rusuly; Jumriyah Jumriyah; Mubasyiroh Mubasyiroh
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.41217

Abstract

This study investigates the role of digital media in Arabic language learning, particularly examining how digital literacy transitions into communicative competence. In the contemporary digital era, technology integration is essential for enhancing instructional effectiveness and efficiency. Despite its potential, challenges in implementing digital media within Arabic language education remain underexplored. Using a descriptive qualitative method with a case study approach, the research was conducted at the Language Development Center (PPB) of Maulana Malik Ibrahim State Islamic University (UIN) Malang. Participants included lecturers from the Arabic Language Education Study Program (PKPBA) and students from classes SY 1, HM 1, and TR 1. Data were collected through in-depth interviews and direct classroom observations guided by structured interview and observation instruments. The data were then analyzed thematically to identify patterns related to digital media usage in Arabic instruction. Findings reveal that digital media significantly increases student interactivity, participation, and motivation. Technology-supported learning environments encourage more dynamic communication practices, supporting the development of communicative competence. However, challenges persist, particularly regarding unequal access to technology and lecturers’ readiness to integrate digital tools effectively. The study concludes that digital media holds substantial potential to enhance Arabic communicative competence when supported by proper infrastructure and professional development. It recommends systematic lecturer training and improved technological facilities to optimize digital media-based Arabic learning.
Listening Comprehension and Text Representation of Animated Videos in Arabic Courses: A Case Study in Indonesian Higher Education Andi Hazrah Nurhaliza Ibrahim; Zamakhsari Zamakhsari; Zainal Arifin Ahmad
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.41872

Abstract

This study aims to describe the quality of literal comprehension that measured through transcript accuracy and reflective comprehension that measured through istinbāṭ or magzā among first-semester Arabic Language Education students at Sunan Kalijaga State Islamic University Yogyakarta after watching animated videos in the Al-Istimā' course. Using a qualitative case study approach, data were collected from 37 students through written assignments via Google Form (30 of which were complete and analyzed), followed by semi-structured interviews with five selected participants. The findings reveal that students' literal comprehension remains low, 57% struggled with literal transcription, falling into the “adequate” category due to difficulties in content accuracy, narrative completeness, and Arabic grammar. In contrast, students' reflective comprehension was significantly higher, with 50% demonstrated strong reflective comprehension, achieving a 'very accurate' score in formulating magzā, indicating that universal values and prior knowledge support inferential understanding. Notably, the relationship between literal and reflective comprehension was non-linear: some students with low transcript accuracy produced high-quality istinbāṭ, and vice versa. These findings suggest that listening comprehension is multidimensional and that evaluating Istimā' purely through literal measures provides an incomplete picture of student ability. The study contributes theoretically to Arabic listening pedagogy and practically to the design of integrated listening writing reflective tasks.
Development of an Interactive PjBL-Based E-Module for Islamic Religious Education at The Junior High School Level Ilal Fajri; Rozi Fitriza; Ahmad Sabri
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.42299

Abstract

This study aims to develop an interactive e-module based on Project-Based Learning (PjBL) for Islamic Religious Education at the junior high school level. The study was motivated by the limited use of engaging learning media, which resulted in low student participation. This research addresses the gap by integrating PjBL syntax into a digital e-module to support meaningful and active learning, particularly in social media ethics content. This study employed a Research and Development (R&D) method using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The participants were 33 students (n = 33). Data were collected through observation, interviews, documentation, expert validation questionnaires, practicality questionnaires, and learning outcome tests. The effectiveness was analyzed using the Paired Sample T-Test and N-Gain score. The results showed that the e-module was highly valid (93.75%). Practicality tests indicated very practical results, with scores of 96% from teachers and 95.35% from students. The implementation of learning reached 96%, categorized as very well implemented. The effectiveness test revealed a significant difference between pretest and posttest results (Sig. < 0.05), with an N-Gain score of 79.44% (effective category). In conclusion, the developed interactive e-module based on PjBL is valid, practical, and effective for improving students’ learning outcomes.
Evaluating An Arabic Morphology Memorization Program: A CIPP Model Study at Mahad Hasan Bin Ali Samarinda Andi Bangsawan Tolere; Misykat Malik Ibrahim; Rappe Rappe
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.36080

Abstract

lt;span lang=quot;EN-USquot;gt;Improving students’ comprehension in the Arabic language requires educators to design effective learning programs. However, implementation in the field still faces challenges such as low student interest and motivation, as well as suboptimal achievement of program objectives. This study aims to evaluate the Wazan Sharaf memorization program at Ma’had Hasan bin Ali Samarinda based on the four aspects of the CIPP model (Context, Input, Process, Product). The research employed a Mixed-Method Research (MMR) approach with first- and second-semester students as subjects. Data collection instruments included interview guidelines, observation, and tests, all validated by an external validator. The findings show that, in the context aspect, the program’s objectives and background align with the vision and mission of the Ma’had. In the input aspect, learning facilities are considered adequate, with the material sourced from lt;emgt;Mengenal Ilmu Sharaf Lebih Dekatlt;/emgt;, and instructors are deemed competent despite not graduating from Arabic Language Education programs. The process aspect reveals systematic learning implementation, though constrained by low memorization interest and limited time. The product aspect indicates improved student ability in understanding Wazan Sharaf. Recommendations include formalizing the program through official documentation, increasing learning time, utilizing technology, and strengthening material mastery.lt;/spangt; MARKER_1778183330

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