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Al-Ta'rib
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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 80 Documents
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Mind Bunyan Cards: Innovation in Arabic Learning Media to Improve Simple Sentences in Writing Skill Keysya Mahya Kamila; Wati, Ana Taqwa
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 13 No 2 (2025)
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v13i2.10519

Abstract

Mastery of basic Arabic sentence construction for beginners is often hindered by monotonous, memorization-focused teaching methods, creating a need for innovative approaches that facilitate creative understanding. This quasi-experimental study investigates the effectiveness of Mind Bunyan Cards, a visual tool for sentence structuring, in enhancing Arabic writing skills. Involving 42 student participants, the study compared an experimental group (using the cards) with a control group (conventional method). Test data were analyzed using ANCOVA, controlling for pre-test scores. Results showed a statistically significant difference (F(1,39) = 13.52, p = 0.001) in favor of the experimental group, with a substantial effect size (ηp² = 0.257), indicating that 25.7% of the skill improvement is attributable to the intervention. These findings validate the tool's effectiveness as an innovative learning medium that shifts the paradigm from mechanical memorization to meaningful and creative sentence formation.
From Need to Action: Developing an E-Module for Teaching Arabic Rhetoric (Ilm al-Bayan) through the CLIL Approach Budiarti, Meliza; Ghani, Mohammad taufiq Abdul
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 13 No 2 (2025)
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v13i2.10534

Abstract

Arabic Rhetoric (Ilm al-Bayan) is often perceived as challenging by university students due to its abstract concepts and reliance on traditional, teacher-centered instruction. Despite its linguistic and cultural importance, efforts to modernize its teaching through pedagogically sound, technology-enhanced methods remain limited. This study addresses this gap by integrating the ADDIE instructional design model with the Content and Language Integrated Learning (CLIL) approach to develop an interactive e-module tailored specifically for Ilm al-Bayan instruction. Employing a quasi-experimental design, the research involved 110 undergraduate students from the Arabic Language Department at State Islamic University in Padang. Data collected through expert validation, questionnaires, pre-tests, and post-tests were analyzed both statistically and thematically. The findings reveal that while students acknowledge the value of Ilm al-Bayan for developing linguistic, aesthetic, and critical skills, they face significant challenges due to outdated resources, teacher-centered approaches, and limited interactivity. Students expressed a strong preference for flexible, autonomous, and interactive learning tools, particularly digital platforms. Results demonstrate that the CLIL-based e-module effectively addresses these needs by combining meaningful content with language learning through multimedia, interactive exercises, and instant feedback, thereby enhancing comprehension, motivation, and self-directed learning. This need analysis confirms the timeliness and necessity of developing a CLIL-integrated e-module for Ilm al-Bayan, offering a transformative approach that makes Arabic Rhetoric education more engaging, accessible, and effective in higher education contexts.
Enhancing Arabic Vocabulary Mastery through Kahoot: Evidence from Elementary Madrasah Students Zaki, Mohammad
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 13 No 2 (2025)
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v13i2.10544

Abstract

Previous studies on technology-enhanced Arabic language learning have predominantly focused on general applications or higher education levels, leaving a significant gap regarding interactive, game-based tools for vocabulary acquisition at the primary Islamic school (Madrasah Ibtidaiyah/MI) level. This study investigates the effectiveness of interactive, game-based digital media, specifically Kahoot!, in developing Arabic vocabulary among fifth-grade students at Madrasah Ibtidaiyah. Addressing the identified gap, the research employs a quantitative approach, utilizing pre-test and post-test measurements. The results demonstrate a significant increase in learning outcomes, with the average score rising from 30.90 (pre-test) to 80.00 (post-test). Statistical analysis (t-test, t-value = 11.260 > t-table 1.721, df=21) confirms that the use of Kahoot! positively and significantly enhances students' Arabic vocabulary mastery. The findings indicate that this method successfully boosts student enthusiasm and active participation. Consequently, Kahoot! is recommended as an effective and innovative alternative medium for Arabic vocabulary learning at the primary Islamic school level.
Application of Virtual Reality Via the Delightex Platform for Enhancing Proficiency in Arabic Speaking Skills Humayrah, Alifka Humayrah; Ismail, Moh.; Thalia, Mannar
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 13 No 2 (2025)
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v13i2.10556

