Arabic Education Research Articles

Building an Optimal Persistence Model for Novice Arab Minority Teachers by Emotional, School-Organizational and Educational Factors

The present study aimed to examine the persistence difficulties of novice teachers from Arab society in relation to various socio-emotional, school-organizational, and educational factors. Another aim of the study was to suggest an appropriate persistence model adapted to novice Arab teachers from Israel. To this end, 319 Israeli novice teachers from Arab society filled out questionnaires on demographics, resilience, organizational commitment, management style, inclusive school, and self-efficacy. The findings indicated significant differences among three levels of persistence difficulty groups in resilience, management style, school inclusion, and self-efficacy. Further post-hoc analysis using Scheffé's test identified significant differences between specific pairs of groups. Additionally, significant negative relationships were found between novice teachers' persistence difficulties and their organizational commitment at school, school inclusion, and self-efficacy. Stepwise multiple regression analysis revealed that self-efficacy, school inclusion, resilience, and organizational commitment explained 19.8% of the variance in novice teachers' persistence difficulties. In conclusion, a targeted support program addressing the unique socio-emotional, school-organizational, and educational training challenges faced by novice Arab teachers in Israel is essential for enhancing their persistence and professional success. Implementing comprehensive and inclusive strategies will not only improve teacher retention but also contribute to a more equitable and effective education system.

The Systematic Eclectic Method and Its Relationship with Arabic Teacher’s Efficacy

The Systematic Eclectic Method and Its Relationship with Arabic Teacher’s Efficacy

Enhancing Arabic Language Education in Ilorin West Local Government Area, Kwara State, Nigeria

Arabic historically served as Nigeria’s primary language for literacy, official documentation, and trade, notably within the Ilorin West Local Government Area of Kwara State. This study evaluates the role of the Arabic language in sustaining local Arabic education and examines the quality of teachers, curriculum, teaching methods, materials, and the learning environment. Despite its academic significance, Arabic is often mistakenly viewed as solely religious, hindering its educational progress. Utilizing a quantitative approach, the study gathered data through a questionnaire distributed among teachers and students across 10 purposively selected schools. The findings indicate that most respondents approve of the current curriculum and the integration of ICT, noting more effective modern methodologies in private schools. However, discrepancies exist between the learning environments of public and private schools. Findings reveal that 70% of respondents believe the current Arabic curriculum is suitable, while 80% agree that ICT integration has greatly contributed to effective teaching and learning. Also, 72% of respondents indicate that private schools employ modern and appropriate methodologies more effectively than public schools. The study also highlights that 70% of respondents find the teaching environments conducive, although there are significant differences between public and private institutions. The study concludes that private institutions are crucial in promoting Arabic education in Ilorin, though challenges like inadequate curricula and insufficient governmental support remain. Recommendations include curriculum re-evaluation, enhanced teaching resources, and better incentives to align Arabic education with national requirements, emphasizing its importance for Nigeria’s diverse developmental needs and advocating for strategic educational reforms.

ISTIKHDAM ATH-THARIQAH AL-MUBASYARAH FII TA’LIM MAHARAH AL-ISTIMA’

Listening skill instruction is often neglected by Arabic language teachers, as evidenced by their incorrect selection of listening teaching methods. Theoretically, choosing the direct method for listening instruction is the right decision. Therefore, the researcher chose to implement the direct method for listening instruction at MTS Albarokah. This study employs classroom action research. The research data includes observations obtained directly during the implementation of the lessons, interview data gathered from interviews between the researcher and students, and student test data before and after the lessons. The researcher aims to examine listening instruction using the direct method and assess student learning outcomes through tests administered before and after the lessons. The results of the study indicate that the implementation of the direct method must be carried out through the stages of planning, implementation, evaluation, and reflection. Moreover, student learning outcomes improved significantly after applying the direct method to listening instruction.

