Arabic Curriculum Research Articles

Educating Palestine: Teaching and Learning History under the Mandate

Educating Palestine: Teaching and Learning History under the Mandate

The evaluation of the Arabic language book for the twelfth grade from the viewpoint of its teachers in Jordan: تقييم كتاب اللغة العربية للصف الثاني عشر من وجهة نظر معلميه في الأردن

The study aimed to evaluate the Arabic language type for the twelfth grade from the point of view of the subject teachers and to know the evaluation estimates for the teachers, as the researcher used the descriptive approach for its suitability for this type of study, and the sample of the study consisted of (61) teachers who filled out the questionnaire after it was published electronically. A questionnaire as a main tool for collecting data, and it was distributed electronically to the subject's teachers through various social media channels, in compliance with the prohibitions laws related to the Corona pandemic (COVID-19) that Jordan and the world was exposed to in 2020; Where the questionnaire included (30) items distributed to include three axes (educational content, educational activities, and evaluation questions), and the results of the study found that there were no statistically significant differences between the rate of evaluation of the Arabic language book for the twelfth grade from the point of view of its teachers in government schools of the Directorate The education of Qweismeh Brigade is attributed to the gender variable. or due to the variable of years of experience. The researcher recommended the necessity of holding training courses for new teachers to enable them to explain and give the Arabic language curriculum easily and conveniently for the twelfth grade, taking into account individual differences and encouraging self-learning among students in the educational activities received.

Arabic Language Curriculum Development in Ma’had Umar Bin Al-Khattab Surabaya in Maintaining Middle Eastern Culture-based Educational Institutions.

Ma’had Umar Bin Al-Khattab Surabaya is an educational institution that concentrates on providing Arabic language education and islamic studies with an institutional style based on Middle Eastern Culture. This study aims to describe and analyze the development of the Arabic language curriculum and the achievement of Arabic curriculum development at MUBK Surabaya in maintaining Middle Eastern culture based educational institutions.This research uses a naturalistic qualitative approach with the type of field research and case study research design. The subjects in this study were Mudir, Deputy Mudir, Lecturers of Ma’had, alumni and students of MUBK Surabaya. data was collected by observation, interview, and documentation. Data analiysis techniques using data analysis techniques of Miles and Huberman, namely data reduction, data presentation, and drawing conclusions.The results of this research showed that the development of the Arabic language curriculum at MUBK Surabaya was carried out because of many background aspect including: stakeholder demands and students need. The principles of curriculum development are relevance, flexibility, continuity, as well as effectiveness and efficiency. The foundation of curriculum development used is religious, capability, psychological, and sosio-cultural. Middle Eastern culture at MUBK Surabaya includes 3 aspects, namely: first, the value system and nature of Middle Eastern people thought. Second, the pattern of life, attitudes, and Islamic habits of the Middle East. Third: patterns of student-teacher relationships in Middle Eastern cultures. The acvievement of curricilum development at MUBK Surabaya is by designing several courses to support the implementation of the 3 aspects of Middle Eastern culture.
 Keywords : Arabic Language Curriculum Development; Educational Institutions; Middle East Culture.

ANALYZING THE REALITY OF CREATIVE THINKING SKILLS IN THE BASIC LEARNING STAGE IN JORDAN

The research aimed to analyze the reality of creative thinking skills in the curriculum of the basic learning stage in Jordan.The research sample wasintentionally chosen according to the method of non-probability samples (non-random), by choosing the study units included in the syllabus of the Arabic language for the sixth and seventh grades of the basic learning stage in Jordan. The curriculum consists of (33) study units, sothe content analysis method was adopted as one of the qualitative curriculum methods, in analyzing the reality of creative thinking skills used in the Arabic language syllabi for the sixth and seventh grades of basic learning in Jordan,quantitatively and qualitatively. The most significant results were: Thereality of an analysis of creative thinking skills comesat a low level. The Arabic language syllabi referred to creative thinking skills (530) times, (53%). This confirms is a low percentage for the average level. In light of the results, the researcher recommended: that the authors of the Arabic language syllabi for the basic education stage focus on creative thinking skills. That would contribute to enabling the teacher to use them through teaching strategies. The Arabic language curriculum still lacks creative thinking skills.

