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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
 45   46   47   48   49 
Educational Values in Classical Arabic Fables: A Conversational Implicature Analysis of ChatGPT’s Translation Output Sri Yulia Yuliani; Maman Abdurahman
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.v11i3.37566

Abstract

This study aims to examine the educational values in the classical Arabic fable al-Asad wa al-Fa’r through an analysis of conversational implicature and an evaluation of the translation quality produced by ChatGPT. Using a descriptive qualitative approach supported by the pragmatic frameworks of Grice, Leech, and Sperber & Wilson’s relevance theory, the research analyzes four utterance data that reflect both the violation and the observance of conversational maxims. The findings show that the fable contains four main educational values empathy, responsibility, humility, and equality conveyed through both verbal and nonverbal implicature strategies. The results also indicate that ChatGPT’s translation is able to capture literal meaning but does not fully represent the implicit moral values. This highlights the need for critical use of AI technology in learning Arabic literature. Theoretically, this research contributes to the integration of pragmatic studies and character education, while practically it offers an alternative model of learning based on classical Arabic fables that emphasizes the strengthening of moral values.
Needs Analysis of Google Sites-Based Learning Media for Independent Learning in Junior High School Informatics Sigit Budiyanto; Taufiqulloh Taufiqulloh; Yoga Prihatin
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.v11i3.45167

Abstract

This study analyzed the self-directed learning needs of junior high school students in Informatics and identified potential obstacles in using Google Sites as a self-directed learning medium, corresponding to the Analysis stage of the ADDIE instructional design model. A mixed-methods approach with an explanatory sequential design was employed, where a descriptive quantitative method was supported and contextualized by qualitative data from interviews, observations, and documentation involving 90 seventh-grade students and 3 Informatics teachers from three public junior high schools in Balapulang District, Tegal Regency, selected through purposive sampling. Results showed that students had strong technological readiness and high interest in interactive website-based learning (81%), particularly through smartphone access (84%), yet had limited prior experience using website-based learning media (38%), revealing a 43-point interest-experience gap. The main obstacles identified were infrastructural, namely unstable internet connectivity (61%) and limited data quota (54%), alongside literacy-related barriers such as unfamiliarity with digital platform navigation and limited technical guidance. Teacher interviews reinforced these findings, underscoring the importance of structured onboarding and digital scaffolding during initial implementation. These findings contribute theoretically to strengthening the needs analysis stage within the ADDIE framework and practically as an empirical basis for designing a lightweight, guided, low-bandwidth-friendly Google Sites platform suited to junior high school students in areas with limited technological infrastructure.
Integrating Islamic Values in Madrasah Budgeting: A Case Study of Financial Accountability and RKAM Implementation at MA “Al-Islam” Ponorogo Hamsa Birgam Deenhaq Hudaya; Esti Yuli Widayanti; Athok Fuadi
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.v11i3.44547

Abstract

Effective financial management is a decisive factor in the sustainability and quality improvement of Islamic educational institutions. This study aims to analyze budgeting practices at Madrasah Aliyah “Al-Islam” Ponorogo, encompassing planning, implementation, monitoring, and accountability. The study employs a qualitative approach with a case study design. Data were collected through participatory observation, semi-structured in-depth interviews, and document analysis, then analyzed using the interactive model of Miles et al. (2014). The findings reveal that MA “Al-Islam” Ponorogo has implemented an RKAM-based budgeting system involving various stakeholders; however, challenges remain, including limited human resource capacity in financial management, high dependency on BOS (School Operational Assistance) funds, and suboptimal monitoring mechanisms. A distinctive finding of this study is that the value of amanah (trust) is internalized not merely as a moral slogan but as an operational safeguard: budget deliberations are opened with religious rituals and treated by informants as a form of worship, a practice perceived to strengthen honesty and reduce the temptation toward mark-up in procurement. This research contributes to the development of an integrative Islamic-values-based budgeting model for Islamic educational institutions in Indonesia.
Communication Management in Islamic Boarding Schools in Support of Effective Learning at Al-Muqoddasah Islamic Boarding School Ponorogo Widya Putri Azhari; Khilda Fitrotul Khabibah; Mohammad Thoriq Al Bariki Aufa Ardillah; 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.v11i3.38855

Abstract

This study aims to describe the communication management applied at Al-Muqoddasah Islamic Boarding School in Ponorogo and its role in supporting learning effectiveness. As an Islamic boarding school, the pesantren requires an organized communication flow so that educational activities and student guidance can run smoothly. This study uses a qualitative approach with a case study design. Data were collected through in-depth interviews involving three key informants (caregivers and teachers) over a two-month period, to describe the communication patterns that occur between caregivers, teachers, students, parents, and the surrounding community. The results show that communication management at the boarding school occurs through three main channels: internal communication, communication with parents, and communication with the community. Internal communication is carried out through direct coordination and regular meetings, which help to clarify information and support the orderly learning process. Communication with student guardians utilizes digital media and official Islamic boarding school channels, thereby maintaining information transparency and minimizing misunderstandings. Meanwhile, communication with the community plays a role in supporting major Islamic boarding school activities and creating a conducive learning environment. These three communication channels directly enhance students’ readiness to learn by ensuring timely information, emotional support, and a stable learning environment. This study concludes that a combination of direct communication and structured digital communication contributes significantly to learning effectiveness. These findings provide an empirical picture of communication practices in Islamic boarding schools and open up opportunities for the development of a more modern and integrated communication system.
Program Management Responses to the ‘Curriculum of Love’ Policy at UIN Maulana Malik Ibrahim Malang: A Case Study of PGMI Nurista Kurnia Nisfin; Ahmad Hamzah Shihab; Wahidmurni Wahidmurni; Samsul Susilawati
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.v11i3.44233

