Qaul 'Arabiy is a peer-reviewed academic journal dedicated to the study of Arabic language education, Arabic language and literature, Arabic linguistics, philological manuscript studies, and other relevant related fields. The journal serves as a platform for scholars, researchers, and practitioners to publish original research, critical reviews, and theoretical or applied studies that contribute to the development and understanding of Arabic language and its diverse dimensions. Qaul 'Arabiy welcomes contributions from various methodological perspectives and aims to foster scholarly discussion in both historical and contemporary contexts.
The Influence of the Use of Digital Technology in Arabic Language Learning in Higher Education
This study examines the use of digital technology in Arabic language learning in higher education, which remains suboptimal despite its significant potential for improving the quality and effectiveness of the teaching and learning process. Digital transformation has brought about a variety of platforms and applications, such as Learning Management Systems (LMS), interactive learning media, artificial intelligence-based applications, and online learning resources that can enrich students' learning experiences. However, their implementation is often not systematically integrated into the curriculum and learning strategies. Therefore, the primary objective of this study is to analyze the forms of technology used, measure their effectiveness in improving language competency, examine the perceptions of lecturers and students as users, and identify supporting and inhibiting factors in the implementation process. The method used is a meta-analysis of literature review with a systematic approach that applies strict inclusion and exclusion criteria to ensure the validity and relevance of the data. Data were obtained from various credible and indexed previous studies, then analyzed quantitatively to identify trends in the results and qualitatively to understand the context and dynamics of their implementation. The research findings indicate that the effectiveness of digital technology depends heavily on institutional readiness, lecturers' pedagogical competence, students' digital literacy, and ongoing policy support, rather than solely on device availability. These findings underscore the importance of a holistic approach, ongoing training, and adaptive institutional policies in optimizing the role of digital technology in Arabic language learning in higher education.
Copyright (c) 2026 Muh. Busro (Author) https://creativecommons.org/licenses/by-sa/4.0
Implementation of the Scientific Approach in Arabic Language Learning
This article aims to examine in depth the implementation of Arabic language learning at the Islamic College of Islamic Propagation Foundation Lubuk Sikaping, with particular attention to the application of scientific methods in the instructional process. The study explores how the scientific approach is integrated into classroom practices in order to enhance the overall quality of Arabic language education and to promote comprehensive educational development across cognitive, affective, and psychomotor domains. By emphasizing systematic inquiry and student-centered learning, the institution seeks to create a more effective and meaningful learning environment. The findings indicate that the application of the scientific approach in Arabic language learning has been carried out effectively and consistently in accordance with its core stages: observing, questioning, gathering information or conducting experiments, associating or connecting information, and communicating results. During the observing stage, students are encouraged to analyze texts, dialogues, and linguistic phenomena. In the questioning stage, they actively formulate inquiries related to vocabulary, grammar, and contextual usage. Through information gathering and experimentation, learners engage in discussions, exercises, and practical language tasks. The associating stage allows students to connect new knowledge with prior understanding, while the communicating stage provides opportunities to present findings through oral and written expression. Moreover, the implementation of the scientific approach offers several advantages. Learning activities proceed more systematically and smoothly, while the use of diverse instructional media and adequate learning resources fosters active participation, critical thinking, and greater student engagement in mastering Arabic language skills.