The Impact of Integrating Critical Thinking Skills in Reading Curriculum in Developing Qatari Students Performance in PISA Exams

This study aims at identifying the effect of integrating critical thinking skills in the Arabic language curriculum for the seventh grade in the State of Qatar through the reading course on improving the performance of Qatari students in the Programme for International Student Assessment (PISA) tests, and the study used the descriptive-analytical method. It analyzed the content of the reading course for grade seven in Qatar and the content of the PISA test in the field of reading knowledge and their critical thinking skills. The results of the study showed a clear improvement in the performance of Qatar’s students in the Pisa tests in general, as Qatar’s students made remarkable progress between 2006 and 2015, where the general average in -the field of reading literacy -increased from (312) to (402), which indicates - according to the study - the effect of integrating critical thinking skills in achieving this.

Development of Arabic Curriculum in Improving Pedagogic Competence of Lecturer Ma'had Umar Bin Al-Khattab

The development of the Arabic language curriculum is the planning of Arabic language learning which includes the planning of the components of the objectives, content, strategies and evaluations to bring learners to the desired objectives of the Arabic language learning. Pedagogic competence of lecturers is the ability of lecturers in managing student learning which among the aspects is curriculum development. This research is qualitative research that aims to find out how the development of the Arabic curriculum in ma'had Umar bin Al-Khattab (MUBK) and how to achieve the development of the Arabic language curriculum in improving the pedagogic competence of lecturers. In the process, this research uses data collection techniques in the form of documentation, interviews and observations. The data obtained is analyzed by data reduction, data presentation and conclusion examination. It is known from the results of data and analysis that the development of the Arabic curriculum in (MUBK) following the opinion of Audrey Nicholls and Howard Nicholls affirmed by Michaelis, Grossman, and Scott. The achievement of the development of Arabic curriculum in ma'had Umar bin Al-Khattab can improve the pedagogical competence of lecturers in the aspect of curriculum refining. The increase was 87.5% in the making of RPS, 50% in making teaching plans at each meeting, 0% in teaching materials in order and teaching materials following the provisions set by 2.5%. If calculated, the improvement of pedagogic competence of lecturers in developing the curriculum by 35%.

Refirming Understanding About Arabic Curriculum Management: Concept, Characteristics, and Study Area

This article aims to reinforce the understanding of the concepts, characteristics, and scope of studies in Arabic language curriculum management. This type of research includes library research, which is a descriptive qualitative research. The data was collected using the documentation method. Meanwhile, data analysis was carried out through qualitative (non-statistical) analysis methods on the basis of which conclusions were drawn using an inductive frame of mind. The results show that the Arabic language curriculum management is a distinctive process consisting of planning, organizing, directing and controlling actions carried out on the implementation of the Arabic language curriculum by utilizing all existing supporting aspects in order to achieve effective, efficient and optimal goals in accordance with which have been set. The characteristic or characteristic of Arabic language curriculum management is that it contains religious values, either real or cultural values. The scope of operational problems which are the Arabic language curriculum management studies, namely: Management planning and curriculum development; Management of curriculum implementation; Supervision of curriculum implementation; Curriculum monitoring and assessment; Curriculum improvement; Decentralization and curriculum centralization; and labor issues.

Manhaj Ta’līm al-Lugah al-Arabiyyah fi al-Ma’āhid al-Salafiyyah (Dirāsah Taqwīmiyyah min Manẓūr Manhaj Ta’līm al-Lugah al-Arabiyyah li al-Nāṭiqīna bi Gairiha)

This current research departs from concerns over the conventional Arabic teaching in the salaf pesantren (Islamic boarding school) which is not in accordance with the Arabic teaching curriculum for foreign language speakers. It aims to find out the right steps to design the curriculum so that objectives of Arabic learning can be achieved. Using a qualitative approach with a multi-case design, this study took place in three salaf pesantrens in Java, namely Pesantren As-Salafi of Ciwaringin West Java, Pesantren Al-Hikmah 2 of Benda Central Java, and Pesantren HM Al-Mahrusiyah of Lirboyo East Java. Data were collected through in-depth interviews, participatory observation, and documentation review. The study found that although, in general, the Arabic curriculum in the three salaf pesantren was quite suitable with the Arabic teaching curriculum for foreign language speakers, the right steps in designing the curriculum were still needed. First, the four language skills must receive good attention, especially the speaking skills considering the main function of language as a means of communication. Second, the curriculum material must contain three language competencies, i.e. the linguistic aspect, the function of language as a communication tool, and the cultural aspect. Third, the learning system needs to use a combination of several methods by considering the learning objectives, the material characteristics, the students' ability, and even the teachers’ condition. Fourth, modern learning media such as language laboratories need to be pursued because almost all the main objectives of language teaching can be carried out in such laboratories. Fifth, the evaluation of language learning must include mastery of linguistics and communication.

