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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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Beyond Digital Branding: Public Relations as a Managerial Mechanism for Building a Positive Institutional Image in an Islamic Boarding School Lailatusolihah Lailatusolihah; Dhiyauz Zakiyyah; Syifa Fauzia; Muhammad Amin Nur
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.v11i3.38545

Abstract

Public relations in Islamic educational institutions no longer functions merely as an information dissemination unit but also serves as a managerial mechanism for building a positive institutional image. This study aims to analyze how public relations management strategies are implemented to build a positive image at Ar-Rohmah Putri Islamic Boarding School Campus 1. A qualitative approach with a descriptive case study design was employed. Data were collected through in-depth interviews, observations, and document analysis involving the Head of Public Relations and supporting informants engaged in public relations activities. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing and verification. The findings reveal three major public relations strategies. First, public relations integrates digital communication with direct stakeholder engagement through the Silaturahim Ar-Rohmah Indonesia (SAI) program, Sholat Lail Jama'i, scholarship programs, institutional partnerships, and digital media utilization. Second, public relations functions as a managerial mechanism by coordinating organizational units through regular coordination meetings, publication management, and program alignment to ensure integrated organizational communication. Third, public relations contributes to managing operational challenges by coordinating with parents, local communities, and external institutions to maintain public trust and preserve the institution's positive image. These findings suggest that building a positive institutional image extends beyond digital branding and relies on the ability of public relations to integrate communication, organizational coordination, and stakeholder relationship management as a strategic managerial mechanism that supports the sustainability of Islamic boarding schools.
Improving Students’ Skill Pronunciation Through the Drilling Method at Catholic Saint Francis Xavier Junior High School, Tarakan Yosep Kurniawan Basa Sogen; Alfan Zuhairi; Junaidi Mistar
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.v11i3.44797

Abstract

Indonesia is a multilingual country with over 700 regional languages, reflecting its high linguistic diversity and influencing the learning process in schools, including English learning in Tarakan, North Kalimantan. Students generally have a strong local dialect background, so first language transfer often affects speaking skills, particularly in pronunciation, word stress, fluency, and confidence. This study aims to analyze the effectiveness of the drill method in reducing local dialect interference on students' English pronunciation. The study used a Classroom Action Research (CAR) design involving 22 students from Saint Francis Xavier Catholic Junior High School in Tarakan as participants. Data were obtained through pronunciation tests conducted before (pretest) and after (posttest) the implementation of the drill method, which focused on repeated pronunciation practice to improve the accuracy of English sound articulation. The results showed that the implementation of the drill method had a positive impact on students' pronunciation skills. Before the implementation, most students still had difficulty pronouncing English words correctly due to their tendency to use the phonological patterns of the local dialect. After participating in a series of exercises, students' pronunciation skills significantly improved, as indicated by an increase in the average score from 66.59 in the pretest to 82.32 in the posttest. Furthermore, the highest score in the posttest was 85, while the lowest was 71, indicating a uniform increase in ability among participants. Repeated exercises also helped students become more familiar with English sounds and pronunciation patterns and increased their confidence when speaking. Based on these findings, it can be concluded that the drill method is effective in reducing local dialect interference on students' English pronunciation, thus it can be one of the learning strategies that supports improving pronunciation accuracy in the context of learning English as a foreign language.
Analysis of The Implementation of a Non-Formal Arabic Language Program Using Ornstein and Hunkins’ Theory at A Pesantren Based Madrasah Shinta Laili Lingga; Slamet Daroini; Mamluatus Solihah
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.v11i3.37724

Abstract

This study analyzes the implementation of a non-formal Arabic language program at MTs Unggulan Al-Qodiri 1 Jember using Ornstein and Hunkins’ curriculum theory. Focusing on the El-Mumtaz classes, morning Muhadatsah, and the Weekly Central Program (PPM), the research examines how these components reflect the principles of scope, sequence, continuity, integration, articulation, and balance within a pesantren-based madrasah. Employing a qualitative single-case study design, data were collected through participant observation, semi-structured interviews, and documentation, and analyzed using Miles and Huberman’s interactive model. The study reveals that the program functions as a “living curriculum” embedded in a bi'ah lughawiyyah, where practical implementation and community habituation surpass formal administrative documentation. It produces both linguistic outcomes (improved fluency, accuracy, and communicative competence) and non-linguistic outcomes (enhanced discipline, confidence, collaboration, and religious awareness). At the same time, the study identifies weaknesses in the formalization of curriculum documents, depth and level differentiation of learning materials, and the explicit formulation of competency indicators and evaluation instruments. Theoretically, the study demonstrates the relevance and applicability of Ornstein and Hunkins’ principles to non-formal programs in Islamic education. Practically, it offers a model for strengthening non-formal Arabic curricula in other pesantren-based madrasahs through integrated planning, structured competency mapping, and systematic evaluation.
The Role of Linguistic Capital in The Social Mobility of Arabic Language Education Students: A Mixed-Methods Sociolinguistic Study Khaerul Muttakin; Muhajir Muhajir; Muhammad Ali Jum'ah Rahmatullah
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.v11i3.45551

