Loghat Arabi : Jurnal Bahasa Arab dan Pendidikan Bahasa Arab
About the Journal Journal Title : Loghat Arabi: Jurnal Bahasa Arab dan Pendidikan Bahasa Arab Initial : Loghat Arabi ISSN : 2722-1180 (Print) | 2722-1199 (Online) Accredited : SINTA 3 (No: 10/C/C3/DT.05.00/2025) DOI Prefix : 10.36915 by Crossref Editor in Chief : Dr. H. Basri Mahmud, Lc., M.Th.I Managing Editor : Dr. Hamzah, S.S., M.Pd.I., S.BA., C.M.BA Publisher : Universitas Islam DDI AGH Abdurrahman Ambo Dalle Polewali Mandar, Sulawesi Barat Frequency : 3 issues per year (March, July & November) Citation Analysis : Garuda | Moraref | Sinta | Google Scholar | Index Copernicus Loghat Arabi: Jurnal Bahasa Arab dan Pendidikan Bahasa Arab, published three times a year in March, July, and November, is a multilingual, peer-reviewed journal specializing in Arabic Education and Literature. Established in June 2020, it is managed by the Arabic Department, Universitas Islam DDI AGH Abdurrahman Ambo Dalle Polewali Mandar, in partnership with IMLA Indonesia and PPJKBA Indonesia. Loghat Arabi is accredited SINTA 3 by Ministry of Education, Culture, Research and Technology Republic of Indonesia, no. SK: 10/C/C3/DT.05.00/2025 (21 March 2025) valid until December 2028. Each published article will have unique DOI number (Prefix: 10.36915). Journal Metrics Sinta Impact 1.71429 View SINTA 3 » Scopus Citedness 10 Citation Proof » Google Scholar 632 View Profile »
Universitas Islam DDI AGH Abdurrahman Ambo Dalle Polewali Mandar, Sulawesi Barat
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Pengembangan Instrumen Evaluasi Berbasis Higher Order Thinking Skills (HOTS) Dalam Pembelajaran Bahasa Arab Pada Kurikulum Merdeka Belajar di MA DDI Takkalasi/ Development of Evaluation Instrument Based on Higher Order Thinking Skills in Arabic Language Learning in the Independent Learning Curriculum at MA DDI Takkalasi
This study is motivated by the need for an evaluation instrument that aligns with the learning objectives of the Independent Learning Curriculum and the competency levels of grade XI students at MA DDI Takkalasi. This study aimed to develop a Higher Order Thinking Skills (HOTS)-based Arabic language evaluation instrument and examine its quality through validity, reliability, discriminating power, difficulty level, and distractor effectiveness tests. This research employed a Research and Development (R&D) approach by adapting the Borg and Gall model, consisting of needs analysis, planning, product development, testing, and revision stages. The results indicate that: (1) a HOTS-based Arabic evaluation instrument is highly needed because previous assessments were predominantly focused on Lower Order Thinking Skills (LOTS); (2) the developed prototype based on cognitive indicators C4, C5, and C6 with contextual stimuli was highly valid, with most I-CVI values ≥ 0.78 and S-CVI values ≥ 0.90; (3) field and final trials showed that multiple-choice and essay items were valid and reliable, with adequate to very good discriminating power, moderate difficulty levels, and effective distractors; and (4) the instrument demonstrated effectiveness through varied student scores and 58.3% learning completion, with high practicality from teachers (93%) and good student readability. Therefore, the developed HOTS-based evaluation instrument is feasible as a valid, reliable, effective, and practical assessment tool to support the implementation of the Merdeka Curriculum. Penelitian ini dilatarbelakangi oleh kebutuhan terhadap instrumen evaluasi yang selaras dengan tujuan pembelajaran Kurikulum Merdeka dan tingkat kompetensi peserta didik kelas XI MA DDI Takkalasi. Penelitian ini bertujuan untuk mengembangkan instrumen evaluasi bahasa Arab berbasis Higher Order Thinking Skills (HOTS) serta menguji kualitasnya melalui uji validitas, reliabilitas, daya pembeda, tingkat kesukaran, dan efektivitas pengecoh. Penelitian ini menggunakan pendekatan Research and Development (R&D) dengan mengadaptasi model Borg and Gall yang meliputi tahap analisis kebutuhan, perencanaan, pengembangan produk, pengujian, dan revisi. Hasil penelitian menunjukkan bahwa: (1) instrumen evaluasi bahasa Arab berbasis HOTS sangat dibutuhkan karena instrumen sebelumnya masih didominasi oleh kemampuan berpikir tingkat rendah (LOTS); (2) prototipe instrumen HOTS yang dikembangkan berdasarkan indikator kognitif C4, C5, dan C6 dengan stimulus kontekstual dinyatakan sangat valid, dengan sebagian besar nilai I-CVI ≥ 0,78 dan nilai S-CVI seluruh aspek ≥ 0,90; (3) hasil uji coba lapangan dan uji akhir menunjukkan bahwa seluruh butir pilihan ganda dan esai valid dan reliabel, memiliki daya pembeda yang cukup hingga sangat baik, tingkat kesukaran dominan sedang, serta fungsi pengecoh yang efektif; dan (4) instrumen terbukti efektif melalui variasi skor peserta didik dan tingkat ketuntasan belajar sebesar 58,3%, serta sangat praktis dengan tingkat kepraktisan guru sebesar 93% dan keterbacaan peserta didik dalam kategori baik hingga sangat baik. Dengan demikian, instrumen evaluasi berbasis HOTS yang dikembangkan layak digunakan sebagai alat ukur yang valid, reliabel, efektif, dan praktis untuk mendukung implementasi asesmen dalam Kurikulum Merdeka.
