Arabic Teaching Materials Research Articles

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.

The Intention of the Arabic Language Learning Process in the Era of Society 5.0: (Interactive Application Based Analysis)

The era of Revolution 4.0 which has recently been replaced by the era of Society 5.0 which prioritizes society to use technology in all its activities, including in the field of education. Arabic, one of the foreign languages studied in various educational institutions, is also trying to keep up with the times. One form of breakthrough made by educators is to divert and work on Arabic language teaching materials which were previously in the form of books, modules, and audio into interactive teaching materials designed with modern applications today. This case raises new ideas for the advancement of the Arabic language learning process, so that various obstacles experienced so far can be resolved properly. This study aims to identify and explain the challenges that will be faced by Arabic language educators in the era of Society 5.0 based on interactive applications to create videos of the Arabic language learning process. This study was conducted using a descriptive qualitative approach to describe the results of the study at MTs Negeri 1 Bener Meriah. The results of this study are that educators must have special skills to maximize the use of technology in the teaching and learning process, so that more material is created that is understood by students. Can operate video editing applications such as Kine Master, Plotagon, PowerPoint, and other applications

Analysis of Arabic Teaching Materials on Marhaban Academy's TikTok Account

Analysis of Arabic Teaching Materials on Marhaban Academy's TikTok Account

Analysis of the Instruction Language in the Arabic Language Textbook of the Ministry of Religion for Class VII

This research aimed to analyze the language of instruction used in class VII Arabic textbooks published by the Ministry of Religion. The language used for instruction in class VII Arabic textbooks should be easily understood by students, so it is necessary to analyze it in order to evaluate it if there are any discrepancies in it. This research used qualitative methods with a library research approach. The result explained that there are 115 questions instructions in the Arabic textbooks for class VII MTs published by the Ministry of Religion in 2020 which is divided into 6 chapters. In chapter I there were 23 question instructions, chapter II 19 question instructions, chapter III 23 question instructions, chapter IV 16 question instructions, chapter V 18 question instructions, and chapter VI question instructions. Instruction language that complies with the 1st criteria is 99,1%, 2nd and 3rd criteria are 100%, 4th criteria is 57,4%, and 5th criteria is 18,3%. So that this book is feasible to be used as Arabic teaching material by evaluating several points to comply with the feasibility of teaching materials based on Rusydi Ahmad Thu’aimah’s standards, especially in the theory of instruction language.

Investigating Arabic language teaching materials based on Indonesian folklore: an ethnographic study on the folktale of “Bandung”