AL-USUS AL-TSAQAFIYAH LI I’DADI MAWAD TA’LIM AL-LUGHAH AL-’ARABIYAH

Language is the vessel of culture and is the primary means of expressing it in many fields. The Arabic language and its culture go hand in hand. It is difficult for a foreign student to understand the Arabic language accurately or to use it well without understanding the specific cultural concepts associated with it. The idea of ​​teaching the cultural content of the language comes first, not for cultural purposes, but for linguistic purposes. Literature review is a research methodology used in this study. When creating teaching materials, researchers collect information from textual and electronic publications regarding sociocultural concepts. The result of the study aims to discusses culture and its characteristics, the relationship between language and culture, culture and learning Arabic for non-Arabs as well as cultural content in teaching Arabic as a foreign language, especially things that need to be considered in the cultural aspect when preparing Arabic language teaching books for foreign students. Therefore, paying attention to the cultural foundations when preparing books for teaching the Arabic language to non-native speakers is important for achieving the goals of teaching the Arabic language. Every teacher must take into account the specific matters that must be taken into account when preparing books for teaching the Arabic language to foreigners so that it suits the learner’s linguistic and mental level.

The Influence of Ummi Method Using Mother Tongue Approach on Arabic Reading Skills

Students’ reading skills depend on their teacher and effective teaching methods are crucial, especially for Arabic language teachers. The Ummi method designed for learning to read the Quran is easy and enjoyable. The Ummi method can be applied to teaching reading in Arabic because the language used in the Quran is Arabic. The Ummi method has three mother tongue approaches: the Direct method, Repetition, and Affection. This study employs a quantitative approach with a quasi-experimental, non-equivalent control group design. The research population includes students from SMP Laboratorium Percontohan UPI Bandung, with purposive sampling techniques. Class VII-C is the experimental sample, while Class VII-D is the control sample. Data collection involved observation, interviews, pre-tests, and post-tests. The main objective of this research is to demonstrate the effect of the Ummi method through the mother tongue approach, on the skills of reading Arabic texts. The hypothesis test result showed a significance value of 0.009<0.05, which rejects Ho and accepts Ha. The experimental class had a mean gain score of 23.4531, higher than the control class’s 13.9219. It was concluded that the Ummi method through the mother tongue approach, significantly improves Arabic reading skills.

Analysis Of Calligraphy Skills of College Students Department Of Arabic Language Education Faculty Of Tarbiyah and Teacher Science North Sumatra State Islamic University

Learning calligraphy is an implementation of ability and potential and proficiency in writing Arabic. However, calligraphy writing does not only write about the art of beauty in Arabic, but there are other views, namely cognitive, affective and psychomotor. This study aims to describe the abilities and skills of students in writing calligraphy as well as the correct rules in writing Arabic khat. This research is a qualitative descriptive study. The subjects of this study were students of the North Sumatra State Islamic University (UINSU) Arabic language education-1 (stamp 2022), while the object of this research was in the form of material objects and objects from the results of their studies. The research focused on problems related to the level of difficulty and ease of writing Arabic khat (calligraphy). This data was obtained by means of structured interviews, namely literature studies and research documentation. Then the results of this study are: calligraphy writing in a psychomotor way, which means students' skills in writing calligraphy and calligraphy writing in a cognitive way is related to student intelligence and calligraphy writing ideas are based on affective, namely emotional, character and morals.

Studi Implementasi dan Efektivitas TPACK dalam Pembelajaran Maharah Qiro’ah

The abstract includes research objectives, methods and research results. This research aims to investigate the implementation and effectiveness of Knowledge Integration regarding Technological, Pedagogical, Content, Knowledge (TPACK) in the context of Maharah Qiro'ah learning. Qualitative research methods were used with a literature study approach. Maharah Qiro'ah material is delivered actively through the sam'iyyah-shafahiyah method using power point media. The research participants consisted of Arabic teachers who had implemented TPACK in teaching Maharah Qiro'ah at an educational institution. Data was collected through literature reviews, interviews with Arabic teachers involved in the learning process, and analysis of the learning materials used. Research findings show that implementing TPACK in Maharah Qiro'ah learning can improve the quality of teaching and learning. Teachers who have a good understanding of TPACK can integrate technology effectively in Maharah Qiro'ah teaching, thereby enriching students' learning experiences. However, challenges faced in implementing TPACK include lack of access to technology, lack of technology skills among teachers, and limited time for training. This study provides valuable insight into the importance of TPACK in the learning context of Maharah Qiro'ah and provides recommendations to support teachers in developing their TPACK skills.

