Arabic Education Research Articles

Arabic language teachers’ beliefs and practices of using evidence-based practices for students with learning disabilities in the UAE: a mixed-methods study

Arabic language teachers’ beliefs and practices of using evidence-based practices for students with learning disabilities in the UAE: a mixed-methods study

Implementation of the Use of Instagram @gramatika_arab in Developing Arabic Language Skills for Students of Arabic Language Education of UIN Sunan Kalijaga

Instagram is one of social media equipped with various features and used as a medium of information and communication. One of its functions is to make it easier for Arabic learners to access Instagram accounts that provide several audio-visual-based Arabic content. This research is a qualitative content analysis with Instagram @gramatika_arab as the subject. Data sources in this study consist of primary data sourced from Instagram @gramatika_arab and secondary data in the form of several scientific journals relevant to this study. The data collection method used is the documentation method while data analysis is carried out during the research. The results showed that Instagram @gramatika_arab become one of the accounts providing audio-visual based Arabic content that is widely accessed by Arabic language learners, especially for students of state islamic universities in Indonesia. It is even accessed by several other countries such as Malaysia, Thailand, and Morocco. Content in the form of Arabic quizzes, pamphlets, and handwriting can attract and facilitate Arabic learners in understanding the material. In addition, Arabic language learners can easily access these contents anytime and anywhere.

Pedagogical translanguaging and trans-semiotizing in a LOTE Arabic classroom: the coordination of semiotic resources in alphabetic teaching and learning

ABSTRACT Purpose Based on the notion of translanguaging/trans-semiotizing, the study aims to explore an effective pedagogy in a foreign language classroom to respond to the multilingual and multimodal context and facilitate language teaching and learning. Specifically speaking, the study attempts to investigate the coordination of multiple semiotic resources during the teaching and learning of Arabic alphabet in a LOTE (Language other than English) Arabic classroom at a Chinese university. Design Drawing from a classroom ethnography for two academic years, the current study collected data from a focal Arabic teacher and learners via classroom recordings, semi-structured interviews, and stimulated recalls; multimodal conversational analysis and qualitative content analysis were used to analyze the data. Findings The findings illustrate how multilingual resources can be activated to organize the classroom, how multimodal resources can be coordinated to contribute to language learning, and how students’ individual resources can be integrated into the entire semiotic resources to enhance their understanding of Arabic orthography. Value The implications for LOTE education and teacher training programs are presented, including the encouragement of a multilingual, multimodal and multisensory teaching approach in the LOTE classroom. LOTE teacher's agentive role is demonstrated; LOTE learners are expected to make positive response to the teacher’s pedagogy, and become active co-constructors of the language classroom and agents of translanguaging/trans-semiotizing practices.

AI Concepts Integration in Developing E-Muhadathat Kits For Non-Arabic Speakers

Recent educational reforms focus on strategically integrating technology into teaching, aligning with the principles of the fourth industrial revolution (IR 4.0). Among the swiftly evolving technologies in language learning is Artificial Intelligence (AI), particularly in the form of Natural Language Processing (NLP). This technology has been applied to create the E-Muhadathat kit, an interactive Arabic conversation simulation tool designed to enhance communication skills for non-Arabic speaking students in Malaysian public universities. This study aims to investigate the role of AI in education, address the challenges in developing AI-based Arabic language learning software, and propose a model for the E-Muhadathat kit tailored for non-Arabic speakers. This literature review uses documentary methods to gather information from journals, conference proceedings, articles, dissertations, and digital books from databases such as Google Scholar, Springer Link, Science Direct, and Research Gate. The collected data undergoes descriptive analysis based on thematic categorization. The findings indicate that the concept of AI consists of three core components: machine learning, deep learning, and neural networks. Arabic linguists have recognized several challenges in developing AI-based software, such as orthographic, morphological, syntactic, anaphoric, and semantic ambiguities. Moreover, the E-Muhadathat kit's design integrates machine learning and deep learning techniques, featuring applications for both spoken and written language. The study's findings support educators and researchers aiming to create Arabic language software tailored for non-native speakers in Malaysian higher education institutions. As a result, the study advocates for further investigation into the use of AI in Arabic language education to enhance the communication abilities of non-native speakers in Malaysia.

