Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab UIN Palangka Raya
Al Tarib is an international peer reviewed journal that publishes original research and critical scholarship on Arabic Language Education and Applied Arabic Linguistics with a particular emphasis on Arabic as a Foreign Language and Arabic as a Second Language. The journal aims to advance theoretically informed, methodologically rigorous, and globally relevant studies that address contemporary challenges and innovations in Arabic language teaching, learning, and assessment. The journal prioritizes contributions on pedagogy and curriculum innovation in Arabic language education, technology enhanced learning, digital pedagogy, artificial intelligence, and computational approaches to Arabic language teaching and learning. It also welcomes research on the development and assessment of Arabic language skills including listening, speaking, reading, writing, grammar, vocabulary, translation, and communicative competence. Other areas include learner cognition, motivation, identity, self regulated learning, psychological and sociocultural dimensions of Arabic learning, teacher education, professional development, teacher agency, instructional design, Arabic language assessment and evaluation, multilingualism, language environments, intercultural communication, Arabic language policy, Arabic for Specific Purposes, and interdisciplinary applications of Arabic. The journal also welcomes emerging studies in Arabic linguistics, educational technology, digital humanities, and natural language processing that contribute to the advancement of Arabic language education. Particular consideration is given to studies employing robust empirical methods, systematic reviews, meta analyses, design based research, experimental approaches, mixed methods approaches, and interdisciplinary perspectives that generate transferable knowledge and contribute to the international development of Arabic language education and applied Arabic studies.
Articles
286 Documents
<![CDATA[Multimedia Interaktif untuk Mengatasi Problematika Pembelajaran Bahasa Arab ]]>
<![CDATA[Aulia Mustika Ilmiani]]>;
<![CDATA[Ahmadi Ahmadi]]>;
<![CDATA[Nur Fuadi Rahman]]>;
<![CDATA[Yulia Rahmah]]>
<![CDATA[ AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 8 No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Palangka Raya ]]>
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DOI: 10.23971/altarib.v8i1.1902
<![CDATA[The use of media, especially in learning Arabic in Indonesia has been proven to be significant. Many studies prioritize the use of certain media in the learning process so that it can overcome the problems of learning Arabic. This descriptive qualitative study discusses the use of interactive multimedia in learning Arabic at IAIN Palangka Raya. This study aims to explore interactive multimedia used by PBA lecturers to overcome the problems of learning Arabic. Data collection techniques used are observation, interviews and documentation. The results of the study are: first, in terms of time and place of implementation, namely IAIN Palangka Raya e-learning, Arabic online and Bahasaarab312.gnomio.com. Second, viewed from the materials being taught, multimedia PowerPoint was used which included cartoon story maker media, Arabic Online, camtasia, active presenter, e-book learning, YouTube, kine master, pollagon, Arabee. Third, seen from the needs of students, Macromedia / Adobe Flash was relevant. The Arabic learning problems that can be overcome with the use of interactive multimedia are as follows. 1) In terms of linguistics, using interactive multimedia, lecturers become easier in demonstrating teaching or learning materials to 2) in terms of practical (non-linguistic) using multimedia interactive, PBA lecturers can attract the students ‘interests and attention who lack of motivation in learning Arabic.]]>
<![CDATA[Arabic Language Environment and the Development of Communicative Competence among Foreign Language Learners: Evidence from an Islamic University in Brunei Darussalam: دور البيئة اللغوية العربية في تنمية الكفاية الاتصالية لدى متعلمي العربية لغةً أجنبية: أدلة من جامعة إسلامية في بروناي دار السلام ]]>
<![CDATA[Achmad Yani]]>;
<![CDATA[Siti Sara Binti Haji Ahmad]]>;
<![CDATA[Rafidah Binti Abdullah]]>;
<![CDATA[Siti Shalihah]]>
<![CDATA[ AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 14 No 1 (2026) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Palangka Raya ]]>
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DOI: 10.23971/altarib.v14i1.10435
<![CDATA[Developing communicative competence remains a major challenge in Arabic as a Foreign Language (AFL) education, particularly in multilingual contexts where opportunities for authentic language use are limited. This study investigates the role of the Arabic language environment in fostering communicative competence among foreign language learners at Sultan Sharif Ali Islamic University (UNISSA), Brunei Darussalam. Employing a cross-sectional descriptive–correlational quantitative design, data were collected from 22 first-year students selected through purposive sampling using a five-point Likert-scale questionnaire. Descriptive statistics, Pearson correlation, and simple linear regression were used to analyze the data. The findings indicate that the institutional Arabic language environment is