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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 485 Documents
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Bi'ah Lughawiyyah in Arabic Language Learning: A Case Study of a Multicultural School in Jakarta Hafifah Fitriana; Abdul Hafidz bin Zaid
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.v11i2.42664

Abstract

This study aims to describe the implementation of bi'ah lughawiyyah in Arabic language learning at the Sudan Asia Afrika School in Jakarta and to examine the influence of the language environment on students’ Arabic language skills. The research addresses the following question: how does the implementation of bi'ah lughawiyyah contribute to students’ Arabic language acquisition in a multicultural school environment? This study was motivated by the importance of the language environment in supporting the success of Arabic language learning, especially in schools with diverse cultural backgrounds. The study employed a qualitative method with a case study approach. Data were collected through observation, interviews, and documentation involving madrasah leaders, teachers, and students as research informants (n=1 school leaders, 4 teachers, and 10 students). The results showed that the school actively implements the use of Arabic in both learning activities and daily communication. Fusha Arabic is used in classroom instruction according to the Sudanese curriculum, while amiyah is used in informal interactions between students and teachers. The presence of native-speaker teachers from various Arab countries further supports the creation of a natural and communicative language environment. In addition, the school culture that habituates students to continuous Arabic use helps students understand and apply Arabic in daily life. This study concludes that bi'ah lughawiyyah significantly influences the success of students’ Arabic language acquisition and offers a unique contribution by highlighting the integration of fusha and amiyah within a multicultural Arabic learning environment in Indonesia.
Interactive Quiz-Based Flashcards for Islamic Religious Education: A Development Study at the Junior High School Level Fatimah Az Zahrah; Siti Rohimah; Meti Fatimah
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.v11i2.37152

Abstract

This study aims to develop interactive quiz-based flashcard learning media to support Islamic Religious Education (ISE) learning at the junior high school level. The research method employed was Research and Development (RD) using the ADDIE model, which encompasses analysis, design, development, implementation, and evaluation. The results of the needs analysis indicated that students require simple, engaging media that motivates them to be more active. The flashcard product was designed with two sides (questions and answers) and equipped with illustrations and a QR code that connects students to an online quiz. Validation by material experts, media experts, and practitioners showed a "very feasible" category with an average score of 3.62 out of 4. Field trials demonstrated that this media is easy to use, engaging, and effective in increasing student engagement. The pretest-posttest results showed a significant increase with a gain score of 0.53 (medium-high category). Thus, the quiz-based interactive flashcard is declared effective, practical, and feasible for use in Islamic Religious Education (ISE) learning at the junior high school level.
A Praxeological Analysis of The Grade II Arabic Textbook (KMA) for Madrasah Ibtidaiyah Students Fera Purnama; Asep Sopian; Hikmah Maulani
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.v11i2.42177

Abstract

This study analyzes the Grade II Arabic textbook for Madrasah Ibtidaiyah (MI) using a praxeological framework, with a particular focus on maharah qirā’ah (reading skills). The research is motivated by limitations in task design and teaching techniques that have not fully supported students’ reading competence. Four tasks related to maharah qirā’ah were examined through a descriptive qualitative approach within the praxeological framework (task, technique, technology, theory). The findings reveal that task design remains heavily dependent on teacher direction, lacks explicit techniques, and has not fostered meaningful reading ability. The main obstacles identified are ontogenic (misalignment with students’ developmental stages) and didactic (ambiguity in implementation techniques), which restrict text comprehension. The study concludes that improvements in reading task design are necessary to ensure clarity, contextual relevance, and alignment with learners’ developmental levels. The novelty of this research lies in applying praxeology as an analytical tool, rarely employed in Arabic textbook studies at the MI level, thereby offering a new perspective for developing more effective teaching materials.
Implementing Integrative Theory Based Materials for Arabic Speaking Skills: A Case Study at Nurul Jadid Islamic Boarding School, Indonesia Adif Al Aly; Maskud Maskud; Nino Indrianto
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.v11i2.37344

Abstract

Based on the low of Speaking Skills Language Intensive programs for students at Nurul Jadid Islamic Boarding School Probolinggo due to the small variety of materials that do not meet the needs, this study aims to develop integrative theory-based materials as a solution to problems in learning kalam at the student level of Islamic Boarding School. this research uses qualitative descriptive method with the type of Case Study Research, where data collection techniques are carried out through observation, interviews, and documentation analysis. The results of this study indicate that the The materials employ a simple linguistic style with systematically organized vocabulary, beginning with fundamental doctrinal concepts such as the pillars of faith. This approach is more effective because it integrates the mastery of phrases and linguistic structures within a religious context. The this process was carried out through three methodological stages: an initial stage involving the reading of instructional materials and an explanation of learning objectives: a core stage involving the presentation of dialogues and two-way conversation exercises, supplemented by the incorporation of religious arguments into each Arabic sentence; and a concluding stage consisting of oral assessments and structured assignments. The limitations of this study are that the scope of observation covers only one grade level and the implementation period is relatively short, making it impossible to determine long-term impacts and generalize the results to other institutions.
Differential Effects of Problem-Based Learning and Animated Videos on Affective and Cognitive Outcomes in Multi-Grade Elementary Classrooms Dyaretno Sulistiyowati; Lilik Sri Hariani; Dwi Fauzia Putra
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.v11i2.41379