Islamic work ethics in a complex, conflicted cultural milieu: The case of indigenous Palestinian Arab high school teachers in Israel

This study focuses on Islamic work ethics (IWE) among Indigenous Palestinian Arab high school teachers in Israel. With the establishment of the State of Israel in 1948, this predominantly Muslim Palestinian Arab minority experienced rapid socioeconomic change, as well as repression of its socio-political and cultural background and values. Despite its incorporation into a Western-oriented country, the core principles of Islam continue to have broad influence on the Palestinian Arab minority in Israel, as well as applications to many areas of life, including work values. The study sample included 1245 high school teachers. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were utilized to establish a reliable model of IWE, resulting in two reliable IWE dimensions: “dedication and social responsibility at work” and “independence, diligence, and achievement at work.” Indigenous Palestinian Arab teachers reported high IWE levels, although this differed by gender and age group. The IWE scale appears to be a valuable measure for describing the work-related values of Indigenous Palestinian Arab high school teachers in Israel.

Research on the Innovation of Arabic Interrogative Sentence Teaching Strategies

This study investigates innovative teaching strategies for Arabic interrogative sentences, aiming to enhance language learners’ proficiency and comprehension in this linguistic domain. The target audience for these strategies includes Arabic language instructors and learners seeking to improve their language skills. To achieve the objectives of the current research, the researcher designed 3 tables to identify the distinctions and commonalities between English and Arabic while recognizing the unique characteristics of each language. By examining syntactic structures, verb conjugation patterns, and cultural nuances, this research seeks to provide valuable insights into the complexities of Arabic interrogatives and offer practical pedagogical approaches for language instruction. This study also aims to address the significance of employing the right strategies in second language acquisition by providing a comprehensive review of existing literature on teaching Arabic interrogatives and proposing innovative pedagogical approaches based on cognitive grammar theory. This research then seeks to contribute to the field of Arabic language teaching by offering practical solutions to the challenges associated with interrogative sentence learning, thus empower learners to navigate real-world scenarios effectively and engage meaningfully with Arabic interrogative structures. In short, this research underscores the importance of adopting innovative teaching strategies for Arabic interrogative sentences to facilitate language learners’ proficiency and comprehension. By providing practical insights and pedagogical approaches, this study aims to enrich language instruction and contribute to the broader discourse on language teaching and learning.

The Innovation of Arabic Teaching Material Development in the Digital Era at Al-Fityan School Gowa IT High School

In facing the ever-evolving digital era, the development of Arabic teaching materials at Al-Fityan School Gowa IT High School requires innovations that are able to meet the needs of modern and effective learning. This article discusses various innovations applied in the development of Arabic teaching materials, ranging from the integration of multimedia technology to the utilization of interactive e-learning platforms. The main purpose of these innovations is to improve learning effectiveness, expand accessibility, and support students' various learning styles. Using qualitative research method through case study design, this article analyzes the implementation of digital technology in Arabic teaching materials at Al-Fityan School Gowa IT High School. Data were obtained through semi-structured in-depth interviews and analyzed with three stages of Miles and Huberman's qualitative data analysis technique: data reduction, data presentation and conclusion drawing. The results showed that the use of mobile applications, learning videos and other digital aids significantly increased students' interest and understanding of Arabic. The article also identifies challenges faced, including limited infrastructure and teacher readiness. Recommendations are given for the continued development of adaptive and inclusive digital teaching materials, in order to create a more dynamic and effective Arabic learning experience in this digital era.

Improving The Quality Of Google Translate Indonesian-Arabic Translations

Arabic Language Education Study Program students must be able to write theses in Arabic. A common obstacle students face is relying on Google Translate to help them translate from Indonesian to Arabic. However, even though it is easy to use, Google Translate still has obstacles when measured using Larson's translation quality indicators. This study aims to improve the quality of Google Translate translation results for Arabic theses using an Android-based term dictionary. This study is a type of classroom action research carried out in 2 cycles, each including planning, action, observation, and reflection procedures. Data collection was carried out through an assessment of the translation results of 22 students selected based on the criteria of being in the process of completing their thesis. The study results showed that of the 12 sub-indicators of translation quality, the aspects of equivalence and suitability of the source and target languages were the lowest quality. Using an Android-based term dictionary significantly reduced error scores and improved translation quality compared to Google Translate as a translation machine. However, the dictionary does not match the efficiency or time savings the translation machine provides. Furthermore, researchers are expected to be able to produce translation machines that can accommodate the intricacies and complexities of the Arabic language in the future.

