Lughoti: Jurnal Pendidikan Bahasa Arab

DIGITAL TECHNOLOGY IN DEVELOPING THE FOUR ARABIC LANGGUAGE SKILLS

Rike Indah Veronika — 2025-12-19

This research aims to explore the utilization of digital technology in the Arabic language learning process. In the era of modern education, technology integration serves as a solution to address challenges related to resource efficiency and assessment objectivity. Utilizing a library research method, this article analyzes the role of digital devices and technology in supporting instructional quality. The study’s findings indicate that the use of digital technology enables personalized learning, efficiency, long-term data management, and increased student enthusiasm. Evaluation is conducted through a comprehensive approach encompassing the stages of orientation, exploration, consolidation, and conclusion. This implementation is expected to significantly enhance the Arabic language competence of students in Indonesia.

IMPLEMENTASI PEMBELAJARAN MAHĀRAH KALAM DI UNSUDA LAMONGAN

arif widodo arif — 2025-12-19

Abstract

This qualitative research examines the implementation of mahārah kalām (Arabic speaking skills) learning in the Arabic Language course at the University (UNSUDA) of Lamongan. The learning was conducted every Wednesday for one semester using a communicative approach and interactive materials. Data were collected through classroom observations, in-depth interviews with lecturers and students, documentation (video recordings of activities), and field notes. Key findings included: (1) student motivation level of 80%; (2) active participation in lectures 90%; (3) student assessment of interactive materials 90%; and (4) intensive question and answer practice during lectures. The thematic analysis indicates that the combination of a communicative approach, interactive materials, and formative feedback mechanisms plays a significant role in improving student participation and speaking confidence. Practical implications and recommendations for curriculum development and teaching practices are discussed.

ANALISIS FAKTOR KESULITAN BERBICARA BAHASA ARAB MAHASISWA SEMESTER SATU MA'HAD UIN KEDIRI

zhaaa Nusantara — 2025-12-19

This study aims to thoroughly analyze the factors that cause first-semester female students of the Ma’had UIN Kediri to experience difficulties in speaking Arabic. The research employed a qualitative method with data collected through direct observation, interviews with the students involved, and documentation. The findings indicate that difficulties in speaking Arabic are influenced by both internal and external factors. Internal factors include fluctuating personal motivation, psychological conditions such as low self-confidence and excessive anxiety, as well as the students’ limited vocabulary mastery. External factors involve the social and cultural environments prior to entering the Ma’had, which vary based on the students’ region, individual background, city, or even country. Another contributing factor is that learning activities in the Ma’had do not solely focus on improving Arabic-speaking skills but also cover other academic aspects. This results in some students not having sufficient opportunities to practice intensively, causing their speaking ability to develop less optimally. To address these issues, several improvement efforts need to be implemented, such as increasing the quantity and quality of speaking practice through simulations and group discussions, providing continuous motivation to boost students’ self-confidence, and conducting specialized learning sessions that focus exclusively on speaking skills. The use of interactive and engaging learning media is also highly recommended to create an enjoyable learning environment and enhance students’ active interest in speaking Arabic.

Keywords: difficulty factors, Arabic speaking skills, Ma’had UIN Kediri

Penelitian ini bertujuan untuk menganalisis secara mendalam faktor-faktor yang menyebabkan mahasiswi semester satu ma’had UIN Kediri kesulitan dalam berbicara bahasa Arab. Metode penelitian yang digunakan adalah kualitatif dengan teknik pengumpulan data melalui observasi langsung, wawancara dengan mahasiswa yang terkait, dan dokumentasi. Hasil penelitian menunjukkan bahwa kesulitan berbicara bahasa arab dipengaruhi oleh beberapa faktor yaitu internal dan eksternal. Faktor internal seperti motivasi pribadi yang berfluktuasi, kondisi psikologis seperti rasa kurang percaya diri dan cemas yang berlebihan juga keterbatasan kosakata yang dimiliki mahasiswi. Faktor eksternal seperti lingkungan sosial dan budaya sebelum mereka memasuki mahad, yang memiliki perbedaan karena asal daerah, latar belakang masing-masing individu, kota, bahkan negara. Dan juga karna pembelajaran dimahad tidak sepenuhnya berfokus pada peningkatan kemampuan berbicara bahasa arab tetapi juga mencakup aspek akademik yang lain. Hal ini menyebabkan sejumlah mahasiswi belum mendapatkan cukup kesempatan untuk berlatih secara intensif sehingga kemampuan berbicara mereka belum optimal. Untuk mengatasi masalah tersebut, beberapa upaya perbaikan perlu dilakukan, seperti meningkatkan jumlah dan kualitas latihan berbicara melalui simulasi dan diskusi kelompok, memberikan motivasi secara berkelanjutan agar mahasiswi semakin percaya diri, serta mengadakan pembelajaran khusus yang berfokus pada keterampilan berbicara saja. Penggunaan media pembelajaran yang interaktif dan menarik juga sangat dianjurkan untuk menciptakan suasana belajar yang menyenangkan dan memacu minat berbahasa Arab secara aktif.