Abstract

Community-based development positions language as a strategic resource; however, within Islamic higher education, Arabic language proficiency is still primarily viewed as a communicative competence rather than as linguistic capital that contributes to students' social mobility. This study aims to analyze the role of linguistic capital in the social mobility of students in the Arabic Language Education study program. Employing a mixed-methods approach with a sequential explanatory design, the researchers distributed Google Form questionnaires to 17 students in their fourth to sixth semesters and conducted in-depth interviews with five students. Descriptive results show that overall linguistic capital was categorized as high (M = 3.41, SD = 1.03), with self-confidence in using Arabic recording the highest mean (M = 4.06, SD = 0.83), whereas the frequency of Arabic use on campus was the lowest (M = 3.00, SD = 1.06). Qualitative findings indicate that linguistic capital does not directly generate social mobility, but gains value through recognition and legitimation within the higher education field, enabling its conversion into symbolic capital and subsequently into social and economic capital. These conversions are associated with academic achievement, academic identity, networking, further-study opportunities, and career prospects, although their effects vary across social arenas. The study proposes an empirically grounded conceptual model in which habitus formation facilitates linguistic capital accumulation, legitimation as symbolic capital, and subsequent conversion into social and economic capital, thereby providing a contextual sociolinguistic explanation of students’ social mobility in Islamic higher education.
Voluntary Sunnah Fasting and Student Self-Regulation: Associations with Patience and Delayed Gratification in Islamic Boarding School Education Semi Priyatno; Mochammad Fauzan Khoeri; Mahin Anas Romadona; Irfan Musonif
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.v11i3.44621

Abstract

Self-regulation is widely recognized as a key competency supporting students' learning, character development, and long-term educational success. Within Islamic boarding schools, voluntary religious practices may provide repeated opportunities for students to strengthen self-regulatory capacities through everyday behavioral discipline. However, empirical evidence examining voluntary sunnah fasting from an educational psychology perspective remains limited. This study investigated the associations between voluntary sunnah fasting, patience, and delayed gratification among students in an Islamic boarding school. A quantitative cross-sectional design was employed involving 60 students selected through purposive sampling. Data were collected using self-report questionnaires and analyzed using descriptive statistics, Pearson's correlation, and simple linear regression. The findings indicated that voluntary sunnah fasting was positively associated with patience (β = .529, p < .001) and delayed gratification (β = .535, p < .001). Regression analyses further showed that voluntary sunnah fasting significantly predicted patience (R² = .280) and delayed gratification (R² = .286). These findings suggest that students who more consistently engage in voluntary sunnah fasting tend to demonstrate stronger emotional regulation and greater capacity to delay immediate rewards in pursuit of longer-term goals. The study contributes to educational psychology by positioning voluntary sunnah fasting as a behavioral practice that may support students' self-regulation and character development within Islamic boarding school education. Future research employing longitudinal and intervention-based designs is recommended to examine the educational implications of these relationships across broader learning contexts.
Integration of Monotheistic Values in Science Lessons for Elementary School Madrasah Students: A Content Analysis of Literature Laili Firda Andini; Zulfi Mubaraq; Akhmad Nurul Kawakip
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.v11i3.39030

Abstract

The integration of monotheistic values (tawhid) into science lessons for Islamic elementary school students at Madrasah Ibtidaiyah (MI) continues to attract academic attention because it reflects a long-standing tension in Islamic education between religious and scientific modes of knowledge. Using a literature review method, this study aims to identify the forms or paradigms in which monotheistic values are integrated into science teaching, the internal and external factors that shape this integration, and its constructive and problematic implications for students. The study found that integration typically takes three forms: building a monotheistic paradigm for understanding nature and science, developing a monotheistic-oriented science learning model, and developing students who are faithful, knowledgeable, and responsible. Internally, integration is shaped by students' motivation, readiness to learn, and belief in monotheism. Externally, integration is shaped by prevailing societal views that separate science from religion, demands for character-based quality education, and the involvement of schools, families, and communities. When integration is implemented proportionally and based on sound pedagogy, it strengthens faith, arouses interest in science, and fosters gratitude and responsibility. However, if teachers are not well prepared or integration is forced without conceptual depth, it risks creating confusion or a shallow understanding of scientific concepts. The study concludes that realizing the pedagogical potential of this integration requires a balanced and developmentally appropriate approach, grounded in a sound understanding of science and monotheism..
Comparison of the Effectiveness of the Running Dictation Method and the Conventional Method in Improving Nahwu Comprehension of MTsN Students in Batu City Melinda Dewi Srirehani; R. Taufiqurrochman; Nur Hasaniyah
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.v11i3.37916