Perception Of The Use Of Literary Texts In Learning Arabic Syntax: Study At Kolej Universiti Islam Perlis (KUIPs)/ تصورات استخدام النصوص الأدبية في دراسة النحو العربي: جامعة برليس الإسلامية أنموذجا

This study aims to identify the perceptions of Arabic language students and teachers about using literary texts in the study of Arabic Syntax. To achieve the research objectives, the researcher relied on the analytical approach with the qualitative approach, which collected data using semi-structured interviews with eight students specializing in Arabic and four Arabic language teachers at Perlis Islamic University College (KUIPs) Malaysia. The audio data is transferred to the written text and encoded manually. One of the most important findings of the research is that the students agreed that the employment of literary texts in the study of Arabic grammar helps them practice the language daily through the methods used and master the Arabic grammar by parsing words correctly, and this differs from using ordinary texts because they did not feel enthusiastic and fun while studying Arabic Syntax. Teachers also agreed that employing literary texts in the process of teaching Arabic Syntax helps students to know the correct style of Arabic, as most of the literary language is an eloquent language, and that employing literary texts with examples selected from prose texts and poetic texts, all of which are familiar and usual for students specializing in Arabic language and literature. Based on this, teachers should pay attention to choosing appropriate literary materials, such as short stories, when teaching Arabic Syntax to ensure that students understand the rules better and practice them on the ground.

The Effectiveness Of A Proposed Educational Unit Based On The Comprehensive Language Approach In Developing Reading Skills Among Foreign Learners At The Intermediate Level/ فاعلية وحدة تعليمية مقترحة قائمة على المدخل الكلي للغة في تنمية مهارة القراءة لدى الدارسين الأجانب في المستوى المتوسط

This study aimed to determine the effectiveness of a proposed educational unit in light of the Whole Language approach in developing some Arabic language arts skills among foreign learners at the intermediate level. To achieve this goal, the researcher built research tools consisting of indicators of necessary Arabic language arts skills for foreign learners at the intermediate level. Method: a pre-and post-test will be used to develop appropriate Arabic language arts skills among foreign learners at the intermediate level. The study sample consisted of thirty male and female students from the preparatory year program at the Language Center of the Faculty of Languages and Communication at Sultan Zainal Abidin University, Kuala Terengganu, Malaysia. The researcher adopted the descriptive and quasi-experimental method when applying the study tools. After experimenting with the study tools and analyzing the results (data) of the pre-and post-applications statistically using statistical packages system of social sciences to calculate percentages, relative weight, and standard deviation, the study reached results, the most important of which are: (1) The effectiveness of the proposed educational unit built in the light of whole approach in developing Arabic language arts skills as a whole. (2) The effectiveness of the proposed educational unit is built in the light of the whole approach to developing language skills in each skill area separately. According to its results, the study also suggested some recommendations and proposals, the most important of which are: (1) The need to adopt the Whole language approach in developing the reading skills of Arabic language learners, whether native or non-native speakers. (2) The importance of sensitizing Arabic language teachers to the importance of this approach and providing training to familiarize them with the application of this approach. (3) This approach is used in teaching other language skills because it positively impacts the teaching of the Arabic language.

Accelerating the digitalisation of learning post-COVID-19 era to improve the pedagogical competence of pre-service Arabic teachers

Accelerating the digitalisation of learning post-COVID-19 era to improve the pedagogical competence of pre-service Arabic teachers

Assessment Of Textbook Published By Ministry of Religion Republic Indonesia: HOTS, MOTS, or LOTS?

This study aims to analyze the assessment of Arabic language skills and linguistic elements in the book published by the Minister of Religion in 2020 for mapping assessments based on HOTS, MOTS, or LOTS. The research method used is descriptive qualitative based on content analysis techniques on assessment items listed in class X Madrasah Aliyah textbooks. Data was obtained through written sources, namely textbooks, as many as 392 assessment items, and other secondary sources, such as papers, articles, and books. The results of this study show that the percentage of assessments in the class X Arabic textbooks issued by the Decree of the Minister of Religion (KMA) of the Republic of Indonesia in 2020 leads to the following competencies: as much as 35% of the assessment items fall into the C2 category (understanding); 54% in category C3 (apply); and 9% fall into category C4 (analyze). The research findings identify that the form of assessment in the Arabic language textbook for class X KMA 2020 leads to the middle-order thinking skills level (MOTS), which is more dominant at the C3 (applying) level. The researchers recommend further research to develop Arabic teaching materials that lead to higher-order thinking skills (HOTS) through Bloom's Taxonomy framework.

