JICALLS: Journal of Arabic Education, Linguistics, and Literature Studies

Optimalisasi Manajemen Kelas dalam Meningkatkan Efektivitas Pembelajaran Bahasa Arab di Madrasah Ibtidaiyah

Isnol Khotimah — 2026-05-04

This study is motivated by students’ low ability to read Arabic texts and the less conducive classroom conditions in Arabic language learning at MIN 1 Probolinggo. These issues highlight the importance of effective classroom management strategies in supporting the learning process. This study aims to analyze the classroom management strategies implemented by teachers in Arabic language learning. This research employs a qualitative approach with a descriptive design. Data were collected through interviews, observations, and documentation involving Arabic language teachers and students. The findings reveal that teachers implement six main classroom management strategies: planning, organizing, directing, conditioning, supervising, and evaluating. These strategies are applied through structured lesson preparation, interactive learning methods such as language games, classroom arrangement, and continuous monitoring of student activities. The study also identifies supporting factors, including teacher readiness and student engagement, as well as inhibiting factors such as differences in student abilities, limited time, and inadequate facilities. This study implies that effective classroom management significantly contributes to creating a conducive, interactive, and engaging learning environment, thereby enhancing students’ participation and understanding in Arabic language learning.

Metaphor and Persuasion in Arabic Da'wah Discourse: A Cognitive Linguistic Approach

Moh. Nadhif — 2026-05-05

This study examines metaphor as a persuasive cognitive mechanism in contemporary Arabic da'wah discourse, focusing on digital khutbah delivered through online platforms. Unlike previous studies that primarily rely on classical rhetorical analysis (balāghah), this research adopts a cognitive linguistic perspective to explore how metaphor structures religious meaning and influences audience interpretation. Drawing on Conceptual Metaphor Theory the study analyzes a corpus of 30 khutbah texts collected from YouTube and official religious platforms published between 2020 and 2025. Data were examined using the Metaphor Identification Procedure (MIP) to identify conceptual metaphors and analyze their persuasive functions. The findings indicate that dominant metaphors such as الإيمان نور (faith is light), الذنوب مرض (sin is disease), and الحياة رحلة (life is a journey) play a significant role in framing religious understanding, evoking emotional engagement, and guiding moral behavior. This study contributes to cognitive linguistics and discourse analysis by providing an empirical and contemporary account of metaphor in Arabic da'wah discourse, demonstrating that metaphor functions not only as a rhetorical device but as a cognitive and persuasive strategy in digital religious communication.

Inovasi Pedagogi Bahasa Arab: Tinjauan Pembelajaran Berpusat pada Mahasiswa di Perguruan Tinggi

Fahrur Rosikh — 2026-05-07

This study aims to analyze student-based Arabic language learning innovations at Sunan Drajat University and examine their implementation and impact on the learning process in higher education. The background of this study is based on the need for transformation of Arabic language learning from conventional models to a more active, collaborative, and student-centered approach to improve the quality of 21st-century learning. This study uses a qualitative approach with a case study design. Data were collected through non-participatory observation, in-depth interviews, and documentation. Informants consisted of lecturers, students, and study program managers selected using purposive sampling techniques. Data analysis was carried out using the interactive model of Miles and Huberman which includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that 1) learning innovations are implemented through Project-Based Learning, Collaborative Learning, and Problem-Based Learning supported by the use of digital technology. 2) Factors supporting innovation include institutional policies that encourage the development of innovative learning, adaptive curriculum development, and the characteristics of digital native students. Meanwhile, inhibiting factors consist of heterogeneity of student abilities and limited facilities. 3) This innovation has a positive impact on improving students' cognitive abilities, Arabic language skills, learning motivation, and collaborative skills. Furthermore, students become more active, confident, and able to apply Arabic in real-life contexts. This study concludes that student-driven learning innovation is effective in improving the quality of Arabic language learning in higher education, but requires continuous strengthening of facilities and institutional support.