Copyright (c) 2026 Najmalia Fitra, Herdah Herdah, Kaharuddin Kaharuddin, Saepudin Saepudin, Darmawati Darmawati https://creativecommons.org/licenses/by-sa/4.0
Tahlil al-Asas al-Mafahimiy li Kitab “Al-Arabiyyah al-Muyassarah li Fahmi al-Qur’an wa al-Sunnah” wa al-Tathbiq alaih fi Madrasah Sunan Ampel al-Mutawassithah wa Madrasah Darul Qur’an al-Mutawassithah / Analysis of the Conceptual Basis of the Book “Al-Arabiyyah al-Muyassarah li Fahmi al-Qur’an wa al-Sunnah” and Its Implementation at Sunan Ampel Junior High Schools and Darul Qur’an Junior High Schools
Teaching Arabic at the SMP level faces various practical challenges, including its status as a local subject, the diverse backgrounds of students, and limited instructional time. This study analyzes the conceptual framework of the book Al-ʿArabiyyah al-Muyassarah li Fahm al-Qurʾān wa al-Sunnah by Prof. Dr. Nurul Murtadho (2025) and describes its implementation in SMP, specifically SMP Sunan Ampel Mojokerto and SMP Darul Quran Singosari. A descriptive qualitative approach was used, with data collected through interviews, classroom observations, and a study of teaching documents (RPP); with research participants consisting of 22 eighth-grade students at SMP Sunan Ampel, who already possess Arabic reading and writing skills and come from a public school background; and 22 seventh-nineth grade students at SMP Darul Quran Junior, who come from an Islamic boarding school background. The textbook consists of six lessons with periodic review units and is based on the Lexical Approach, repetitive exercises, teacher modeling, pair conversations, integrated teaching of the four skills, limited graded morphology, and the use of flashcards to support oral practice. Its implementation in two junior high schools with different institutional contexts yielded positive responses from both teachers and students. This study concludes that the textbook is pedagogically coherent, aligned with the characteristics of junior high school students as beginner learners of Arabic, and effective as a teaching resource for the local-content Arabic course in SMP. يواجه تدريس اللغة العربية في المرحلة المتوسطة العديد من التحديات العملية، بما في ذلك وضعها كمادة محلية، وتنوع خلفيات الطلاب، ومحدودية الوقت المخصص للتدريس. تحلل هذه الدراسة الإطار المفاهيمي لكتاب العربية الميسرة لفهم القرآن والسنة لنور المرتضى (2025)، وتصف تطبيقه في المدارس المتوسطة (SMP)، وتحديدا في مدرسة سونان أمبيل المتوسطة بماجاكرطا ومدرسة دار القرآن المتوسطة بسنجاساري. وقد استخدم نهج وصفي نوعي، حيث تم جمع البيانات من خلال المقابلات والملاحظات الصفية ودراسة وثائق التدريس (RPP)؛ وشمل المشاركون في البحث 22 طالبا من الصف الثامن في مدرسة سونان أمبيل المتوسطة، الذين يمتلكون بالفعل مهارات القراءة والكتابة باللغة العربية وينتمون إلى مدارس عامة؛ و22 طالبا من الصفوف من السابع إلى التاسع في مدرسة دار القرآن المتوسطة، الذين ينتمون إلى مدارس معهدية. يتألف الكتاب من ستة دروس مع وحدات مراجعة دورية، ويستند إلى النهج المعجمي، والتمارين المتكررة، والنمذجة من قبل المعلم، والمحادثات الثنائية، والتدريس المتكامل للمهارات الأربع، وعلم الصرف المتدرج المحدود، واستخدام البطاقات الومضية لدعم الممارسة الكلام. وقد أسفر تطبيقه في مدرستين إعداديتين ذات سياقات مؤسسية مختلفة عن ردود فعل إيجابية من كل من المعلمين والطلاب. تخلص هذه الدراسة إلى أن الكتاب المدرسي يتسم بالاتساق التربوي، ويتوافق مع خصائص طلاب المرحلة المتوسطة باعتبارهم متعلمين مبتدئين للغة العربية، كما أنه فعال كمورد تعليمي لمقرر اللغة العربية ذي المحتوى المحلي في المرحلة المتوسطة.
