Phenomenological Insights into Arabic Language Learning under Indonesia’s Merdeka Curriculum

Contents: E.-S. Badawi, Foreword. Preface. Part I: Background. K. Versteegh, History of Arabic Language Teaching. K.C. Ryding, Teaching Arabic in the United States. S. Gass, Models of Second Language Acquisition. P.B. Stevens, Is Spanish Really So Easy? Is Arabic Really So Hard?: Perceived Difficulty in Learning Arabic as a Second Language. Part II: Contexts of Arabic Language Teaching. M.A. Nahla, Egypt: Teaching Arabic to Non-Native Speakers in Alexandria University. M.H. Amara, Israel: Teaching Arabic in Israel. S. Hee-man, F. El-Khazindar, South Korea: Teaching Arabic in Korea. J. Dickens, J.C.E. Watson, Britain and Ireland: Arabic Teaching in Britain and Ireland. N. Anghelescu, Rumania: The Arabic Language at the University of Bucharest. Part III: Communicative Competence in Arabic. D. Wilmsen, What Is Communicative Arabic? K.M. Wahba, Arabic Language Use and the Educated Language User. M. Younes, Integrating the Vernacular With FuSHa in the Arabic-as-a-Foreign-Language Classroom. Part IV: The Learners. R.K. Belnap, A Profile of Students of Arabic in U.S. Universities. R. El Essawi, Arabic Language Learners' Needs: Pedagogical, Cognitive, Affective, and Social. Part V: Assessment. J. Eisele, Developing Frames of Reference for Assessment and Curricular Design in a Diglossic L2: From Skills to Tasks (and Back Again). P. Winke, R. Aquil, Issues in Developing Standardized Tests of Arabic Language Proficiency. Part VI: Technology Applications. E. Ditters, Technologies for Arabic Language Teaching and Learning. V. Stevens, Learner Strategies at the Interface: Computer-Assisted Language Learning. W. Samy, Instructional Media and Learning Arabic. A. Babler, Creating Interactive Web-Based Arabic Teaching Material With Authoring Systems. A.N. Madhany, Teaching Arabic With Technology: Word Processing, E-Mail, and the Internet. M. Van Mol, Arabic Receptive Language Teaching: A New CALL Approach. Part VII: Curriculum Development, Design, and Models. M. Abdalla, Arabic Immersion and Summer Programs in The United States. M. Al-Batal, Playing With Words: Teaching Vocabulary in the Arabic Curriculum. K. Brustad, Reading Fluently in Arabic. Z.A. Taha, Towards Pragmatic Competency in Arabic. J. Dickens, Arabic/English Translation and Interpreting Teaching in Britain. Part VIII: Arabic Language Program Administration and Management. M. Sawaie, International Arabic Language Programs. Part IX: Planning for the Future of Arabic Language Learning and Teaching. A. al-Rajhi, A Plan for the Future of Teaching Arabic: A Viewpoint From Within the Arab World. M. Al-Batal, R.K. Belnap, The Teaching and Learning of Arabic in the United States: Realities, Needs, and Future Directions. W.M. Martin, Marketing Arabic as a Second/Foreign Language Program. M. Alosh, H.M. ElKhafaifi, S. Hammoud, Professional Standards for Teachers of Arabic. L. England, Methodology in Arabic Language Teacher Education. Z. Ibrahim, J. Allam, Arabic Learners Heritage Students Redefined: Present & Future.

This landmark volume offers an introduction to the field of teaching Arabic as a foreign or second language. Recent growth in student numbers and the demand for new and more diverse Arabic language programs of instruction have created a need that has outpaced the ability of teacher preparation programs to provide sufficient numbers of well-qualified professional teachers at the level of skill required. Arabic language program administrators anticipate that the increases in enrollment will continue into the next decades. More resources and more varied materials are seriously needed in Arabic teacher education and training. The goal of this Handbook is to address that need.The most significant feature of this volume is its pioneer role in approaching the field of Arabic language teaching from many different perspectives. It offers readers the opportunity to consider the role, status, and content of Arabic language teaching in the world today. The Handbook is intended as a resource to be used in building Arabic language and teacher education programs and in guiding future academic research. Thirty-four chapters authored by leaders in the field are organized around nine themes: Background of Arabic Language Teaching; Contexts of Arabic Language Teaching; Communicative Competence in Arabic; The Learners; Assessment; Technology Applications; Curriculum Development, Design, and Models; Arabic Language Program Administration and Management; and Planning for the Future of Arabic Language Learning and Teaching. The Handbook for Arabic Language Teaching Professionals in the 21st Century will benefit and be welcomed by Arabic language teacher educators and trainers, administrators, graduate students, and scholars around the world. It is intended to create dialogue among scholars and professionals in the field and in related fields--dialogue that will contribute to creating new models for curriculum and course design, materials and assessment tools, and ultimately, better instructional effectiveness for all Arabic learners everywhere, in both Arabic-speaking and non-Arabic speaking countries.