PurposeThis research explores the potential incorporation of Indonesian folklore, particularly the folklore of the origin of Bandung, into Arabic language teaching materials. Integrating local cultural elements into language instruction can enhance students' language learning experience and promote a deeper understanding of Indonesian culture.Design/methodology/approachThe origin city of Bandung is one of the famous folklore stories in Indonesia that originates from West Java. Through ethnographic studies, various aspects of the folklore of the origin of the city of Bandung will be examined, which can be utilized in Arabic language teaching. This includes analyzing the linguistic structure, vocabulary and cultural references embedded in the story. Additionally, we will explore how teachers can effectively incorporate this folklore into their teaching materials to create engaging and culturally relevant Arabic language lessons.FindingsThis research aims to contribute to developing innovative and culturally responsive language learning by investigating the use of Indonesian folklore in Arabic language instruction. It aims to empower teachers and students by fostering a deeper appreciation of Indonesian culture while improving Arabic language proficiency. This approach enhances language learning outcomes, promotes cultural awareness and cultivates a deeper connection between students and the local culture. By embracing folklore, teachers can create dynamic and meaningful language learning experiences that empower students to become proficient Arabic speakers with a strong appreciation for Indonesian wisdom and culture.Research limitations/implicationsOverall, using folklore as a foreign language teaching material provides significant advantages for students in developing a deeper understanding of language, cultural skills and interest in the language and culture being studied. This approach improves language learning outcomes, promotes cultural awareness and fosters deeper relationships between students and local culture so that foreign language (Arabic) learning is effective. By embracing folklore, teachers can create dynamic and meaningful language learning experiences that empower students to become proficient Arabic speakers with a strong appreciation for local Indonesian wisdom and culture.Practical implicationsPractically, this involves understanding the social, political, economic or cultural context in which the folklore arose, as well as new interpretations that provide a broader understanding of the stories' values, messages or conflicts. In contributing to knowledge, this research has implications for insight into linguistic knowledge and learning a second language in the norms of the first language without shifting the culture of the first language.Social implicationsEmpirically, this study combines an interdisciplinary approach to folklore research that can bring a new understanding of the relationship between folklore and other fields such as linguistics, literature, anthropology or psychology. This approach can produce a more comprehensive insight into folklore and its influence on various aspects of life. Contributing to social impact, introducing culture in learning materials is an educational tourism attraction for students. This also has an impact on public policy that tourism education about folklore is introduced as teaching and used as further field study for students.Originality/valueThis research conceptualizes the diversity of Indonesian culture integrated into the instructional materials of Arabic language learning in Indonesia through folklore. To integrate folktales into the learning process, families, traditions and rituals need to play a role in preserving and educating. Researchers can develop new insights, broaden our understanding of culture and traditions and enrich our knowledge and cultural heritage. These new approaches have the potential to yield discoveries and a deeper understanding of folklore as an important cultural heritage. This research explores the potential incorporation of Indonesian folklore, particularly the folklore of the origin of Bandung, into Arabic language teaching materials. Integrating local cultural elements into Arabic language teaching for Indonesian speakers can enhance students' language learning experience and promote a deeper understanding of Indonesian culture through Arabic language teaching as a foreign language.

Microlearning-based Tourism Arabic Teaching Material Model for Tourism Awareness Groups in Tourism Villages

The present imperative for members of the tourism awareness group (Pokdarwis) in the tourist village is to acquire proficiency in Arabic communication skills. This study aims to provide instructional materials for teaching Arabic language skills to members of the tourism village Pokdarwis, with a specific focus on the field of tourism. To achieve this, a micro-learning technique was employed. The study primarily addressed the constraints of the problem, which pertained to the absence of tourist Arabic teaching materials specifically designed for members of the tourism village Pokdarwis. The study also aimed to explore the process of developing these materials. The research employed the methodology of development research, commonly referred to as R&D. The development paradigm employed in this study is Thiagarajan’s 4D model, comprising four distinct stages: definition, design, development, and dissemination. The research methodology employed in this study encompassed the utilization of questionnaires and unstructured interviews as the primary instruments. The research was conducted on 30 individuals who were members of the tourism town of Pokdarwis. Based on the research results, it was evident that the individuals affiliated with the Pokdarwis tourist village required Arabic language competency to facilitate the growth and advancement of tourist villages. Hence, there is a necessity for the development of Arabic instructional resources tailored specifically for the aim of facilitating tourism in tourist villages, with an emphasis on the incorporation of micro-learning principles characterized by brevity and technology-driven approaches. The design of the teaching materials developed aligns with the learning style of prospective users, as indicated by the assessment results from learning design experts and learning media experts. Additionally, the design of the teaching materials adheres to the principles of micro-learning-based instructional materials.
 Keywords: character education, Pancasila learner profile, proverbs, Sumbawanese

School Policy and Teacher Competency to Prepare Literacy Teaching Materials for Early Children Based on Local Stories