Abstract

The ‘Curriculum of Love’ is a contemporary Islamic educational paradigm that emphasizes compassion, religious moderation, and respect for human dignity. The success of its implementation depends on the understanding and response of educational institutions, particularly those involved in implementing policies at the program level. This study aims to analyze the response of the PGMI Study Program at UIN Maulana Malik Ibrahim Malang to the ‘Curriculum of Love’ policy and to describe its manifestation in academic practice. The study employs a qualitative approach with a case study design. Data were collected through interviews with three informants the head of the study program, the secretary of the study program, and a PGMI lecturer as well as document analysis. The data were analyzed using the Miles and Huberman interactive model through data condensation, data presentation, and the drawing and verification of conclusions. The results indicate that the program administrators responded positively to the ‘Curriculum of Love’ policy because its substance aligns with the vision, academic culture, and educational traditions that have developed within the PGMI program. These values have manifested through the practice of reading the Qur’an, a love of knowledge, concern for the environment, mutual respect, and love for the homeland, even though they have not yet been explicitly incorporated into the curriculum documents. The uniqueness of this study lies in the finding that the implementation of the ‘Curriculum of Love’ has been taking place substantively through the academic culture before it was formalized in the institution’s curriculum documents.
Gamification of Cognitive Diagnostic Assessment: Transforming Arabic Language Learning Motivation in the Era of the Independent Curriculum Linura Tuada; M. Baihaqi; Hisbullah Huda; Umi Hanifah; Zheefa Billqisth Al-Hafi
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.v11i3.37865

Abstract

Low motivation to learn Arabic at the madrasa level often stems from conventional and stressful initial assessment processes for students. This study aims to analyze the effectiveness of implementing cognitively diagnostic assessments based on the gamification media Quizalize in transforming the Arabic learning motivation of tenth-grade students at MAN Sidoarjo. Amid the implementation of the Merdeka Curriculum, this study emerges as an effort to digitalize initial assessments to create more inclusive and enjoyable differentiated learning. The research method used was quantitative with a pre-experimental design: One-Group Pretest-Posttest. The research subjects consisted of 37 students of class X-9 selected through purposive sampling. Data collection instruments included cognitive diagnostic tests via the Quizalize platform and a validated learning motivation questionnaire. Data analysis techniques employed the Shapiro-Wilk normality test and the Paired Sample T-Test hypothesis test using SPSS software. The research results indicate a significant increase in students' learning motivation. This is evidenced by the rise in the average motivation score from 38.27 in the pre-test phase to 42.35 in the post-test phase. The Paired Sample T-Test statistical analysis yielded a significance value (2-tailed) of 0.028, which is less than the significance level of 0.05 (p < 0.05), thus supporting the acceptance of the working hypothesis (H1). Further analysis shows that the gamification elements in Quizalize, particularly the Team vs Team and Leaderboard features, play a crucial role in reducing language anxiety and fostering students' emotional engagement. This study concludes that the integration of gamification into cognitive diagnostic assessments not only assists teachers in accurately mapping students' initial cognitive abilities but is also effective in enhancing students' enthusiasm for learning in the context of the Independent Curriculum era. The practical implications of this research encourage educators to utilize interactive media during the assessment phase to support the effectiveness of student-centered foreign language teaching.
Evaluating the CEFR Alignment of Arabic Speaking Materials: A Content Analysis of the Grade X Arabic Textbook at Pondok Pesantren Darussalam Aur Duri Sumani Standards Eka Syerlia Putri; Muhammad Yusuf Salam; Fitratul Ilmi; Fajriatuzzukia Alqanitin; Izdadur Rahmi
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.v11i3.38975

