Arabic Education Research Articles

واقع خصخصة التعليم من حيث الاحتياجات وجودة التعليم: المدارس العربيّة الأهلية في منطقة الجليل أنموذجًا

The study aimed to identify the reality of privatization of education in terms of needs and quality of education in Arab private schools in the Galilee region. The study relied on the descriptive analytical approach. The questionnaire was applied to the study sample members, numbering (304) teachers and (629) parents, who were selected using the stratified random cluster method. The study reached the following results: The arithmetic averages showed that the most important educational needs that private schools can meet are providing a good educational environment, and the level of quality of education in private schools was high. The results also showed that the private school has a good reputation, and the school principal has high administrative experience and a competent teaching staff. The results also showed that there are no statistically significant differences between the study sample members regarding the reality of privatization of public education in Arab schools, which can be attributed to the social status and monthly income of the family. While it showed the existence of statistically significant differences related to the educational level. The study recommended the necessity of establishing programs to enhance cooperation between private schools and government schools with the aim of improving Arab education.

Teaching the Arabic Language between the Challenges of Globalization and the Enhancement of National Identity

The focus of this research is to examine the duality of language and identity within contemporary Arab culture, particularly in terms of their civilizational interrelation and their influence by emerging social and cultural phenomena. This analysis is situated within a global context where cultural boundaries between societies have become increasingly blurred. Although the history of the Arabic language demonstrates its effective dialogue with surrounding elements and its capacity to assimilate various scientific and intellectual activities over an extended period, including the Abbasid and Andalusian eras, observations indicate that contemporary Arabic is no longer capable of meeting the cognitive needs of its speakers. This is especially evident in its diminished role in scientific advancement and its reduced prevalence in everyday speech. Numerous indicators highlight this trend, such as the declining presence of Arabic in academic research, the widespread use of colloquial dialects, and their strong competition with Modern Standard Arabic (Fusha) in fields like art and education. Considering that the Arabic language, like other languages, serves as a vessel for elements of Arab identity, there is no doubt that the decline of its presence in the domains of communication and scientific research has a direct impact on the formation of that identity. This situation urgently calls for careful management of our relationship with our language. In this regard, what we observe is the necessity to enhance the presence of Arabic in our daily and scientific lives. This is achievable by diversifying Arabic teaching methodologies for both native and non-native speakers to ensure that it keeps pace with all current and future scientific developments.

The Effectiveness of Multimedia Usage in Learning Arabic Language (Foreign Language) Based on Student Score Achievement

The Industrial Revolution 4.0 and Educational Revolution 5.0 on the Malaysian higher education system appear to have made learning Arabic much simpler, more accessible, and easier to understand. This study aims to determine the effectiveness of multimedia usage in teaching and learning of Arabic language. The Arabic language achievement scale score was examined through exploratory factor analysis, focusing on three dimensions: teaching method, learning method, and the lecturer’s role in utilising multimedia. The article, which was quantitative research-based, also analysed the relationship between student achievement and these three variables. 266 respondents were selected using the random sampling technique of PLS-SEM analysis. The result showed a weak relationship between lecturers’ roles and score achievement with a correlation of 0.103, followed by the teaching method (0.242). Meanwhile, learning methods have been identified as having a moderate relationship with a correlation of 0.422. The findings also showed that the learning method had the highest mean compared to other factors. This result highlighted that the students are not mentally and physically prepared for optimum multimedia usage in learning Arabic language, with an IPMA performance index of 73.287 compared to the teaching method and lecturer role.

INNOVATIVE APPROACHES TO ARABIC VOCABULARY LEARNING FOR ISLAMIC SENIOR HIGH SCHOOL STUDENTS WITH LECTORA INSPIRE

Mastering vocabulary is essential for language acquisition, particularly in Arabic. This study aims to develop and evaluate the feasibility and effectiveness of AVLI (Arabic Vocabulary on Lectora Inspire) for grade X students at Baitul Jannah Integrated Islamic High School. Employing a research and development approach, this study utilized the ADDIE development model, which includes analysis, design, development, implementation, and evaluation phases. Data were collected through documentation, observation, interviews, questionnaires, and tests. The findings revealed that the Lectora Inspire-based mufradat learning media is deemed feasible, achieving a feasibility test score of 75% from material expert validators and 90% from media validators. User feedback was positive, with 86% of 106 respondents finding the learning media engaging. Moreover, AVLI proved effective in enhancing mufradat learning, evidenced by an increase in average student scores from 65.5 on the pretest to 85.5 on the posttest, a rise of 30 points. Consequently, this study concludes that Lectora Inspire-based learning media is both feasible and effective for teaching mufradat to grade X students, highlighting its potential implications for Arabic language education.