Abstract

This study aims to analyze the differential effects of Problem Based Learning and video animation on the affective and cognitive domains of elementary secondary school students. The research approach uses a quantitative method with an explanatory research design. The research population amounted to 53 students, all of whom were sampled through saturated sampling techniques. Affective domain data was collected using a Likert scale questionnaire, while the cognitive domain was measured through learning outcome tests. Data analysis was carried out using the MANOVA test and multiple linear regression with a significance level of 0.05. The results of the study showed that there was a significant simultaneous influence of Problem Based Learning and animated videos on the affective and cognitive domains of students. Partial analysis showed that Problem Based Learning was more dominant in improving cognitive learning outcomes, while animated videos were more powerful in improving students' affective domains. These findings indicate a differential effect between the model and learning media in the context of multiple classes. Proportionate integration of the two approaches is recommended to optimize the quality of learning. This research makes an empirical contribution to the development of evidence-based learning strategies in elementary school dual classes.
Evaluation of The Management Information System for New Student Admissions (PPDB) at Pondok Pesantren Tahfizhul Qur’an An-Nail Gowa Based on The Pieces Analysis Muh Hairuddin B; Muljono Damopolii; Mardhiah Hasan
Abjadia : International Journal of Education Vol 11, No 3 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i3.37876

Abstract

This study evaluates the effectiveness of the Management Information System (MIS) for New Student Admissions (PPDB) at Pondok Pesantren Tahfizhul Qur’an An-Nail Gowa in improving administrative efficiency and service transparency. A qualitative evaluative case-study design was applied using the PIECES framework, covering performance, information, economy, control, efficiency, and service. Data were collected through in-depth interviews with seven purposively selected informants (five internal managers or committee members and two parents), direct observation, and documentation. The findings show that the web-based PPDB MIS accelerates registration, improves data accuracy, reduces paper-based administrative costs, and supports transparent and responsive services. Basic security controls, including HTTPS and separate applicant and administrator logins, were available; however, formal security procedures, automated backup, fine-grained authorization, dedicated IT personnel, and integrated payment verification were not yet fully established. Islamic management principles were used as an interpretive lens, particularly amanah in protecting data, tabayyun in verification, transparency in communication, and ta’awun in service. Overall, the system was generally effective, but structural and technical strengthening is required to ensure sustainable, accountable, and secure pesantren governance.
Implementing the Reinforcement Method to Motivate Fifth-Grade Students in Arabic Language Learning at SDIT Al-Munir Pekanbaru Riau Bukhari Bukhari; Promadi Promadi; Rusdi Rusdi
Abjadia : International Journal of Education Vol 11, No 3 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i3.43743

Abstract

This study aims to find out the application of the reinforcement method in giving motivation to learning Arabic among fifth grade students at Al-Munir Islamic Primary School in Pekanbaru, as well as to reveal the supporting and hindering factors in its application. The study was based on a qualitative approach with a descriptive approach. The study population/sample consisted of Arabic language teachers and fifth grade students at Al-Munir Islamic Primary School in Pekanbaru. The data were collected through observation, interview, and documentation. The data were analyzed systematically through the stages of data reduction, presentation, and conclusions. The results of the study showed that the reinforcement method was applied in the form of verbal reinforcement, such as praise, motivation, and rewards, as well as in the form of non-verbal reinforcement, such as smiling, positive cues, showing interest, and getting closer to the students. The application of the reinforcement method contributed to increasing the students' enthusiasm for learning, and raising their level of attention, participation, and daring in pursuing learning Arabic. However, some constraints remain, such as low intrinsic motivation among some students, low self-confidence, uneven abilities of pupils, and sometimes inadequate classroom conditions. Supporting factors for the application of reinforcement include the teacher's ability to manage the learning process, the use of attractive variations of reinforcement techniques, as well as support for the school environment. This study concludes that reinforcement can help increase students' motivation towards learning Arabic if applied correctly, consistently, and in accordance with the characteristics of the pupils.
Developing Interactive Video-Based Learning Media for Islamic Religious Education at the Elementary Level: An ADDIE Model Approach Hanik Rahmawati Solikhah; Sukari Sukari; Meti Fatimah
Abjadia : International Journal of Education Vol 11, No 3 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i3.37153