Abstract

Nahwu learning is an important aspect in mastering the Arabic language, but in practice, students' comprehension levels remain low due to the use of passive and less interactive learning methods. This condition indicates the need to apply more varied, interesting learning strategies that are able to directly involve students' activities. This study aims to compare the effectiveness of the Running Dictation method with conventional learning methods in improving the nahwu comprehension of MTsN Kota Batu students. This study uses a quantitative approach with a quasi-experimental design of the Nonequivalent Control Group Design type. The sample consisted of two intact classes selected through purposive sampling based on the school's existing class arrangement, with 34 students assigned as the experimental class and 32 students as the control class. The research instrument was an objective test administered at the pretest and posttest stages to measure changes in students' comprehension abilities. Data analysis was performed using descriptive statistics, normality tests, homogeneity tests, Mann-Whitney U test, which was used because the data did not fully meet the assumptions for parametric testing, and N-Gain Score calculations to assess learning outcome improvements. The results showed that the average posttest score of the experimental class was higher than that of the control class, namely 67.97 and 59.09. The Mann-Whitney U test produced a significance value of 0.063, indicating that there was no statistically significant difference between the two groups. However, the N-Gain Score of the experimental class was 0.2260, which was higher than that of the control class, which was 0.1065. Thus, it can be concluded that the Running Dictation method tends to be more effective than the conventional method in improving students' understanding of nahwu, especially in the context of learning that requires active and collaborative involvement.
Al-Barzanji's Book, A Reference in Teaching Rhetoric: Analysis of Simile and Metaphor at The Pesantren Tanbih Al-Ghafilin Banjarnegara Muhamad Ibnu Athoillah; Enjang Burhanudin Yusuf
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.v11i3.44986

Abstract

This study analyzes the forms and types of simile (tashbih) and metaphorical expression (majaz) in the Book of Al-Barzanji, exploring its use as a reference for teaching Arabic rhetoric (balaghah) at Pondok Pesantren Tanbihul Ghofilin. The research is driven by the importance of balaghah in language appreciation and the literary and religious significance of Al-Barzanji, which is rich in rhetorical expressions within the pesantren environment. Employing a qualitative method with a descriptive-analytical approach, data were gathered through library research, observations, interviews with teachers and students, and learning documentations. The data were then processed using descriptive rhetorical analysis. The findings reveal that the Book of Al-Barzanji contains various similes including explicit, implicit, emphatic, representative, and non-representative and several forms of majaz, particularly majaz mursal and metaphor (isti‘arah). These styles serve essential aesthetic and semantic functions, strengthening textual meaning and spiritual dimensions. Furthermore, integrating this book into balaghah instruction helps students grasp rhetorical concepts practically and contextually, while enhancing their text-analysis skills and linguistic appreciation. The study concludes that the Book of Al-Barzanji holds significant educational value, making it an effective reference that seamlessly integrates religious, literary, and aesthetic elements for pesantren learning.
Students’ Perception of Super Spin App as A Teaching Medium Of “Asking and Offering for Help” Material Khoironi Khoironi; Dwi Fita Heriyawati
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.v11i3.37446

Abstract

This qualitative study assessed junior high school students' perceptions of the Super Spin App as the learning medium in teaching ‘’Asking and Offering for Help” material for students of VIII grade in Junior High School. An interactive learning media design with gamified instructional tools concerns its efficacy in teaching the English language function to enhance engagement and motivation in language learning. It features four main components: direction, materials, video, and quizzes. All designed to provide a comprehensible and enjoyable learning activity through an interactive and multimodal learning experience. Data collection involved Observation notes and semi-structured interviews to obtain in-depth insights into students’ attitudes and learning experiences during the implementation of this learning application. The findings reveal that the Super Spin App produced a positive impact on students’ participation, comprehension, and motivation to learn English. Moreover, this also reduced anxiety due enjoyable and enduring to the learning process. The predominant student response was favorable, indicating that the medium facilitated improved understanding of the target expressions and their practical application. Consequently, the study concludes that Super Spin represents a beneficial alternative teaching medium for English language instruction, particularly in cultivating active learning and functional language acquisition.
English Lecturers’ Beliefs and Translanguaging Practices in An International Class Program at University Level Elma Diana Novitasari; Niamika El Khoiri; Siti Muniroh
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.v11i3.45028

Abstract

The implementation of an English-only policy in an international class program (ICP) at Indonesian university poses unique challenges for non-native English-speaking teachers in ensuring student understanding. Translanguaging presents itself as a pedagogical alternative that allows for flexible use of language repertoires to support the learning process. This study aims to explore English lecturers’ beliefs about translanguaging, their practices in classroom interactions, and the factors influencing its implementation in the context of ICP at the university level. The study used a qualitative case study approach involving three lecturers who teach Listening, Grammar, and Writing in the second-semester ICP class of the English Language Education study program. Data were collected through classroom observations and semi-structured interviews, then analyzed using Braun & Clarke’s (2006) six-stage thematic analysis. The results show that: (1) All lecturers have positive beliefs about translanguaging as a necessary pedagogical strategy, not as a policy violation, (2) Translanguaging is applied spontaneously and responsively to clarify vocabulary, explain complex grammatical concepts, and check student understanding, (3) The main factors that influence translanguaging practices include students’ varying English language abilities, the level of difficulty of the material, and students’ non-verbal responses. These findings confirm that translanguaging is an organic pedagogical practice and needs to be formally recognized in the language policies of ICP programs in Indonesian higher education.

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