An Analysis of Integrating Language Skills in Teaching Arabic to Non-Native Speakers

This study explores the importance of integrating the four language skills- listening, speaking, reading, and writing teaching Arabic to non-native speakers, as opposed to the traditional methods that isolate these skills. The objective of this research is to demonstrate how an integrative approach to language instruction enhances learners’ overall proficiency and communicative competence. Using an analytical survey method, an electronic questionnaire was distributed to 120 students enrolled in the Post Graduate and Research Department of Arabic at The New College, Chennai, India. The findings reveal that students benefit significantly from a cohesive approach that mirrors real-world language use, improving their fluency and accuracy across all language domains. Results also indicate that integrating language skills helps learners develop balanced linguistic competence, reinforcing the interconnectedness of listening, speaking, reading, and writing. Based on these findings, this paper advocates for the redesign of educational curricula and teaching programs to adopt this integrative method, thereby improving the efficacy of Arabic language instruction for non-native speakers. The conclusion underscores that such an approach is vital for fostering communicative competence and linguistic development among learners.

Artificial Intelligence in Arabic Linguistic Landscape: Opportunities, Challenges, and Future Directions

The widespread use of artificial intelligence applications in current era has created unique opportunities and challenges for the broad linguistic field of Arabic language and the possibility of employing these applications in learning, generating, and proofreading Arabic language. The primary research question addresses the effectiveness and challenges of AI applications in Arabic language contexts. This study tests whether AI tools enhance Arabic language more than traditional methods, despite challenges. A comprehensive literature review of studies was conducted using a focused strategy on Google scholar, employing specific keywords such as “AI” and “Arabic language” and selecting studies related to AI’s role in Arabic language education, translation and processing. This research sheds light on the relationship between AI applications and Arabic language, including a review of the research published in this field to identify the reality of using these applications and the extent of their effectiveness in serving Arabic language. A synthesis of the collected data identified the key themes, including current applications of AI in Arabic language learning, the development if natural language processing tools and the challenges of resource availability. The review highlights the considerable potential of AI in enhancing Arabic language and emphasizing their applications in understating and processing the language. Given the rapid and continuous development of these technologies, this study highlights emerging Arabic achievements in bridging the gap between Arabic language and modern technology and explores the future prospects of AI in Arabic language development. Moreover, this study contributes to the ongoing research on the intersection of Arabic language and AI addressing future research directions and promoting more effective AI-based education al tools for Arabic language.

UTILIZING GRAPHIC DESIGN MEDIA IN THE DEVELOPMENT OF ARABIC LANGUAGE LEARNING

Graphic design is a vital skill across various fields, including Arabic language learning. This skill can be leveraged to produce artistic, informative educational media, thereby enhancing the motivation of both teachers and students in the learning process. This study employs a qualitative descriptive methodology utilizing a literature review approach. Data were collected through the examination of books, journals, and other relevant sources, carefully analyzed in relation to the topic, and then articulated in the researcher's own words, relevant to the context of contemporary Arabic language education. The findings of this study indicate that students are more enthusiastic about participating in the learning process, find it easier to assimilate material, and that graphic-based media can aid teachers in their instructional efforts.

Perkembangan Literasi Digital Bahasa Arab : Peluang dan Tantangan Era 5.0

This study aims to analyze the role and challenges of the Arabic language in the digital context, particularly in the 5.0 technology era. Using a qualitative approach based on literature review, this research examines technological advancements in Arabic language learning through the analysis of various documents, including journals, books, and related publications. The findings indicate that digital technology has opened up significant opportunities in Arabic language learning, such as online teaching, the digitization of classical literature, and personalized learning using artificial intelligence. However, there are notable challenges, such as the digital divide, limited technological skills among educators, and the complexity of digitizing classical manuscripts. The implications of this study highlight that digital literacy is a crucial element in Arabic language teaching in the modern era. This research also emphasizes the need for digital training for educators and the development of more inclusive technologies to support broader access to Arabic language learning.

Implementation of the Merdeka Curriculum at Madrasah Tsanawiyah in Aceh Tamiang, Indonesia

This study examines the planning, implementation, and evaluation processes of the Merdeka curriculum, with a particular focus on the integration of Arabic language teaching at Madrasah Tsanawiyah in Aceh Tamiang, Indonesia. This study utilized a qualitative multi-case approach, focusing on three public madrasah's and one private madrasah. Data were collected through observations, interviews, and document analysis, with respondents comprising 20 seventh-grade Arabic and general subject teachers, four madrasah principals, four curriculum deputies, and four madrasah operators. Findings reveal that the Merdeka curriculum planning, implementation, and evaluation at Madrasah Tsanawiyah in Aceh Tamiang varied across institutions. While some schools demonstrated systematic approaches, disparities emerged in teacher training patterns, readiness for 21st-century skills, and the availability of digital education facilities. These challenges hindered the effective implementation of the curriculum and resulted in the absence of a clear evaluation framework. This study recommends that the government and education policymakers enhance teacher training distribution, improve digital education infrastructure, increase teacher welfare, and establish structured evaluation frameworks to optimize curriculum implementation in addressing global challenges.