This article describes school policies and teacher competencies for preparing literacy teaching materials for early childhood based on local stories at Madrasah Ibtidaiah Negeri 02 Situbondo, East Java. The research method used is a qualitative approach with a case study approach. Data was collected through unstructured interviews, observation, and documentation of relevant archives. The subjects of this research were students, facilitators, and heads of Madrasah Ibtidaiah Negeri 02 Situbondo. The data analysis technique used in this research is the Miles and Huberman data analysis model: data condensation, data display, and conclusion drawing/verification. The research results show that the policy of integrating religious literacy and Arabic literacy in MIN 02 is based on Minister of Education and Culture Regulation No. 23 of 2015 concerning growing interest in reading, outlined in the school's vision, mission, and literacy guidebook. Each class creates an assessment book the teacher uses to assess students' religious literacy and Arabic language skills. They were handed over to parents at the end of each semester. The role of teacher competence in developing Arabic language teaching materials used by Madrasah Ibtidaiah Negeri 02 Sitobondo teachers includes needs analysis through field studies and literature studies regarding regional song sagas about Situbondo. Meanwhile, the design of teaching materials uses the Canva application. They were followed by the testing phase of teaching materials and revision of teaching materials.

Tahlil Istikhdam Kitab al Lughah al Arabiyah fi al Manhaj 2013 (Dirasah al Halah fi Madrasah al Aliyah al Islamiyah al Hukumiyah Bangkalan)

Changes or updates to the curriculum are necessary because in fact the times are constantly developing and experiencing changes. Indirectly, the personality of students also experiences changes so that education must also make adaptations so that it can prepare the next generation that is able to compete in the future. Likewise in learning Arabic at Madrasah Aliyah Negeri (MAN) Bangkalan continues to innovate, especially in the Arabic teaching materials. However, the problems in the Arabic learning process faced by teachers and students continue even though Arabic books use publications from the Directorate General of Islamic Education, Ministry of Religion of the Republic of Indonesia in 2020 which refer to the curriculum 2013. The purpose of this research is to analyze and reveal problems in using books of Arabic Language in Curriculum 2013. This research method is a qualitative descriptive approach by means of observation, interviews with teachers and students and documentation in class XI MAN Bangkalan Academic Year 2022/2023. The results of this research are the use of Arabic books meets the good criteria, the teacher uses them according to the instructions in the book and the book is also equipped with four competencies as subject matter in Arabic language. However, students still feel the problems in terms of vocabulary that is difficult to understand, grammar (qawaid of arabic) which lacks explanation, meaningless Arabic texts, the difficulty of determining fi'il-fa'il sentences in reading (qira'ah) material, and the lack of explanation about listening (istima').

Developing Arabic Teaching Materials Based on Local Culture to Enhance Reading Skills And Its Implications on Self-Regulated Learning

This article outlines the integration of local culture into the development of Arabic language teaching materials, aiming to enhance students' reading skills. The research, categorized as Research and Development, involved class X students and Arabic language teachers at Madrasah Aliyah Nuris in Jember Regency, East Java. The teaching materials underwent five stages: analysis, design, development, implementation, and evaluation, including the validation of assessment instruments and analysis of validation data. Research findings on the development of teaching materials grounded in local cultural content unfolded through distinct phases. These included the design of teaching material products, systematically organizing the primary study materials; the presentation of trial results for Arabic language teaching materials infused with local culture, featuring regional song culture and images of the surrounding environment to engage student interest; and the analysis of expert assessments and student responses to these teaching material products. The unique impact of Local Culture-Based Arabic language teaching materials on self-regulation was evident in students' adeptness at overcoming learning challenges, practicing self-regulation and enhanced focus, aiding comprehensive understanding of various ideas and subjects. This proficiency enabled them to apply their knowledge in practical scenarios and fostered creativity in overcoming hurdles in learning to read Arabic texts.