The development of the Arabic language curricula in public education in the Kingdom of Saudi Arabia: تطور مناهج اللغة العربية في التعليم العام بالمملكة العربية السعودية

The study aimed to identify the developments that took place in the Arabic language curricula in public education in the Kingdom of Saudi Arabia, which are the development of curriculum objectives, evaluation of Arabic language curricula, methods and techniques of education, strategies for teaching education and teacher preparation in general education. I took the historical approach as a research method, and I used the documents to discover the development of the Arabic language curricula. I explained the stages of development. They were presented in the form of simplified and clear tables, and I made some recommendations and proposals in the current study. Finally, I came to identify the developments that took place in the Arabic language curriculum in public education in the Kingdom of Saudi Arabia.

The development of an Arabic curriculum framework based on a compilation of salient features from CEFR level descriptors

ABSTRACT The Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) (Council of Europe. 2001. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press) has been widely accepted as a reference for aligning curricula, learning outcomes, teaching materials and assessments for European and, more recently, non-European languages. However, it seems that the CEFR has been more utilised on the macro level, i.e. for curriculum and proficiency test development and course book design rather than on the micro level, i.e. to support teaching and learning. The field of teaching Arabic as a foreign language is lagging behind on both levels. This paper reports on the initial stage of a wide-ranging project which aims at full adoption of the CEFR (on both the macro and micro levels) in a non-specialist Arabic language course. The paper, specifically, details the context and methodology of designing a CEFR-aligned Arabic curriculum framework based on the compilation of curriculum salient features from the CEFR document.

تقويم الأنشطة التعليمية لمقرر لغتي الخالدة للصف الثالث المتوسط في ضوء مهارات القرن الحادي والعشرين

هدفت الدراسة إلى إعداد قائمة بمهارات القرن الحادي والعشرين المناسبة لطلاب الصف الثالث المتوسط، کما هدفت إلى الکشف عن درجة مراعاة الأنشطة التعليمية في مقرر لغتي للصف الثالث المتوسط لمهارات القرن الحادي والعشرين المتعلقة بالتفکير الناقد وحل المشکلات، التواصل والمشارکة، الإبداع والابتکار، الثقافة المعلوماتية وثقافة تقنية المعلومات والاتصال، والحياة والعمل. ولتحقيق أهداف الدراسة اتبع الباحث المنهج الوصفي، وصمم لذلک بطاقة تحليل المحتوى في ضوء قائمة مهارات القرن الحادي والعشرين، وبعد التأکد من صدق الأداة وثباتها، شرع الباحث في تحليل الأنشطة التعليمية، وقد توصلت الدراسة إلى النتائج التالية: 1- حددت الدراسة قائمة بمهارات القرن الحادي والعشرين المناسبة لطلاب الصف الثالث المتوسط، صنفت في خمسة محاور، وتضمنت (34) مهارة فرعية. 2- راعت الأنشطة التعليمية مهارات القرن الحادي والعشرين المرتبطة بالتفکير الناقد وحل المشکلات، والتواصل والمشارکة بنسب مرتفعة تمثلت في (73.31%) و(28.32%)، کما راعت الأنشطة التعليمية مهارات القرن الحادي والعشرين بنسب متوسطة ومتدنية في بقية المحاور. 3- غياب التوزان والشمول والتکامل في بناء الأنشطة التعليمية وتدرجها في ضوء مهارات القرن الحادي والعشرين. وفي ضوء النتائج التي توصلت إليها الدراسة، فقد أوصت الدراسة بالتالي: 1- تخطيط مناهج تعليم اللغة العربية في ضوء مهارات القرن الحادي والعشرين من خلال اقتراح مصفوفة لهذه المهارات وتدريجها على الصفوف في مراحل التعليم العام. 2- الاستفادة من قائمة مهارات القرن الحادي والعشرين التي أعدتها الدراسة. 3- تضمين الأنشطة التعليمية في مقررات اللغة العربية مهارات القرن الحادي والعشرين وفق منهجية محددة تراعي التوزان والشمول والتکامل تسهم في تنمية هذه المهارات. The study aims to prepare a list of 21st-century skills suitable for ninth graders. In addition, it aims to reveal how the ninth grade Arabic language course activities observe 21st-century skills in critical thinking, problem-solving, communication, participation, creativity, ICT, life, work, and innovation and information culture. To achieve the objectives of the study, the researcher followed a descriptive approach and designed the content analysis card with a list of 21st-century skills. After confirming the validity and reliability of the tool, the researcher started analyzing the educational activities. The study reached the following results: The study identified a list of 21st century skills suitable for ninth-grade students, classified in five axes, and included (34) sub-skills. The educational activates of the study took into consideration are 21st-century skills related to critical thinking and problem solving, and communication and participation in high proportions (73.31%) and (28.32%). There was a loss of balance, inclusiveness, and integration in the construction of educational activities that were in line with 21st-century skills. The recommendation of the study includes: Planning the Arabic language curriculum to align with 21st-century skills by proposing the organization and inclusion of these skills in the stages of general education. To adopt the 21st-century skills that were proposed in this study and be able to benefit from them. Include 21st Century skills in the Arabic language courses by following a specific method that takes into account the balance, inclusion, and integration that generally contribute to the development of these skills.