Kata kunci: faktor kesulitan, berbicara Bahasa arab, ma’had uin kediri

STRATEGI METODE MANHAJI DALAM MEMAHAMI LITERATUR BAHASA ARAB DI MADRASAH MU’ALLIMIN MUHAMMADIYAH YOGYAKARTA

Ahmad Aditiya Pratama — 2025-12-19

This study aims to analyze and describe the implementation of the strategy of the Manhaji method in helping students at Madrasah Mu’allimin Muhammadiyah Yogyakarta understand Arabic literature. The Manhaji method, which integrates both traditional and modern learning approaches, is designed to facilitate students' comprehension of nahwu, ṣaraf, and balaghah through a systematic and applied learning process. This study used a descriptive qualitative approach, with data collected through observation, interviews, and documentation. Data were analyzed through stages of data reduction, data presentation, and conclusion or verification. The findings indicate that the Manhaji Method learning strategy is effective in enhancing students’ understanding of Arabic literature by applying the following strategies: (1) integrating the talaqqi method combined with three modern learning approaches—lectures, discussions, and modeling; (2) adopting a theoretical-applicative approach; (3) using qirā’ah (reading) and tarjamah (translating) as the main components; and (4) utilizing specially designed songs or nasyid as learning media tailored to the Manhaji method. The implementation of the Manhaji method is realized through the organization of a daurah (intensive course) conducted during the semester break, lasting for one week. This program is designed in a systematic and structured manner. However, there are some challenges including limited student enthusiasm, the predominance of lecture-based delivery, a shortage of educators proficient in the Manhaji method, and the relatively short duration of the program.

PENGARUH PENERAPAN METODE AUDIOLINGUAL TERHADAP KETERAMPILAN MENYIMAK BAHASA ARAB SANTRI PONDOK PESANTREN Al-ITTIFAQIAH

Elza_ Apriliyah Anggraini — 2025-12-24

Listening skills are an essential component in the process of learning Arabic, serving as a
foundation for the development of other language abilities. One method considered effective in
improving listening skills is the Audiolingual method, which focuses on repetitive practice, imitation,
and the development of language habits through speech patterns. This study aims to measure the
impact of implementing the Audiolingual method on Arabic listening comprehension. The research
employed a quasi-experimental method with a pretest–posttest control group design. The sample
consisted of students divided into two groups: the experimental group, which received treatment
using the Audiolingual method, and the control group, which learned through traditional methods.
Data were collected using listening comprehension tests administered before and after the
treatment. The data were analyzed using statistical tests to determine whether there was a
significant difference between the two groups. The results showed that the implementation of the
Audiolingual method had a significant effect on improving Arabic listening skills. Students in the
experimental class demonstrated better score improvement compared to those in the control class.

EVALUASI PEMBELAJARAN BAHASA ARAB DI MI AL-ITTIFAQIAH INDRALAYA DALAM PERSPEKTIF KURIKULUM MERDEKA

Eryka Marsella Njlina — 2025-12-24

The implementation of the Merdeka Curriculum in Islamic elementary schools

presents new challenges and opportunities in Arabic language learning, requiring

comprehensive evaluation to ensure the achievement of established learning

objectives. This study aims to evaluate Arabic language learning at MI Al-Ittifaqiah

Indralaya from the perspective of the Merdeka Curriculum, analyzing planning,

implementation, and assessment aspects, as well as identifying supporting and

hindering factors. This research employs a qualitative approach with descriptive

methods, involving the principal, two Arabic teachers, and six students as key

informants. Data were collected through participant observation, in-depth semistructured interviews, and documentation study of learning materials. Data analysis

used the Miles and Huberman model, including data reduction, data presentation,

and conclusion drawing, with data validity tested through source and technique

triangulation. The findings reveal that learning planning has adopted the Merdeka

Curriculum framework through the development of Learning Outcomes, Learning

Objective Flow, and structured teaching modules, although improvement is still

needed in analyzing students' learning needs. Implementation shows the application

of innovative methods such as communicative, cooperative, and project-based

learning oriented toward student activeness, with differentiated learning conducted

through ability-based grouping. The assessment system has integrated diagnostic,

formative, and summative assessments according to Merdeka Curriculum principles.

Supporting factors include strong principal commitment, adequate technological

infrastructure, and high teacher motivation, while main challenges include limited

teacher capacity in consistently implementing differentiated learning, minimal time

allocation, and lack of standardized comprehensive assessment instruments. The

Merdeka Curriculum demonstrates significant relevance to Arabic language learning

characteristics at the elementary level in accommodating student diversity and

integrating character education through the Pancasila Student Profile