Copyright (c) 2026 Nasbin Panyahatan, Defrinal, Nining Yus Mei (Author) https://creativecommons.org/licenses/by-sa/4.0
Representation of Bayan Science in the Parable of Thayyibah Sentences in Surah Ibrahim Verses 24-26
One of the interesting aspects of the Qur'an is the use of unique rules and language styles in conveying messages and teachings to humans. The language of the Qur'an not only functions as a means of communication, but also as an aesthetic medium that combines beauty, rhetorical power, and depth of meaning. To understand the dimensions of this beauty, scholars developed the discipline of balaghah, a branch of Arabic linguistics that aims to uncover the secrets of clarity of meaning and beauty of language. This study aims to determine the representation of the science of bayan in Q.S Ibrahim verses 24-26. The researcher used a library study method in the form of journal literature, books, and interpretations of the Qur'an to obtain sources related to the definition of bayan science, the division of bayan science, and the representation of bayan science in Surah Ibrahim verses 24-26. The results of the study show that the verse uses tasybih tamtsīlī to describe faith and disbelief in a concrete visual form through the parable of a good tree and a bad tree. The analysis reveals an emphasis on the steadfastness of faith and the fragility of disbelief, which is not merely aesthetic but also rhetorical and theological. This research contributes to a deeper understanding of the function of bayan science as a hermeneutical and aesthetic tool in Qur'anic interpretation.
Copyright (c) 2026 Mahdalina Nanda Alhusna, Mega Nursanggita, Vina Shofinah Al-Atqiya (Author) https://creativecommons.org/licenses/by-sa/4.0
The Use of Arabic Language Summative Tests in PPL to Measure the Reading Competence of Grade X MA Annajah Sesela Madrasah Students
This study aims to analyze the use of summative tests in Arabic language subjects to measure the reading competence of class X students of MA Annajah Sesela during the implementation of the Field Experience Program (PPL). The use of summative tests is considered important to determine students' final achievement in understanding Arabic texts, including vocabulary mastery, sentence comprehension, and the ability to capture factual information. This study uses an experimental method with a quantitative approach. The test instrument is designed based on indicators of reading competence relevant to the curriculum. The results of the study indicate that the use of summative tests is effective in measuring the level of students' reading mastery, indicated by the majority of students being in the sufficient to good category. However, some students still have difficulty in determining the meaning of words in context. This study confirms that summative tests are an appropriate instrument for evaluating reading competence while improving the quality of Arabic language learning in madrasas
Copyright (c) 2025 Siti Hafiza, Innaha Setiawati, Haekal Raodina Algifari, Riadi Rahman, Resya Adilah, Nasarudin (Author) https://creativecommons.org/licenses/by-sa/4.0
Designing Cognitively Efficient Arabic Learning Materials: A Systematic Review Based on Cognitive Load Theory
Excessive cognitive load is often a major obstacle to the effectiveness of Arabic language learning, especially for learners facing the complexities of the language's morphological and syntactic structures. This study aims to examine how Cognitive Load Theory (CLT) can be strategically applied in designing efficient Arabic language learning materials oriented toward improving student comprehension and retention. This study used a systematic literature review approach to various relevant studies published between 2015 and 2025, focusing on the application of CLT in instructional design and foreign language learning. The results of the review indicate that the application of the main principles of CLT intrinsic load management, German load enhancement, and extraneous load reduction contributes significantly to increasing the effectiveness of the learning process. Managing intrinsic load through arranging the material sequence according to the student's level of complexity can optimize working memory capacity. Increasing German load through elaborative activities such as contextual comprehension exercises and metacognitive reflection helps deepen schematic representations of the language. Meanwhile, reducing extraneous load through information segmentation, the use of targeted multimodal media, and presenting simple instructions has been shown to reduce irrelevant processing load. These findings confirm that the design of Arabic language learning materials needs to consider the limitations of human working memory capacity and the principle of cognitive efficiency. Consequently, Arabic language material developers and instructors are advised to adopt a CLT-based design approach to make the learning process more adaptive, effective, and sustainable.
