Ta'limi | Journal of Arabic Education and Arabic Studies

Sistem Pembelajaran Bahasa Arab Konsep dan Metodologi dalam Pendidikan Bahasa Asing

2025-11-11T10:51:25+07:00

Arabic language learning in Indonesia continues to face various challenges, ranging from traditional instructional approaches, limited learning media, and insufficient teacher readiness to develop strategies that meet learners’ needs, thereby requiring a more comprehensive and adaptive learning system aligned with modern educational developments. This study aims to analyze Arabic language learning as an integrated system, identify its key components, and evaluate the methodologies commonly employed. Through an in-depth literature review, the study reveals a shift from conventional methods toward communicative, contextual, integrative, and eclectic approaches that combine multiple strategies to suit learning demands. The use of digital technology, project-based learning, and authentic assessment has begun to enhance learning effectiveness. However, the study also highlights several obstacles, including the lack of authentic learning materials, limited facilities, and variations in teachers’ ability to implement modern approaches. These findings underscore the importance of institutional support, teacher professional development, and collaboration between educators and school environments to build a more adaptive, relevant, and sustainable Arabic language learning system aligned with the demands of 21st-century education.

Diatesis Pasif dalam Bahasa Arab

2025-11-11T10:52:11+07:00

This study aims to describe the system of passive diathesis in Arabic by highlighting the morphological forms that mark passive constructions and analyzing the relationship between morphological forms and syntactic structures. The research is grounded in Linguistic Typology theory Comrie and Morphosyntactic Diathesis theory Haspelmath. It employs a qualitative approach with a descriptive method through a library research design. The data sources consist of classical and modern Arabic texts, including the Qur’an, literary works, traditional Arabic grammar books (nahwu), and scholarly articles and books on Arabic linguistics. The data comprise sentences or clauses containing passive constructions (al-mabnī lil-majhūl), collected using the note-taking technique. The data were analyzed using the distributional method and the immediate constituent analysis (ICA) technique. The findings reveal that the passive diathesis in Arabic is formed through two main strategies: the synthetic and the analytic. The synthetic strategy is realized through internal vowel alternation within the verb, while the analytic strategy is expressed through constructions involving auxiliary verbs such as qāma and tamma, which have undergone grammaticalization. Syntactically, the formation of the passive diathesis is characterized by the omission of the active subject (fāʿil) and the promotion of the object to the subject position (nāʾib al-fāʿil). This phenomenon demonstrates the close interrelation between morphology and syntax in the Arabic diathesis system and indicates a typological shift from a synthetic to an analytic system as a form of grammatical innovation.

Aspek Fonologi Dialek ‘Amiyah Mesir dan Konteks Sosial dalam Lagu Kontemporer

2025-11-11T10:59:02+07:00

Arabic is a language characterized by a rich variety of dialects, in which everyday spoken varieties ('Amiyah) serve not only as a means of daily communication but also as markers of social and cultural identity. In contemporary Arabic popular music, the use of dialects is increasingly prominent, reflecting social intimacy and cultural representation. This study examines the phonological characteristics of the Egyptian 'Amiyah dialect and the social meanings represented in the contemporary song Nafs El Haneen by Tamer Hosny. Using descriptive qualitative methods within a sociolinguistic framework, this research aims to identify phonological differences between Egyptian 'Amiyah and Fusha Arabic and to explore how dialect features in lyrics reflect social and cultural values in modern Egyptian society. The findings reveal several phonological features characteristic of the Egyptian dialect, including the replacement of /q/ with /ʔ/, /ʤ/ with /g/, the omission of hamzah, and the simplification of diphthongs. Beyond its linguistic aspects, the song serves as a medium of emotional expression and cultural identity. The use of everyday dialect in popular music shows a shift from linguistic formality towards social closeness and emotional engagement, reinforcing local cultural identity in the context of globalization.