Copyright (c) 2026 Isro'atul Choliliyah, Ibnu Samsul Huda, Moch. Wahib Dariyadi, Heba Tawfiqie Abu Eyadah https://creativecommons.org/licenses/by-sa/4.0
Linguistic Interference between Arabic and Indonesian in Daily Conversations: A Field Study on the Female Students of Ma'had Aisyah, Bogor
This study investigates the phenomenon of linguistic interference between Arabic and Indonesian in the daily conversations of students at Ma’had Aisyah binti Abi Bakr, Bogor. Using a qualitative field approach, data were collected through observation, interviews, and documentation of real-life dialogue. The findings reveal four types of interference: lexical, syntactic, phonological, and pragmatic. Lexical interference includes Indonesian vocabulary inserted into Arabic sentences; syntactic interference involves sentence patterns influenced by Indonesian structure; phonological interference appears in the mispronunciation of Arabic phonemes; and pragmatic interference includes the use of Indonesian discourse particles such as dong, loh, and nih in Arabic utterances. The causes of these interferences include the dominance of the mother tongue, limited mastery of Arabic, and social-affective factors. These interferences are not merely errors but reflect communication strategies in a bilingual learning context. The study recommends pedagogical responses that integrate communicative and language-awareness-based Arabic teaching to minimize negative interference and promote more effective language acquisition.
Copyright (c) 2026 Motea Naji Dabwan Hezam, Dadan Mardani, Mahmud Mahmud, Rohanda Rohanda https://creativecommons.org/licenses/by-sa/4.0
Analisis Pemikiran Linguistik Pedagogis Dr. V. Abdurrahim dalam Penyusunan Kitab Durus al-Lughah al-’Arabiyyah dan Implikasinya terhadap Pembelajaran Bahasa Arab / An Analysis of Dr. V. Abdurrahim’s Pedagogical Linguistic Thought in the Compilation of the Durus al-Lughah al-’Arabiyyah Textbook and Its Implications for Arabic Language Learning
This study aims to analyze the pedagogical linguistic thought of Dr. V. Abdurrahim underlying the compilation of Durus al-Lughah al-’Arabiyyah and to examine its implications for teaching Arabic to non-native speakers. Employing a qualitative approach with content analysis, this research investigates the structure of instructional materials, the presentation of linguistic rules, and the types of exercises found in Durus al-Lughah al-’Arabiyyah. The findings reveal that Dr. V. Abdurrahim’s linguistic thought reflects applied linguistic principles characterized by a communicative orientation, a gradual progression from simple to complex structures, and an integration of grammatical competence with language skills. These results indicate that Durus al-Lughah al-’Arabiyyah functions not merely as a practical textbook but also as a pedagogically grounded representation of applied linguistics in Arabic language teaching. This study contributes to the scholarly discourse on linguistic thought in Arabic pedagogy and offers conceptual insights for the development of communicative and contextual Arabic teaching materials. Penelitian ini bertujuan untuk menganalisis pemikiran linguistic pedagogis Dr. V. Abdurrahim yang melandasi penyusunan kitab Durus al-Lughah al-’Arabiyyah serta mengkaji implikasinya terhadap pembelajaran bahasa Arab bagi penutur non-native. Penelitian ini menggunakan pendekatan kualitatif dengan metode analisis isi (content analysis) terhadap struktur materi, penyajian kaidah bahasa, dan bentuk latihan dalam kitab Durus al-Lughah al-’Arabiyyah. Hasil penelitian menunjukkan bahwa pemikiran linguistik Dr. V. Abdurrahim mencerminkan prinsip linguistik terapan yang menekankan pendekatan komunikatif, gradasi struktural dari bentuk sederhana ke kompleks, serta integrasi antara penguasaan struktur bahasa dan keterampilan berbahasa. Temuan ini menunjukkan bahwa Durus al-Lughah al-’Arabiyyah tidak hanya berfungsi sebagai bahan ajar praktis, tetapi juga merepresentasikan kerangka linguistik pedagogis yang relevan dengan kebutuhan pembelajaran bahasa Arab modern. Penelitian ini berkontribusi dalam memperkaya kajian pemikiran tokoh dalam pengajaran bahasa Arab serta memberikan landasan konseptual bagi pengembangan bahan ajar bahasa Arab yang lebih komunikatif dan kontekstual.