Abstract

Proficiency in speaking skills (maharah kalām) is crucial for Arabic language acquisition, yet conventional, teacher-centered approaches often provide limited opportunities for contextual communication. This study develops and evaluates an immersive Virtual Reality (VR) learning medium using the Delightex platform to enhance students’ Arabic speaking performance. Employing an R&D design with the ADDIE model, participants were 30 seventh-grade female students at a modern Islamic boarding school. Data were collected via observations and semi-structured interviews, speaking tests (pre–post), and questionnaires, and analyzed using mixed methods. Results indicate substantial improvement: the average score increased from 66.1 (pre-test) to 85.5 (post-test), with 28 of 30 students (98%) meeting the minimum mastery criterion KKM. The normalized gain (N-Gain) attained a value of 0.57, classified as medium-high. Qualitative findings show higher engagement, reduced speaking anxiety, better contextual vocabulary use, and increased confidence during avatar-based dialogues in a virtual library scenario. The findings indicated that Delightex-VR media is highly efficient in enhancing maharah kalām and aids in the advancement of technology-driven Arabic language learning methods in Islamic boarding schools.
Strengthening Arabic Language Learning Through Language Environment: A Case Study in Pesantren Riau Samin, Saproni Muhammad; Pebrian, Rojja; Alfitri, Alfitri; Supriady, Harif; Yunita, Yenni; Yasin, Mohammad Dhiya'ul Hafidh bin Fatah
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 13 No 2 (2025)
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v13i2.10565

Abstract

A critical gap exists between the theoretical importance of Arabic language environments in Islamic boarding schools (pesantren) and their practical implementation effectiveness. While previous research has identified various obstacles in Arabic language learning, comprehensive analysis of implementation conditions and systemic challenges in Riau Province remains underexplored. This study addresses this gap by examining Arabic language environment implementation conditions in 12 pesantren in Riau Province using qualitative exploratory case study design. Data were collected through semi-structured interviews with pesantren leaders, participant observation, and document analysis. Thematic analysis with triangulation was used for data analysis. Findings reveal a significant gap between policy and practice: 58.3% of pesantren have formal regulations but only 33.3% require full Arabic communication. Main challenges include Santri psychological factors (58.3% shyness/lack of confidence), limited competent teachers (50%), and inadequate facilities (41.7% have no supporting facilities, 0% have language laboratories). Program effectiveness is low (58.3% rate as less effective) with traditional approaches dominating (66.7% daily vocabulary memorization). However, 100% of leaders support the program and 66.7% of Santri are religiously motivated. The study recommends a holistic implementation model integrating five components: strengthening regulations, improving human resources, developing facilities, implementing communicative programs, and establishing evaluation systems. This research contributes to theoretical understanding of language environment implementation and provides practical recommendations for strengthening Arabic language programs in pesantren.
Arabic Proverbs as a Pedagogical Tool to Enhance Arabic Speaking Skills among University Students Agil, Abdurrahman Ahmad; Mahmudah, Menik
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 13 No 2 (2025)
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v13i2.10603

Abstract

The teaching of Arabic speaking skills (Mahārah Kalām) often faces persistent challenges, particularly among learners in non-Arabic speaking environments who struggle to achieve fluency despite adequate grammatical knowledge. To address this gap, this study investigates the pedagogical potential of Arabic proverbs (al-amthāl al-‘arabiyyah) as culturally grounded tools for enhancing oral proficiency. Using a qualitative research design, the study was conducted with 30 undergraduate students of Arabic Language Education at Darullughah Wadda’wah International Islamic University. Data were collected through classroom observations, in-depth interviews, and document analysis, and analyzed using Miles and Huberman’s interactive model. The findings reveal three major outcomes: increased fluency and confidence through access to ready-made linguistic chunks, heightened cultural awareness and rhetorical sensitivity by engaging with moral and social values embedded in proverbs, and challenges in figurative comprehension and pragmatic application, which necessitate explicit instructional scaffolding. Despite these challenges, proverb-based pedagogy was shown to foster spontaneous communication, intercultural competence, and learner motivation. The study concludes that Arabic proverbs represent an effective pedagogical resource bridging linguistic knowledge and authentic oral expression, offering practical implications for Arabic language educators to integrate proverbs systematically into speaking activities and assessments.
Integration of TPACK in the Implementation of Arabic Language Learning in the Digital Technology-Based Kurikulum Merdeka Nisa, Ainy Khairun; Annisa, Nur Kholifah; Gunawan, Fahmi
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 13 No 2 (2025)
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v13i2.10748

Abstract

A gap analysis of the literature indicates that while research on the implementation of the Merdeka Curriculum is well-documented, its integration with the Technological Pedagogical Content Knowledge (TPACK) framework, particularly in Arabic language learning, remains under-investigated. This qualitative case study aims to analyze the implementation process of the Merdeka Curriculum integrated with TPACK in Arabic language instruction at a Madrasah Aliyah in Southeast Sulawesi. Data were collected through observation, interviews, and document analysis. The findings reveal that TPACK integration is operationalized through three main practices: (1) The application of student-centered learning using digital platforms like Quizizz to stimulate critical and creative thinking through scenario-based tasks, multimedia prompts, instant feedback, and self-paced learning; (2) Adaptive learning tailored to student development stages, characterized by the teacher's ability to balance content, pedagogy, and technology, utilizing WhatsApp for consultation; and (3) Inter-teacher collaboration in developing syllabi, teaching materials, and assessments using WhatsApp Groups and Google Classroom. This study concludes that TPACK integration can be effectively embodied within the Merdeka Curriculum through integrated pedagogical strategies and contextualized use of technology.
The Interference of the Indonesian Language in Arabic Communication at Modern Islamic Boarding School Saepurrohman, Aep; Solihat, Zahra Anwariyatus; Karim, Agus; Bahaaeldin, Mohamed Saad
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 13 No 2 (2025)
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v13i2.10750