L2 Arabic pragmatics in the classroom: Insights from language instructors’ beliefs and practices

Instructional pragmatics praxis has received increased attention in recent years, but a good deal of this literature has focused on the L2 English context. More research is needed to determine the state of instructional pragmatics in other languages, such as Arabic, which has witnessed a foregrounding of interactional and pragmatic competence (Al Masaeed et al., 2020) that has not always been present. Therefore, the current study focused on L2 Arabic instructors in various countries to explore the state of pragmatics teaching in the field of L2 Arabic. To this end, the study utilized an online survey and follow-up interviews to contribute to our understanding of how teachers conceptualize pragmatics, how they approach instruction, and what needs and challenges they report when teaching pragmatics. The study also examined their perceptions of the quality and quantity of material available to them, their perceived levels of self-efficacy in teaching pragmatics, pre-service training, and how pragmatics teaching may differ across proficiency levels and institutional contexts. Data were collected from 52 teachers of Arabic as a second language (referred to here as L2 Arabic teachers) from various countries including USA, Jordan, Egypt, Morocco, Saudi Arabia, and France. Findings showed that while L2 Arabic teachers feel positively and passionately about teaching pragmatics and feel committed to integrating it into their classroom, there is a clear need for additional training and curriculum development to support their teaching of L2 Arabic pragmatics. Many teachers are well poised to benefit from such resources, but many are less prepared and may need a thorough grounding in the principles of instructional pragmatics. Consequently, the study concludes by underscoring the need for additional pre-service training, instructional scaffolding, and institutional support so teachers can be empowered to enhance their L2 Arabic learners’ pragmatic competence.

Facilitation and Understanding in Hadith Studies

This study holds significant importance as it investigates the various challenges that students face in comprehending academic texts, particularly in the study of Hadith in non-Arabic speaking countries. The main objective of this study is to identify the factors contributing to students' difficulties in mastering the subject, such as weak language skills, lack of practical application, and limited access to original sources. A key issue in this context is the students' reliance on memorization rather than deep understanding. The study employs a qualitative approach, drawing on the researcher's personal experience in Morocco, the United Arab Emirates, and Qatar, along with observations of students at Sultan Sharif Ali Islamic University. The findings reveal that insufficient Arabic language education, coupled with inadequate emphasis on discussion skills, has contributed to the difficulties in understanding the Hadith sciences. As a result, the study recommends a more balanced distribution of the curriculum across all academic years, greater use of primary sources in teaching, and increased practical training in Hadith studies to enhance students' comprehension of the subject. Moreover, it is advised to increase the credit hours allocated to Hadith sciences and Takhreej to ensure better understanding.

The extent of practicing quality standards of educational activities in Arabic language lessons

The present study aims at exploring the extent to which the quality standards of educational activities in Arabic language syllabi is practiced. For this goal, the research adopted the descriptive approach. For the objective of the study, the researcher resorted to the mixed method; quantitative and qualitative data collection and analysis. The mixed data collection methods comprised list of quality standards for educational activities, observation card, and semi-structured interviews. The research sample included 28 Arabic language teachers in government schools for boys in Abha city and 4 language teacher supervisors and 4 School Accreditation Evaluation Specialist. The respondents of the sample were distributed as follows: 10 teachers from the upper grades of primary school, 10 Arabic language teachers from intermediate school and 8 teachers from secondary school. The study tools include a list of quality standards of educational activities and a classroom observation card. An observation card was designed to reveal the extent of practicing the quality standards of educational activities in Arabic language courses. Regarding the list of quality standards, the research identified 25 quality standards for educational activities in Arabic language syllabi. Ultimately, the study concluded that the degree of practicing the quality standards of educational activities ranged from 2.28 to 1.18, which means that the degree of practicing them is between average and low. Moreover, the extent of practicing the quality standards of educational activities in Arabic language syllabi as a whole was 1.59, which means that they are practiced at a weak level. Accordingly, the researcher suggested some recommendations and future studies.

Teaching Functional Morphology to Non-Native Arabic Learners: A Proposed Conceptualization

This study aimed to identify appropriate morphological subjects for inclusion in Arabic language teaching programs for non-Arabic speakers. Through the development of a functional teaching morphology using a descriptive approach and employing questionnaires as research tools, the author assessed the relevance and precision of proposed morphological topics across beginner, intermediate, and advanced language levels. The research findings confirmed the suitability and significance of these topics for teaching Arabic to non-Arabic speakers. Additionally, a comprehensive proposal for teaching functional morphology to non-Arabic-speaking learners was formulated and evaluated. Based on these results, the author put forth a series of recommendations and suggestions for consideration.