Copyright (c) 2026 Andi Nanda Anisa, Haniah Haniah, Amrah Kasim, Hamzah Hamzah https://creativecommons.org/licenses/by-sa/4.0
Roblox as a Creative Learning Medium for Developing Maharah al-Kalam within an Outcome-Based Education Framework / Roblox sebagai Media Pembelajaran Kreatif untuk Mengembangkan Maharah al-Kalam dalam Kerangka Outcome-Based Education
Outcome-Based Education (OBE) requires Arabic language instruction in higher education to emphasize authentic performance and learner-centred learning. This study describes the use of Roblox as a creative learning medium for maharah al-kalam instruction within an OBE framework at Universitas Muhammadiyah Surabaya. A qualitative descriptive approach was employed involving 40 undergraduate students. Data were collected through classroom observations, documentation of digital learning projects, and students' written reflections, and analyzed using the interactive model of Miles, Huberman, and Saldana. The findings show that Roblox created an authentic communicative environment in which students collaboratively designed virtual contexts, developed Arabic dialogues, and produced multimodal speaking performances through avatar interaction and voice dubbing. The study provides qualitative evidence of the pedagogical potential of Roblox to support contextual, project-based maharah al-kalam learning aligned with OBE principles in higher education. Outcome-Based Education (OBE) menuntut pembelajaran bahasa Arab di perguruan tinggi berorientasi pada capaian kinerja autentik dan pembelajaran yang berpusat pada mahasiswa. Penelitian ini bertujuan mendeskripsikan pemanfaatan Roblox sebagai media pembelajaran kreatif dalam pembelajaran maharah al-kalam berbasis OBE di Universitas Muhammadiyah Surabaya. Penelitian menggunakan pendekatan deskriptif kualitatif dengan melibatkan 40 mahasiswa. Data dikumpulkan melalui observasi pembelajaran, dokumentasi proyek pembelajaran digital, dan refleksi tertulis mahasiswa, kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldana. Hasil penelitian menunjukkan bahwa Roblox menciptakan lingkungan komunikasi yang autentik, di mana mahasiswa secara kolaboratif merancang konteks virtual, menyusun dialog bahasa Arab, dan menghasilkan performa berbicara multimodal melalui interaksi avatar dan voice dubbing. Temuan penelitian memberikan bukti kualitatif mengenai potensi pedagogis Roblox dalam mendukung pembelajaran maharah al-kalam yang kontekstual, berbasis proyek, dan selaras dengan prinsip Outcome-Based Education.
Copyright (c) 2026 Kiki Cahya Muslimah, Khambali Khambali, Lilis Suaibah https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of the Student Teams Achievement Divisions (STAD) Cooperative Learning Model in Improving Students’ Arabic Writing Skills / Efektivitas Model Pembelajaran Kooperatif Student Teams Achievement Divisions (STAD) dalam Meningkatkan Keterampilan Menulis Bahasa Arab Siswa
This study aimed to examine the effectiveness of the Student Teams Achievement Divisions (STAD) cooperative learning model in improving students’ structured Arabic writing skills at Madrasah Aliyah Al-Khoiriyah Malang. This study employed a quantitative approach with a quasi-experimental, non-equivalent control group design. The participants consisted of 52 tenth-grade students divided into an experimental group (n = 27) and a control group (n = 25). The experimental group received instruction through the STAD model, whereas the control group received conventional instruction. Data were collected through pre-tests, post-tests, observation, and documentation. Students’ Arabic writing performance was assessed based on vocabulary selection, sentence construction, grammatical accuracy, spelling, organization, and neatness. The results showed that the mean score of the experimental group increased from 56.11 in the pre-test to 78.07 in the post-test, whereas the control group increased from 54.80 to 55.84. The mean N-Gain score was 0.51 for the experimental group, categorized as moderate, and 0.02 for the control group, categorized as low. The independent-samples test showed a statistically significant difference in post-test scores between the two groups (p < 0.001), while the Welch test also showed a significant difference in N-Gain scores (p < 0.001). These findings indicate that the STAD model produced significantly greater improvement in students structured Arabic writing performance than conventional