Preparing Arabic Language Teaching Materials Based on Curriculum Components to Train Speaking Skills

Based on the official website of the Ministry of Religion, there are around 200 new institutions being established, both public and private, between 2020 and 2021. The basic need for newly established educational institutions is to have teaching materials that are in accordance with the vision and vision of each institution. mission, and in accordance with student needs and interests. One of the language skills that is the focus of attention is speaking skills, but not all teaching materials can answer every need of the new educational institution. So efforts are needed to develop and prepare teaching materials that can train speaking skills according to the needs and educational goals of an institution. Efforts to prepare teaching materials need to be supported by theoretical steps to make it easier for curriculum developers, because not everyone involved in educational activities has the ability to develop an appropriate curriculum. So this research aims to reveal the procedural stages in compiling arabic language teaching materials to practice speaking skills by referring to the components of the educational curriculum. This research uses a qualitative approach with inductive descriptive analysis techniques. The results of this research show that there are 7 stages in compiling teaching materials to practice speaking skills which are divided into curriculum construction. Determine the target users of teaching materials. Determine speaking skills material according to the student's skill level. Review the material that has been determined, and analyze the advantages and disadvantages of the method to be used. Choose one teaching method that suits the teaching material. Review the types of speaking skills that will be evaluated, whether for conversation or to express ideas, then formulate appropriate test questions. Determine the aspects of speaking skills that will be evaluated. Develop a test model that will used to evaluate speaking skills.

Development of E-Book-Based Arabic Teaching Materials

This study aims to develop a learning product in the form of media in the form of e-book-based teaching materials for Arabic subjects. Through this e-book, students can learn according to the times which are the main needs in today's world of education. The method used by the researcher in this research is the Research and Development (R & D) method, where the ultimate goal is to produce a product for the research site chosen by the researcher and to be able to test the effectiveness of the product. The lack of student interest in learning Arabic causes the student's grades to not reach the agreed target. Researchers hope that the existence of learning products in the form of interactive e-book-based teaching materials can increase students' enthusiasm for learning Arabic. So that students can increase their interest in learning, especially in learning Arabic through the e-book. So, it can be concluded that the learning product in the form of media containing teaching materials can increase the enthusiasm and effectiveness of students in learning, especially in learning Arabic.

Significance of Local Wisdom in Preparing Arabic Teaching Materials

This study aims to explain the position of local wisdom content in Arabic teaching materials. As a language learned in the learning process (L2), few teaching materials thoroughly carry Arabic content. If we look at the reality of multicultural Indonesian society, aspects of local wisdom of the social system of Indonesian society are included in the material studied. This is an effort to integrate culture into language learning, positively impacting language learners. A point of view must be developed and used as a discourse to understand social phenomena that occur in Indonesian society, especially in the environment of pesantren and diniyah schools. Local wisdom can be viewed as a social and communicative system that produces a kind of self-organization (autopoiesis) within a culture. This research uses a qualitative approach with a descriptive analysis method where the data obtained are processed and concluded from primary, secondary, and supporting sources. The research emphasizes that local content contributes to a deeper understanding of Arabic and culture, making the learning experience more engaging and relevant for learners. In conclusion, this research underscores the importance of integrating local wisdom and cultural content into Arabic teaching materials to enrich the language learning experience and foster a deeper connection between students and the Arabic language and culture. By recognizing the significance of local content, educators can enhance the effectiveness of their teaching methods and better prepare students for authentic and meaningful communication in Arabic-speaking communities.

Development of Arabic Language Teaching Materials With 4D Model for the Second Semester at STAI Al-Furqan Makassar

This article aims to find out and analyze the textbooks used by lecturers in the Arabic language course in second-semester of the Islamic Religious Education Study Program at STAI Al-Furqan Makassar in 2022. This study applies a qualitative approach. Data was collected through observations, interviews, and documentation guided by instruments in the form of guidelines for each technique. Sometimes one type of data is searched using the three techniques at once, and sometimes done separately. The collected data is classified, systematized, and analyzed based on the chosen theory guidance. Determination and development of teaching materials can be applied by collaborating with book authors so that it does not have to be the teacher who writes them. The main principle in using the 4D model is to meet the criteria and structured steps (define, design, develop, and disseminate). They are learning Arabic using Bahasa Arab Elementer book by Prof. Dr. H. Ahmad Thib Raya, M.A., which emphasizes the basic rules of Arabic grammar. Arabic language lecturers should develop it by compiling their own more relevant textbooks. The arrangement of the textbooks should adapt to the 4D model.
 Keywords: Development Arabic Language, Language Teaching Materials, Arabic Language Teaching