Copyright (c) 2025 Muhammad Syafii Tampubolon (Author) https://creativecommons.org/licenses/by-sa/4.0
Pre-Islamic Arabian Transformation: From Jahiliyyah Society to an Emerging Islamic Civilization
This article explores the transformation of Arabian society from the era commonly labeled as Jahiliyyah to the emergence of a new Islamic civilization in the seventh century. Rather than viewing the pre-Islamic period solely as an age of ignorance, this study highlights its complex social structures, cultural expressions, and tribal networks that became the foundation for later developments. Using a qualitative historical approach, the research examines classical sources, archaeological findings, and contemporary scholarly interpretations to analyze the cultural, religious, and political shifts that occurred with the coming of Islam. The findings show that the transition was neither abrupt nor merely theological; instead, it involved a gradual reorientation of values, social norms, and institutional practices. Islam introduced a unifying moral framework, strengthened communal identity, and reshaped concepts of leadership, justice, and social responsibility. These changes enabled Arabian society to evolve from fragmented tribal affiliations into a more cohesive and morally grounded community. The article concludes that the rise of Islam marked a significant civilizational shift, transforming a society with limited literacy, internal conflict, and localized traditions into a dynamic and influential culture that contributed greatly to the intellectual and political history of the world
Copyright (c) 2025 Jeni Apriani, Annisa Nurfadhilah, Elga Putri Sarli, Febrina, Febrina, Pisdoni Mardianto (Author) https://creativecommons.org/licenses/by-sa/4.0
The Impact of AI-Powered Language Tools on Arabic Vocabulary Acquisition
The acquisition of Arabic vocabulary presents significant challenges due to the language’s complex morphology, script, and contextual usage, often leading to difficulties in retention and practical application. This study aims to investigate the impact of AI-powered language tools on enhancing Arabic vocabulary learning, focusing on learner engagement, personalized learning, and vocabulary retention. A qualitative research approach was employed, involving semi-structured interviews, classroom observations, and analysis of learners’ interactions with AI-based applications, with data analyzed through thematic analysis. The findings indicate that AI tools improve learner motivation, provide adaptive and personalized feedback, support spaced repetition and contextual practice, and enhance long-term retention and recall of vocabulary. Despite these benefits, challenges such as technological accessibility, dialectal variations, occasional AI inaccuracies, and the need for teacher guidance were identified. In conclusion, AI-powered tools serve as a valuable supplement to traditional instruction, fostering effective and engaging vocabulary acquisition, while future developments should focus on accessibility, contextual relevance, and integration with human-led pedagogical support to maximize learning outcomes.
Copyright (c) 2025 Runtoni (Author) https://creativecommons.org/licenses/by-sa/4.0
The Effect of the Qawaid Method on Arabic Grammar Skills
This study aims to determine the effect of the Qawaid method on the Arabic grammar skills of seventh-grade students at MTs Riyadlusshibyan Lendangre. The research employed a quantitative approach using a quasi-experimental pretest–posttest design, involving 29 students selected through total sampling. Data were collected through observations, multiple-choice tests, and documentation, while the instruments were examined using Pearson Correlation for validity and Cronbach's Alpha for reliability. The results revealed a significant increase between the pretest and posttest scores, indicating that the Qawaid method positively influences students' abilities in understanding sentence structure, identifying i'rab, and applying grammatical rules accurately. These findings demonstrate that the Qawaid method provides a strong grammatical foundation for learners and can be effectively implemented in Arabic language instruction. Therefore, the Qawaid method is proven to be an effective strategy for teaching Arabic grammar at the junior secondary school level and holds potential for further development in advanced learning
Copyright (c) 2025 Rawdatul Isnaini, Windy Alifiya, Asrofudin, Nasarudin (Author) https://creativecommons.org/licenses/by-sa/4.0
