cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Al-Ta'rib
Contact Email
jurnalaltarib@gmail.com
Phone
-
Journal Mail Official
attarib@iain-palangkaraya.ac.id
Editorial Address
Jalan G. Obos Komplek Islamic Centre Palangka Raya, Kalimantan Tengah, Indonesia, Postal Code 7311
Location
Kota palangkaraya,
Kalimantan tengah
INDONESIA
Al-Ta'rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya
Published by Institut Agama Islam Negeri Palangka Raya
ISSN : 23545887     EISSN : 26555867     DOI : https://doi.org/10.23971/altarib
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Al-Ta’rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya (ISSN 2354-5887 and E-ISSN 2655-5867) is a peer-reviewed open-access journal and follows a double-blind review policy. This journal is scheduled for publication biannually, in June and December, with the first issue to appear in June 2013. The Journal welcomes research-based papers touching the ground of Arabic language teaching and learning with insights from applied linguistics, literature, and related academic disciplines.
Arjuna Subject : -
Articles 286 Documents
 25   26   27   28   29 
Modeling Student Expectation Formation through SAPS: An Indicator Relationship Analysis among Arabic Language Students M. Kholis Amrullah; Agus Riwanda; Wisetrat Wilailak; Faisal Mubarak; Fatwa Arifah
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 14 No 1 (2026)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v14i1.11307

Abstract

Arabic learning plays a strategic role in religious scholarship, intercultural communication, and global engagement in Indonesia. Despite extensive research on Arabic pedagogy, limited attention has been given to students’ future-oriented expectations across higher education institutions. This study investigates the expectations of Arabic language students in four Islamic universities in Metro, Indonesia, using the Scale to Assess Possible Selves (SAPS). The findings reveal that although students’ current conditions are weakly associated with their learning expectations, there is a significant collective shift toward higher future aspirations. The ideal self emerges as a strongest motivational predictor than the ought-to self, indicating that positive future self-visions play a central role in shaping engagement and long-term commitment. However, a discrepancy remains between students’ self-concepts and their actual learning experiences. The study underscores the importance of strengthening reflective mentoring, curriculum alignment, and authentic learning exposure to foster sustainable motivation, professional identity formation, and academic development among Arabic language students in the contemporary global context.
Learning Arabic in Heterogeneous Classrooms: Experiences of Non-pesantren Students in Indonesian Islamic Higher Education Adittia Batalipu; Mukhtar I Miolo; Suharia Sarif
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 14 No 1 (2026)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v14i1.11341

Abstract

 This study explores the lived learning experiences of non-pesantren students in Arabic language learning alongside pesantren students at IAIN Sultan Amai Gorontalo. Although previous studies have examined learning difficulties and competency disparities in Arabic language learning, limited attention has been paid to how non-pesantren students interpret their socio-academic experiences in heterogeneous classrooms. Employing a qualitative phenomenological approach, this study involved 20 non-pesantren students. Data were collected through reflective forms and semi-structured interviews and analyzed using Interpretative Phenomenological Analysis (IPA). The findings reveal that differences in educational background create initial competency gaps that shape students’ psychological and socio-academic experiences. Non-pesantren students initially experienced anxiety and low self-confidence; however, these challenges also fostered motivation and academic adaptation. Interaction with pesantren peers functioned as academic support through collaborative learning and peer assistance. Students also developed self-regulated learning strategies by utilizing digital resources and peer discussions. The study contributes to Arabic language learning research by demonstrating that heterogeneous classrooms function as spaces for academic identity negotiation, peer-mediated adaptation, and learner agency. Therefore, inclusive instructional management is needed to accommodate students from diverse educational backgrounds.
Teacher Agency in Micro-Curriculum Design: Enhancing Student Achievement through an Interest-Based Arabic Learning Program Mashlahatul Hidayah; Nur Ahid
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 14 No 1 (2026)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v14i1.11387

Abstract

Research on Arabic language education has largely focused on instructional strategies and curriculum implementation, while limited attention has been given to teachers’ agency in designing micro-curricula within interest-based learning programs. This study explores how teachers design and enact micro-curricula and how these practices contribute to student engagement and achievement in an interest-based Arabic learning program. Employing a qualitative case study, the research involved a program coordinator, two supervising teachers, and seven students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis, and were analyzed using thematic procedures adapted from Creswell’s qualitative framework. The findings indicate that teachers exercise substantial agency as micro-curriculum designers by developing learning content aligned with students’ interests, including af‘āl yaumiyyah, ibārah qaṣīrah, muḥādathah, khiṭābah, and qirā’at al-akhbār. The curriculum is enacted through communicative pedagogies, particularly the direct method, drills, and collaborative learning activities tailored to learners’ characteristics. These practices foster students’ communicative competence, self-confidence, and motivation to use Arabic actively. The effectiveness of the program is reflected in students’ success in securing thirteen awards in district- and provincial-level Arabic competitions. This study contributes to the literature by conceptualizing teachers as active micro-curriculum designers whose pedagogical decisions shape learner engagement and achievement in specialized Arabic learning contexts.
Arabic Language and Muslim Religious Identity in the Digital Age: Evidence from Mindanao, Philippines Muhamad Muhajir; Mohamad Syukri bin Abdul Rahman; Khairatul Akmar Bin Ab Latif; Ana Taqwa Wati; Magfur Afnan Fauzi
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 14 No 1 (2026)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v14i1.11466