Integration of International, National and Madrasah Curriculum to Improve the Quality of Graduates At Mi Muslimat NU Pucang Sidoarjo

The research has purpose to know the implementation of integration the international, national, and madrasah curriculum in MI Muslimat NU Pucang Sidoarjo. The policies carried out by the head of madrasah through preparation of RKM, fulfillment of eight SNPs, division of job discribtion, providing guidance to educators and education staff in conducting supervision that programmed well. The implementation of integrating of third curriculum carried out by adopting Mathematic, English and Science subjects from the Cambridge University international curriculum and adapting general subjects from the national curriculum 2018 revision of the Ministry of Education and Culture and religious subjects al- Qur'an Hadith, Aqidah akhlaq, Fiqh, SKI and Arabic madrasah curriculum from the Ministry of Religion through the development the forms of learning processing and classroom, Development of the PAIKEM learning model, self-development program and evaluation. The quality of graduates after the implementation of integration the international, national and madrasah curriculum in MI Muslimat NU Pucang Sidoarjo accepted in the favorite of SMP/MTS which are evidenced with the results of SKHUN, UN, UAMBD and Check Point. The result of the research show that integration of international, national, and madrasah curriculum has been running as it should,

تحدید مهارات الکتابة الصحفیة الإلکترونیة فی ضوء نظریة معالجة المعلومات لدى تلامیذ الصف الثانی الإعدادی.

هدف البحث تنمية مهارات الکتابة الصحفية الإلکترونية لدى تلاميذ الصف الثاني الإعدادي وتطلب ذلک إعداد قائمة مهارات الکتابة الصحفية الإلکترونية , وتمثلت عينة البحث في (60 ) تلميذا وتلميذة من تلاميذ الصف الثاني الإعدادي ، مقسمة إلى مجموعتين ضابطة وأخرى تجريبية ، بإداراة العياط التابعة لمحافظة الجيزة ، وقد استخدم الباحث اختبار قبلى بعدي لکل من المجموعتين ، وتم معالجة درجات المجموعتين إحصائيا ، وتوصلت نتائج البحث إلى إعداد قائمة مهارات الکتابة الصحفية الالکترونية المناسبة لتلاميذ الصف الثاني الإعدادي البحث . توصيات البحث : تدريب الطلاب المعلمين أثناء الدراسة بکليات التربية ، وغيرها من الکليات التي تعد المعلمين ، على الاهتمام بتنمية مهارات الکتابة الصحفية الالکترونية . تطوير منهج اللغة العربية ؛ ليشمل مهارات الکتابة الصحفية الالکترونية . The research aimed at developing the electronic journalistic writing skills of second-grade middle school students, and this required preparing a list of electronic journalistic writing skills, and the research sample consisted of (60) male and female students from the second grade of middle school, divided into two control groups and an experimental one, in the Al-Ayyat department of Giza governorate. The researcher used a pre-post test for each of the two groups, and the scores of the two groups were statistically treated, and the results of the research reached a list of electronic journalistic writing skills suitable for second-year middle school students. Research recommendations: • Training student teachers while studying in colleges of education, and other colleges that prepare teachers, to pay attention to developing electronic journalistic writing skills. • Development of the Arabic language curriculum; To include electronic journalistic writing skills.

