Considering optical Braille patterns has been investigated in several studies. There is a huge number of studies which analyzed Braille patterns in different natural languages. However, the Arabic patterns have not been examined as same as the other languages. This is due to the lack of the datasets of the Arabic patterns and the shortage of researches in this area. This study utilizes YOLOv11 model as a detection tool because of its relative effectiveness and the level of accuracy as well as the staged training approach with the AdamW optimizer and Automatic Mixed Precision. For the translation of the Arabic patterns into text, post-processing steps are performed including: detecting cells vertically clustered, horizontally sorted within a line, adaptively defined word boundaries, and corrected reading order of right-to-left. In the analysis of experiments, the best findings achieved is 0.99 of all the precision, recall, and F1 scores. Moreover, the framework-level runtime indicates that the total processing time (inference + post-processing for text extraction) ranges between 29 and 82 ms per image. The proposed framework has been examined with a primary dataset of 5924 pages of images of Braille patterns of 45 classes of Arabic letters and diacritics. The yielded results show that the proposed framework is a robust approach toward effective, scalable, responsive Arabic Braille recognition (OBR) for assistive technologies to be mobile and wearable. By building the first dedicated corpus in Arabic Braille and providing an end-to-end recognition suite, this study laid the groundwork for future research and applications in the field. This research bridges the accessibility gap, so of allow sighted individuals to access content encoded in Braille.

In the new rock art site of Etshkili-Too (Эчкили-Тоо) in the Talas Province of Kyrgyzstan, 105 engravings were inventoried, mainly zoomorphs (caprids) dating to the Old Turkic period, as well as to the 19th and early 20th centuries. Furthermore, nine Arabic inscriptions were documented at three different locations. Seven of them were concentrated near three former settlements at the top of the valley, which were probably occupied during the winter seasons. All inscriptions were deeply pecked into the rock surface, clearly visible, and almost not patinated. They are located at elevations between 1440 and 1600 meters above sea level. They contain ten personal names, exclusively male, including one referring to a hoja and mullah. There is no evidence to suggest that these inscriptions functioned as epitaphs. The texts were generally written in the Middle Turkic literary language as indicated by the use of the word “oglu” (“son of”). Furthermore, six dates are mentioned the inscriptions. Three follow the Gregorian calendar (1911 -1922), while one was recorded according to the Hijri (1299 AH viz. 1882 CE). For two additional dates it remains unclear whether they refer to the Hijri calendar (1307 and 1889 or 1313 and 1895?) or to the Gregorian calendar (1907 and 1913?). Furthermore, on one rock surface, two dates are associated with animals according to the traditional nomadic calendar. One of the inscriptions is the Basmalah, located near a settlement. This inscription is compared with another unpublished Basmalah inscription, recently found at the rock art site of Kara-Say, also in Talas Province. Another inscription represents a form of oath, although its precise significance remains unclear; it may have functioned as a marker of territorial ownership. This inscription, together with a second example, is analyzed in relation to three tamgas from the same period, raising questions about the transition from tamga symbols to Arabic inscriptions as markers of territorial claims during the nineteenth and early twentieth centuries. Arabographic inscriptions within a rock art context should be systematically documented, analyzed, and published in order to provide new insights into the history of pastoral populations in Central Asia.

This article examines the tradition of writing risala (Arabic letters), focusing on the structure, linguistic features, and communicative functions of the administrative letter (risala idariyya). The study analyzes the differences between official and personal correspondence, the relationship between sender and recipient, and stylistic requirements in Arabic formal writing. The results show that logical organization, objectivity, and etiquette formulas are essential elements of official communication. The paper also provides pedagogical recommendations for teaching Arabic formal writing in academic contexts.

