Alibbaa': Jurnal Pendidikan Bahasa Arab

Pedagogical Reform in Arabic Grammar: Innovating Qawāʿid Instruction through the Card Sort Method

2025-07-07T18:03:39+07:00

This study investigates the effectiveness of an active learning model using card sort media to improve students’ understanding of Arabic grammar (qawāʿid) at MTs Darut Taqwa 02. Adopting a quasi-experimental design with a quantitative approach, the study involved 40 ninth-grade students. Data were collected through pretest and posttest instruments. Results showed a notable increase in the average score from 52.75 to 79.25. Observational data also revealed high student engagement across cognitive, affective, and behavioral domains. These findings suggest that the card sort method offers a practical and engaging alternative for grammar instruction, especially in making abstract concepts more concrete and participatory. The study concludes that this approach can foster more meaningful learning and student motivation in Arabic language education.

Recontextualizing Arabic Reading Instruction: Developing Arabic Reading Skills Teaching Materials Grounded in Islamic Values

2025-07-07T07:42:51+07:00

This study aims to develop Maharah al-Qirā’ah (Arabic reading skills) instructional materials that integrate Islamic values and are contextualized to students’ social and proficiency levels. Utilizing a Research and Development (R&D) approach adapted from the Borg & Gall model, the research followed eight key stages, including preliminary research, planning, product development, field testing, revision, and implementation. Conducted at a single Islamic higher education institution, the study found that the developed materials significantly improved students’ reading comprehension of Arabic texts and positively influenced their affective and social engagement, including motivation and active participation. Validation by experts confirmed the materials’ feasibility, with recommendations for refining text structure and grammar. Theoretically, this research contributes to the Value-Based Content and Language Integrated Learning (VB-CLIL) paradigm by positioning Arabic reading instruction as a vehicle for values education, character building, and Islamic identity formation. The developed model is adaptable for implementation across similar Islamic educational contexts.

Designing Visually-Enriched Arabic Vocabulary Instruction Using Canva: Empirical Evidence from a Pre-Experimental Study in an Indonesian Islamic Secondary School

2025-07-09T20:57:13+07:00

This study aims to examine the effect of Canva-based representative visual media on improving Arabic vocabulary mastery among seventh-grade students at MTs Negeri 2 Medan. Initial classroom observations indicated low vocabulary retention and diminished student motivation, largely due to monotonous instructional methods and limited use of visual learning media. To address these challenges, Canva-based visual media were implemented as an instructional intervention. The study employed a quantitative approach using a pre-experimental design (one-group pretest-posttest). Data analysis involved both descriptive and inferential statistics, specifically utilizing the paired sample t-test with the aid of SPSS. The findings revealed a significant increase in the mean score from 45.42 (pretest) to 81.03 (posttest), with a gain of 35.61 points. A significance value of 0.001 < 0.05 confirmed that the use of Canva-based visual media had a statistically significant impact on students’ Arabic vocabulary acquisition. These findings imply that the integration of digital visual media should be seriously considered in the design of Arabic language instruction at the secondary school level.

Arabic Language Curriculum in Southeast Asia: A Comparative Analysis of Indonesia and the Philippines

2025-07-18T13:28:34+07:00

This study aims to compare the design, implementation, and evaluation of Arabic language curricula in Indonesia and the Philippines, as two national Arabic language curriculum systems in the Southeast Asian region. Employing a qualitative approach with a comparative case study design, the study utilizes document analysis as its primary method. Core data sources include Indonesia’s 2013 Curriculum and Merdeka Curriculum, as well as the Arabic Language and Islamic Values Education (ALIVE) program in the Philippines. The analysis applies Posner’s five dimensions of curriculum; purposes, content, organization, implementation, and evaluation. The findings indicate that Indonesia’s curricula are centered on classical textual literacy and grammatical precision, yet lack adequate attention to oral communication skills. In contrast, the ALIVE curriculum promotes functional speaking ability from early stages but is limited in linguistic depth and assessment standardization. Both approaches demonstrate strengths and limitations in fostering comprehensive Arabic language competence. The study recommends the development of a more balanced curriculum integrating classical literacy and oral proficiency, supported by targeted teacher training and context-sensitive evaluation frameworks.