Abstract

Arabic occupies a central position in Islamic education and religious practice; however, its contribution to Muslim religious value identity in minority contexts facing rapid digital transformation remains underexplored. This study investigates the role of Arabic in shaping Muslim religious value identity in Mindanao, Philippines, while examining the challenges and opportunities arising from technological change. A qualitative case study design was employed using purposive sampling. Data were collected through semi-structured interviews, non-participant observations, and document analysis involving Arabic language teachers, religious leaders, and Muslim youth. The data were analyzed thematically with source triangulation and member checking to enhance trustworthiness. The findings reveal that Arabic functions not only as a medium for accessing Islamic texts but also as a mechanism for internalizing religious values, strengthening communal belonging, and reinforcing Muslim identity. Although digitalization and multilingual environments have reduced reliance on Arabic in everyday religious learning, technology simultaneously provides new opportunities for expanding Arabic education through digital platforms and interactive learning resources. The study demonstrates that sustaining Muslim religious identity requires integrating Arabic language instruction with value-oriented pedagogy and technology-enhanced learning. It contributes a holistic perspective linking language, religion, and digital transformation within a Muslim minority context.
Integrating AI into Arabic Linguistics: A Methodological Framework for Reproducible and Interpretable Research Ismail Akzam; Mohammad Ikhwan Bin Abdullah
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 14 No 1 (2026)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v14i1.11511

Abstract

The rapid advancement of Artificial Intelligence (AI) has transformed Arabic linguistic research by enabling increasingly sophisticated Natural Language Processing (NLP) applications. However, methodological inconsistencies related to reproducibility, interpretability, dialectal diversity, and resource documentation continue to limit the scientific validity of AI-based Arabic linguistic studies. This study aims to synthesize recent developments in AI-assisted Arabic linguistics and propose a comprehensive methodological framework that promotes transparent, reproducible, and linguistically accountable research. Using a Systematic Literature Review (SLR) approach, relevant publications were critically analyzed to identify emerging trends, methodological challenges, and best practices in Arabic NLP. The findings reveal a paradigm shift from model-centric innovation toward methodology-centered research, highlighting the growing importance of dialect-aware evaluation, domain-specific resources, explainable AI, efficient adaptation strategies, and rigorous reporting standards. Based on these synthesized findings, the study proposes a five-stage methodological framework encompassing linguistic problem formulation, resource selection and documentation, modeling and adaptation, evaluation and interpretation, and transparent reporting. The framework bridges computational innovation with linguistic theory and provides practical guidance for conducting robust AI-assisted Arabic linguistic research. By emphasizing reproducibility, interpretability, and linguistic accountability, this study contributes a principled foundation for future Arabic NLP research and supports the development of more reliable, equitable, and scientifically rigorous language technologies.
AI-Assisted Learning in Arabic Grammar: Investigating the Use of ChatGPT and Digital Platforms in Arabic Learning Rani Ismil Hakim; Isra Hayati Darman; Ade Destri Deviana; Lailatul Qomariyah; Usfiyatur Rusuly; Elvina Gusman
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 14 No 1 (2026)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v14i1.11513

Abstract

Artificial intelligence (AI) technologies are increasingly being integrated into language learning; however, empirical evidence regarding their use in Arabic grammar and translation (Nahwu wa Tarjamah/I‘rab) learning remains limited, particularly in Islamic higher education contexts. Existing studies have predominantly focused on general language learning applications, leaving insufficient understanding of how AI-supported platforms facilitate the learning of complex grammatical analysis and translation skills. This study aims to identify the AI-based platforms employed in I‘rab learning and examine their impact on students’ learning experiences and outcomes. A quasi-qualitative design was employed involving 30 fifth-semester students enrolled in the Nahwu course at STAIN Mandailing Natal. Data were collected through classroom observations, questionnaires, and in-depth interviews and analyzed using the Miles and Huberman interactive model. The findings reveal that students utilized four categories of AI-supported resources: digital learning repositories, generative AI applications, machine translation tools, and Arabic grammar support websites. The integration of these technologies enhanced students’ awareness of digital learning resources, promoted autonomous learning practices, increased learning motivation, and received positive instructional support from lecturers. Furthermore, students demonstrated strong academic performance, achieving a mean final course score of 88.2 (A). This study contributes to the growing literature on AI-assisted Arabic language learning by providing empirical evidence of AI’s role as a digital scaffolding tool in facilitating the acquisition of advanced Arabic grammatical and translation competencies.

Page 29 of 29 | Total Record : 286

 25   26   27   28   29 

Filter by Year

2013 2026


Reset
Filter By Issues
All Issue Vol 14 No 1 (2026) Vol 13 No 2 (2025) Vol 13 No 1 (2025) Vol 12 No 2 (2024) Vol 12 No 1 (2024) Vol 11 No 2 (2023) Vol 11 No 1 (2023) Vol 10 No 2 (2022) Vol 10 No 1 (2022) Vol 9 No 2 (2021) Vol 9 No 1 (2021) Vol 8 No 2 (2020) Vol 8 No 1 (2020) Vol 7 No 2 (2019) Vol 7 No 1 (2019) Vol 6 No 2 (2018) Vol 6 No 1 (2018) Vol 5 No 2 (2017) Vol 5 No 1 (2017) Vol 4 No 2 (2016) Vol 4 No 1 (2016) Vol 2 No 1 (2014) Vol 1 No 1 (2013) More Issue