Development of Arabic Teaching Materials Based on Google Classroom

Background. Based on the problems obtained by researchers about the problem of Arabic language in Indonesia at this time is very minimal, because there are elements that inhibit the implementation of Arabic language learning. Among them, namely, kitabah, kalam, istima', thus the process of learning Arabic in school development is very lacking. Purpose. Thus, researchers have a goal of learning Arabic through google clasrooom to make it easier for students to carry out Arabic language learning more effectively and efficiently. And how influential is Arabic language learning using google meet media when used for student learning activities, and the subject of researchers conducted at the madrasa ibtidaiyah teluk kuantan to find out the Arabic language learning process using google meet media to what extent the effectiveness of learning media google meet application. Method. And this type of research uses quantitative data, the object of which is carried out by researchers there are students from madrasah ibtidaiyah teluk kuantan. And the data collection technique used is interviews. The results of the study aim to help students and teachers at madrasah ibtidaiyah teluk kuantan be able to apply Arabic language learning using the google classrom application media and can motivate students to learn in using the google meet application media. Results. The result of the study aims to help students and teachers at the madrasa ibtidaiyah teluk kuantan be able to apply Arabic language learning by using the google classrom application media and can motivate students to learn in using the google meet application media. Then the results of the questionnaire data obtained by researchers know the use of google meet media and what Arabic language learning is used by teachers and students at madrasah ibtidaiyah teluk kuantan. Conclusion. And researchers hope that with the use of the google meet application media for Arabic language learning and other learning can be applied by teachers and students so that there is an effective and efficient learning process.

The Utilization of the Design Application for Arabic Learning

The purpose of this study was to describe the use of the Canva application as an effort to increase students' interest in learning Arabic. This research uses a library research method. The sources of this literature are journals and books similar to this research. One of the learning developments can be in the form of e-modules. And this can be done using the Canva app. The Canva application is one of the online applications that can be free or paid. This application can also be used to design learning media with several interesting templates, the presentation of shapes, images, colors, and letters also has many variations. How to use this application is to create a Canva account, design, choose a background, edit the background, add text, and lastly, download or share text. By using this Canva application, students can create more interesting Arabic teaching materials. Therefore, through e-modules, Arabic subjects are interesting so that they can strengthen students' learning interest in distance learning and also not boring

Taṭwῑr Mawād Ta’lῑm Mahārah al-Kalām li as-Siyāḥah fῑ ḍau` al-Ma’āyir al-Waṭaniyyah li al-Kafā`ah al-Mihniyyah

This study aims to develop Arabic-speaking teaching materials for tourism based on the Indonesian National Competency Standards (SKKNI) at the Department of Arabic Literature, State University of Malang. The ADDIE development model was used in this research and development. Data was collected using the instruments of observation, interview, questionnaire, and test. Meanwhile, data analysis techniques include qualitative descriptive data analysis and statistical descriptive. As a result of this research, Arabic language teaching materials for tourism are created according to the needs of students who focus on speaking skills. This teaching material consists of 8 themes: picking up tourists at the airport, hotel check-in, zoo tours, marine tourism, mountain tours, culinary tours, and shopping tours. According to expert opinion, this material is excellent regarding the language used and the content of the teaching materials. Based on the examination of test data using Wilcoxon, it is regarded as effective. In addition, this study recommends further research in Arabic for Tourism with other language skills.