generally perceived positively, with particularly strong teacher-mediated interaction (86.7%), while peer communication (71.7%) and the use of Arabic in extracurricular activities (66.7%) remain comparatively limited. Students also reported that the language environment positively supports the development of speaking (75.0%) and writing (73.3%) skills. The study argues that communicative competence is shaped by a multidimensional institutional ecosystem encompassing formal instruction, teacher interaction, peer communication, linguistic landscape, and extracurricular engagement. These findings extend current perspectives on Arabic language environments in non-Arab contexts and provide practical insights for strengthening communicative Arabic education in multilingual Islamic higher education institutions.]]>
<![CDATA[Arabic Language and Muslim Religious Identity in the Digital Age: Evidence from Mindanao, Philippines ]]>
<![CDATA[Muhamad Muhajir]]>;
<![CDATA[Mohamad Syukri bin Abdul Rahman]]>;
<![CDATA[Khairatul Akmar Bin Ab Latif]]>;
<![CDATA[Ana Taqwa Wati]]>;
<![CDATA[Magfur Afnan Fauzi]]>
<![CDATA[ AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 14 No 1 (2026) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Palangka Raya ]]>
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DOI: 10.23971/altarib.v14i1.11466
<![CDATA[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.]]>
<![CDATA[Integrating AI into Arabic Linguistics: A Methodological Framework for Reproducible and Interpretable Research ]]>
<![CDATA[Ismail Akzam]]>;
<![CDATA[Mohammad Ikhwan Bin Abdullah]]>
<![CDATA[ AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 14 No 1 (2026) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Palangka Raya ]]>
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DOI: 10.23971/altarib.v14i1.11511
<![CDATA[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.]]>
<![CDATA[تصميم وسيلة دائرة القواعد و فعاليتها في ترقية مهارة القراءة (دراسة تجريبية في مدرسة هداية المبتدئين المتوسطة الإسلامية بمالانج) ]]>
<![CDATA[Arif Rahman Hakim]]>
<![CDATA[ AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 1 No 1 (2013) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Palangka Raya ]]>
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DOI: 10.23971/altarib.v1i1.259
<![CDATA[AbstractThe research wanted to design an instructional medium to teach and learn Arabic, and it is called]]>
<![CDATA[كائن اللغة العربية في العالم المعاصر والأهمية بتعلمها ]]>
<![CDATA[Nurul Wahdah]]>
<![CDATA[ AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 1 No 1 (2013) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Palangka Raya ]]>
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DOI: 10.23971/altarib.v1i1.260
<![CDATA[الترجمة ووضع تعليمها بإندونيسيا ]]>
<![CDATA[Laily Fitriani]]>
<![CDATA[ AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 1 No 1 (2013) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Palangka Raya ]]>
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DOI: 10.23971/altarib.v1i1.266
<![CDATA[TELAAH KURIKULUM BAHASA ARAB PERGURUAN TINGGI ISLAM ]]>
<![CDATA[Muhammad Jafar Shodiq]]>
<![CDATA[ AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 1 No 1 (2013) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Palangka Raya ]]>
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DOI: 10.23971/altarib.v1i1.267
<![CDATA[Arabic is the language that taught in almost all Islamic educational institutions from elementary school through college. Students Islamic college graduates are ideally expected to have a powerful ability in Arabic. But, the fact show that among the fundamental weakness for the majority of graduates of Islamic education institutions, from the first graduate-level, intermediate and even university graduates are weaknesses in the field of Islamic Arabic in various linguistic aspects. This paper aims to describe the Arabic language curriculum in four PTI: UIN Sunan Kalidjaga, Palangkaraya STAIN, STAIN Bangka Belitung, and STAIN Palu.]]>
<![CDATA[المتلازمات اللفظية (collocating words) تعريفها وأنواعها وتكوينها في اللغة العربية ]]>
<![CDATA[Ahmad Gazali]]>
<![CDATA[ AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 1 No 1 (2013) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Palangka Raya ]]>
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DOI: 10.23971/altarib.v1i1.268
<![CDATA[ومن الملامح المميزة للغة هي: الطبيعة الصوتية للغة والطبيعة الاجتماعية للغة و هي متغيرة ومكتسبة و نسق. فمن سمات الصفات المتغيرة للغة هي تقبل التحويل المولد على معنى جديد.هذا التغير ليس يحدث بنفسه ولكن بعوامل مهمة منها المجتمع وتنمية العلم والأعلام حتى تتطور معرفة الإنسان وعلمه ومن ثم يكون ثقافته وحضارته متقدمتين في هذا العالم. ويهمني أن أتكلم عن المتلازمات اللفظية في تعريفها وأنواعها وتكوينها لأنها تأثير من ذلك التغير. وأهم هذا الحديث أنها وحدة لغوية اسمية أو فعلية، مكونة من كلمتين أو أكثر من ارتباطها ينشأ معنى جديد يختلف كليا.الكلمات الرئيسية: المتلازمات اللفظية، و التعابير، و تراكيب الجمل]]>
<![CDATA[علم الدلالة: علاقة المعنى في اللغة العربية، واللغة الإنجليزية، واللغة الإندونيسية ]]>
<![CDATA[Ade Destry Deviyana]]>
<![CDATA[ AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 4 No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Palangka Raya ]]>
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DOI: 10.23971/altarib.v4i1.557
<![CDATA[Pada Semantik bahasa Arab, lafadz]]>