The community service program conducted by students during the Field Work Practice (PKL) at TPQ Nurul Huda, Riam Mengelai Village, is implemented as a tangible contribution to student guidance, focusing on enhancing religious competence, discipline, and worship skills. This program was motivated by the need to improve the quality of religious education systematically and according to the skill level of each student, making learning more effective and targeted. The objective of this service is to optimize student guidance by improving Quran reading skills, daily prayer memorization, moral development, and active participation in religious activities according to each class’s ability. The implementation method includes initial observation, planning a guidance program based on skill levels, direct teaching and learning, individual and group mentoring, and periodic evaluation. Students are divided into four classes according to their ability: Class 1 for students at IQRA’ levels 1 and 2, Class 2 for IQRA’ 3 and 4, Class 3 for IQRA’ 5 and 6, and Class 4 for students who can read the Quran fluently. Each class receives materials tailored to their level, ranging from introduction to Arabic letters, Quran reading, daily prayer memorization, to moral development and worship practices. This class-based guidance approach allows PKL students to provide focused attention, ensuring optimal learning outcomes. The results show significant improvements in students’ discipline, learning motivation, Quran reading skills, prayer memorization, and moral understanding. Class-based guidance according to skill levels provides each child with an appropriate learning experience, enabling maximal development. PKL students gain practical experience in early childhood religious education, lesson development, and classroom management. This program is expected to serve as a systematic, effective, and sustainable model for student guidance at TPQ Nurul Huda.

The children cannot recognize the Arabic script handwriting because the recognizer is intolerant of high inter-individual variations. The issue is further compounded by other problems such as irregular strokes, interrupted forms and inconsistent aspect ratios. The study explores which CNN architectures are most suitable for robustly recognizing black-and-white Arabic letters and digits drawn from kids, aged 5-10. The dataset comprises 570 000 characters images. The six well known CNN architectures are LeNet 5, AlexNet VGG16, GoogLeNet, DenseNet, and ResNet50. In order for the experiments to be reproducible and easily verifiable, we used a supercomputer for all models training and tests. The ResNet50 model was shown to perform best of all models with a validation accuracy of 99.86%, a global F1 score of 99.89%, validation loss of 6% and 0.96 GFLOPS. Along with benchmarking, the proposed work provides optimized lightweight CNNs for 64×64 grayscale images of children’s handwritten Arabic characters. The suggested model achieves a recognition accuracy of 98.3% at a cost 41% lower than VGG16, while drastically reducing the number of parameters. According to the study, modeling various handwritten text types can benefit from residual learning. LeNet-5 and other lightweight models have demonstrated good performance with less processing power and can be applied to embedded systems. The results indicate that children's handwriting can be automatically analyzed using the improved CNNs. Additionally, they demonstrate the applicability of these CNNs in digital assessment systems, educational technologies, and multilingual writing processing. The study offers an AI method for interpretability and robustness and lays the foundation for hybrid CNN-Transformer models.

This community service activity aimed to evaluate and improve the quality of Al-Qur'an tahfidz learning at MIS Al-Ihsan. This approach focused on improving the articulation of Arabic letters by PPL students to enhance the fluency and accuracy of students' Al-Qur'an recitation. This study used a qualitative approach with a case study design to understand the types, causal factors, and impacts of pronunciation errors on the quality of students' Al-Qur'an memorization. Data was collected through participant observation, in-depth interviews, and analysis of learning documents, validated through data triangulation. The evaluation results showed serious difficulties in accurately pronouncing hijaiyah letters according to their makhraj, which can substantially alter the meaning of verses. Following guidance and pronunciation corrections, students showed enthusiasm and improvement in understanding the importance of makhārijul huruf. This activity provided valuable input for teachers and the institution to enhance tahfidz learning methods and curriculum design, and served as a valuable experience for PPL students in applying academic knowledge. Overall, this activity significantly contributed to improving the quality of Al-Qur'an tahfidz learning at MIS Al-Ihsan.