Integrasi Pendekatan Balaghah dan Stilistika dalam Analisis Ayat-Ayat Tematik al-Quran

2025-11-11T11:00:45+07:00

This study explores the integration of stylistic and balaghah (Arabic rhetoric) approaches in analyzing the verses of the Qur'an that have the theme of taqwa. Using qualitative methods through literature study, this study aims to reveal how linguistic aesthetics and rhetorical devices strengthen the spiritual and ethical dimensions of the concept of taqwa as conveyed in the Qur'an. The balaghah approach examines the beauty of expression through the elements of bayan, ma'ani, and badi' that frame the divine message with persuasive clarity while the stylistic analysis highlights lexical choices, syntactic structures, and rhythmic patterns that evoke emotional and reflective responses. The integration of these two approaches shows that taqwa is not merely a theological doctrine, but a profound moral and spiritual principle, communicated through the tiered language art of the Qur'an. The findings of this study indicate that this kind of integrative approach offers a richer and more multidimensional understanding of the Qur'anic discourse, while also confirming its unique position as a text of guidance full of beauty and rhetorical depth.

Tantangan dan Peluang Metode Tarjamah dalam Pengajaran Bahasa Arab di Era Teknologi Digital

2025-11-11T11:02:16+07:00

This study aims to explore the challenges and opportunities of employing the tarjamah (translation) method in teaching Arabic in the digital technology era. The research was conducted through a literature review by analyzing various sources that discuss the integration of technology in language education. The findings indicate that the tarjamah method remains relevant in Arabic language instruction, provided it is adapted to current technological developments. The use of digital media—such as interactive learning applications, visual aids, and audiovisual tools—can enhance the effectiveness of this method by offering a more contextual and engaging learning experience for students. Nevertheless, several challenges must be addressed. A primary issue is the need for training teachers and students to critically evaluate the outputs of machine translation, which are often inaccurate. Furthermore, it is essential to instill the understanding that technology serves merely as a tool, not a replacement for the critical thinking process required to deeply comprehend texts. Therefore, an innovative and thoughtful approach is necessary when integrating technology, so as not to compromise the core essence of the tarjamah method. Teaching Arabic through the tarjamah approach in the digital age should strive to harmoniously combine the strengths of traditional methods with the sophistication of modern technology.

Pembelajaran Bahasa Arab berbantuan Media TikTok untuk Meningkatkan Minat Belajar Siswa Madrasah Tsanawiyah

2025-11-11T11:02:53+07:00

This study aims to investigate the influence of TikTok-based Arabic language learning media on students’ learning interest at Madrasah Tsanawiyah Sunanul Huda Natar. In the digital age, traditional learning methods are often perceived as monotonous and unengaging, particularly in subjects considered difficult, such as Arabic. TikTok, a popular video-sharing platform among students, offers short, visually appealing, and interactive educational content. This study used a quantitative experimental method with a one-group pretest-posttest design. Fifteen eighth-grade students were selected using purposive sampling. Data were collected using questionnaires and analyzed with the Sign Test through SPSS 16.0. The results indicate that the use of TikTok significantly increased students' interest in learning Arabic. Eleven students (73%) showed improved learning interest after using TikTok, while only three students experienced a decrease, and one remained unchanged. These findings suggest that TikTok, when utilized effectively, can enhance students’ motivation, engagement, and enjoyment in Arabic learning. The study concludes that integrating popular social media platforms like TikTok into instructional strategies can offer a more relatable, flexible, and impactful learning experience for Generation Z learners, particularly in language acquisition

Implementasi Media Digital Interaktif Berbasis Wordwall guna Melatih Maharah Istima’ Peserta Didik Kelas VII H MTsN 1 Lamongan

2025-11-11T11:06:14+07:00

Listening skills (maharah istima’) in Arabic language learning at the junior secondary level often face challenges due to the use of non-interactive and conventional teaching media, which result in low student motivation. At MTsN 1 Lamongan, students’ listening proficiency remains limited because learning activities tend to rely on traditional methods and static materials. Meanwhile, digital media such as Wordwall offer interactive features and audio-based exercises that can create a more engaging learning environment. This study aims to evaluate the implementation of Wordwall-based interactive digital media in improving the listening skills of seventh-grade students at MTsN 1 Lamongan. Using a descriptive qualitative approach, data were collected through observations, interviews, listening tests, and documentation. The findings indicate that Wordwall successfully increased student engagement and motivation. Interactive exercises—such as audio-based multiple-choice questions and matching games—helped students better comprehend listening materials. However, several challenges emerged, including unclear audio quality and unstable internet connectivity. Overall, the study concludes that Wordwall is an effective tool for enhancing listening skills, provided that technical limitations are adequately addressed. These findings support the use of Wordwall as an innovative alternative learning medium in the digital era.

