The formulation of evaluation tools needed to apply the curriculum in the process of evaluating the application of the curriculum at the practical level in education units. The objectives of this scientific research are: 1) Describe the curriculum application evaluation model with specifications for the formulation of components, aspects, context indicators, inputs, process, product, and outputs (CIPPO). Based on the decision of the Minister of Religious Affairs No. 183, 184, 189 and the theory of linguistic performance. 2) Analyzing the evaluation results of the implementation of the Arabic language curriculum. This scientific research utilized a research and development (R&D) design) with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Data collection tools using interview, questionnaire, and documents. The data collection techniques are Dhelpi techniques; consultative discussions with experts as validators in preparing the instruments, group discussion forum; discussions with Arabic language teachers to analyze the needs and formulate the components, aspects, and indicators to achieve Arabic language curriculum application. And qualitative data analysis using triangulation method; data reduction, presentation, and conclusion. The results of the research indicated that; 1) Implementing the evaluation of the Arabic language education curriculum in the Islamic high school using the CIPPO evaluation model with representative formulas and criteria from KMA 2019 No. 183, 84, and 189 with Dell Hymess' language performance theory Furthermore, CIPPO becomes an evaluation model in the form of curriculum achievement evaluation tools that include components on; context, inputs, process, outcomes, and learning outcomes with all aspects and indicators. The results of the evaluation of the implementation of the Arabic language curriculum for Ma'arif Islamic Secondary Schools Jepara are as follows; 1) Context aspects are at a very good level. 2) Aspects of the input components of the curriculum at a good level. 3) Aspects of the process components of the curriculum at a very good level. 4) The product component aspects of the curriculum are at a good level. 5) The learning outcomes aspects of language performance are at a poor level.

The Card Sort method is one of the learning methods that encourages students to actively participate in learning. This study aims to describe the implementation of the card sort method in Nahwu learning, map the supporting and inhibiting factors of the application of the card sort method in Nahwu learning and explore student perceptions of the card sort method in Nahwu learning at Madrasah Aliyah Al-Hidayah Karangploso Malang. This research applies qualitative descriptive research method. Data collection using observation, and documentation. The data analysis used is in the form of Interactive models Miles, Huberman, and Saldana, which include the stages of data condensation, data presentation, and conclusions. The implementation of the card sort method in Nahwu learning at Madrasah Aliyah Al-Hidayah Karangploso Malang shows positive potential. In the implementation of this learning, of course, there are supporting factors and inhibiting factors. Students respond positively to the use of this method. Students find learning Nahwu with the card sort method fun, helps understand the material faster, and increases their active involvement in the learning process

This study analyzes Arabic diglossia in terms of variety, context, and underlying factors in the teaching of speaking skills at the Markaz Arabiyah Pare institution in Kediri, focusing on the Akbarnas class program. The subjects of this research include students, speaking skills teachers, homeroom teachers, and the head of the curriculum. Using a qualitative descriptive method, data were collected through observation, interviews, and ethnographic documentation. Data analysis was conducted through data reduction, data presentation, and conclusion. The results indicate that formal language varieties dominate in the Akbarnas class program, complemented by non-formal language varieties to enhance students' linguistic skills. This diglossia is influenced by the language use system established at the institution and the experiences of Middle Eastern graduate teachers who are familiar with various forms of the Arabic language.

Low achievement in Arabic language learning among students remains a critical issue despite various teaching methods. This study investigates the effectiveness of Kinemaster-based audiovisual media in enhancing Arabic learning outcomes and assesses the improvement post-implementation. An associative quantitative approach with pretest and posttest design was employed, involving a sample of 23 students. Data were gathered through observation, written tests, questionnaires, and documentation. Analysis techniques included normality tests, paired sample T-tests, and the N-Gain test. Results revealed a significant improvement from a pretest score of 1424 to a posttest score of 1882. Normality testing using SPSS indicated a significance value of 0.200, confirming normal distribution. The paired sample T-test yielded a sig (2-tailed) value of 0.001, denoting a significant difference between pretest and posttest scores. Consequently, Kinemaster-based audiovisual media significantly enhances Arabic learning outcomes among seventh-grade students at Al Irsyad Junior High School Banyuwangi.

This paper provides a comprehensive analysis of Arabic loanwords in the Yoruba language, aiming to understand the linguistic adaptations and cultural impacts of this exchange. This type of research uses qualitative descriptive, the research analyzes phonological, morphological, and semantic changes in Arabic loanwords to fit the Yoruba linguistic system, examining substitutions, syllable structures, and affixation patterns. The main findings reveal that Arabic loanwords have significantly enriched the Yoruba language, with specific adaptations to fit the Yoruba phonological and morphological rules. Phonological adaptations include vowel and consonant substitutions to match Yoruba sounds, while morphological adaptations involve the integration of Yoruba affixes and regularization of plural forms. The research also highlights the prominent role of Arabic loanwords in expanding the Yoruba lexicon in areas such as religious practices, trade and commerce, education, and administration. The results of this research demonstrate the dynamic nature of linguistic borrowing and the profound impact of cultural and linguistic exchanges between Arabic-speaking and Yoruba-speaking communities. The study underscores the importance of language contact in the evolution of languages, illustrating how Arabic loanwords have become an integral part of Yoruba vocabulary, reflecting the historical, cultural, and socio-economic interactions between these two linguistic communities.