Al-Usus Al-Ta’limiyah Li I’dadi Mawad Ta’lim Al-Lughah Al-’Arabiyah

Teaching Materials are an important component that must exist in learning, as well as in learning Arabic. Its existence is very helpful in achieving learning objectives. Therefore, the preparation and selection of teaching materials/materials is one of the important things that really must be prepared carefully. The process of compiling teaching materials must be based on principles, foundations or basis for compiling teaching materials, including the basics of education (al-usus al-tarbawiyah). This study discusses what are the principles and foundations of education that must be included in teaching materials, especially Arabic. The method used in this research is literature review. Researchers collect information data through documents, both written documents, and electronic documents about educational principles in the preparation of teaching materials. The educational principles in the preparation of teaching materials are divided into several areas, including the principles of organizing teaching materials, the principles of clarity of educational materials and their legibility, the principles of conformity of teaching materials and the possibility of teaching them. These educational principles are then discussed in detail and systematically as the basis for compiling quality Arabic language teaching materials.

Reform for The Development of Digital Arabic Language Teaching Materials Based on Constructivism Theory

The purpose of this study was to provide an overview of the formulation of the development of digital Arabic teaching materials by including learning targets that are in line with the formation of active learning abilities. This study used a qualitative approach with data related to information about the pattern of developing website-based digital teaching materials. Data collection techniques used were interviews, observation, and documentation studies. As for the data analysis done by collecting, condensing, displaying data and concluding. Based on the results of the study, it was found that the development of digital teaching materials on UIN Maulana Malik Ibrahim completed adequate audio-visual-based applications integrated with the teaching materials and applied by new students through distance learning and used to develope their language skills through a constructivist learning approach that is integrated into the textbook.

Pembelajaran Bahasa Arab di Sekolah Indonesia Luar Negeri dengan Model Materi Ajar Berbasis Pendidikan Karakter Multikultural

The research aimed to make learning the Arabic language in Indonesian Foreign Schools more effective, efficient and enjoyable, as well as to produce Indonesian diaspora students who possess a strong sense of nationalism and respect for diversity by developing teaching material models that are based on multicultural-based character education values. The research was designed using a research and development model and was conducted in two stages: (1) identifying the needs of students and teachers for Arabic teaching materials that contain multicultural-based character education values; (2) creating a model of Arabic teaching materials that incorporate the values of multicultural-based character education in Indonesian Foreign Schools. The study found a need to develop Arabic teaching materials in Indonesian Foreign Schools, particularly in Arab countries. The development of teaching materials is necessary for two aspects: (1) related to Arabic teaching materials that are based on the values of national character education, in line with learning objectives, and contextually relevant to the present time; (2) in terms of character education, by creating teaching materials that contain character education values such as religious values, nationalism, honesty, independence, cooperation, integrity, hard work, and responsibility.

Modern Standard Arabic and Yemeni Arabic Cognate: A Contrastive Study

This study aims to investigate identical word pairs, word couples that have a phonemic correspondence, and the sound shift in phonological differences, sound variation, sound addition, and lenition. The study uses empirical data collected from 2 Yemeni college students who studied in Indonesia. Two hundred seven of Swadesh's basic vocabulary was used as the standard procedure for collecting data. The results indicated the relationship between form and meaning as a whole, a different pattern. Specifically, the three dimensions - cognate, phonemic correspondence, and a pair of words contain a different pattern, sound-change, phonological, and morpheme contrast in Modern Arabic Standard, Sana’a Yemeni Arabic (YEMS), Dhamar Yemeni Arabic (YEMD). The other sound change in the form of metathesis exposes that there are six rules: five kinds of word syllable systems and dissimilation, three forms of sound addition, and four types of sound loss. This study focuses on sound correspondence in three Arabic languages that influence more variations of Arabic. MSA, YEMS, and YEMD represent a case where two distinct language varieties exist in Yemen. It is anticipated that the findings of this study will help college students and lecturers to understand a phenomenon in Arabic-speaking communities and the significant impact it has on arranging Arabic teaching materials. The value of this research work is evident from the fact that the Arabic language teaching model has neglected the teaching of Arabic variation even though they are essential.