تحليل الأخطأ الصوتية في نطق مفردات اللغة العربية لدى الطلبة في مدرسة الإبراهيمي المتوسطة غرسيك

Phonological errors in Arabic pronunciation are normal in the language learning process, especially when someone is learning a new language or when a child is developing their speaking skills. Therefore, this simple research seeks to highlight forms of phonetic errors in Arabic vocabulary, in addition to identifying problems faced by middle school students in pronouncing Arabic vocabulary. Researchers use the case study method which comes from a qualitative research approach. The main data sources are students and Arabic language teachers, while secondary data are books and scientific journals related to the research subject. Data were collected through three methods, namely observation, interviews, and documentation, which were then analyzed descriptively interactively. All data is checked for validity through the source triangulation method and the accuracy of observations. The results of this research are: 1) The most prominent form of phonological error experienced by students is substitution, namely the pronunciation of words that are close and similar in their output in such a way that it is difficult for them to identify the differences between them. Likewise with missing, namely the pronunciation of Arabic vocabulary which has a long origin in its pronunciation, where students pronounce it in short form or vice versa. 2) The problems faced by students in connection with phonological errors are divided into two, namely linguistic and non-linguistic problems.

Urgensi Psikologi Pendidikan dalam Pembelajaran Bahasa Arab

This research discusses educational psychology which has a significant contribution in increasing the effectiveness of Arabic language learning. By understanding the learning and teaching process as well as individual student needs. This research uses a literature review method (library research), where the discussion in this research is based on expert opinions and the results of previous research on psychology and the learning process. The results show that educational psychology is very important in learning Arabic, as in learning other languages. The following are several reasons why educational psychology is important in this context, including (1) Understanding the Learning Process, (2) Student Motivation and Engagement, (3) Effective Classroom Management, (4) Assessment and Feedback, and (5) Needs Special for Students. By utilizing these educational psychology concepts, Arabic teachers can create a supportive, motivating, and effective learning environment for all their students.

تنفيذ نموذج تعلم الكتابة بضوء التفكير الإبداعي (التعلم بالمشروع PJBL والتعلم بحل المشكلة PSL)

The creative thinking-based learning model can develop students' divergent thinking in learning, including learning writing skills. Previous research showed low enthusiasm for learning and incomplete academic results. This research aims to determine the effectiveness of implementing a writing skills learning model based on creative thinking with project-based learning (PJBL) and problem-solving-based learning (PSL). This research used a quantitative approach with 55 students in the fifth semester of the Arabic Language Education Department (PBA) at STIQ Amuntai. This type of research is a quasi-experiment using pre-tests and post-tests in one group. The data test is a paired sample test using t-test statistics with the help of the SPSS application. The result was effectiveness of implementing the learning model, with the difference in academic achievement results for writing skills of 12.26, the results of t -4.801, and the results of significance sig. (2-tailed), namely p-value = 0.000 > ɑ (0.05), which indicates that hypothesis H0 is rejected and hypothesis H1 is accepted.

Are Cartoon Movies Necessary for Junior High School Students to Learn Arabic Language?

In the current digital era, educational methodologies are evolving at an unprecedented pace, making it crucial to explore innovative teaching tools. Cartoons, with their engaging and interactive nature, present a compelling medium for Arabic language learning, particularly for young children. This research aims to describe the need for Arabic language education development by exploring learning media using cartoons. The method utilized in this study is systematic literature review, employing meta-synthesis procedures. The research findings indicate that the use of cartoons in Arabic language learning in the digital era positively impacts student engagement and understanding of learning materials. Overall, this study underscores the significance of integrating cartoons into Arabic language education to cater to the needs of elementary school children in today's digital age.

