INTAJIYA: International Journal of Ta'lim al-Lughah al-'Arabiyyah

تعليم اللغة العربية في إندونيسيا: تحليل التحديات واستشراف المستقبل في ضوء تجربة المعلم العربي

2026-04-30T12:57:02+07:00

This study aimed to diagnose the reality of teaching the Arabic language in the non-Arabic speaking Indonesian environment and to analyze the multidimensional structural and functional challenges faced by Arab teachers, using a quantitative analytical approach. The study relied on a validated field questionnaire, applied to a purposive sample of 28 Arab teachers working in various educational institutions in Indonesia, enriched with open qualitative observations to deepen contextual understanding. The results revealed the predominance of academic challenges, with three main issues emerging: weak learner self-motivation, a lack of functional and communicative opportunities for language practice outside the classroom, and shortcomings in the theoretical and methodological foundation that facilitates the transition from theoretical competence to communicative performance. The analysis also highlighted clear methodological gaps in the design of educational content and its lack of contextual and cultural suitability for the Indonesian learner. On the financial and organizational level, challenges affecting job stability and professional motivation appeared, while administrative obstacles and cultural/religious differences were less severe, though capable of influencing classroom interaction. The study presents a comprehensive diagnostic framework and practical recommendations directed at educational policymakers and curriculum developers, aiming to transition from the traditional model to a functional and communicative teaching of Arabic in non-Arabic speaking contexts, emphasizing the importance of evidence-based strategic language planning and field research.

Keywords: Teaching Arabic, Indonesia, Arab Teacher, Educational Challenges, Curricula.

تصميم القواعد اللغوية المصورة باستخدام فليبوك للتلاميذ في المدرسة روضة المبتدئين باليكامباع جفارا

2026-04-30T12:53:18+07:00

The study aimed to answer three questions: How to design student requirement material about grammar rules illustrated using Flipbook for? 2. How effective are illustrated grammar materials using flipbooks to develop grammar skills in elementary school students? The research adopted the ADDIE model (Analyze, Design, Development, Implementation, Evaluation) in five stages: analysis, design, development, application, and evaluation, using observation, interviews, questionnaires, and tests to collect data from 28 students in the saventh grade. The results of this study are 1.) The Flipbook teaching material design process produces products through the ADDIE model. 2.) Flipbook teaching materials are proven to be feasible in terms of language with results (40/very good), media experts (54/very good), and subject-matter experts (37/very good). 3. The Flipbook teaching material product has been proven effective in improving learning outcomes, as seen from the average pre-test score of 73 and post-test score of 88. Using a t-test, a t-count of 14.910154 and a t-table of 9.92 were obtained from the critical value level of students quoted from Hadi. Therefore, the hypothesis is accepted if the t-count > t-table equals (14.91054>9.92). Students' positive response to the teaching materials with flipbook media that have been developed has a feedback rate of 99%. It can be concluded that the illustrated language teaching materials using flipbooks for seven grade students are very effective.

فاعلية استخدام مقرر إعراب سفينة النجا في فهم قواعد اللغة العربية لدى طلاب المدرسة الدينية دار السلام لومبوك الغربية

2026-04-30T12:53:18+07:00

Islamic educational institutions continue to encounter persistent challenges in the teaching of Arabic grammar, particularly in students’ limited ability to apply grammatical rules to text analysis, commonly referred to as I‘rāb. This study aims to evaluate the effectiveness of a module designed on the basis of the I‘rāb method applied to the text of Safīnat al-Najā in enhancing learners’ understanding of Arabic grammatical structures. Employing a quasi-experimental approach with a one-group pretest–posttest design, the research involved a sample of 20 students from Darussalam Barmi Religious School. The findings revealed a statistically significant improvement in students’ performance, with the mean pretest score increasing from 58.4 to 82.7 in the posttest. The computed t-value (31.27) greatly exceeded the critical t-value (2.093) at the 0.05 significance level, indicating a high level of effectiveness of the implemented module in improving academic achievement. The study concludes that integrating theoretical grammar instruction with practical application through I‘rāb exercises on classical texts constitutes an effective pedagogical strategy to bridge the gap between linguistic knowledge and its functional application in Arabic grammar instruction.

Keywords: Module Effectiveness; Arabic Grammar; I‘rāb Method; Safīnat al-Najā

تطوير المعجم الموضوعي لمفردات القرآن الكريم لتنمية استيعاب المفردات العربية لمعلمي القرآن في المدارس الإسلامية المتكاملة (SIT) بينا إنساني كيديري

2026-04-30T13:00:49+07:00

This study aims to develop a thematic Qur’anic vocabulary dictionary designed for Qur’an teachers in Integrated Islamic Schools (Sekolah Islam Terpadu/SIT) Bina Insani Kediri. The research is motivated by the limited availability of instructional materials that systematically present Qur’anic vocabulary in accordance with teachers’ pedagogical needs. Many Qur’an teachers come from diverse educational backgrounds and do not always possess adequate Arabic vocabulary mastery, which affects their understanding of Qur’anic meanings and the effectiveness of teaching and memorization processes.

This study employed a research and development (R&D) approach using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation. Data were collected through needs analysis questionnaires, expert validation sheets, and user response questionnaires. The product was validated by experts in Arabic language education and Qur’anic studies before being implemented on a limited scale.