Evaluation Arabic language curricula content at the intermediate stage in light of the requirements for enhancing personality (Analytical study): تقويم محتوى مناهج اللغة العربية بالمرحلة المتوسطة في ضوء متطلبات تعزيز الشخصية (دراسة تحليلية)

The aim of the research is to evaluate the content of the Arabic language curriculum at the intermediate stage in light of the requirements of personality enhancement. To achieve this goal, the researcher used the descriptive approach based on content analysis, and prepared a list of personal enhancement requirements. This list was used in preparing a card for analyzing the content of the curriculum, and it included three main requirements, And (47) sub-clauses, and the research sample consisted of the Arabic Language Book ("Lughati Al Khalidah") in its first and second semesters of the year 2018/2019, and the results of the research showed after adjusting the study tools (List of Personal Enhancement Requirements, Content Analysis Card), and to make sure of their sincerity and consistency that Family requirements and not Social accounted for 33% and 35.4% in the first and second semester, respectively, from the content of the paragraphs included in the content of the Arabic language curriculum for the first and second semester respectively, and the self-requirements came in at 25.8%, 35% in the first and second semester, respectively, While the national and economic requirements came in at 6.5% and 30.3% in the first and second semester, respectively, and in light of those results, the study presented a number of recommendations and proposals.

درجة ممارسة معلمي اللغة العربية لمهارات التفكير الإبداعي وعلاقتها بمهارات التفكير العلمي لدى طلبتهم في الصف الثاني عشر في محافظة شمال الباطنة التعليمية بسلطنة عمان

The aim of this research was to determine the degree to which Arabic language teachers practice creative thinking skills in teaching 12th grade students in North Al Batinah Educational Governorate in the Sultanate of Oman, the level of scientific thinking among 12th grade students in North Al Batinah Educational Governorate, and the relationship between creative thinking among Arabic language teachers in teaching 12th grade students in North Al Batinah Educational Governorate and the scientific thinking of their students. The study adopted the descriptive correlational approach. The population of the study consisted of 6,550 grade 12th students, and the sample consisted of 655 male and female students. The sample was chosen by the cluster method and then simple random assignment. To achieve the study objectives, a questionnaire for creative thinking skills and scientific thinking skills test were applied. Among the results of the research were that the degree of practicing creative thinking skills among Arabic language teachers in North Al Batinah Governorate in teaching students was medium (M= 3.32), and the degree of practicing scientific thinking skills among 12th students in the Arabic language subject in North Al Batinah Educational Governorate was medium (M=1.51). The results of the third question showed a significant weak positive correlation between creative thinking skills and scientific thinking skills of students. Among the most prominent recommendations were intensifying training programs, taking care of their quality, following up on their training impact in order to enhance the practices of creative thinking skills and scientific thinking skills in Arabic language teaching methods, and enhancing creative thinking skills and scientific thinking skills when developing the Arabic language curriculum for the twelfth grade in the future.

The Dynamics of Arabic Language Curriculum at Arabic Education Department of UIN Sunan Kalijaga Yogyakarta

This study aimed at describing the PBA curriculum development in the period of 1975-2013, viewed from ‘continuous and changing’ perspective on its components and exploring its causes. This was qualitative research with a historical approach, so that the data analysis was done by descriptive qualitative analysis. The results were as follows: first, in terms of the authority in curriculum compilation before KBK, the Government was quite dominant, and departments had role as curriculum implementers, although in the following years they were authorized to develop their own curriculum. Second, there were differences in naming the components and compositions of the curriculum structure in courses. Third, the learning process that was originally a transfer of knowledge (before KBK), teacher centered (TCL), and content based, turned into a method of inquiry (KBK) and sstudent centered learning (SCL). The outcomes shifted into the involvement of the community as stakeholders. Fourth, Arabic learning objective shifted from language goals that are only passive to holistic. The learning process also shifted on the materials, approaches, methods, techniques and evaluation.

Teaching Media in the Teaching of Arabic Language/ Media Pembelajaran dalam Pembelajaran Bahasa Arab