Inscriptions are an important documentary source for the Arabian Peninsula spanning from the pre-Islamic period to early Islamic times. This article re-examines an undated early Arabic inscription believed to date to the time of the Prophet Muḥammad. It was discovered in the Ḥismā desert in north-west Saudi Arabia. It was originally published by Moshalleh al-Moraekhi and Ahmad el-Sayed el-Sawy in 2018 under the title “(The Only) Early Islamic Inscription from the Time of Prophet Muḥammad.” The inscription is the earliest known to refer to a military campaign of the people of Madina during the time of the Prophet. This inscription mentions Abū Bakr, who is likely Abū Bakr al-Ṣiddīq, the first rightly guided caliph (r. 11–13 AH/ 632–634 CE). However, al-Moraekhi and el-Sawy argue that it was written by ʿUmar ibn al-Khaṭṭāb, the second rightly guided caliph (r. 13–23 AH/ 634–644 CE). This paper also seeks to identify the person mentioned in the inscription and to determine whether he is Abū Bakr al-Ṣiddīq or not. It further aims to explain the term (ghuzāt ahl al-Madīna) mentioned in the inscription and to discuss it based on the Qur’an as the primary source for clarifying this term, in addition to examining it historically, highlighting its historical significance, and exploring the hypotheses regarding the military campaign to which the inscription refers.

This research undertakes a comprehensive phonological and morphological analysis of six fundamental Arabic letters, namely lām, mīm, nūn, hāʾ, wāw, and yāʾ. The study aims to elucidate the articulatory and morphological features of these letters, while situating them within a broader comparative framework that examines their correspondences in selected Semitic languages. Through this comparative perspective, the research seeks to highlight both the convergences and divergences that characterize these sounds across related linguistic systems. Special emphasis is accorded to the letter mīm, owing to its salient role within the phonological and derivational architecture of Arabic. Its pervasive presence in diverse morphological patterns and lexical formations underscores its centrality in shaping word structure and semantic functions. Consequently, the analysis devotes substantial attention to exploring the multifaceted functions of mīm, while offering only general observations on the remaining letters, in order to provide a more focused and exhaustive examination of this distinctive element. The study further employs the comparative method to trace the historical development of mīm across the Semitic language family, thereby identifying the phonological and functional shifts it has undergone. The findings underscore the pivotal significance of mīm in both structural and semantic dimensions, and they demonstrate the broader utility of comparative analysis as a methodological tool. Ultimately, the research contributes to a deeper understanding of the phonological and morphological interrelations between Arabic and other Semitic languages, opening new avenues for scholarly inquiry within the field of historical and comparative linguistics.

The use of Deep Neural Networks (DNN) shows significantly higher accuracy compared to traditional methods like the Hidden Markov Model (HMM) combined with the Gaussian Mixture Model (GMM) for creating acoustic models.This research involved developing and evaluating a baseline GMM-HMM model alongside a hybrid model that merges Time-Delay Neural Networks (TDNN) with LSTM and GMM-HMM for acoustic modelling, utilising the opensource Kaldi ASR toolkit.The main goal is to detect pronunciation errors of Arabic as spoken by Indians, and of the recitation of the Holy Qur'an, focusing specifically on ten Arabic letters () that non-Arabic speakers often mispronounce, confusing them with other letters that have similar articulation points.The speech dataset consisted of around 65 hours of audio, with 58 hours designated for training and 7 hours for validation and testing.The results indicate that the hybrid model, which combines TDNN-LSTM with GMM-HMM, achieved the highest performance of 96.88%, with a Word Error Rate (WER) of 3.12%.This outperforms the GMM-HMM model, which had a performance of 95.2% and a WER of 4.68%.These results confirm the hybrid model's effectiveness in improving the accuracy of identifying pronunciation errors in Indian speech and recitation compared to the GMM-HMM model alone.This represents a significant step forward in the development of more accurate and efficient speech recognition systems.

This research presents the development of SiPuTiH (Handwritten Hijaiyah Character Recognition System) using the Convolutional Neural Network (CNN) algorithm to address the challenges of handwriting variability in Arabic scripts. The methodology includes dataset acquisition and preprocessing, CNN architecture design, model training, and performance evaluation. The dataset consists of 1,680 handwritten images representing 30 Hijaiyah characters, divided into 80% training and 20% testing data. The proposed CNN architecture employs four convolutional and pooling layers with a total of 6.8 million trainable parameters. Experimental results show that SiPuTiH achieved a 99.7% accuracy rate in recognizing Hijaiyah characters, with only one misclassification between ‘ta’ (ت) and ‘tsa’ (ث) due to morphological similarity. The trained model was implemented in an interactive Streamlit-based application that includes learning modules, quizzes, and real-time handwriting prediction. SiPuTiH demonstrates high reliability not only as a handwriting recognition system but also as an engaging educational platform for learning Arabic letters. This study confirms the effectiveness of CNNs in handling the morphological complexity of Hijaiyah characters and contributes to the development of intelligent educational tools. Future work may explore larger datasets, transfer learning architectures, and contextual (word-level) recognition to enhance system scalability and performance.