Abstract

This study discusses the development of educational and interactive digital learning media for elementary school students in the subject of Islamic Religious Education (PAI), using the ADDIE model. The background of this research lies in the need for engaging learning media for elementary students, as digital media has been proven to enhance students’ interest, motivation, and comprehension of religious materials. The objective of this study is to produce interactive PAI learning video media that are valid, practical, and effective. The research method used was Research and Development (R&D) with the ADDIE model, which includes the stages of needs analysis, storyboard and script design, interactive video development, implementation, and evaluation through expert validation and field testing. The developed media consist of interactive educational videos featuring narration, visual illustrations, animations, background music, and reflective questions. There were small-group trials involved 10 students, continued to 25 students in classroom trials. The results showed that the mean pretest score was 61.0, indicating a moderate initial level of understanding of the learning material. After the implementation of the interactive learning videos, the mean posttest score increased to 84.3. The average learning gain was 23.3 points. Expert validation yielded an average score of 3.70 on a 4-point scale (classified as highly feasible) in terms of content and media design. Field trials with students (individual, small-group, and full-class tests) demonstrated positive responses with average scores ranging from 3.40 to 3.50 (feasible category). There is qualitative evidence in the form of students' statements and examples of behavior. One of the students said “The learning video on Surah At-Tin is very interesting and easy to understand”. "An example of observable behavior is that students are able to recite Surah At-Tin properly and correctly." Overall, the media were assessed as valid, practical, and effective for teaching Islamic Religious Education at the elementary school level. This interactive learning media can enhance students’ active engagement and motivation to learn, making it a viable and innovative alternative for religious learning in primary education.
Analysis of the Potential for Speaking Anxiety in the Grade IX Arabic Textbook for Islamic Junior High Schools (MTs): The Dominance of Grammatical Aspects and Its Implications for Students’ Willingness to Speak Ainun Zariah; Arif Nugroho; Nirmala Luthfia Hamaz; Hanna Khoirul Mustasyaroh; Dewi Isnaini
Abjadia : International Journal of Education Vol 11, No 3 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i3.44978

Abstract

Arabic speaking instruction (mahārah kalām) at the Madrasah Tsanawiyah (MTs) level is ideally directed toward the development of students’ communicative competence. In practice, however, many students still experience psychological barriers in the form of speaking anxiety, which hinder their willingness to speak. This study aims to analyze the Grade IX Arabic textbook published by the Indonesian Ministry of Religious Affairs in 2020 by identifying its dominance of grammatical aspects, analyzing its potential contribution to speaking anxiety, and formulating its pedagogical implications. Employing a library research design with a qualitative content analysis approach, data were gathered through documentation and close reading of the textbook, alongside relevant psycholinguistic literature. The findings reveal a significant structural imbalance, where a structural-grammatical orientation dominates through deductive presentation of taṣhrīf materials, mechanical sentence transformation exercises, and accuracy-based evaluation. Conversely, support for spontaneous oral communication remains limited and text-reproductive. Psycholinguistically, this rigid design triggers a fear of negative evaluation, a heightened affective filter, and double cognitive load. Consequently, the textbook's grammatical dominance potentially exacerbates speaking anxiety. Therefore, instructional materials need reconstruction by integrating grammar inductively and expanding functional communicative activities.
Fostering Moderate Awareness Amid Digital Religious Polarization Among Generation Z at MAN 1 Jombang Sandi Ferdy Yulianto; Septiana Purwaningrum; Muawanah Muawanah
Abjadia : International Journal of Education Vol 11, No 3 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i3.44039

Abstract

The rise of social media has transformed the landscape of learning and religious authority for Generation Z, while simultaneously giving rise to increasingly complex polarization of religious narratives in the digital space. This situation presents new challenges for Islamic Religious Education in fostering a moderate mindset among students. This study aims to analyze the pedagogy of Islamic Religious Education in fostering a moderate mindset among Generation Z amidst the polarization of digital religious discourse at MAN 1 Jombang. The research employs a qualitative approach with a case study design. Participants include Islamic Religious Education teachers, students, the vice principal for curriculum, and the school committee. Data were collected through in-depth interviews, participatory observation, and document analysis, and were subsequently analyzed using an interactive analysis model. The results indicate that students’ digital religious experiences are characterized by the dominance of social media as a source of religious knowledge, the fragmentation of religious authority, and exposure to diverse religious narratives. These conditions were addressed through dialogic, reflective, and contextual pedagogy by strengthening critical digital literacy, the practice of tabayyun, reflective discussions, and the internalization of the value of religious moderation in madrasah learning and culture. This study produced a model for reconstructing Generation Z’s moderate consciousness, demonstrating that religious moderation is formed through a dynamic interaction between digital religious experiences, the fragmentation of religious authority, dialogic pedagogy, critical digital literacy, and madrasah culture.

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