instruction under the conditions of this quasi-experimental study. The findings suggest that STAD can support Arabic writing instruction through peer interaction, collaborative practice, individual accountability, and structured feedback. Penelitian ini bertujuan untuk menguji efektivitas model pembelajaran kooperatif Student Teams Achievement Divisions (STAD) dalam meningkatkan keterampilan menulis terstruktur bahasa Arab siswa di Madrasah Aliyah Al-Khoiriyah Malang. Penelitian ini menggunakan pendekatan kuantitatif dengan desain kuasi-eksperimental non-equivalent control group. Partisipan penelitian berjumlah 52 siswa kelas X yang terdiri atas kelompok eksperimen sebanyak 27 siswa dan kelompok kontrol sebanyak 25 siswa. Kelompok eksperimen memperoleh pembelajaran dengan model STAD, sedangkan kelompok kontrol memperoleh pembelajaran konvensional. Data dikumpulkan melalui pre-test, post-test, observasi, dan dokumentasi. Keterampilan menulis bahasa Arab dinilai berdasarkan pemilihan kosakata, konstruksi kalimat, ketepatan tata bahasa, ejaan, organisasi, dan kerapian. Hasil penelitian menunjukkan bahwa rata-rata skor kelompok eksperimen meningkat dari 56,11 pada pre-test menjadi 78,07 pada post-test, sedangkan kelompok kontrol meningkat dari 54,80 menjadi 55,84. Nilai rata-rata N-Gain kelompok eksperimen sebesar 0,51 dengan kategori sedang, sedangkan kelompok kontrol sebesar 0,02 dengan kategori rendah. Hasil uji beda menunjukkan adanya perbedaan yang signifikan secara statistik pada skor post-test antara kedua kelompok (p < 0,001). Uji Welch juga menunjukkan adanya perbedaan yang signifikan pada skor N-Gain (p < 0,001). Temuan ini menunjukkan bahwa model STAD menghasilkan peningkatan keterampilan menulis terstruktur bahasa Arab yang secara signifikan lebih besar dibandingkan pembelajaran konvensional dalam kondisi penelitian kuasi-eksperimental ini. Temuan tersebut menunjukkan bahwa STAD dapat mendukung pembelajaran menulis bahasa Arab melalui interaksi teman sebaya, latihan kolaboratif, tanggung jawab individual, dan umpan balik yang terstruktur.
Copyright (c) 2026 Muhammad Fikri Aziz, R. Taufiqurrochman R. Taufiqurrochman, Nur Hasaniyah https://creativecommons.org/licenses/by-sa/4.0
Orientasi Kritik Sastra Mahmud Sami al-Barudi dan Ahmad Syauqy dalam Transformasi Sastra Arab Modern: Kajian Teoretis Periode Ihya’ dan Tathwir / The Orientation of Literary Criticism of Mahmud Sami al-Barudi and Ahmad Syauqy in the Transformation of Modern Arabic Literature: A Theoretical Study of the Ihya’ and Tathwir Periods
This study compares the literary criticism of Maḥmūd Sāmī al-Bārūdī and Aḥmad Shawqī as prominent figures of modern Arabic literature during the phases of Ihya’ and Tathwir. It employs library research with a qualitative descriptive method, using Arab neoclassical theory, the concepts of taqlīd and tajdīd, and a literary-historical approach. The findings show that both writers criticized the decline of Arabic literature and regarded the classical tradition as the foundation of literary revival. However, al-Bārūdī emphasized the restoration of classical language, poetic form, and traditional aesthetics, reflecting a stronger tendency toward taqlīd. In contrast, Shawqī combined classical principles with tajdīd through new themes, social concerns, and modern genres, particularly poetic drama. Thus, al-Bārūdī represents literary revival through classical imitation, whereas Shawqī demonstrates a more balanced integration of tradition and renewal. Studi ini membandingkan kritik sastra Maḥmūd Sāmī al-Bārūdī dan Aḥmad Shawqī sebagai tokoh-tokoh terkemuka sastra Arab modern selama fase Ihya' dan Tathwir. Ini menggunakan penelitian perpustakaan dengan metode deskriptif kualitatif, menggunakan teori neoklasik Arab, konsep taqlid dan tajdid, dan pendekatan sastra-sejarah. Temuan menunjukkan bahwa kedua penulis mengkritik kemunduran sastra Arab dan menganggap tradisi klasik sebagai dasar kebangkitan sastra. Namun, al-Bārūdī menekankan restorasi bahasa klasik, bentuk puitis, dan estetika tradisional, yang mencerminkan kecenderungan yang lebih kuat terhadap taqlīd. Sebaliknya, Shawqī menggabungkan prinsip-prinsip klasik dengan tajdīd melalui tema-tema baru, masalah sosial, dan genre modern, terutama drama puitis. Dengan demikian, al-Bārūdī mewakili kebangkitan sastra melalui peniruan klasik, sedangkan Shawqī menunjukkan integrasi tradisi dan pembaruan yang lebih seimbang.