The results indicate that the developed thematic dictionary is valid, practical, and relevant to the needs of Qur’an teachers. The dictionary helps teachers understand Qur’anic vocabulary more systematically based on themes, facilitates meaning comprehension, and supports Qur’anic teaching and memorization activities. Therefore, this thematic Qur’anic vocabulary dictionary can serve as an effective supplementary reference for improving teachers’ Arabic vocabulary mastery in Integrated Islamic Schools.

Technology-Based and Conventional Arabic Learning Evaluation Models at MTs Negeri 4 Kebumen

2026-04-30T12:53:18+07:00

Evaluasi pembelajaran merupakan komponen penting dalam menentukan ketercapaian tujuan pembelajaran serta peningkatan kualitas proses pembelajaran Bahasa Arab[1]. Penelitian ini bertujuan untuk mendeskripsikan penerapan model evaluasi pembelajaran Bahasa Arab berbasis teknologi dan konvensional di MTs Negeri 4 Kebumen serta menganalisis kelebihan dan kendala dalam pelaksanaannya.

Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan jenis studi kasus. Subjek penelitian meliputi guru Bahasa Arab, wakil kepala madrasah bidang kurikulum, dan siswa kelas IX MTs Negeri 4 Kebumen. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Analisis data menggunakan reduksi data, penyajian data, dan penarikan kesimpulan.

Hasil penelitian menunjukkan bahwa evaluasi berbasis teknologi menggunakan Google Form diterapkan pada Asesmen Sumatif Tengah Semester dan Asesmen Sumatif Akhir Semester karena dinilai efisien dan praktis dalam pengolahan nilai[2]. Sementara itu, evaluasi berbasis konvensional lebih efektif dalam menilai keterampilan kitabah siswa secara langsung[3]. Kendala evaluasi berbasis teknologi meliputi keterbatasan perangkat dan jaringan internet, sedangkan evaluasi konvensional membutuhkan waktu koreksi yang lebih lama. Integrasi kedua model evaluasi dinilai mampu memberikan penilaian kompetensi Bahasa Arab secara lebih komprehensif.

[1] Zainal Arifin, Evaluasi Pembelajaran: Prinsip, Teknik, dan Prosedur (Bandung: Remaja Rosdakarya, 2016), hlm. 12.

[2] Aryanti, “Efektivitas Penggunaan Google Form dalam Evaluasi Pembelajaran Daring,” Jurnal Ilmu Pendidikan 5, no. 2 (2020): 114

[3] Nurgiyantoro, Penilaian Pembelajaran Bahasa (Yogyakarta: Gadjah Mada University Press, 2016), hlm. 87.

دراسة علم اللغة النفسي تجاه آيات القرآن الكريم الواردة في سورة النساء عن التربية قبل الزواج وبعده (نموذجا)

2026-04-30T13:03:49+07:00

The purpose of this study is to reveal the verses of the Qur'an related to tarbiyah (education) before and after marriage from the perspective of psycholinguistics. Because the Qur'an is the main foundation in educating and mentoring a human being; therefore, there is no doubt that pre- and post-marital education is the main foundation for achieving a sakinah mawaddah warahmah family. Sincerity and sacrifice are required to achieve all of that. The researcher used a qualitative-descriptive method, namely a study that presents data and research results through objective sentences and arguments. The results of this study are that there are several verses identified as the basis for education in the household, such as An-Nisa: 1 (the creation of the first human and transforming into many), An-Nisa: 3 (Allah SWT commands to choose the best of a woman), An-Nisa: 4 (Allah commands to provide an appropriate dowry), and An-Nisa: 34-35 and 127 (if there is a dispute, Allah SWT will provide a solution).

مساهمة أفكار أرسطو في البلاغة في تعليم مهارة الكلام في الجامعات

2026-04-30T12:53:18+07:00

Abstrak : Retorika sebagai seni berbicara yang efektif telah mendapat perhatian besar sejak zaman Yunani Kuno, salah satunya melalui pemikiran Aristoteles. Dalam karyanya Rhetorica, Aristoteles menekankan tiga aspek utama persuasi, yaitu ethos (kredibilitas pembicara), pathos (daya tarik emosional), dan logos (kekuatan logika dan argumentasi). Konsep ketiga ini memiliki relevansi yang signifikan dalam konteks pengajaran mahārah kalām (keterampilan berbicara) di perguruan tinggi, khususnya dalam pembelajaran bahasa Arab. Mahārah kalām tidak hanya menuntut kemampuan mengungkapkan kata-kata secara benar secara linguistik, tetapi juga keterampilan dalam menyusun argumentasi, meyakinkan audiens, serta menyesuaikan gaya bicara dengan konteks sosial dan akademik. Melalui prinsip integrasi retorika Aristoteles, siswa dapat dilatih untuk mengembangkan kemampuan komunikasi yang lebih komprehensif, mencakup aspek kejelasan ide, kekuatan logika, dan keefektifan penyampaian. Kajian ini menegaskan bahwa pengajaran mahārah kalām di perguruan tinggi dapat ditingkatkan kualitasnya dengan mengadaptasi teori retorika klasik sebagai landasan pedagogis yang melengkapi metode pembelajaran modern. Dengan demikian, pemikiran Aristoteles tidak hanya relevan dalam tradisi filsafat Barat, tetapi juga dapat memberikan kontribusi nyata bagi pengembangan keterampilan berbahasa Arab yang kritis, logis, dan persuasif.