The Use of Objective Test Instruments to Measure Arabic Grammar Mastery of Grade 8 and 9 Students of MTs Al-Madaniyah Jempong
This study aims to develop a valid and reliable objective test instrument to measure Nahwu (Arabic grammar) mastery in grades 8 and 9 of MTs Al-Madaniyah Jempong. Nahwu mastery is a fundamental competency in Arabic language learning, but the availability of standardized evaluation instruments is still limited. This study used the Research and Development (R&D) method which includes the stages of instrument development, expert validation, and empirical trials on 15 students. The instrument was a multiple-choice test consisting of 25 questions arranged based on the Nahwu material grid. Content and construct validity were evaluated by experts, while empirical validity was analyzed using Pearson Product Moment correlation. The results showed that 22 items were declared valid and 3 items were invalid. The reliability of the instrument calculated using Cronbach's Alpha produced a value of 0.852, which indicates very high internal consistency. In addition, the Independent Sample t-Test test showed that there was no significant difference between the average scores of 8th and 9th grade students (t_count = –1.497 < t_table = 2.160), so the instrument was considered capable of measuring the abilities of both groups in a balanced and unbiased manner. Overall, the objective test instrument developed was proven to be suitable for use as a standard evaluation tool in measuring Nahwu mastery at the MTs level and is recommended to be retested on a wider sample to strengthen its psychometric evidence
Copyright (c) 2025 Annatul Islamiyah, Safrina Dwiyani, Siti Hajar, Wirangga, Nasaruddin (Author) https://creativecommons.org/licenses/by-sa/4.0
Analysis of Majaz Mursal on Meaning in the Interpretation of the Qur'an
This paper analyzes majaz mursal in relation to the interpretation of majaz in the Qur'an. Majaz is considered very important in interpreting the verses of the Qur'an. However, the existence of majaz has sparked much debate among scholars. The reason for this is that many scholars are considered to have exaggerated the use of majaz, thereby straying from the intended meaning of a verse. Zamaksyari is one of the scholars who is an expert in the study of balaghah, tafsir, and Arabic language. This study uses the library research method by referring to Zamaksyari's work, Tafsir al-Kasyaf, an interpretation of the Holy Qur'an, including the meaning of majaz mursal in interpreting and understanding Qur'anic verses. This paper focuses on Zamaksyari's thoughts in giving meaning to majaz mursal in the interpretation found in Surah Ghāfir [40]: 13, Surah an-Nisā' [4]: 92, Surah an-Nisā' [4]: 2, and Surah Yusuf [12]: 36.
Copyright (c) 2025 Aulia Fitri (Author) https://creativecommons.org/licenses/by-sa/4.0
The Effect of Using Quizalize on the Learning Outcomes of Maharah Qiraah at Madrasah ‘Aliyah
This study investigates the effect of using SECIL (Serial Cerita Islami Interaktif) media on improving the Arabic speaking skill (maharah kalam) of fifth-grade students at MIN 2 Tanah Datar. Arabic speaking competence is an essential language skill that supports students’ ability to communicate fluently, express ideas, and engage in meaningful interaction. However, many students still face challenges in mastering speaking skills due to conventional teaching methods and the lack of engaging media. To address this issue, the SECIL application, an Android-based Islamic storytelling medium, was implemented as an innovative tool to encourage active participation and provide contextual learning experiences. The research employed a quasi-experimental design involving two groups: an experimental group that used SECIL and a control group that learned through traditional methods. Data were collected through pre-tests, post-tests, observations, and interviews, and analyzed using statistical tests including normality, homogeneity, and independent sample t-tests. The findings revealed a significant difference in speaking performance between the experimental and control groups, with the experimental group achieving a higher average score. The results indicate that SECIL is effective in enhancing students’ Arabic speaking skills by increasing motivation, fluency, pronunciation accuracy, and confidence in communication. This study highlights the potential of digital interactive media as a valuable alternative for language learning at the madrasah ibtidaiyah level, especially in improving maharah kalam.