Copyright (c) 2026 Rahmat R., Haniah Haniah, Husnah Z https://creativecommons.org/licenses/by-sa/4.0
Penerjemahan Partikel “Min” dalam Kitab Al-Barzanji: Kajian Nahwu dan Kesepadanan Terjemah Arab – Indonesia / The Translation of the Particle “Min” in the Book of Al-Barzanji: A Study of Grammar and Translation Equivalence Arabic – Indonesian
This study examines the issue of the particle min (من) in the translation of classical religious texts. Translators often interpret this particle simply as “from,” thereby failing to convey the complexity of its semantic function. This study aims to identify the various nahwu functions of the particle min (من) in the al-barzanji text and analyze its implications for translation strategies and techniques into Indonesian. This study uses a descriptive qualitative approach with content analysis methods. The researcher collected all data on the occurrence of the particle min (من) in the text. then grouped it based on its grammatical function. The researcher analyzed the data referring to classical nahwu theory, Eugene Nida's equivalence theory, and the translation techniques proposed by Molina and Hurtado Albir. The results of the study show that the particle min represents five main functions, namely ibtidā’ al-ghāyah, tab‘īḍ, bayān al-jins, ta‘līl, and zā’idah. In translation practice, translators use literal, modulation, amplification, reduction, and common equivalent techniques with a tendency to move between formal equivalence and dynamic equivalence. Penelitian ini mengkaji persoalan partikel min (من) dalam penerjemahan teks religius klasik. Penerjemah sering memaknai partikel tersebut secara tunggal sebagai “dari”, sehingga kompleksitas fungsi semantisnya menjadi kurang tergambar. Penelitian ini bertujuan untuk mengidentifikasi ragam fungsi nahwu partikel min (من) dalam teks al-barzanji serta menganalisis implikasinya terhadap strategi dan teknik penerjemahannya ke dalam bahasa Indonesia. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan metode analisis isi. Peneliti mengumpulkan seluruh data kemunculan partikel min (من) dalam teks, kemudian mengelompokkannya berdasarkan fungsi gramatikal. Peneliti menganalisis data tersebut dengan merujuk pada teori nahwu klasik, teori kesepadanan Eugene Nida, serta teknik penerjemahan yang dikemukakan oleh Molina dan Hurtado Albir. Hasil penelitian menunjukkan bahwa partikel min merepresentasikan lima fungsi utama, yaitu ibtidā’ al-ghāyah, tab‘īḍ, bayān al-jins, ta‘līl, dan zā’idah. Dalam praktik penerjemahan, penerjemah menggunakan teknik literal, modulasi, amplifikasi, reduksi, dan padanan lazim dengan kecenderungan bergerak antara kesepadanan formal dan kesepadanan dinamis.
Copyright (c) 2026 Ovi Siti Nuropikoh, Akmaliyah Akmaliyah, Wildan Taufiq https://creativecommons.org/licenses/by-sa/4.0
Al-Fahmu al-Lughawiy li Ahadits al-Bid’ah: Dirasah Tahliliyah li Tsalatsah Ahadits Nabawiyah / Linguistic Understanding of Bid'ah Hadiths: An Analytical Study of Three Prophetic Hadiths
This study starts from the problem of expanding the understanding of the hadiths contained in bid'ah based on the literal reading of some of its words, without taking into account the field of discourse, the semantic context, the deliberative structure, and the rhetorical style. It aims to analyze three hadiths of the Prophet, namely: "Every innovation is misguided", "Whoever introduces to us what is not from it is a response", and "Whoever does an action that is not in accordance with our command is a response", in order to reveal the specific linguistic controls of the concept of the rejection innovation. The study adopted a qualitative approach based on text analysis, benefiting from semantic, deliberative, and rhetorical analysis, with reference to Arabic dictionaries, hadith commentaries, grammar and rhetoric books. The results showed that the word "all" benefits the general public within the scope of the context and is not correct to separate it from the clues contained in the hadiths. It was also found that the phrases "not from him" and "not on us" make non-adherence to the principles of Sharia and disagreement with its approach a criterion for response. The conditional sentence performs a warning and normative function, while the expression of the infinitive in saying "it is a response" reveals the exaggeration of judgment of a work that has no origin. The addition of the study is to build an integrated reading that combines the semantic, deliberative, and rhetorical levels, and it shows that the object of rejection is not absolute renewal, but rather religious events that are contrary to the legal principles. تنطلق هذه الدراسة من مشكلة التوسع في فهم الأحاديث الواردة في البدعة اعتمادًا على القراءة الحرفية لبعض ألفاظها، من غير مراعاة مجال الخطاب والسياق الدلالي والبنية التداولية والأسلوب البلاغي. وتهدف إلى تحليل ثلاثة أحاديث نبوية، هي: «كل بدعة ضلالة»، و«من أحدث في أمرنا هذا ما ليس منه فهو رد»، و«من عمل عملًا ليس عليه أمرنا فهو رد»، للكشف عن الضوابط اللغوية المحددة لمفهوم البدعة المردودة. اعتمدت الدراسة المنهج النوعي القائم على تحليل النص، مستفيدة من التحليل الدلالي والتداولي والبلاغي، مع الرجوع إلى المعاجم العربية وشروح الحديث وكتب النحو والبلاغة. وأظهرت النتائج أن لفظ «كل» يفيد العموم في نطاق المجال الذي يحدده السياق، ولا يصح فصله عن القرائن الواردة في مجموع الأحاديث. كما تبين أن عبارتي «ليس منه» و«ليس عليه أمرنا» تجعلان عدم الانتساب إلى أصول الشريعة وعدم الموافقة لمنهجها معيارًا للرد. وتؤدي الجملة الشرطية وظيفة تحذيرية ومعيارية، في حين يكشف التعبير بالمصدر في قوله «فهو رد» عن المبالغة في الحكم على العمل الذي لا أصل له. وتتمثل إضافة الدراسة في بناء قراءة تكاملية تجمع بين المستويات الدلالية والتداولية والبلاغية، وتبين أن محل الرفض ليس مطلق التجديد، وإنما الإحداث الديني المخالف للأصول الشرعية.