Arabic Teacher’s Humanistic Deauthorization: Online Teaching Experience in Islamic Higher Education

The distance learning policy poses several challenges for Arabic teachers, students, and parents and causes a decrease in humanistic authority among teachers. Online learning tends to weaken their role in this aspect. This study identifies activities teachers can no longer do during online Arabic learning. In addition, this study also explores the factors that cause the erosion of this humanistic role. Using a qualitative descriptive method through interviews and focus group discussions (FGDs) with several teachers, this study found seven challenging activities for teachers, such as providing individual guidance to students face-to-face. Technology that acts as a communication medium between teachers and students causes limitations in understanding each student's character in depth. It is recommended that educators adopt a more adaptive approach, which can view students as active subjects in the learning process.

AN ECLECTIC APPROACH TO ARABIC LANGUAGE EDUCATION: IMPLEMENTING KITAB AL-AMTSILAH AT-TASHRIFIYAH IN MODERN INDONESIAN PESANTRENS

The importance of effective Arabic language learning methods is increasingly recognized in Indonesia, particularly within modern pesantren. This study aims to explore how the al-Amṡilah at-Taṣrȋfiyyah book facilitates Arabic language acquisition in these educational settings. Employing a qualitative approach, this research utilizes a case study methodology, collecting primary data through interviews with three teachers and three students from Pesantren al-Amien Prenduan and Pesantren Darussalam Gontor. The findings reveal that modern pesantren implement various learning methods, including game-based learning, lingual-based learning, and eclectic-based learning. Specifically, the eclectic method integrates game-based learning with grammar instruction, where teachers provide explanations of Sharaf grammar after students complete reading and memorizing activities. This study concludes that these innovative teaching strategies enhance the effectiveness of Arabic language learning in pesantren environments. The implications of this research suggest that incorporating the eclectic method through the al-Amṡilah at-Taṣrȋfiyyah book can lead to more engaging and effective Arabic language instruction, ultimately benefiting both educators and students. Recommendations for further improving Arabic language teaching methodologies are provided to encourage ongoing development in this critical area of study.

Employing Arabic Language Teachers for Teaching Methods that Enhance Linguistic Intelligence in Elementary Education in Aqaba Governorate

The current study aims to explore the degree of Arabic language teachers to employ teaching methods that enhance linguistic intelligence in the basic ‎stage of education in Aqaba Governorate as an example. To achieve this objective, a descriptive-analytical approach was used, and a questionnaire was employed as the primary tool for data collection from a sample of (74) Arabic language teachers in Ma'an Governorate. The study found several results, with one of the most significant findings that the degree of employing teaching methods that enhance linguistic intelligence by Arabic language teachers in elementary education in Aqaba Governorate is perceived to be high by the teachers themselves. The results also indicated no statistically significant differences attributed to gender, academic qualification, or years of experience in the degree of employing teaching methods that enhance linguistic intelligence in Arabic language education. Based on the findings, the study recommends encouraging teachers to diversify the educational strategies used in the classroom, including brainstorming strategies, cooperative learning, and interactive teaching to enhance students’ linguistic intelligence.

Training needs for developing blended learning skills and strategies among Arabic language teachers in public schools

The study aimed to know the training needs for developing blended learning skills and strategies among Arabic language teachers in government schools. The researcher used the descriptive analytical approach. The study sample reached (265) male and female teachers of the Arabic language subject in government schools. To achieve the objectives of the study, the researcher prepared a questionnaire as a tool. The study consisted of (21) paragraphs. The study found that the training needs for developing blended learning skills and strategies among Arabic language teachers in government schools in Ma’an Governorate came in at a high level with an overall arithmetic average of (3.7775), as the results show that the paragraph: I provide students with some practical work through blended learning came in first place, where The arithmetic mean was (4.0852). The results also showed that there were no statistically significant differences between the responses of Arabic language teachers regarding the training needs for developing blended learning skills and strategies due to the gender variable, while there were statistically significant differences due to variables of academic qualification and years of experience. Based on these results, the study recommended the need for teachers to develop the skills of designing and implementing.