Copyright (c) 2025 Nurlaila, Fatimah Zahrah (Author) https://creativecommons.org/licenses/by-sa/4.0
The Effect of Using Secil Media to Improve Speaking Skills of Grade V Students at MIN 2 Tanah Datar
This study investigates the effect of using SECIL (Serial Cerita Islami Interaktif) media on improving the Arabic speaking skill (maharah kalam) of fifth-grade students at MIN 2 Tanah Datar. Arabic speaking competence is an essential language skill that supports students’ ability to communicate fluently, express ideas, and engage in meaningful interaction. However, many students still face challenges in mastering speaking skills due to conventional teaching methods and the lack of engaging media. To address this issue, the SECIL application, an Android-based Islamic storytelling medium, was implemented as an innovative tool to encourage active participation and provide contextual learning experiences. The research employed a quasi-experimental design involving two groups: an experimental group that used SECIL and a control group that learned through traditional methods. Data were collected through pre-tests, post-tests, observations, and interviews, and analyzed using statistical tests including normality, homogeneity, and independent sample t-tests. The findings revealed a significant difference in speaking performance between the experimental and control groups, with the experimental group achieving a higher average score. The results indicate that SECIL is effective in enhancing students’ Arabic speaking skills by increasing motivation, fluency, pronunciation accuracy, and confidence in communication. This study highlights the potential of digital interactive media as a valuable alternative for language learning at the madrasah ibtidaiyah level, especially in improving maharah kalam
Copyright (c) 2025 Khairil Azhar, Amelia (Author) https://creativecommons.org/licenses/by-sa/4.0
Emiotic Analysis of Jahiliyah Poetry: A Study on the Poems of Imru’ Al-Qais
This study aims to analyze Imru’ al-Qais’s Mu’allaqāt using the semiotic frameworks of Ferdinand de Saussure and Roland Barthes. Jahiliyah poetry functioned not only as an aesthetic expression but also as a cultural document that preserved the experiences, values, and worldview of pre-Islamic Arab society. This research employs a library-based qualitative descriptive-analytical method. The primary data are drawn from the poetic text of the Mu’allaqāt and its commentaries, while the secondary data come from books, journal articles, and other relevant academic sources. The analysis was carried out by identifying poetic symbols, interpreting their denotative meanings, and uncovering their connotative layers. The findings reveal that symbols such as al-aṭlāl (abandoned campsite), the camel, night, rain, as well as the imagery of love and women, represent longing, loss, endurance, hope, and the cultural vitality of Jahiliyah Arabs. This study highlights that Imru’ al-Qais’s poetry is significant not only as classical literary heritage but also as a medium for understanding cultural constructions and systems of thought in pre-Islamic society. The research further suggests the importance of integrating semiotic studies of classical Arabic literature into Indonesian academic contexts to enrich Arabic literary studies with critical and interdisciplinary perspectives.
Copyright (c) 2025 Muhammad Khaidar Barqi (Author) https://creativecommons.org/licenses/by-sa/4.0
This study examines the suboptimal use of digital technology in Arabic language learning in higher education, despite its significant potential. The primary objective is to analyze the technology used, its effectiveness, user perceptions, and supporting and inhibiting factors for its implementation. The method used was a meta-analysis of the literature review with a systematic approach and strict inclusion and exclusion criteria. Data were obtained from relevant previous studies and analyzed quantitatively and qualitatively. The results indicate that the effectiveness of technology is highly dependent on the readiness of institutions and users, not simply on the availability of devices. These findings emphasize the importance of a holistic approach and supporting policies in optimizing the role of digital technology in Arabic language learning in higher education
Copyright (c) 2025 Ruswandi Ruswandi, Selma Hachicha, Maher Khemiri, Leila Jaziri (Author) https://creativecommons.org/licenses/by-sa/4.0
Implementation of Collaborative Learning Method in Teaching Arabic Language in Junior High School 1 Situjuah Limo Nagari
This paper discusses the application of collaborative learning methods in teaching Arabic at Situjuah Limo Nagari 1 Junior High School, considering the low level of speaking skills (maharah kalam) and student understanding due to the dominance of conventional methods. The purpose of this study is to assess the effectiveness of collaborative methods and identify supporting factors and constraints. The method used in this study is descriptive qualitative, and data collection techniques include interviews, observation, and documentation. The primary data are two teachers, 30 students, the principal, and learning documents, while secondary data come from books, articles, and other related sources. The results show that collaborative methods increase student engagement and Arabic speaking skills (maharah kalam), despite challenges in managing group dynamics. This study emphasizes the importance of innovative collaborative learning to effectively build Arabic language competency at the junior high school level.