Copyright (c) 2026 Aksa Muhammad Nawawi, Han Han Ulumudin Ismail, Sultan Ahmad Syafe'i, Nun Athirah Syamil https://creativecommons.org/licenses/by-sa/4.0
Students’ Perceptions of Smartphone-Based AI Tools in Arabic Vocabulary Learning: Evidence from Universiti Sains Islam Malaysia / Persepsi Mahasiswa Terhadap Penggunaan Alat AI Berbasis Smartphone dalam Pembelajaran Kosakata Bahasa Arab: Bukti dari Universiti Sains Islam Malaysia
This research aims to: (1) analyze the perceptions of Arabic language students at USIM, specifically at FPBU, regarding the use of AI tools on smartphones for learning Arabic vocabulary, and (2) provide an empirical depiction of FPBU Arabic language students in improving vocabulary through AI applications. The study employs a quantitative method, using a survey approach with questionnaire instruments to analyze FPBU Arabic students at USIM related to the use of AI tools via smartphones. The instrument was validated by a USIM lecturer, Yuslina Mohamed. A quantitative approach was conducted with 70 Arabic students from FPBU USIM who actively used smartphones in their teaching and learning processes, selected through purposive sampling techniques. The quantitative data were analyzed using IBM SPSS Statistics 27, employing descriptive analysis, instrument validity tests (validity and reliability), and hypothesis tests (Pearson correlation). The findings indicate a significant relationship between AI tool usage and students’ perceived vocabulary improvement. Pearson's correlation test showed a positive and significant relationship between AI tool applications on smartphones and the enhancement of Arabic vocabulary (r = 0.846, p < 0.001). These findings suggest that Arabic AI tools are effective in improving vocabulary, memory retention, and confidence, aligning with current literature in digital Arabic language learning. Penelitian ini bertujuan untuk; (1) menganalisis persepsi pelajar bahasa Arab di USIM khususnya di FPBU mengenai penggunaan AI tools di smartphone untuk pembelajaran kosakata Arab, (2) menyajikan gambaran empiris mengenai penilaian dan pengalaman pelajar bahasa Arab FPBU dalam peningkatan kosakata Arab melalui aplikasi AI. Penelitian ini menggunaakan metode kuantitatif, yaitu pendekatan survei menggunakan instrumen kuisioner untuk menganalisis persepsi pelajar Bahasa Arab FPBU di USIM) terkait penggunaan AI tools melalui smartphone. Instrumen dalam penelitian ini sudah divaliditas langsung oleh dosen dari USIM yaitu Yuslina Mohamed. Pendekatan kuantitatif dilakukan terhadap 70 pelajar bahasa Arab FBPU USIM yang aktif menggunakan smartphone dalam pengajaran dan pembelajaran, dipilih menggunakan teknik purposive sampling. Data kuantitatif di analisis menggunakan IBM SPSS Statistic 27 melalui analisis deskriptif, uji kevalidan instrumen (validitas dan reabilitas) serta uji hipotesis (korelasi Pearson). Hasil analisis menunjukkan bahwa penggunaan aplikasi bahasa Arab yang rutin dan moderat berdampak signifikan pada peningkatan kosakata Arab. Berdasarkan uji korelasi Pearson, ditemukan hubungan positif dan signifikan penggunaan aplikasi AI tools di smartphone dan peningkatan kosakata Arab (r = 0,846, p < 0,001). Temuan ini menunjukkan bahwa penggunaan aplikasi AI tools Arab efektif dalam peningkatan kosakata, kemudahan mengingat, dan kepercayaan diri berbahasa Arab, sesuai dengan literatur terbaru di bidang pembelajaran bahasa Arab digital.