Persepsi Mahasiswi PBA dalam Pemanfaatan ChatGPT dan DeepL pada Pembelajaran Bahasa Arab di STIT Madani Yogyakarta

Rizkyana Wahyu Laras Pertiwi — 2026-06-03

The development of digital technology, particularly Artificial Intelligence (AI), has significantly transformed learning processes in higher education, including Arabic language learning. Applications such as ChatGPT and DeepL are utilized to understand learning materials, translate texts, and complete academic assignments, resulting in various perceptions regarding their use. This study aims to examine the perceptions of female students in the Arabic Language Education Program (PBA) at STIT Madani Yogyakarta toward the use of ChatGPT and DeepL, as well as the factors influencing these perceptions within the framework of the Technology Acceptance Model (TAM). This research employed a qualitative approach with a phenomenological design. Data were collected through observation, in-depth interviews, and documentation, and analyzed using the Miles and Huberman model. The findings indicate that students generally have positive perceptions based on the two main TAM constructs, namely perceived ease of use and perceived usefulness. Both applications were considered easy to use and helpful in understanding Arabic texts, improving assignments, and practicing mufrodat pronunciation. These perceptions were influenced by academic needs, prior experience with AI, learning motivation, and attitudes toward potential technological dependence. In addition, external factors such as limited internet access and data quotas, application usage restrictions, academic environments, and ethical considerations also affected how students interpreted the use of technology in Arabic language learning. This study contributes to strengthening discussions on AI acceptance in Arabic language learning in Islamic higher education institutions and may serve as a reference for developing more effective, critical, and pedagogical AI utilization in Arabic language learning.

Pemanfaatan Media Teknologi dalam Pembelajaran Bahasa Arab pada Siswa Madrasah Tsanawiyah Zainul Bahar Wringin Bondowoso

Ana Fuji Lestari — 2026-06-14

This study is motivated by the limited use of technological media in Arabic language learning at Islamic junior high schools, despite the rapid development of digital technology that demands more interactive learning processes. The study aims to describe the implementation of technological media in Arabic language learning and to analyze the challenges faced by teachers and students at Islamic Junior High School (MTs) Zainul Bahar Wringin Bondowoso. This research employed a qualitative approach using a case study method. The research subjects consisted of Arabic language teachers, students, and school administrators. Data were collected through observation, interviews, and documentation. The data were analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings indicate that technological media have been implemented in the planning, implementation, and evaluation stages of learning through digital presentation slides, instructional videos, pronunciation audio, and electronic worksheets. The study also reveals that the use of technological media not only increases students’ attention and participation in Arabic learning, but also improves their confidence in pronouncing Arabic vocabulary and sentences directly. In addition, this research found that the success of technology-based learning is influenced by teachers’ readiness in managing digital learning media flexibly according to classroom conditions. However, several obstacles remain, including limited technological facilities, unstable internet access, technical device problems, differences in students’ abilities, and limited instructional time.

Implementasi Media Audio Visual dalam Meningkatkan Mahārah istimāʻ pada Santri Lembaga Pengembangan Bahasa Asing Nurul Jadid

Muhammad Abrori — 2026-06-22

Mahārah Istimāʻ (listening skill) is a fundamental competency in Arabic language learning that plays a crucial role in supporting the acquisition of other language skills. However, many students (santri) still encounter difficulties in comprehending spoken information, acquiring vocabulary, and understanding the context of Arabic communication. This study aims to analyze the implementation of audio-visual media in Mahārah Istimāʻ instruction, identify the supporting and inhibiting factors affecting its implementation, and examine its contribution to improving students' listening skills at the Foreign Language Development Institute (Lembaga Pengembangan Bahasa Asing) of Nurul Jadid Islamic Boarding School. This study employed a descriptive qualitative approach using a case study design. Data were collected through classroom observations, semi-structured interviews, documentation, and analysis of students' learning evaluation documents as supporting data. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which consists of data reduction, data display, and conclusion drawing. The trustworthiness of the findings was ensured through technique triangulation, source triangulation, and member checking. The findings reveal that the implementation of audio-visual media was systematically conducted through the stages of lesson planning, instructional implementation, and learning evaluation by utilizing conversation videos, authentic Arabic videos, educational animations, and interactive multimedia. The successful implementation was supported by adequate learning facilities, teachers' pedagogical competence, students' learning motivation, and an Arabic-speaking environment, whereas limited vocabulary mastery, differences in students' prior abilities, and technical constraints emerged as the main challenges. Furthermore, the use of audio-visual media contributed to improving students' listening comprehension, vocabulary acquisition, concentration, classroom participation, and understanding of authentic Arabic communication contexts. These findings indicate that audio-visual media constitute an effective instructional strategy for enhancing the quality of Mahārah Istimāʻ learning in Islamic boarding school settings.