The aims of this study is to describe the validity, reliability, difficulty level, differentiation power and effectiveness of the Examination of Arabic language Sumative Test Items for Class X Students of Al-Mumtaz IT Senior High School. This research uses a quantitative approach. The data obtained were analyzed using IBM SPSS statistics 23. The subjects of this study were class X students totaling 29 students. The results of the analysis of 30 multiple choice questions showed that from the validity aspect it was found that 67% were valid and 33% were invalid. From the reliability aspect, it was found that the reliability level of the items was high, namely the r coefficient of 0.864. From the aspect of difficulty level, it was found that about 63% of the items were easy, about 37% of the items were moderate. From the aspect of distinguishing power, it was found that about 60% of the items were good, about 27% of the items were not good, about 13% of the items were quite good. And from the aspect of eliminators it was found that about 56% were accepted, about 26% were rejected and about 17% were revised.

The lack of attention from teachers and students to aspects of calligraphy has resulted in students struggling to write Arabic letters correctly and efficiently. This issue is critical, as calligraphy is an essential component in kitābah (writing) lectures. This research aims to implement and evaluate the influence of the Ḥamidiyyah method on students' mahārah kitābah (writing skills). To address this, a quasi-experimental design with a non-equivalent control group was employed. The experimental group comprised 23 students from an English Education D class, while the control group included 23 students from an English Education C class. These groups were selected through purposive sampling, based on their consistent attendance in all five mahārah kitābah classes. Data were collected through observation, interviews, tests, and documentation, and analyzed using an independent sample t-test. The results demonstrated that kitābah lectures were conducted by the lecturer who demonstrated the rules for writing each letter. Initially, the lecturer wrote the letters on the blackboard while explaining the writing rules. Students were then given time to practice writing in their books, after which the lecturer checked and corrected their mistakes using a red pen. The findings indicate that the Ḥamidiyyah method significantly improved students' kitābah learning outcomes and also positively impacted their enthusiasm for attending lectures.

This study delves into the realm of enhancing reading skills for non-native Arabic language learners, exploring effective strategies to unlock the full potential of reading comprehension. Despite the limited existing research in this domain, the study aims to shed light on various perspectives that can contribute to a deeper understanding of the subject. this study aspires to pave the way for the development of more comprehensive and effective learning strategies for non-native Arabic language learners, ultimately fostering a heightened appreciation for the power of reading in language acquisition. This research employs a literature review methodology to collect, analyze, and synthesize relevant literature related to effective strategies in developing Arabic reading skills for non-native learners. The research findings highlight the effectiveness of various reading strategies for non-native Arabic learners. The findings of this research reveal that the direct memory strategy enhances Arabic reading through direct recall and vocabulary retention, crucial for non-native learners. Consistent use and tools like digital apps build learners' memory foundation. Additionally, the Direct Cognitive, Compensation, Indirect Cognitive, Affective, and Social Strategies contribute significantly, offering diverse approaches for non-native learners to excel in Arabic qira'ah (reading skills).

The prevailing methods of Arabic language instruction predominantly rely on didactic approaches involving lectures and memorization, contributing to a waning interest and motivation among students. This pedagogical challenge is exacerbated by the disruption caused by the COVID-19 pandemic, which has significantly impeded traditional learning activities in schools. In response to these impediments, the development of Arabic language learning media utilizing the Lectora Inspire 17 application emerges as a viable solution, fostering an environment conducive to engaging and self-directed learning. This research endeavors to construct an android-based Arabic learning medium employing the Lectora Inspire 17 application. The focus lies on assessing the efficacy and viability of the developed learning media at MTs Hidayatul Athfal Banyurip Alit Pekalongan. Employing the ADDIE development model method (Analysis, Design, Development, Implementation, and Evaluation), this study conducts a comprehensive examination of the media's feasibility. The evaluation conducted by media experts yielded a favorable percentage of 82%, placing the developed media in the feasible category. Moreover, assessments by subject matter experts resulted in an impressive percentage of 90%, categorizing the material as highly feasible. Notably, students' responses to the learning media demonstrated a substantial approval rate of 90% in the highly feasible category. Consequently, it is evident that the Arabic language learning media based on the Lectora Inspire 17 android application is well-suited to serve as an effective educational tool.