This study aims to address the challenge that young children aged 4–5 years often have difficulty recognizing and connecting Hijaiyah letters when conventional media, such as printed cards and blackboards, are used, leading to low engagement and rote memorization. To fill this gap, the study introduces the Eco-Hijaiyah approach, a nature-based learning method that utilizes leaf media to integrate religious and ecological values through fun, hands-on activities. The research employed a Classroom Action Research (CAR) design, based on Kemmis and McTaggart, and was conducted in two cycles with 12 children as participants. Data were collected through structured observations assessing children’s ability to recognize, pronounce, arrange, and connect Hijaiyah letters. The findings show a significant improvement from the category of Developing (56%) in Cycle I to Highly Proficient (83%) in Cycle II. This demonstrates that Eco-Hijaiyah through leaf media effectively enhances early childhood Hijaiyah literacy while simultaneously fostering spiritual awareness, environmental appreciation, and experiential engagement. The study contributes to the early childhood education literature by providing a novel, eco-literacy-integrated approach to learning Arabic letters.

The Arabic language occupies fifth place in the ranking of spoken languages, meaning that approximately 420 million people speak it. People have been biometrically identified using fingerprints, faces, and other similar features. In this paper, a biometric identification model for Arabic handwriting is proposed, as many Arabic letters have very similar shapes and can only be distinguished by the location of one or more dots, either above or below the letter. A novel and efficient offline Arabic handwriting identification model is presented. Its basis is the combination of several methods, such as the Harris corner detector, Shi-Thomasi, and convolutional neural networks (CNNs). Data augmentation is used during the model training phase to improve the data quality, without the need to segment words/characters. Leveraging a large collection of handwritten Arabic documents, such as KHATT and AHAWP, accuracy rates of 99% and 98% were reached, respectively.

The Bongal site in Central Tapanuli preserves important archaeological evidence of early interactions between the Indonesian Archipelago and the Islamic world during the 7th–10th centuries CE. Excavations at the site have yielded a range of early Islamic artifacts, including glass beads associated with Fustat and Nishapur, Umayyad and Abbasid coins, rings bearing Arabic inscriptions, bronze perfume containers, glazed earthenware and glassware from West Asia, as well as medical and chemical instruments. This study aims to reconstruct the earliest presence of Islamic civilization in Indonesia by examining the role of Bongal as a port within the Indian Ocean trade network. The research employs a literature review, comparative analysis with archaeological findings from West Asia and Southeast Asia, and direct observation of collections housed at the Museum of the History of the Qur’an of North Sumatra. The results indicate that Bongal functioned not only as a distribution center for aromatic commodities such as camphor and benzoin, but also as a conduit for the transmission of technology, religious symbols, and Islamic material culture. These findings support the conclusion that the early Islamization of Indonesia occurred primarily through peaceful commercial interactions, positioning Bongal as one of the earliest gateways of Islamic civilization in the archipelago.

The use of Arabic learning media, especially Iqra, has so far been fragmented. Books, videos, and audio are often used independently without any unity, thus failing to support an interactive learning experience for students. On the other hand, the use of digital technology in education has become quite widespread and opens up opportunities for the development of integrated learning materials. Therefore, there is a need for multimedia learning materials for Arabic letters using the Iqra method that integrates various features. At-Tamrin is an interactive digital Iqra application based on PDF, equipped with comprehensive features such as text, audio, and video, which can maintain students' learning motivation. This study aims to enable students to master the skills of learning Arabic letters correctly through engaging and repetitive multimedia interactions. The development was conducted using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). This media integrates a contrastive analysis approach to help distinguish the sounds and shapes of letters correctly, as well as the Student-Centred Active Learning Method (SCALM) to enhance engagement in the learning process. The research results indicate that At-Tamrin is deemed suitable by media experts and has the potential to become an innovative solution for more effective and engaging Arabic letter learning, particularly for Iqra.