Taqyīm Ta‘līm al-Lugah al-‘Arabiyyah bi Ṭarīqah al-Ikhtibār fī Māddat al-Adab al-‘Arabī

Ulfi Usykuriyah Khoiry — 2026-06-24

The students' understanding of the lesson is a sign of the success of education, and one way to determine the success of students after the learning process is to evaluate the test. The test has specific goals and conditions with special rules. The use of tests in Arabic literature is different from other language tests because the process of literature in teaching Arabic is connected to the taste of language. It is clear that the method of this research is library research with data sources related to tests in literature. This research takes primary data from the book "Types of Tests in Literature" by Muhammad Ali Al-Khouli and other books, as well as using various publications to stimulate analysis in this study. Data analysis in this study is descriptive. The results of the research indicate that the evaluation of Arabic language teaching through tests in Arabic literature is objective and subjective, and tests in literature can include 3 aspects: knowledge, understanding, and expression.

Taṣawwurāt Ṭullāb Markaz al-Lugah tijāh Taṭwīr Mahārat al-Kalām ʿabra Ṭarīqat al-Munāqasyah al-Thaqāfiyyah fī Jāmiʿah al-Kuwayt

Ahmad Jaylani — 2026-06-25

To address the limited exploration of cultural pedagogical models in authentic diverse settings, this study aims to describe the perceptions of students at the Markaz al-Lugah, Kuwait University, regarding the improvement of mahārah kalām (speaking skills) through the cultural discussion method. This research employed a quantitative approach with a quasi-experimental design using a pretest–posttest control group model involving 56 students learning Arabic as a foreign language. Data were collected through an oral test constructed based on indicators of speaking fluency, accuracy of vocabulary and structure, clarity of pronunciation, confidence in speaking, and the ability to convey ideas communicatively. The research instrument was tested for validity and reliability, and the data were subsequently analyzed using normality tests, homogeneity tests, and a t-test. The results indicate that all instrument items were valid and reliable, making them appropriate for measuring speaking ability. Furthermore, the pretest and posttest data were normally distributed and exhibited homogeneous variance. The results of the Independent Samples t-test showed a significance value of 0.000 < 0.05, indicating a significant difference between the group using the cultural discussion method and the group using conventional learning methods. These findings, complemented by observational data, demonstrate that the cultural discussion method is effective in improving students’ speaking skills, particularly in terms of speaking confidence, fluency, vocabulary mastery, and the ability to express opinions. The multicultural environment also serves as a supporting factor, as it encourages students to use Arabic in real, interactive, and meaningful contexts. Therefore, the cultural discussion method can be considered a viable alternative for communicative and contextual Arabic language instruction.

Developing a Web-Based Interactive E-Learning Ecosystem for Arabic Vocabulary Mastery

Muhammad A'inul Haq — 2026-06-29

Arabic vocabulary (mufradāt) learning often suffers from traditional, rote-memorization methods, resulting in low student motivation and passive classroom engagement. To address this, this study aims to design, develop, and evaluate a web-based, interactive e-learning ecosystem specifically for mufradāt instruction. The research employed a Research and Development (R&D) approach based on the ADDIE instructional design framework. A pre-experimental One-Group Pretest-Posttest design was conducted with 30 seventh-grade students at Islamic Junior High School ‘Madrasah Tsanawiyah’ (MTs) Assa’idiyah Manyar, Gresik. The developed platform integrated Google Sites and Wordwall to provide adaptive content, interactive game-based exercises, and real-time feedback. Data were collected through expert validation sheets, practicality questionnaires, and objective vocabulary tests, which were analyzed using quantitative descriptive statistics and N-Gain calculations. The findings revealed that the developed media is highly feasible, achieving validation scores of 80% for material and 90% for media design. Field trials demonstrated a High Practicality score of 88.33%, proving that the platform successfully stimulates student autonomy and minimizes latency. Furthermore, the intervention yielded a moderate but significant improvement in students' vocabulary mastery, evidenced by an N-Gain score of 0.45. In conclusion, the web-based interactive e-learning ecosystem is a valid, practical, and effective tool that significantly bridges pedagogical gaps in Arabic vocabulary learning. Integrating this technology-driven approach as a continuous pedagogical routine holds substantial potential for maximizing language acquisition.