How self-efficacy shapes professional identity among novice Arab teachers?

ABSTRACT Professional identity is a multifaceted and evolving concept that has been interpreted in various ways over time. In the context of education, teachers’ self-efficacy is seen as a key factor that can influence the development of their professional identity. The current study aimed to explore two main objectives among novice Arab teachers in Israel: (a) to examine the relationships between components of self-efficacy and factors of professional identity; and (b) to analyse the predictive power of self-efficacy components in relation to the factors that form professional identity. The study involved 279 novice teachers who participated in the research by completing three self-report questionnaires: a demographic questionnaire, a self-efficacy scale, and a professional identity questionnaire. The results revealed significant positive correlations between the components of self-efficacy and factors of professional identity. Specifically, higher levels of self-efficacy in teaching tasks, relationships, and organisation were associated with stronger professional identity. Furthermore, regression analysis showed that self-efficacy components significantly predicted professional identity factors, with general self-efficacy emerging as a strong predictor across all models. In conclusion, the study highlights the central role of self-efficacy in shaping novice teachers’ professional identity, particularly within the unique cultural context of Arab society in Israel.

Assessing of Pedagogical Competency of Prospective Teachers in Teaching Arabic in Schools: Suitable or not Suitable?

Pedagogical competency is the starting point for prospective Arabic language teachers to master the learning process. However, the prospective Arabic language has not yet fully mastered pedagogical competence. Through this research, researchers want to see the suitability of prospective Arabic language teachers by pedagogical competency standards by the Regulation of the Minister of National Education of the Republic of Indonesia No. 16 of 2007 concerning Academic Qualification Standards and Teacher Competencies. This research used a mixed-method approach with participants from Indonesia and Malaysia. Researchers then compare the advantages and disadvantages according to predetermined standards. The research results show prospective Arabic language teachers in Indonesia and Malaysia can utilize digital-based learning media. However, prospective Arabic language teachers from Indonesia still need to gain the skills to use Arabic actively during the learning process. In contrast, prospective Arabic language teachers from Malaysia already have sufficient skills.

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

Differentiated Instruction as a Form of Merdeka Belajar in Arabic Language Learning

The purpose of this study is to examine and describe the concepts and principles of differentiated instruction models and examples of their implementation in Arabic language learning. This is an effort to determine practical procedural steps that can be taken and followed by Arabic language teachers to benefit from differentiated instruction. Through differentiated instruction, it is expected that the role of the teacher is not just to exhaust the material, but to optimize the learning process of each student; differentiation becomes a prerequisite for the learning process, not just an additional element that is “nice to have”. To achieve this goal, this research uses a literature study approach with an inductive descriptive method design to present views and theories about differentiated instruction and how it is applied in Arabic language learning. With this approach, this research seeks to explore theories and opinions regarding differentiated instruction models, analyze them, and utilize them to be used as procedural steps in Arabic language learning. The results of this research indicate that the differentiated instruction model can be a learning solution that can be implemented to answer the needs of diverse students. Differentiated instruction is learning that begins with a diagnostic assessment to map the characteristics of students so that teachers are able to design learning well according to students' needs. Differentiated instruction can be applied through content, process and product aspects. It is hoped that the results of this research can provide benefits for teachers and provides insight into the application of differentiated instruction in Arabic language learning. Keywords: Differentiated learning model, Arabic learning, Merdeka belajar

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.

Project Based Learning Arabic Semantic Learning Based on Open Journal Systems at University

This study aims to identify the steps of Project Based Learning Arabic Semantic Learning Based on the Open Journal Systems for PBA INSURI Ponorogo students. The research method used is qualitative with a case study model. The research data is from student Arabic Semantic lecture activities using the Project Based Learning method. Data collection techniques using observation and documentation. The data analysis is presented with data reduction, data presentation, conclusion drawing, and verification. The results showed; The stages of Semantic Learning with the Project-Based Learning model using the Open Journal System Platform are Introduction to Topics and Objectives, Explanation and Orientation, Project Planning, Project Implementation, Presentation of Results, Reflection and Evaluation, Integration with the Curriculum, and Awards and Rewards. In the context of the Arabic Language Education Study Program at INSURI Ponorogo, applying PjBL in semantic learning can provide a deep and applicable learning experience. By utilizing the Open Journal System (OJS), students can contribute to peer reviews of journal articles while understanding semantic concepts in Arabic.