This paper explores museum artifacts from the Timurid period as invaluable linguistic archives, moving beyond traditional historical and artistic interpretations to unveil hidden narratives about past societies. It argues that the linguistic data embedded in inscriptions, manuscripts, coins, and architectural texts offer profound insights into language use, communication practices, and cultural nuances of the Timurid Empire. This paper demonstrates, based on detailed linguistic analysis of a selection of artifacts, that they served as an active repository that both conveyed political power, religious beliefs, kinship systems, and social life. For instance, Persian inscriptions on jugs and ewers underscore artistic expression and imperial authority, while Arabic inscriptions on finger-ring seals and coins highlight religious piety and political legitimacy, blending Mongol traditions with Islamic values. Manuscripts and paintings further illustrate Persian as the dominant literary language and the mechanisms of intellectual and cultural exchange. The article also highlights some issues that can be challenging for linguists when collecting data from museum artefacts, such as text fragmentation and language opacity, particularly in a multilingual environment. To overcome these challenges, this review also proposes methodological approaches, including comparative linguistics, digital epigraphy, and contextual study, to address these challenges. With the robust technology and multidimensional approach, some challenges can be overcome and valuable resources can be provided for further linguistic analysis. This cross-disciplinary initiative transforms objects as vibrant forms of knowing through which one can access a fuller account of the workings of language as an intellectual technology in building and shaping lived experience, values, and power relations in Timurid society, providing productive insights into the ways in which language acts upon culture to advance or undermine social cohesion.

Learning the Qur’an in non-formal institutions requires effective teaching methods to ensure that learners can read the Qur’an correctly, fluently, and in accordance with tajwīd rules. Rumah Qur’an Al-Hafidz Andang applies two main methods, namely the Iqra method, which focuses on reading fluency, and the Makhraji method, which emphasizes the accuracy of makhraj and the characteristics of Arabic letters. This study aims to examine the implementation and effectiveness of these two methods using a Mixed Method approach. This approach combines qualitative data obtained through observations, interviews, and documentation with quantitative data collected through Qur’anic reading tests and student response questionnaires. The findings reveal that the Iqra method is effective in improving reading fluency at the initial stages, while the Makhraji method significantly enhances the accuracy of letter articulation and the application of tajwīd. The integration of both data sets indicates that combining the Iqra and Makhraji methods produces more comprehensive learning outcomes, as shown by improved average test scores and positive responses from both students and teachers. This study concludes that the Mixed Method approach provides a deeper and more holistic analysis of the effectiveness of Qur’anic learning methods.

This community service activity was carried out at the Ummahat Class of Rumah Qur’an Tanah Merah as an effort to promote religious empowerment among housewives through assisted Qur’anic learning. The program was motivated by the limited Qur’an reading ability of adult learners, particularly in the articulation of Arabic letters, the application of tajwid rules, and low self-confidence when reciting the Qur’an in public. The aim of this community service was to improve participants’ Qur’anic reading quality while strengthening the role of Rumah Qur’an as a community-based center for religious development. A participatory approach was employed, consisting of preliminary observation, learning assistance, and reflective evaluation. The assistance integrated the Tilawati method for classical learning to enhance reading fluency and the Talaqqi method for individual guidance through direct correction. The results indicate a gradual improvement in participants’ Qur’anic reading accuracy, increased self-confidence, and the creation of a more supportive and sustainable learning environment. Overall, this community service demonstrates that appropriate and empathetic Qur’anic learning assistance can effectively enhance the religious quality of adult learners.