Abstract

Speaking is a fundamental component of Arabic language learning, as it plays an essential role in developing learners’ communicative competence. However, the alignment between speaking materials in Arabic textbooks and the proficiency levels represented in the Common European Framework of Reference for Languages (CEFR) requires further examination. This study aims to analyze the alignment of speaking materials in the Grade 10 Arabic textbook used at Pondok Pesantren Darussalam Aur Duri Sumani with CEFR speaking proficiency descriptors. This study employed a qualitative descriptive method using content analysis. The data were analyzed through an analytical rubric adapted from CEFR descriptors, particularly those related to spoken production and spoken interaction. The findings indicate that, of the nine speaking activities analyzed, four activities were classified at the A1 level and five at the A2 level, representing 44.4% and 55.6%, respectively. No activities were classified at the B1 or B2 levels. These findings indicate that the analyzed speaking materials remain entirely within the basic A1–A2 levels and primarily focus on simple question-and-answer activities, guided dialogues, repetition, and controlled oral production. Consequently, the materials provide limited opportunities for learners to develop the communicative competence required at intermediate levels. Therefore, the speaking materials require revision and enrichment through more interactive, spontaneous, and communicative activities to achieve better alignment with CEFR standards and support the development of students’ Arabic speaking competence.
Arabic Qirā’ah Learning Strategies Based on Cognitive Load Theory: Analysis and Pedagogical Implications Fatur Fahrezi; Muhamad Ibnu Athoillah; Rohman Hakim; Muhammad Royan Firdaus
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.v11i3.44949

Abstract

This study addresses the persistent working memory bottlenecks in Arabic reading (qirā’ah) instruction that hinder deep textual comprehension. The objective is to evaluate how Cognitive Load Theory (CLT) can optimize learners' mental capacities during text processing. Employing a qualitative library research methodology, empirical studies published predominantly within the last five years, together with foundational theoretical works, were synthesized and evaluated through systematic content analysis. The results indicate that standard qirā’ah tasks generate excessive cognitive strain due to high intrinsic load from complex nahwu-sharaf structures, high extraneous load from suboptimal lesson layouts, and underutilized germane load. The synthesis further demonstrates that the morphosyntactic complexity of Arabic (nahwu-sharaf) constitutes the primary source of intrinsic cognitive load, thereby requiring instructional designs that systematically regulate linguistic complexity through cognitively informed learning strategies. To mitigate these operational barriers, this paper proposes actionable interventions, including text chunking, structural pruning, prior schema activation, and systematic scaffolding. It is concluded that aligning instructional designs with human working memory limits successfully reduces extraneous cognitive load while fostering sustainable schema construction. Ultimately, CLT offers a robust, process-oriented pedagogical framework for engineering adaptive Arabic learning materials.
EFL Students’ Grammatical Errors in Online Chat Groups as Indicators of Interlanguage Development Dewi Ulil Fakhirah; Andina Silvi Amalia; Alfan Zuhairi
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.v11i3.43139

Abstract

Grammatical errors are a natural part of second language acquisition and provide valuable insights into learners' language development. Based on Selinker's Interlanguage Theory (2015), grammatical errors are viewed as indicators of interlanguage development rather than evidence of language failure. This study aimed to analyze the grammatical errors produced by postgraduate EFL students in academic WhatsApp group interactions and to examine how these errors reflect interlanguage development. A descriptive qualitative design was employed using naturally occurring WhatsApp chat messages collected from two academic WhatsApp groups of students enrolled in the Master of English Language Teaching Study Program. The data were analyzed using thematic analysis and classified according to Selinker’s Interlanguage Theory (2015) into three interlanguage processes: language transfer, overgeneralization of target language rules, and second language communication strategies. The findings revealed that the grammatical errors were systematic rather than random and reflected the learners’ ongoing interlanguage development through these three processes. The findings also suggest that academic WhatsApp interactions provide an authentic context for observing how postgraduate EFL students construct and refine their interlanguage in natural communication. This study concludes that grammatical errors should be viewed as a natural part of second language development rather than as evidence of language failure. Future research is encouraged to involve participants from different educational contexts and digital communication platforms to provide a broader understanding of interlanguage development in online learning environments.
Analysis of Approach Variations in Arabic Language Curriculum Development: A Literature Study on Models and Their Implementation Badrul Islam; Maharani Suryadie Putri
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.v11i3.38208

Abstract

Curriculum is a fundamental component of the education system that determines the direction, content, and process of learning. This study analyzes the various approaches used in Arabic language curriculum development and identifies the strengths and weaknesses of each approach within the context of Arabic language learning. A descriptive-qualitative library research (literature review) design was employed. A total of 20 primary sources five journal articles and fifteen scholarly books, reports, and canonical curriculum-theory works were reviewed; contemporary sources were drawn from the period 2014-2024 to ensure relevance and currency, while a small number of foundational theoretical works were retained regardless of publication year because they remain the conceptual basis of the field. Data were analyzed using content analysis and comparative analysis to identify patterns, characteristics, and the relative effectiveness of each approach. The results show five main approaches to Arabic language curriculum development: competency-based, system-based, decentralization-based, comprehensive, and problem-centered. In addition, twelve curriculum development models were identified and classified into two groups five models grounded in educational philosophy and seven models grounded in the curriculum development process most of which originate from Western theoretical traditions but can be contextually adapted to Arabic language learning. The findings indicate that, despite their differing emphases, all of the approaches and models are fundamentally oriented toward developing three domains of education: cognitive, affective, and psychomotor. This research offers a theoretical contribution to a more comprehensive understanding of Arabic language curriculum development and practical guidance for curriculum developers in selecting an approach appropriate to their context and learning needs.

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