The Arabic Linguistic Landscape of Islamic Universities: Patterns, Strategies, and Pedagogical Practices in West Sumatra

2025-07-18T08:45:46+07:00

This study investigates the Arabic linguistic landscape in Islamic universities across West Sumatra by examining its writing patterns, strategies, and related pedagogical practices. Employing a mixed-methods approach with an exploratory sequential design grounded in Creswell’s framework, the research found that bottom-up patterns dominate text production, while the most frequently used strategy is Fragmentary Multilingual Writing. This strategy involves combining Arabic with other languages without complete translation, reflecting a natural yet underutilized linguistic environment in structured pedagogical contexts. Most respondents acknowledged that the presence of Arabic texts in campus public spaces contributes positively to the development of a rich linguistic environment (bi’ah lughawiyah) and can serve as an effective medium for Arabic language instruction. Practically, the findings provide strategic direction for institutions to manage the linguistic landscape as an authentic learning tool and a foundation for institutional language policy. Theoretically, the study broadens the scope of Arabic as a Foreign Language (AFL) research by highlighting the role of multilingual signage within formal Islamic university contexts as part of a dynamic and integrated learning ecosystem.

Fostering Arabic Speaking Proficiency Through Ahaslides-Based Instructional Materials: A Qualitative Study in Indonesian Secondary Education

2025-07-24T17:37:15+07:00

This study aims to explore the implementation of Ahaslides-based instructional materials in the teaching of Arabic speaking skills (maharah al-kalām) among seventh-grade students at MTs Ira Medan. Employing a qualitative approach with a naturalistic research design, the study seeks to understand the teaching process in a contextual and in-depth manner. Data were collected through observations, interviews, and documentation, and analyzed using Miles and Huberman’s interactive model. The findings reveal that the integration of Ahaslides fosters an interactive and engaging learning environment that encourages students’ active participation in speaking Arabic. Digital features such as the spinner wheel, Q&A, and match pairs help build students’ confidence, enhance vocabulary acquisition, and reinforce their understanding of sentence structure. Supporting factors include sufficient school infrastructure, teacher creativity, and student enthusiasm. However, challenges such as limited access to devices and unstable internet connections were also identified. Overall, Ahaslides demonstrated potential effectiveness in promoting Arabic speaking skills and offers an innovative alternative for technology-integrated language instruction.

Exploring the Implementation of Project-Based Learning in Arabic Language Education under the "Kurikulum Merdeka"

2025-07-18T08:39:58+07:00

The "Kurikulum Merdeka" is a curriculum that emphasizes flexibility, innovation, and student-centered learning. Implementing project-based learning (PjBL) in this curriculum is one way to improve students' Arabic language skills. This study aims to explore the implementation of PjBL in the "Kurikulum Merdeka" for Arabic language learning and the factors influencing it at MAN 2 Kutai Kartanegara. This study uses a qualitative approach with a case study method. Data was collected through observation, interviews with teachers and students, and documentation of learning tools. The data obtained were analyzed using Miles and Huberman's theory, which consists of data collection, condensation, presentation, and conclusion drawing. The results of this study indicate that PjBL is implemented through various projects, with the most commonly implemented being conversation videos and news reading videos. The implementation process consists of planning, monitoring, and evaluation stages. Supporting factors include student enthusiasm and the role of teachers as facilitators in providing freedom and guidance. At the same time, the obstacle is the difference in students' backgrounds, which affects their Arabic language skills. It can be concluded that implementing PjBL is a learning strategy to improve students' Arabic language skills, especially in terms of fluency, accuracy, and content in line with the "Kurikulum Merdeka" principles.

Empowering Arabic Reading Skills through Interactive Digital Worksheets: A Development Study Using Liveworksheet

2025-07-22T19:33:26+07:00

Despite technological advancements in education, Arabic reading instruction at the elementary level largely relies on conventional methods that hinder student engagement and learning outcomes. This study aimed to develop Arabic reading instructional materials utilizing the Liveworksheet platform to foster active and engaging learning experiences for elementary students. The research employed the ADDIE model, encompassing the stages of Analysis, Design, Development, Implementation, and Evaluation. Conducted at SD Islam Sabilillah Jombang, this study involved 25 fifth-grade students as research participants. The findings demonstrate that the developed materials effectively enhanced students’ reading skills, as indicated by the increase in the average pretest score from 54.04 to 78.08 in the posttest, with an N-Gain score of 0.65, categorized as moderate improvement. The interactive features of Liveworksheet, including drag and drop, multiple-choice, and short-answer activities, successfully promoted active student engagement. This study supports the integration of interactive digital media in Arabic language education and offers a practical solution to improve elementary students’ reading skills.

Cultivating Metacognitive Awareness through Self-Assessment: An Instrument for Evaluating Four Language Skills in Arabic Learning

2025-07-24T20:20:04+07:00

Affective domain assessment in Arabic language learning is still rarely done systematically due to time constraints and teacher confusion over assessment indicators. As a result, students are less involved in reflective processes that support learning awareness and self-regulation. This study aims to develop a self-assessment instrument on the four Arabic language skills (listening, speaking, reading, and writing), which also train students' metacognitive abilities. The research method employed is the Borg and Gall development steps by adapting them into four steps: Research and information collecting, planning, product development, and validity test. This research produces a self-assessment instrument that combines the Arabic textbook of the Ministry of Religious Affairs (2020) and the competency standards of KMA 183 (2019) for the four Arabic language skills. The self-assessment instrument contains: 1) title; 2) instructions for filling; 3) student identity; 4) theme and basic competencies that must be achieved; and 5) self-assessment questionnaire. The validation results from the three validators indicated that the self-assessment instrument was valid and appropriate for use in assessing students’ proficiency in Arabic language learning.