This study examines the implementation of learning theories in Islamic Religious Education (IRE) at SLBN-1 Palangka Raya by positioning learners with special needs as dignified subjects of learning in spiritual and humanistic terms. It responds to the need for pedagogical approaches that combine instructional effectiveness with the internalization of Islamic values for learners with cognitive, motor, and communication limitations. The study aims to analyze how IRE teachers integrate modern learning theories with the principles of tarbiyah Islamiyyah within inclusive and contextual teaching practices. Using a qualitative case study design, data were collected through classroom observations, in-depth interviews with IRE teachers, and relevant documentation. The findings show that teachers employ adaptive instructional strategies, including simplified lectures, demonstrations, drills, and dialogic questioning, supported by individualized and humanistic approaches. Various visual and concrete media such as images, physical teaching aids, animated videos, and Arabic letter flashcards are utilized to enhance comprehension. These practices reflect the application of Paivio’s dual coding theory, Dale’s cone of experience, and the humanistic theories of Maslow and Rogers, while simultaneously embedding Islamic values of raḥmah (compassion), ta’dīb (moral cultivation), and tazkiyat al-nafs (spiritual purification). This study demonstrates that the integration of modern learning theories and Islamic values in inclusive IRE not only strengthens conceptual understanding but also nurtures spiritual awareness, religious motivation, and meaningful learning experiences for students with special needs.

The Arabic letter “Lām (ل)” is considered one of the most significant and versatile particles in Arabic grammar due to its wide range of syntactic and semantic functions. Its meanings vary among ownership, specification, causation, emphasis, and oath, making it one of the most complex yet richest particles in the Arabic linguistic system. This study aims to identify the types, functions, and meanings of Lām to facilitate understanding among learners and teachers of Arabic and to promote accurate usage in interpreting Qur’anic, prophetic, and rhetorical texts.The research adopts a library-based qualitative method, collecting data from classical grammatical references such as Mughnī al-Labīb by Ibn Hishām, al-Jin al-Dānī by al-Murādī, and modern linguistic works addressing the semantics of particles. The findings show that Lām is divided into operative (ʿāmilah) types—such as the genitive Lām, Lām of command, and Lām of purpose—and non-operative (ghayr ʿāmilah) types—such as Lām of initiation, Lām al-muzahlaqah, Lām al-fāriqah, and others. Its function shifts according to sentence structure and context, expressing possession, causation, emphasis, or oath. This research highlights the precision and richness of Arabic syntax and underscores Lām as a key element in understanding grammatical relationships and subtle meanings within Arabic discourse.

This study evaluated the effectiveness of the Saminiyah method in enhancing Arabic reading skills among children aged 5-11 years. Arabic language education faces challenges in developing effective reading instruction methods for young learners, as traditional approaches based on rote memorization demonstrate limited effectiveness. The Saminiyah method presents a systematic 8-step framework for Arabic reading instruction. A one-group pretest-posttest design was employed with 50 children from Pekanbaru, Indonesia. Participants received three intervention sessions using the Saminiyah method, which includes systematic instruction in Arabic letters, diacritical marks, letter connections, long vowels, gemination, nunation, feminine markers, and definite articles. Data were collected through standardized pre-test and post-test assessments measuring letter recognition, pronunciation accuracy, and reading fluency. Statistical analysis was conducted using paired sample t-test. The study revealed significant improvements in Arabic reading skills following the intervention. Mean scores increased from 55.10 to 78.40, representing a 42% improvement. Performance categories showed dramatic shifts: children classified as not fluent decreased from 44% to 8%, while those achieving very fluent levels increased from 0% to 42%. The large effect size indicates substantial practical significance. The Saminiyah method demonstrates exceptional effectiveness in enhancing Arabic reading skills among children. The systematic 8-step approach provides a structured, evidence-based framework for Arabic language instruction, contributing to innovative pedagogical approaches in Arabic language education. These findings have important implications for Arabic language education policy, curriculum development, and teacher training programs, particularly in Muslim-majority countries where Arabic literacy is essential. Future research should employ randomized controlled trials with longer follow-up periods, incorporate qualitative data collection methods such as participant interviews, and investigate the method’s effectiveness across different age groups and cultural contexts to strengthen the evidence base and provide more comprehensive insights into the learning process.