Copyright (c) 2025 Arnialis (Author) https://creativecommons.org/licenses/by-sa/4.0
Integration of Islamic Values in Arabic Language Learning Based on the Independent Curriculum at MAN 4 Tanah Datar
Arabic language instruction in madrasahs holds strategic potential for fostering students’ religious character. However, the integration of Islamic values into Arabic teaching based on the Merdeka Curriculum has not been fully carried out in a systematic and contextual manner. This study aims to describe the forms of Islamic value integration in Arabic instruction, analyze teachers’ strategies in connecting content with Islamic principles, identify implementation challenges and solutions, and evaluate the alignment between instructional planning and classroom practice. The research employed a qualitative case study approach, using in-depth interviews, classroom observations, and lesson plan documentation as data collection techniques. The participants were Arabic language teachers and the principal of MAN 4 Tanah Datar. The findings reveal that teachers tend to focus on linguistic aspects and have not yet comprehensively integrated Islamic values into instructional content. Moreover, instructional documents such as lesson plans do not fully reflect religiously nuanced teaching practices. These results highlight a gap between the ideal potential of Arabic instruction and its actual classroom implementation. Therefore, strengthening teachers’ pedagogical capacity and developing teaching materials that explicitly link Arabic language learning with Islamic character formation in line with the Merdeka Curriculum are urgently needed.
Arabic Language, Independent Curriculum, Islamic Values
Copyright (c) 2025 Rita Zahara Kamsir, Nour Ibrahim, Ahmed Hossam, Mona Abdallah (Author) https://creativecommons.org/licenses/by-sa/4.0
Implementation of Culture-Based Arabic Language Learning at MAN 3 Tanah Datar
This study examines the low effectiveness of Arabic language learning at MAN 3 Tanah Datar due to a non-contextual approach to students' culture. The purpose of this study was to describe the implementation of culture-based learning, identify the strategies and media used by teachers, and determine its impact on student motivation and understanding. This study used a descriptive qualitative method with interview, observation, and documentation techniques, involving teachers, students, and the principal of MAN 3 Tanah Datar. The results showed that although it has not yet become a formal policy, teachers have creatively integrated elements of local and Arabic culture into their learning. This approach has been proven to increase student participation and strengthen student mastery of the material. These findings emphasize the importance of cultural contextualization in Arabic language teaching at the secondary level.
Copyright (c) 2025 Rahmatia Safitri, Mariam Al-Jassim, Ahmed Al-Mansoori, Omar Al-Fahim (Author) https://creativecommons.org/licenses/by-sa/4.0
Challenges and Solutions in Evaluating the Arabic Language Learning Curriculum at MIN 1 Tanah Datar
This study addresses the problem of the suboptimal implementation of the Arabic language curriculum at Madrasah Ibtidaiyah Negeri 1 Tanah Datar, characterized by monotonous and less contextual learning methods. The main objective of this study is to evaluate the implementation of the curriculum, identify key challenges, and offer strategic solutions. The method used in this study is descriptive qualitative with interview, observation, and documentation techniques. Data were collected from teachers, madrasah principals, students, and madrasah supervisors. The results of this study indicate that there is a gap between curriculum design and classroom practice, influenced by minimal teacher training, limited teaching materials, and learning approaches that are not appropriate to the characteristics of Madrasah Ibtidaiyah students. This study recommends strengthening teacher capacity and developing contextual learning media to improve the effectiveness of Arabic language learning at Madrasah Ibtidaiyah Negeri 1 Tanah Datar.