Insights from a State Islamic University on Arabic Education as a Catalyst for Religious Moderation in Indonesia

This research aims to investigate the integration of religious moderation in Arabic language learning at a state Islamic university. Employing a qualitative descriptive method, data was gathered through observation, in-depth interviews, and documentation. The study emphasizes a tourism-based approach that incorporates local wisdom and pluralism into the Kalam course, aimed at enhancing students' Arabic communication skills. The findings indicate that embedding religious moderation within the Arabic curriculum promotes tolerance, inclusivity, and a moderate outlook among students, which, in turn, contributes to social and religious harmony in Indonesia. Additionally, the research highlights the importance of local cultural contexts in shaping student behavior. The study suggests further exploration of internal and external factors that influence the implementation of religious moderation in Arabic education at a state Islamic university. It also recommends adopting a mixed-method approach in future research to gain a deeper understanding of these dynamics and enhance the effectiveness of religious moderation efforts.

Implementasi Metode Pembelajaran Mufrodat pada Pelajaran Bahasa Arab di SMP Islam Al Fadli Medan

This study aims to analyze the implementation of vocabulary learning methods in Arabic language instruction at SMP Islam Al Fadli Medan. Using a descriptive qualitative approach, data were collected through interviews, observations, and document analysis from five Arabic language teachers. The findings indicate that teachers employ interactive methods, such as language games, to enhance student interest. Additionally, the integration of technology, like digital learning applications, aids students in better remembering vocabulary. However, challenges such as limited resources and diverse student abilities persist. Teachers need to adjust methods to accommodate all students' needs and enhance professional training for effective teaching. In conclusion, interactive methods in vocabulary instruction have significant potential to improve the quality of Arabic language teaching. This research is expected to serve as a reference for further development in Arabic teaching at the secondary school level.

Beyond the Language: Arabic Language Textbooks in Arab–Palestinian Society as Tools for Developing Social–Emotional Skills

Social–emotional learning (SEL) is recognized as an important component of the educational system, significantly impacting student success. This study aims to examine how Arabic language textbooks used in Arab elementary schools in Israel serve as tools for developing social–emotional skills, beyond their role in language instruction. Using a content analysis and semiological analysis on nine ‘Arabic Our Language’ textbooks for Grades 1 to 6, the findings revealed that all categories of social–emotional skills defined by CASEL were represented, but with an imbalance in their prevalence. Interpersonal relationship skills were the most frequent, while social awareness was the least represented, despite its importance in the Israeli context, which is the context in which this study takes place. Additionally, lower grades (1–3) showed a lack of SEL content compared to higher grades (4–6), even though an early integration of these skills is more effective. Furthermore, the SEL content did not always align with the fundamental principles for optimal implementation. This study emphasizes the need for curricula and textbooks in Arabic language education that are adapted to each developmental stage and tailored to the Israeli socio-cultural context. The findings underscore the critical role of Arabic language textbooks in fostering a holistic educational experience, preparing students for both academic and social success, and serve as a call to action for curriculum designers and textbook authors to integrate social–emotional learning in linguistic educational materials.

Guessing Meaning Strategies and Arabic Reading Comprehension Ability Among Chinese College Students

Guessing word meanings is vital for acquiring deep reading and adequate text comprehension, as the study implies that the cross-sectional approach quantitatively assesses the effect of guessing meaning strategies on Chinese university Arabic students' reading performance. There was significant evidence of the perfect relationship between the mastery of the guessing meaning strategy and the improvement of reading comprehension scores presented through the analysis of Chinese universities' data (r = 0.306, p < 0.01). It shows the vital importance of these approaches in raising reading skills. Students are well-positioned to carry out word investigation in terms of the etymology or roots of words, whether they are antonyms, synonyms, or synonymous phrases that help them deduce the meanings of words they are not familiar with and find out the meanings or explanations systematically in their reading. Guessing meaning strategies should be used in the Arabic language teaching curriculum in China to ensure that Arabic instructors can make learning enjoyable, thus value learning and acquiring language competencies. Additionally, different language contexts should be examined by future research to know the educational benefits and implications of these strategies.