Analisis Kebutuhan Pengembangan Buku Pendamping Berbasis Karakter Islam untuk Keterampilan Berbicara Bahasa Arab di SMP Islam Al Fahd Jakabaring

2025-11-11T11:09:07+07:00

This study investigates the need for developing an Islamic character–based supplementary book to improve Arabic speaking skills among students at SMP Islam Al Fahd Jakabaring, Palembang. The background of this research stems from the low communicative competence of students, which is influenced by grammar-dominated instruction and the limited availability of contextual learning materials. The study aims to analyze students’ and teachers’ needs regarding the design of an Arabic supplementary book that integrates Islamic moral values into communicative speaking activities. A qualitative descriptive approach with a needs analysis design was employed. Data were obtained through observations, semi-structured interviews, and questionnaires. The data were analyzed thematically through stages of data reduction, display, and verification to identify key challenges and learning preferences. The findings show that students’ Arabic speaking ability remains at a low to moderate level. Most students can reproduce memorized dialogues but struggle to express ideas spontaneously. Teachers emphasized the absence of instructional materials that provide continuous speaking practice and moral integration. Students also demonstrated greater enthusiasm when learning activities were related to Islamic daily life contexts such as greetings, honesty, and politeness. These results indicate an urgent need for supplementary learning materials that combine linguistic development with Islamic character formation. In conclusion, this study highlights that integrating Islamic values into Arabic language learning materials not only strengthens students’ speaking competence but also supports their moral and spiritual growth. The findings provide a conceptual foundation for future development of value-based teaching resources that align linguistic goals with the broader mission of Islamic education.

Integrasi Teknologi dan Tradisi

2025-11-11T11:10:01+07:00

Arabic language learning, particularly in the aspect of mahārah qirā’ah (reading skill), still faces various challenges, such as students’ low reading interest in classical Arabic texts and difficulties in understanding linguistic structures, vocabulary, and the historical–cultural contexts underlying the texts. On the other hand, the development of digital technology in the era of 21st-century learning demands pedagogical innovations that are able to bridge the Islamic scholarly tradition with the needs and characteristics of modern learners. One approach considered relevant in addressing these challenges is TPACK (Technological, Pedagogical, and Content Knowledge), which emphasizes the integration of technology, pedagogy, and content in the learning process. This research analyzes how the TPACK (Technological, Pedagogical, and Content Knowledge) approach to enhance maharah qirā’ah (reading proficiency) through learning based on Arabic texts from the Ottoman period. This research seeks to explore how the integration of technology, pedagogy, and content can enhance students’ ability to read classical texts while fostering their interest in and understanding of the language, culture, and Islamic intellectual traditions. The method used is a library research approach and this study draws its primary data from Ottoman Arabic texts, supported by secondary materials such as books, scholarly articles, and theses. The results suggest that the employment of TPACK allows teachers to present classical texts in interactive digital formats, utilizing multimedia, collaborative platforms, and PowerPoint media to facilitate student comprehension. This strategy can improves reading skills, nurtures critical thinking, cultural appreciation, and students’ spiritual character. Therefore, integrating classical texts and technology through TPACK can serve as a relevant Arabic language learning model, connecting Islamic scholarly traditions that. correspond to 21st-century learning expectations

Sejarah Perkembangan Linguistik Arab Klasik

2026-01-29T09:55:22+07:00

Arabic holds a special position in the history of Islamic civilization because it functions not only as a means of communication, but also as a medium for conveying the Divine revelation through the Qur’an and the Hadith of Prophet Muhammad ﷺ. As Islam expanded into non-Arab regions, there emerged a need to preserve the purity and clarity of the Arabic language through the establishment of systematic linguistic rules. This study employs a historical-comparative method to trace the development of classical Arabic linguistics and to analyze the contributions of key figures such as Khalīl ibn Aḥmad al-Farahīdī and Sibawaih in the standardization of Arabic grammar. Based on a review of relevant literature, it was found that the development of classical Arabic took place through four major periods: the Jahiliyyah period, the early Islamic period, the Umayyad period, and the Abbasid period. Each period demonstrates significant changes in social, political, and intellectual aspects that influenced the structure and function of the Arabic language. During the Abbasid era, Arabic linguistics reached its peak through monumental works such as Kitāb al-‘Ayn and Al-Kitāb, which established the systematic foundations of Arabic phonology and grammar. Therefore, it can be concluded that the development of classical Arabic linguistics is the result of a long and dynamic intellectual process influenced by the interaction between religion, culture, and the scholarly thought of language experts.