Copyright (c) 2025 Meisil Yanda, Emine Yildiz, Murat Arslan, Samira Al-Khalil (Author) https://creativecommons.org/licenses/by-sa/4.0
A Literature Review of the Psychological Role of Arabic Language Teachers in Implementing Differentiated Learning in the Merdeka Curriculum
The Merdeka Curriculum marks a fundamental paradigm shift in Indonesian education, necessitating a transformation in the teacher's role from that of an instructor to a facilitator of learning. This transition carries profound psychological implications, particularly for Arabic language teachers who face the unique challenge of motivating non-native students. This article, a descriptive qualitative literature review, aims to analyze and synthesize the psychological roles of Arabic language teachers within the context of implementing differentiated learning as mandated by the Merdeka Curriculum. Grounded in the theoretical frameworks of Constructivism (Piaget & Vygotsky) and Humanistic Psychology (Carl Rogers), this study explores how teachers must evolve from mere transmitters of knowledge into architects of a psychologically safe learning environment. The analysis focuses on the psychological competencies required for teachers to facilitate students' knowledge construction, apply scaffolding within the Zone of Proximal Development (ZPD), and foster an empathetic, non-evaluative classroom climate to reduce language anxiety. The novelty of this research lies in its in-depth synthesis of the pedagogical demands of the Merdeka Curriculum with foundational theories of educational psychology, specifically applied to the context of teaching Arabic as a foreign language in Indonesia. The findings from this review indicate that the success of differentiated Arabic language instruction is critically dependent on the psychological readiness of teachers to adopt a new, student-centered identity as a facilitator.
Copyright (c) 2025 Mohamad Aris Murtadho (Author) https://creativecommons.org/licenses/by-sa/4.0
The Use of Technology in Early Childhood in Arabic Language Learning
This study discusses the use of technology among children offering benefits as well as risks; Excessive use can lead to sleep deprivation, mental health problems, and reduced social interaction. Teachers play a crucial role in encouraging language acquisition, encouraging creative teaching using technology while ensuring responsible use of gadgets. The research highlights the effective integration of gadgets in Arabic language learning, which shows increased engagement and digital skills among children. The methods used include qualitative descriptive research through observations and interviews that reveal how teachers adapt their approach to the digital age, emphasizing the importance of creating a fun and flexible learning experience. This research reveals that the proper use of gadgets can improve listening, speaking, reading, and writing skills in Arabic, while increasing children's interest in learning.
Copyright (c) 2025 Adam Mudinillah, Noor Al-Saud, Hamid Maulana (Author) https://creativecommons.org/licenses/by-sa/4.0
The Role of Arabic in Strengthening Cultural and Religious Identity
Arabic is a language that grows and develops in Arab countries, especially in the Middle East region. It is in essence the language of religion and the language of unity for Muslims around the world. It was in this language that the Qur'an, the holy book of Muslims, was revealed, and with it the Prophet Muhammad also carried out his duty of devotion to mankind. Therefore, in its development, Arabic was also named an international language by the United Nations on December 18, 1973 in recognition of its role and consistency as a language of culture and unity of the people. The coronation is also a sign that Arabic is also actively used as a regular communication medium in the association of nations at all levels. Therefore, Arabic cannot be separated from Islam, whose mission is to be a strength over the diversity of the ummah. In addition to being a life-regulation, it is also a guideline for modern civilization. This is seen vertically where the worship of a Muslim will not be valid if it is said other than in Arabic. And horizontally, Arabic becomes a language that has a noble diction of meaning and honors each other. Therefore, as long as the language becomes the obligatory language of a Muslim, it is undoubtedly its role as a unifying language and strengthening of brotherhood between individuals and groups.