The development of Maharah Al-Qira’ah in Arabic Language Learning at MA Al-Ma'arif consists of three parts: First, Planning. Before the learning process is carried out, the teacher first prepares a plan for teaching and learning activities related to teaching materials and methods in the form of a Learning Implementation Plan (RPP), which serves as a teacher's guide in carrying out learning in the classroom. Second, Implementation. In the implementation of Arabic language learning, the learning process does not solely refer to the lesson plan that has been made, but the teacher applies several learning methods or strategies that are in accordance with the level of ability and needs of students such as providing motivation and understanding of the importance of learning Arabic. Third, Evaluation. The evaluation of Arabic learning carried out is evaluating the level of progress and improvement of students' Arabic learning and evaluating the teaching methods or strategies applied by Arabic teachers in the learning implementation process. The Problematics of Arabic Language Learning, a. The problems faced by teachers are the lack of interest and interest in learning Arabic by students, the weak spirit of student learning in the implementation of learning, the lack of student understanding of the importance of learning Arabic, the lack of student Arabic practice in the learning process. b. The problems faced by students are lack of vocabulary mastery, difficulty in pronouncing Arabic, difficulty in memorizing Arabic texts, difficulty in composing sentences using Arabic. Solutions to Overcoming Arabic Learning Problems are Creating a comfortable and effective teaching and learning atmosphere, Providing support and encouragement to students in honing Arabic language skills, Providing understanding and motivation to students regarding the importance of Arabic, Conducting evaluations and practices in the madrasah environment in an effort to improve students' Arabic language skills, Carrying out extra-curricular activities that can add insight and knowledge to students related to Arabic language learning, Updating books in the library related to Arabic language learning materials and methods. Â

Although Arabic language learners and opportunities for learning the language gradually increased in Japan from 1925 when formal Arabic education began until the beginning of the 21st century, there is little research on Arabic language teaching and learning. To fill this gap, Akiko Sumi, Kyoto Notre Dame University, Japan, is working to better understand the learning environment of the Arabic language and social characteristics of Arabic language learners in Japan. Her ultimate goal is to increase autonomous motivation for Arabic language learning among learners in Japan. Akiko Sumi specialises in Arabic literature and language and is collaborating with Professor Katsunori Sumi of the Graduate School of Engineering, Nagoya Institute of Technology, Japan, who specialises in applied psychology. Together, the two researchers are working to develop a new hypothetical model and refine instructional methods for teaching Arabic language. A psychological element of this work involves assessing the psychological characteristics of Arabic language learners in Japanese universities. The researchers also held an intensive Arabic language camp in Rurikei, Kyoto, at which around 100 students were offered an appropriate environment to support and satisfy autonomy, competence, and relatedness. The researchers are investigating Arabic language learning as part of foreign language learning and second language acquisition, with a keen focus on learning motivation as this is a key factor influencing language learning and teaching.

The aim of this research work is to identify the extent of the effectiveness of the Instructional Materials in teaching of the Arabic Language at the State University of Malang in Indonesia. Meanwhile, the two researchers have chosen the State University of Malang in Indonesia as a case study because it is one of the renowned universities in Indonesia and as it takes much interest in Arabic Language Education. Therefore, both researchers evaluated the Arabic Language Instructional Materials adopted in the State University of Malang, Indonesia under the light of Communication Approach in the Arabic Teaching Language where they distributed questionnaires to the teachers of the university concerned in order to get facts on the content about the Arabic Language Instructional Materials therein, then they analyzed them through quantitative and evaluative methods for the purpose of achieving the rightly desired outcome. The Communication Approach in the teaching Arabic for Non-Native Speakers observes that Arabic language is a communication means, and it is necessary that its teaching be made for this purpose. Therefore, the existence of the suitable Instructional Materials which can empower students on the communication skills in Arabic language is a very important issue in the teaching of Arabic language under the light of this approach. Thus, this research paper is a quantitative evaluative work as it exploits quantitative method to identify some facts about the proper instructional materials for Arabic Language Teaching at the State University of Malang in Indonesia from a widest and comprehensive perspective (Obserne, 1977). As for the evaluative method, it has been adopted for the purpose of rendering an accurate objective ruling, on some approaches, processes and products. Consequently, the areas of strengths and weakness are identifiable to facilitate the adoption of suitable resolutions that can rectify the detected points of weakness and failure (Yusuf, 1962). The research has consequently arrived at an outcome that the positive sides of the instructional materials for the Arabic Language teaching in the State University of Malang in Indonesia are visibly apparent as it is grossly equipped with various (audio-visual) teaching aids. Likewise, the majority of the teachers are highly interested in using them during the teaching process, because of its perfection, development and enhanced effectiveness, in addition to the availability of a number of teachers who are well-versed in using them. In regard to the negative sides, it is obviously seen in the manner of oversight of small number of them while using the materials during Arabic Language Teaching. This negative side should be improved in order to acquaint all the teachers of that university with the application of various teaching aids in the teaching procedures, in addition to a big number among them who are not well-versed in using them to some extent. That is a weak side of it which should be improved so as to achieve perfection in Arabic Language teaching at that university in a better way. Likewise, some instruments adopted in the instructional materials are outdated and need to be rectified. Article visualizations:

The rapid advancement of multimedia technology has significantly influenced modern lifestyles and transformed various sectors, including education. In response to this evolution, multimedia has been widely integrated into teaching and learning processes, including in the field of Arabic language education. The use of multimedia technology in Arabic language learning has enabled greater accessibility, transcending the boundaries of time and place, while also making the learning experience more engaging and enjoyable. This study aims to explore the development of multimedia technology in Arabic language education. Employing a qualitative approach through descriptive analysis of previous studies, this review highlights trends, benefits, and challenges associated with the integration of multimedia in Arabic language teaching and learning. The findings are expected to provide valuable insights for educators, researchers, and developers in improving instructional strategies and enhancing students’ mastery of the Arabic language.

The digital era requires academics and practitioners to carry out digital literacy. Digital literacy is a behavior or movement to adapt to digital through accessing, utilizing and developing digital media as a learning medium. Arabic is important to learn, therefore digital literacy in the field of Arabic language learning needs to be implemented. However, in the process there are many impacts, challenges and opportunities. This research is a literature study research by conducting searches through books and articles in cyberspace. To focus the problem, the aim of this research is to find out what digital literacy is, and what the challenges and impacts are in learning Arabic. The results of this research are: 1) the impact of digital literacy includes the impact on Arabic teachers, Arabic students and Arabic language learning, 2) The challenges are the influence of the use of Arabic language in the field of education and literacy, Western hegemony on works. Arabic works written by Muslim scientists, a bad impression about the Arabic language that occurs in this era of globalization, 3) The opportunity is to become a way to study with non-Arab people in an easy way, sparking and provoking the development of Arabic language research and learning , strengthening the translation of Arabic works for science and Islam, strengthening access and collaboration with external parties, Opportunities for developing Arabic language learning media.المستخلص: يتطلب العصر الرقمي من الأكاديميين والممارسين القيام بمحو الأمية الرقمية. محو الأمية الرقمية هو سلوك أو حركة للتكيف مع الرقمية من خلال الوصول إلى الوسائط الرقمية واستخدامها وتطويرها كوسيلة تعليمية. اللغة العربية مهمة للتعلم ، لذلك يجب تنفيذ محو الأمية الرقمية في مجال تعلم اللغة العربية. ولكن في هذه العملية هناك العديد من الآثار والتحديات والفرص. هذا البحث هو بحث دراسة الأدبيات من خلال البحث في الكتب والمقالات في الفضاء السيبراني. لتركيز المشكلة ، الغرض من هذه الدراسة هو معرفة ماهية محو الأمية الرقمية ، وما هي التحديات والآثار في تعلم اللغة العربية. نتائج هذه الدراسة هي 1) تأثير محو الأمية الرقمية يشمل التأثير على معلمي اللغة العربية وعلى الطلاب العرب وعلى تعلم اللغة العربية، 2) التحديات هي تأثير استخدام اللغة العربية العمية في مجالات التعليم ومحو الأمية ، والهيمنة الغربية على الأعمال العربية التي كتبها العلماء المسلمون ، والصورة السيئة للغة العربية التي تحدث في عصر العولمة هذا, 3) الفرصة هي أن تكون وسيلة للتعلم مع غير العرب بطريقة سهلة ، وإثارة وإثارة تطوير البحث والتعلم باللغة العربية ، وتعزيز ترجمة الأعمال العربية للعلم والإسلام، وتعزيز الوصول والتعاون مع الأطراف الخارجية ، فرص لتطوير وسائل الإعلام التعليمية العربية.