Trends in Contrastive and Error Analysis Research in Arabic Language Education: A Systematic Review (2013–2025)

2026-01-29T09:56:16+07:00

This study aim to investigates research trends and conceptual developments in contrastive analysis (CA) and error analysis (EA) within Arabic language education from 2013 to 2025 using method a Systematic Literature Review (SLR) approach. Thirty peer-reviewed articles from reputable national and international journals were selected based on inclusion criteria concerning topic relevance, methodological rigor, and empirical contribution. The findings reveal a paradigm shift from structural linguistics toward interdisciplinary approaches integrating psycholinguistic, sociocognitive, and educational technology perspectives. Despite the prevalence of descriptive studies and the limited integration of CA and EA in pedagogy, recent works indicate a growing adoption of data-driven learning and artificial intelligence (AI) tools for automated error detection. This review proposes the Contrastive–Error Diagnostic Framework as an integrative conceptual model linking the predictive and diagnostic dimensions of CA and EA in Arabic language teaching. Limitations include the restricted geographical scope and lack of longitudinal or corpus-based studies. Future research should focus on digital learning analytics to empirically validate the proposed framework and enhance Arabic language pedagogy in the digital era.

دور الجامعة الإسلامية بالمدينة الم نورة وأكاديمية تعلم العربية في تنمية اللغة العربية في معهد ابن حجر الإسلامي

2026-01-29T09:57:06+07:00

Islamic educational institutions in schools and institutes face various challenges in teaching the Arabic language. Several institutes have made efforts to establish an Arabic language environment, and among the institutes that pay strong attention to Arabic language development is Ibnu Hajar Islamic Institute. This study aims to examine the role of the Islamic University of Madinah and the Taʿallum al-ʿArabiyyah Academy in developing Arabic language proficiency at Ibnu Hajar Islamic Institute in Indonesia through the implementation of an intensive language skills program held in August 2025 at the institute. The study employs a descriptive-analytical method by analyzing official educational programs, training courses, activities, and interviews. The findings indicate that the Islamic University of Madinah and the Taʿallum al-ʿArabiyyah Academy made significant contributions to the professional development of teachers at Ibnu Hajar Islamic Institute and to the enhancement of Arabic language teaching methods, including the direct method, the grammar–translation method, the audio-visual method, and the communicative approach integrating its three core components. The study also identifies several challenges faced by the institute, such as students’ weak linguistic background, the incomplete establishment of a fully Arabic language environment, low student motivation in learning Arabic, and the use of both Arabic and Indonesian as languages of instruction in some subjects. Despite these challenges, the use of Modern Standard Arabic among teachers and students across all branches of Ibnu Hajar Islamic Institute, from the elementary level to the language preparation stage, remains consistently implemented.

Analisis Kesulitan Mahasiswa dalam Memahami Konsep Tasybīh serta Strategi Pembelajarannya

2026-01-29T09:58:27+07:00

The study of balāghah, particularly the subject of tasybīh, plays an important role in developing advanced Arabic text analysis skills. However, sixth-semester PBA students at STAI Nurul Iman Parung, Bogor, still face various difficulties in understanding the concept of tasybīh, both in terms of its elements and its application in the Qur'an and Arabic literature. This condition has an impact on the students' limited ability to grasp the implicit meaning and rhetorical dimensions of the Arabic language.

This study aims to describe the difficulties experienced by students in understanding tasybīh, analyse the contributing factors, and formulate appropriate learning strategies to improve their stylistic analysis skills. The research focuses on the relationship between conceptual mastery, linguistic ability, and pedagogical approaches applied in balāghah lectures.

The study used a descriptive qualitative approach with 32 male sixth-semester PBA students as subjects. Data were collected through in-depth interviews, open and closed questionnaires, and learning document studies. Data analysis was carried out through data reduction, data presentation, and conclusion drawing, and verified through triangulation of techniques and sources.

The results showed that students experienced difficulties in understanding the elements of tasybīh, classifying its types, and analysing its functions in texts. These difficulties were influenced by limited vocabulary, the complexity of Arabic sentence structure, and a learning approach that was still oriented towards memorising theory. This study recommends text-based learning, a task-based approach, and the gradual application of conceptual scaffolding so that students are able to understand tasybīh in an applied manner. These findings are expected to strengthen the development of balāghah pedagogy in Arabic Language Education in higher education.