Abstract

The gap in research on Arabic language interference in Indonesian Islamic boarding schools (pesantren) lies in the predominant focus on formal classroom contexts, while understanding of its manifestation in daily informal communication remains limited. This study addresses this gap by investigating interference from Indonesian into Arabic during non-classroom interactions among female students (santri putri) of the Modern Robithoh Islamic Boarding School in Bandung. Using an intrinsic qualitative case study approach, data were collected through observation, interviews, and documentation, and analyzed interactively. The findings reveal phonological, morphological, syntactic, and semantic interference, influenced by first language dominance, limited Arabic proficiency, psychological factors, and the sociolinguistic environment. These interference patterns negatively affect fluency and accuracy in Arabic. In response, the boarding school implements language development and immersion programs. This study highlights its novelty by exploring interference in the informal domain and recommends broader comparative studies and the integration of digital media to enhance communicative competence.
Exploring Students’ Motivation in Learning Arabic Speaking Skills: A McClellandian Perspective from an Islamic Boarding University Gautama Veri Vetiana; Rohmanudin Rohmanudin; Fadhilah Samhabib; Laili Mas Ulliyah Hasan; Moh. Buny Andaru Bahy; Umma Fatayati
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 14 No 1 (2026)
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v14i1.10480

Abstract

Motivation plays a crucial role in fostering learners’ success in acquiring Arabic speaking skills, particularly within immersive language environments. However, limited studies have examined Arabic speaking motivation through McClelland’s theory of needs in Islamic higher education contexts. This study aims to explore the motivational dynamics underlying students’ engagement in learning mahārah al-kalām within the matriculation program at Darussalam Gontor University. Employing a qualitative case study design, data were collected through classroom observations, semi-structured interviews, and document analysis involving matriculation students and instructors. The findings reveal that students’ motivation is shaped by three interrelated needs proposed by McClelland: achievement, affiliation, and power. Achievement needs are reflected in students’ efforts to improve speaking performance and attain academic excellence. Affiliation needs emerge through intensive social interactions in the boarding-school environment, which encourage consistent Arabic language use. Meanwhile, power needs are manifested in students’ aspirations to influence peers, lead discussions, and demonstrate communicative competence. The study further highlights the significant role of the boarding-based language environment in strengthening these motivational dimensions and sustaining speaking practice. The findings contribute to the theoretical development of motivation studies in Arabic language learning and offer practical implications for designing language-environment-based speaking programs in Islamic higher education institutions.
Enhancing Self-Efficacy Through Gamified Learning: Evidence from Arabic Morphology (Ṣarf) Instruction in Higher Education Abdul Ghofur; Ariga Bahrodin; Siti Durotun Naseha; Immas Anggung Mestuti Kaprawiran; Rizki Fitra Rahman; Ittaqi Haitsumakunti; Abdullah Syamil Imanuddin; Roudhotul Jannah
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 14 No 1 (2026)
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v14i1.10599

Abstract

Arabic morphology (Ṣarf) is widely regarded as one of the most challenging components of Arabic language learning, often resulting in low learner confidence and limited engagement. Despite the growing adoption of gamification in language education, empirical evidence regarding its influence on learners’ self-efficacy in Arabic morphology remains scarce. This study examines the effectiveness of gamified learning in enhancing students’ self-efficacy in Ṣarf instruction. A quasi-experimental pretest–posttest control group design was employed involving 50 undergraduate students enrolled in an Arabic Language Education program. Participants were assigned to experimental and control groups. Data were collected using a validated self-efficacy questionnaire and supported by qualitative reflections. Instrument validity was established through expert review, while reliability was confirmed using Cronbach’s Alpha. Quantitative data were analyzed using paired-samples and independent-samples t-tests, complemented by qualitative thematic analysis. The findings revealed a statistically significant difference between the experimental and control groups, with students exposed to gamified learning demonstrating higher levels of self-efficacy (p = 0.026). Qualitative evidence further indicated that gamified activities promoted engagement, challenge, and sustained learning motivation, which strengthened learners’ confidence in mastering morphological concepts. These findings suggest that gamified learning represents an effective pedagogical approach for fostering self-efficacy in Arabic language education. The study contributes to the emerging literature on gamification by providing empirical evidence from Arabic morphology instruction, a context that remains underrepresented in current research.

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