Contextual Teaching and Learning in Arabic as a Foreign Language: A Classroom-Based Case Study in Indonesia

2025-07-29T06:25:09+07:00

This study aims to describe the implementation of the Contextual Teaching and Learning (CTL) approach in Arabic language instruction for seventh-grade students at MTs Ar-Ridho Medan, and to analyze the supporting and inhibiting factors during its implementation. Employing a qualitative approach with a case study design, the research explores pedagogical practices in authentic classroom settings through observation, semi-structured interviews, and documentation. The findings reveal that the teacher successfully integrated all seven core components of CTL (constructivism, inquiry, learning community, modeling, reflection, meaningful learning, and authentic assessment) into classroom practice. Students demonstrated high enthusiasm, active participation, and a contextual understanding of the material. Nevertheless, challenges such as limited instructional time, insufficient learning facilities, and diverse student characteristics require strategic management. This study offers both practical and theoretical contributions to the development of more meaningful Arabic language instruction models in Islamic schools.

Rhetorical Structures of Conclusion Sections in Arabic Scholarly Articles for Indonesian and Arabic Speakers

2025-08-19T09:03:48+07:00

This study investigates the rhetorical structures of conclusion sections in Arabic research articles written by Arab native speakers and Indonesian scholars. Using Yang and Allison’s (2003) move-step framework and a directed content analysis approach, the study examined a balanced corpus of 80 articles from linguistics and education journals. The findings reveal that Move 2 (summary of results and evaluation) is obligatory, appearing in all texts, while Move 1 (introduction) and Move 3 (implications and recommendations) are conventional but vary in frequency. Arab authors tended to emphasize Move 3, highlighting implications and prospective contributions, whereas Indonesian authors relied more on Move 1 and Move 2, stressing restatement and summary. Linguistics articles favored Move 2, while education articles highlighted Move 3. The analysis of tense and diathesis further indicates that Arab writers used māḍī (past) to stress finality and majhūl (passive) for impersonal reporting, while Indonesian writers favored muḍāriʿ (present/future) and maʿlūm (active) for generalization and clarity. Theoretically, the study confirms the adaptability of the genre-based move-step framework across languages and disciplines. Practically, it offers pedagogical insights for teaching Arabic academic writing, emphasizing discipline-sensitive genre awareness and rhetorical flexibility

Internal and External Barriers to Arabic Reading Mastery: An Empirical Study in an Indonesian Islamic Junior High School

2025-08-19T09:06:57+07:00

This study aims to describe the types of difficulties students face in Arabic reading (qirāʾah) skills and to identify the internal and external factors influencing these challenges, including the strategies employed by teachers to address them. Employing a qualitative descriptive approach, data were collected through classroom observation, interviews, and documentation. The research subjects were seventh-grade students at MTs Sirajul Huda Tigabinanga Karo. The findings reveal that students struggle with basic literacy skills such as hijaiyah letter recognition, low motivation, and negative perceptions of Arabic. External factors such as limited teacher availability, inadequate learning support, and scarce instructional materials further exacerbate these difficulties. Nevertheless, teachers have adopted contextual strategies such as daily vocabulary routines and the integration of Islamic values to enhance students’ qirāʾah abilities. This study recommends context-based interventions and institutional support to promote more effective reading instruction in resource-constrained madrasah settings.

Gamified Digital Tools in Arabic Language Instruction: The Case of Froggy Jumps in an Indonesian Secondary Islamic School

2025-08-19T09:09:47+07:00

This study investigates the implementation of Froggy Jumps, a gamified digital platform, in enhancing students’ motivation to learn Arabic at an Indonesian secondary Islamic school. The research was conducted using a qualitative case study approach involving eighth-grade students and their Arabic teacher. Data were collected through classroom observations, interviews, and documentation. The findings reveal that Froggy Jumps positively influenced classroom dynamics, increased student engagement, and stimulated learning interest. The gamified elements; points, levels, challenges, audio, and visual features, contributed to a more interactive and enjoyable learning experience. However, the implementation was also influenced by several contextual factors, including internet stability, access to digital devices, and classroom management. The study concludes that while Froggy Jumps is a promising instructional tool, its effectiveness depends on adequate infrastructure, teacher readiness, and responsive pedagogical strategies. Further research using quantitative or mixed methods is recommended to evaluate its impact on student learning outcomes more comprehensively.