Development of interactive digital teaching materials based on 21st century skills in special purpose arabic language courses at STAI Attanwir Bojonegoro

Special Purpose Arabic Language refers to the teaching or learning of Arabic language tailored to specific needs or objectives. This means that Arabic language lessons are designed with a focus on its usage context in specific fields or activities, as opposed to a general approach to teaching Arabic. Special Purpose Arabic Language courses at the university level are tailored to specific needs and objectives in a professional context, producing graduates ready to face global challenges. The objectives of this research are (1) to analyze the process of developing interactive digital teaching materials based on 21st-century skills in Special Purpose Arabic Language courses at STAI Attanwir Bojonegoro, (2) to analyze the feasibility of interactive digital teaching materials based on 21st-century skills in Special Purpose Arabic Language courses at STAI Attanwir Bojonegoro, and (3) to analyze the effectiveness of interactive digital teaching materials based on 21st-century skills in Special Purpose Arabic Language courses at STAI Attanwir Bojonegoro. This research uses the Research and Development (R&D) method using the ADDIE model. Data collection techniques in this study use expert validation questionnaires, expert validation materials, student responses, and tests. The results of this research and development are as follows: (1) The development process consists of five steps: analysis, development, design, implementation, and evaluation, resulting in the production of interactive digital teaching materials based on 21st-century skills. (2) Based on validation results by experts, an average score of 90% was obtained. According to the Likert scale, the value of 90% falls into the category of very feasible because it is within the range of >61%. Meanwhile, the average percentage of student responses obtained an overall score of 88.5%, falling into the category of very feasible. (3) The results of the effectiveness test of teaching materials using a paired sample T-test showed a significant difference between pre-test and post-test scores with a significant value (2-tailed) of p = 0.000, <0.05. The null hypothesis (H0) in this study was rejected, and the alternative hypothesis (Ha) was accepted, indicating a significant difference between the two tests. Based on the data above, the developed teaching materials are effective in Special Purpose Arabic Language courses.

The Extent to Which Arabic Language Teachers in Jordan Possess Technological Competencies

The Extent to Which Arabic Language Teachers in Jordan Possess Technological Competencies

The Degree of Contribution of Educational Supervision in Improving the Efficiency of Arabic Language Teachers from their Point of Views in the Northern Al Mazar Directorate of Education

The Degree of Contribution of Educational Supervision in Improving the Efficiency of Arabic Language Teachers from their Point of Views in the Northern Al Mazar Directorate of Education

Digitalizing Arabic Teaching for Non-Native Speakers in Sri Lanka: Challenges and Opportunities

Arabic is an important language for Muslims, as it is the language of the Quran and essential religious texts. In Sri Lanka, the Muslim community prioritizes teaching and learning Arabic to ensure a deep connection with their faith. Arabic teaching is integrated across various sectors, including Madrasas, schools, universities, and community programs. However, in Sri Lanka, Arabic teaching traditionally depends on conventional methods, but there's a pressing need for digitalization. This study aims to find the challenges associated with integrating digital technologies in Arabic language teaching for non-native speakers in Sri Lanka, to confirm the effectiveness of existing digital tools and resources in facilitating Arabic language learning in Sri Lanka, and to explore opportunities for enhancing Arabic language teaching through digital platforms in the Sri Lankan context. The researcher used descriptive and analytical methods to complete this study. To meet the objectives of the study, primary and secondary data were used with qualitative and quantitative approaches. This study addresses the challenges and opportunities in digitalizing Arabic teaching for non-native speakers in Sri Lanka. This study concluded that, by developing vast online resources and interactive platforms, suitable materials for local needs, and integrating digital assessment tools, the research highlights how digital transformation can enhance the effectiveness and accessibility of Arabic language teaching in Sri Lanka. The findings aim to provide actionable insights for policymakers, teachers, and technology developers to overcome barriers and maximize the benefits of digital learning in this context.

Ta’zīz Mahārah al- Kalām bistikhdām Ṣuwar Kārikātūriah al-Awwal fī Qismi Taʿlīm al-Lughah al-‘Arabiyyah Jāmi’ah al-Islamiyah Nahḍah al-‘Ulama Kotabumi Lampung Shamāl

This research aims to strengthen students' speaking skills. The low quality of speaking learning for Arabic Language Education (PBA) students for the 2023/2024 academic year shows that many students complain when they are appointed to speak in class. They feel confused about determining the material or topic of discussion or are not yet able to speak in class using Arabic. because lecturers have not implemented speaking learning using media so that students are able to develop ideas for finding conversation material and dare to speak Arabic in class. This type of research is Classroom Action Research (PTK), on STAINU Kotabumi Lampung second semester Arabic Language Education students with a total of 33 students, data collection techniques in the form of observation, questionnaires, tests and interviews. The use of caricature drawing media can improve speaking learning outcomes for students in the second semester of Arabic Language Education at STAINU Kotabumi Lampung. The results of student learning achievement in cycle I were 57.5% or as many as 19 students. In cycle II the learning completion results were 90.9% or as many as 30 students. Students feel interested when they are involved and active in the process learning. and students are enthusiastic about participating in learning because they use caricature drawing media to strengthen their speaking skills. Active student involvement will create the learning process becomes more meaningful.