The rapid development of artificial intelligence (AI) and machine learning has introduced significant changes in various fields, including the Arabic language education sector. This study focuses on exploring the challenges and applications of AI in Arabic language learning, particularly in the context of machine learning technologies. The primary problem addressed in this research is the difficulty in developing effective machine learning models that accurately understand and process the Arabic language, given its complexity, diverse dialects, and intricate grammar rules. The main objective of this research is to analyze the current applications of AI in Arabic language learning, assess the challenges associated with these technologies, and identify potential improvements. The study employs a qualitative approach, reviewing existing literature, case studies, and practical applications of AI in Arabic language education. The results indicate that AI technologies such as natural language processing, automated translation, and speech recognition have significantly contributed to enhancing Arabic language learning tools. However, the study also reveals challenges related to the complexity of Arabic grammar, regional dialects, and the lack of sufficient digital resources and standardized linguistic data. This research contributes to the field by providing insights into the integration of AI in Arabic language education, highlighting both the advancements and the obstacles that need to be overcome. The study suggests that with continued investment in AI technologies and collaboration between linguistic experts and tech developers, the future of Arabic language learning can be greatly enhanced, offering more efficient and personalized learning experiences for students

The digital era has brought significant changes to various aspects of life, including education. Arabic language education has not been exempt from the influence of this era. The utilization of digital technology in Arabic language learning offers numerous new opportunities, such as broader access, more interactive learning, and personalized learning. However, the digital era also presents several challenges, such as technological access disparities, potential distractions, and the need for adaptation by teachers and students. This study aims to systematically review the literature on the development of Arabic language education in the digital era using a qualitative approach. The review will focus on the challenges, opportunities, and strategies that can be employed to maximize benefits and minimize risks in implementing digital technology in Arabic language learning. This research has several important implications, including enriching the understanding of the challenges and opportunities in Arabic language learning in the digital era, providing valuable insights for stakeholders in Arabic language education, motivating Arabic language teachers to enhance their digital skills and integrate technology into their teaching, and encouraging parents and communities to be more involved in supporting Arabic language learning in the digital era. This study has some limitations, such as not deeply investigating the effectiveness of the proposed strategies, and further research is needed to delve deeper into various aspects of Arabic language learning in the digital era. Despite these limitations, this research is expected to make a valuable contribution to the development of Arabic language education in the digital era.

This systematic literature review investigates innovative Arabic language teaching strategies within the context of STEM education, examining sociocultural, linguistic, and professional development perspectives. The study underscores the importance of equipping students with Arabic language proficiency to thrive in STEM disciplines and highlights the need to understand effective pedagogical approaches for Arabic language instruction. Following the PRISMA guidelines, a comprehensive search across major academic databases yielded a final sample of 12 peer-reviewed articles published between 2020 and 2024. The analysis revealed three salient themes: (1) innovative teaching strategies for Arabic language learning, (2) sociocultural and linguistic considerations in Arabic language teaching and learning, and (3) teacher training and professional development for Arabic language educators. The findings suggest that strategies such as concept mapping, interactive whiteboards, and collaborative learning techniques like the Numbered Heads Strategy can significantly enhance students' grammar proficiency, listening skills, and positive attitudes toward Arabic language learning. Additionally, the review underscores the importance of contextualizing Arabic language instruction within diverse sociocultural and linguistic contexts, promoting inclusive and culturally relevant education. Furthermore, the analysis highlights the pivotal role of teacher training and professional development initiatives, including models like the Arabic Teaching Efficacy Model (ATEM) and investigations into learner agency and active learning strategies for oral reading skills. However, challenges such as addressing the digital divide and providing adequate support for educators are also identified. In conclusion, this systematic literature review offers valuable insights into innovative Arabic language teaching strategies in STEM education, emphasizing the potential of tailored pedagogical approaches, sociocultural considerations, and professional development opportunities in fostering proficient and culturally competent Arabic language speakers.

Despite the central role of Arabic in Islamic teachings, its influence on students' religious character in higher education remains underexplored, particularly in Indonesia. Understanding this relationship is essential as Arabic serves as a linguistic tool and a medium for internalizing religious values. This study aims to explore the potential relationship between Arabic language learning and the student's religious character at Universitas Negeri Semarang. Utilizing a case study method, we collected data through interviews, participant observation, and religiosity questionnaires, ensuring data validity through triangulation of methods and sources. The analysis employed thematic analysis to uncover key insights. The findings indicate a positive correlation between Arabic language learning and various dimensions of students' religious character, including ritualistic practices, beliefs, knowledge, and experiential. This finding suggests that Arabic language instruction enhances linguistic skills and plays a crucial role in shaping students' religious identities and values, potentially influencing their attitudes and behaviors in broader contexts.