This article discusses the media of learning Arabic language, through library studies that focus on distributing material effectively to students without making them boring. The limited creations and variations in learning as well as the low ability of Arabic language maharah of students make the role of the media so important. The selection of media correctly, can improve the mastery of material skills, motivate, and stimulate students. Through library studies from journals, papers, and books on learning media for the Arabic curriculum which are then analyzed and concluded data will be obtained about learning media for the Arabic curriculum which is useful for teachers. There are several rules in determining the media that will be used by taking into account the direction and objectives of learning, types of learning strategies, understanding the characteristics of the media by the teacher, in terms of cost suitability, media readiness, quality, and environment to operate the media. In terms of functions related to sensing devices, the media are divided into visual media, audio media, and audiovisual media. Meanwhile, viewed from the viewpoint in Arabic and that maharah, the media can be grouped into learning media mufrodat, nahwu-shorof, and Arabic language skills consisting of media istima', qiro'ah, kitabah, and kalam. This can help academics in applying media correctly in the learning of the Arabic language curriculum.One of the elements of learning Arabic is the student's Arabic learning strategy. But there are still some students who have not found the right strategy for learning Arabic, because of a lack of knowledge about Arabic learning strategies, especially the Oxford model of language learning strategies. The purpose of this study was to describe the implementation of the Arabic language learning strategy for students in the Oxford model of Madrasah Ibitidaiyah Al Islam Kartasura students.This research is descriptive qualitative, as for the research site at Madrasah Ibitidaiyah Al Islam Kartasura. This research was conducted from March to June 2020. The subjects in this study were students of class V A at Madrasah Ibitidaiyah Al Islam Kartasura. The informants in this study were the fifth grade Arabic teachers at Madrasah Ibitidaiyah Al Islam Kartasura. Data collection methods used were interviews, observation and documentation.The conclusion of this study is that students use Arabic learning strategies in the Oxford model because there are indications that students are using their learning. The strategies used are memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies. The strategy that is often used by students is the memorial strategy.

Arabic Language Learning Curriculum Islamic Boarding School System

This article aims to find out about the Arabic language curriculum development model at Madrasah Aliyah Al-Falah Gorontalo. This research uses the type of field research or field research. The research method is descriptive qualitative, namely research on the Arabic language learning curriculum's description with the boarding school system at MA al-Falah Gorontalo. The results of this study explain that: curriculum development at Madrasah Aliyah al-Falah Gorontalo is based on several foundations, namely juridical, psychological, and sociolinguistic foundations. Meanwhile, the curriculum development model used in Madrasah Aliyah al-Falah Gorontalo has been analyzed using an administrative model and a grassroots model. The characteristics of learning Arabic in the boarding school system at Madrasah Aliyah Al-Falah are different from learning in other schools. What distinguishes this Madrasah from other schools in the curriculum used and uses the Islamic boarding school system. So that learning Arabic is not only taught in schools but also trained in dormitories.

Development of Reading Comprehension Skills among the Students of Learning Disabilities

The objective of this study was to investigate the impact of a training program based on the visual words composition techniques on the development of reading comprehension skills. The sample of the study consisted of (104) learning disabilities pupils. A questionnaire that was developed by the researcher was used as a measuring instrument. The results indicated that there were statistically significant differences between the mean of performance of the experimental and the control groups in the reading comprehension skills development posttest in favor of the experimental group that was taught using the training program based on the visual words composition techniques. Students with learning disabilities in the current study were given organized and ordered learning tasks and assignments as the instructional program was based on visual picture techniques in presenting the targeted words. Also, the instructional program included well-defined and achievable objectives, learning activities, teaching tools and instruments, and evaluation tools taking into consideration students' ability levels and had the same effect on students from both genders. The study concludes that visual words composition techniques should be integrated with the Arabic language curriculum to develop the language skills among students with learning disabilities generalization of findings is highly related to the size of the study sample.

M-Learning Boost Students' Motivation in Learning Arabic Language Proficiency for Elementary Level

The language acquisition is one of the most important criteria that contribute to the measurement of language proficiency for students and the objectives of teaching of Arabic in Malaysia are currently based on the Standard Arabic Curriculum, which focuses on mastery of the four language skills. However, the inability to master the four language skills is still very significant. This occurs due to the fact that students only learn Arabic to pass the exam and that learning strategies applied to the students are less interactive and effective which led to demotivate the student to continue the learning process. Therefore, the primary purpose of this study is to examine the impact of mobile learning towards motivation in learning Arabic language proficiency. The research focuses on analysing the participants' motivation regarding the education of Arabic language in particular, via mobile learning. The attention, relevance, confidence, and satisfaction (ARCS) model shaped the comprehension of the effect of education through mobile app towards the motivation of the respondents. A total of 273 participants in Malaysians Higher Institutions used mobile learning for Arabic language proficiency during teaching and learning process. After this, they will complete the motivation questionnaire. The results showed that attention, relevance, satisfaction, and confidence motivational factors had a significant impact on student's motivation to learn Arabic through mobile app. Hence, this study contributes to the significant empirical results on the effectiveness of the integration of ARCS model in mobile app for learning Arabic language.