استخدام القصة في تعليم مهارة الاستماع لطلبة مدرسة المتوسطة الإسلامية باب السلام جوكوراطا

Teaching a language begins with teaching listening, then speaking, then reading, then writing. Language teachers must pay attention to these skills, but many teachers do not know the importance of educational methods in the teaching and learning process. There are also those who use methods that are not appropriate to the students' conditions and the requirements of academic subjects. The problem in this research is the lack of good and interesting methods used by Arabic language teachers, so that students feel bored and bored in learning Arabic. The hypothesis of this research is that the results of students in teaching listening skills after using stories are greater than the results of students in teaching listening skills before using stories. This research uses an experimental method, where the researcher chose to design pre and post tests for the experimental and control groups. The population of this study were students in semester VIII-2 of the Babussalam Tambar Jogoroto School, and the sample in this study was 33 students, consisting of 16 students in the experimental group and 17 students in the control group. Among the most important results obtained from this research are the following: (1) The results of students in listening in the experimental group were very good, because they reached an average score of 82, and (2) The results of students in listening in the control group were good, because achieved an average score of 72, and (3) The extent to which the effectiveness of using stories in teaching Arabic to develop listening skills reached a score of T (3.00). compared to the T score in the table at the 5% level (2.04) and the T score in the table at the 1% level (2.75). This shows that the use of stories in teaching Arabic to develop listening skills is effective.

Improving Modern Pondok Students' Arabic Language Skills in Indonesia: Language Institutions as Language Improvement Central

Islamic boarding schools, or pesantrens, have long played a significant role in the educational landscape of Indonesia, particularly in fostering religious and linguistic knowledge. This research focuses on three modern Islamic boarding schools in Indonesia: Al-Junaidiyah Biru in Bone Regency, IMMIM Putra Makassar in South Sulawesi, and Darussalam Gontor in Ponorogo. Central to the study is the role of the Language Improvement Centre (LIC) at these institutions, which demonstrates crucial innovations in Arabic language learning. The research employs a qualitative method. Data were gathered through interviews with educators, observations of classroom practices, and analysis of curriculum documents. This methodology provided a comprehensive understanding of the LICs' impact on Arabic language education. The study identifies several key functions of the LICs: a) designing Arabic language learning programs that align with the skills students are expected to master; b) conducting regular and organized assessments of students' Arabic language proficiency; and c) developing new teaching approaches based on these assessments. These roles collectively contribute to a robust enhancement of Arabic language learning within the pesantrens. The findings highlight the LICs' effectiveness in fostering a rich and innovative Arabic language learning environment. This research underscores the importance of these centers in the broader context of Islamic education in Indonesia. Future research could explore further innovations introduced by LICs and assess their long-term impacts on students' proficiency and engagement with the Arabic language.

REVITALIZING ARABIC LANGUAGE LEARNING IN THE ERA OF 5.0: THE ROLE OF SOCIAL MEDIA IN BI'AH LUGHAWIYYAH

This study aims to investigate methods for revitalizing Arabic language learning in the 5.0 era, emphasizing the role of social media in enhancing students' educational experiences within the linguistic environment (Bi'ah Lughawiyyah). As digital technology becomes increasingly integrated into daily life, it is essential to adapt language learning strategies to leverage social media as an effective educational tool. Through a literature review approach, this research analyzes various studies on the use of social media in the context of Arabic language learning, considering contemporary theoretical concepts relevant to the 5.0 era. The findings are anticipated to offer new insights for educators in Arabic language education, facilitating the development of more relevant and effective learning strategies in this digital age.