This activitywas carried out with the aim to explain the importance of planning Arabic language learning based on Curriculum 2013 for teachers of Arabic in Madrasah Tsanawiyah throughout Kebumen district to improve the quality of Arabic language learning. It described the steps of the preparation of lesson planning (syllabus and lesson plan) based on curriculum 2013, and applied them in Arabic language teaching and learning activities in eachMadrasah Tsanawiyah. Alternative solution to these problems that have been applied in this community service was to conduct workshop and training. The conclusion that this activity was the implementation of community service was very useful for the Arabic language teachers in Madrasah Tsanawiyah throughout Kebumen district. With this training, teachers of Arabic Madrasah Tsanawiyahthroughout Kebumen district gained an increased understanding of the importance of the planninglessons based on the curriculum 2013 with the appropriate preparation of syllabi and lesson plans and gained solutions to some of the problems that they faced in learning the Arabic language, especially after the implementation of Curriculum 2013.

<p>Knowledge of the Islam at every student is supported by many factors, one of which is the Arabic language compentence. This research aimed to evaluate and find Arabic language learning construction in strengthening <em>al-Islam</em> at higher education. The desire to find the construction is because there is no visible connection between Arabic language learning and <em>al-Islam</em> learning so that clarity of learning objectives, learning materials, learning implementation, and evaluation systems of Arabic language learning at higher education is needed. In line with this purpose, this study used a qualitative method with a phenomenological approach. The sources of data were facts, Arabic language lecturers, <em>al-Islam</em> lecturers, and students purposively. Data were analyzed by using critical realism. The results of the study proved that the reconstruction of learning objectives, materials, implementation, and evaluation systems is needed to realize Arabic language learning that can strengthen <em>al-Islam</em> at higer education.</p>

This research aims to map the teaching of Arabic language in MAN 1 Kota Bogor. Arabic language teaching problems revolve around motivation and student learning interest in Arabic language learning. The condition is added with differences in their knowledge and learning experiences because of their different educational backgrounds. Another problem that arises is the means of supporting facities Arabic language bracket and its utilization. In addition, non-uniform and non-standard teacher competencies in the teaching process. And then have an impact on their methodological abilities in teaching Arabic in the classroom. On the other hand, the lack of study time in schools makes it difficult to develop the teaching of Arabic language more broadly, added with the difficulty of creating strong language environments in schools. All these issues are related to each other and require a comprehensive and sustainable solution. This research uses classroom action research on class X MAN 1 Kota Bogor. From direct observation through pre-cycle action research, method used by Arabic subject teachers who have not fully prioritize the interest of learning Arabic students can be known. The existence of such a thing is one of the solutions by using cooperative learning methods of team games tournament type (TGT). Application of these methods in order to increase student’s interest in learning, especially on the subjects of Arabic. The results showed cooperative learning type of team games tournament (TGT) can increase interest in learning Arabic language students in class X IPS 4 MAN 1 Kota Bogor. The increase of student’s learning interest on the learning in groups from cycle I, cycle II and cycle III are as follows: In Cycle I, the percentage of learner activity 47% in cycle II increased to 64.71% and cycle III increased to 80%. And the increase of the percentage of student’s learning interest from cycle I to cycle II increased by 17.71% and the increase of the percentage of student learning interest from cycle II to cycle III also increased by 15.29%

Implementation of animation as an Arabic language teaching aid is an innovation in creating an atmosphere that can influence student achievement. This study aimed to identify the effectiveness of the use of animation in Arabic language teaching and learning among diploma students at Universiti Sultan Zainal Abidin (UniSZA), Terengganu, Malaysia. A total of 66 diploma students were randomly selected and divided into experimental group (n = 33) and control group (n = 33). The results obtained from the data collected from pre-and post-test for each group were analyzed using t-test in SPSS version 17.0. The results showed a significant difference of (t = 8789, df = 64, p <0.05) between the achievement of the experimental group and the control group in the post test. The difference in mean score of the experimental group and the control group was 33.03. This shows that there is significant improvement in Arabic language according to the groups. The difference prove that the use of animation in learning sessions contribute to the achievement of students in the Arabic language. This study advocate the idea that animation applications can be integrated as part of language teaching aid to positively improve student achievement, classroom learning environment and student motivation.