Copyright (c) 2025 Nur Azizah, Mohammed Al-Harbi, Maxi Meliano (Author) https://creativecommons.org/licenses/by-sa/4.0
Problems and Solutions in Teaching Arabic as a Foreign Language
This study aims to identify the various challenges encountered in Arabic language learning and to propose effective solutions for addressing these issues. Employing a qualitative approach through a literature review methodology, this research gathers data from several scholarly journal articles that focus on Arabic language learning problems. The findings indicate that the difficulties learners face can be broadly categorized into two main types: linguistic and non-linguistic problems. Linguistic problems refer to obstacles related to the structure and use of the language itself. These include issues with phonetics (sound system), vocabulary acquisition, writing skills, morphology, syntax (grammar), and semantics. Each of these areas presents specific difficulties for learners, particularly for non-native speakers unfamiliar with the unique characteristics of Arabic. On the other hand, non-linguistic problems encompass external factors that indirectly influence the learning process. These include the learning environment, student motivation, teaching methods, teacher competence, time allocation for language learning, and the availability of learning facilities and infrastructure. Such factors can significantly impact a learner’s ability to engage with and absorb the language effectively. To address these challenges, the study suggests several key solutions. These include enhancing teacher qualifications and pedagogical skills, developing strategies to improve student comprehension, fostering intrinsic motivation among learners, and ensuring adequate provision of educational resources and infrastructure. Overall, the study emphasizes the need for a comprehensive, multifaceted approach to Arabic language education that considers both linguistic and contextual aspects to improve learning outcomes.
Copyright (c) 2025 Halimah Halimah, Ahmed Al-Fahad, Maratul Husna (Author) https://creativecommons.org/licenses/by-sa/4.0
Comparison of Arabic Learning Models in Mufradat Learning
This study investigated various models of Arabic language teaching, mainly focusing on vocabulary acquisition, an important component of language mastery. The study identified challenges learners face in acquiring vocabulary, which can hinder their overall linguistic competence and language proficiency. Using qualitative research methods, this literature review analyzes existing theories and practices in language education, emphasizing the need for innovative and technology-based teaching models. These findings underscore the importance of adapting teaching methodologies to engage students effectively, addressing shortcomings in current practice that often lack innovation and interaction. Among the strategies evaluated, Direct Methods and Communicative Language Teaching (CLT) emerged as an effective approach that emphasizes real-life communication and interaction, thereby encouraging speaking, listening, reading, and writing skills. In addition, game-based learning and the Total Physical Response (TPR) method have shown potential in improving vocabulary mastery through interactive and engaging activities. The paper concludes that diverse teaching models can significantly improve students' Arabic language skills and cultural understanding, which benefits educators and learners in their efforts to achieve linguistic fluency and understanding. The integration of these models in the educational framework promises to increase the effectiveness of Arabic language acquisition, which contributes to the broader field of language education.
Copyright (c) 2025 Yuri Choirotunnisa, Abdullah Al-Shammari, Nurhaliza Cania (Author) https://creativecommons.org/licenses/by-sa/4.0
Analysis of the Role and Development of Social Media in Improving Arabic Language Skills in the 5.0 Era
This study explores the increasingly prominent role of social media in the field of education, particularly in enhancing Arabic language skills. In recent years, the use of social media has emerged as a global phenomenon that significantly influences various aspects of daily life, including how languages are learned and taught. The objective of this research is to examine how social media can be utilized as an effective tool to support and improve Arabic language learning. A qualitative method was employed through a comprehensive literature review of scholarly sources and studies focusing on Arabic language acquisition via social media platforms. The findings of this study indicate that when used strategically and purposefully, social media can contribute positively to the development of the four essential language skills: listening, speaking, reading, and writing. Platforms such as YouTube, Instagram, Facebook, TikTok, and WhatsApp, among others, offer learners interactive and immersive environments where they can access authentic Arabic content, communicate with native speakers, and practice the language in real-time contexts. These tools help learners engage more actively and build both linguistic competence and cultural awareness. Furthermore, the study emphasizes the importance of integrating social media as a complementary medium alongside traditional classroom instruction. Educators are encouraged to design learning activities that incorporate social media to enhance student motivation, participation, and language exposure. In conclusion, the effective use of social media holds great potential to enrich Arabic language learning, making the process more dynamic, accessible, and aligned with the digital habits of today’s learners.
Copyright (c) 2025 Septika Rudiamon, Fatimah Al-Rashid, Sisri Wahyuni (Author) https://creativecommons.org/licenses/by-sa/4.0