Copyright (c) 2026 Tiara Febrianti, Talqis Nurdianto, Yuslina Mohamed https://creativecommons.org/licenses/by-sa/4.0
Implementasi Pendekatan Fun Learning dalam Pembelajaran Bahasa Arab melalui Program Perkampungan Bahasa Arab / Implementation of the Fun Learning Approach in Arabic Language Teaching through the Arabic Language Village Programme
This study aims to analyse the implementation of the fun learning approach in Arabic language teaching through the Arabic Language Village Programme for first-year students of the Arabic Education Department at IAIN Parepare. Employing a descriptive qualitative approach, the study involved the Head of the Arabic Education Department, programme organisers, instructors, and student participants as research informants. Data were collected through observations, in-depth interviews, and documentation, and were analysed using an interactive analysis model consisting of data condensation, data display, and conclusion drawing and verification. The findings indicate that the implementation of fun learning is carried out through four interrelated stages: programme objectives, programme preparation, learning implementation, and programme evaluation. These stages form an integrated learning system that combines an Arabic language environment (bi'ah lughawiyyah) with various interactive learning activities, including language games, muḥādathah (conversation practice), Arabic songs, mufradāt (vocabulary enrichment), group discussions, and collaborative learning. This integration creates an active, communicative, participatory, and student-centred learning experience, contributing to the enhancement of students’ learning motivation, communicative competence, and self-confidence in using Arabic. This study proposes a conceptual implementation model of fun learning through the Arabic Language Village Programme as a practical and pedagogical framework that may serve as a reference for higher education institutions seeking to develop Arabic language instruction based on an immersive Arabic language environment (bi'ah lughawiyyah). Penelitian ini bertujuan untuk menganalisis implementasi pendekatan fun learning dalam pembelajaran bahasa Arab melalui Program Perkampungan Bahasa Arab bagi mahasiswa baru Program Studi Pendidikan Bahasa Arab IAIN Parepare. Penelitian menggunakan pendekatan kualitatif deskriptif dengan melibatkan Ketua Program Studi Pendidikan Bahasa Arab, panitia pelaksana, instruktur, dan mahasiswa peserta sebagai informan penelitian. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi, kemudian dianalisis menggunakan model analisis interaktif yang meliputi kondensasi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Hasil penelitian menunjukkan bahwa implementasi fun learning dilaksanakan melalui empat tahapan yang saling terintegrasi, yaitu penetapan tujuan program, tahap persiapan, pelaksanaan pembelajaran, dan evaluasi. Keempat tahapan tersebut membentuk suatu sistem pembelajaran yang mengintegrasikan lingkungan berbahasa Arab (bi'ah lughawiyyah) dengan berbagai aktivitas pembelajaran interaktif, seperti permainan bahasa, muḥādatsah, lagu, pengayaan mufradāt, diskusi kelompok, dan pembelajaran kolaboratif. Integrasi tersebut menciptakan pengalaman belajar yang aktif, komunikatif, partisipatif, dan berpusat pada mahasiswa, sehingga berkontribusi terhadap peningkatan motivasi belajar, keterampilan berkomunikasi, serta kepercayaan diri mahasiswa dalam menggunakan bahasa Arab. Penelitian ini menawarkan model implementasi fun learning berbasis Program Perkampungan Bahasa Arab sebagai kontribusi konseptual yang dapat dijadikan acuan dalam pengembangan pembelajaran bahasa Arab berbasis lingkungan bahasa (bi'ah lughawiyyah) di perguruan tinggi.
Copyright (c) 2026 Kaharuddin Kaharuddin, Hamzah Hamzah, Muh. Irwan, Ali Rahman, Ratni Bt Hj Bahri https://creativecommons.org/licenses/by-sa/4.0
Idarah al-Bi’ah al-Lughawiyah al-Arabiyah ‘Abra al-Taqyim al-Mutaqamil: Dirasah Halah li Hukumah al-Bi’ah al-Lughawiyah fi Mahad Islami bi Indonesia / Managing Arabic Language Environment through Integrated Assessment: A Case Study of Institutional Language Governance in an Indonesian Islamic Boarding School
This study examines the management of the Arabic language environment and the implementation of an integrated assessment system at Ma’had At-Tibyan to enhance students’ communication skills. Employing a qualitative descriptive-analytical approach, data were collected through participatory observation, semi-structured interviews, and analysis of official documents, focusing on academic and extracurricular activities, institutional policies, and the application of assessment tools including direct observation, portfolios, practical tests, and peer feedback. Findings indicate that systematic management of the Arabic language environment comprising daily supervision, documentation of language violations, continuous reminders, structured disciplinary measures, and student participation as monitors, creates a consistent Arabic language culture, improves linguistic discipline, and strengthens speaking skills, self-confidence, and collective responsibility. The study provides a practical and conceptual framework for institutions seeking to integrate language environment management with comprehensive assessment, offering strategies to foster sustainable language use and communicative competence in Islamic educational settings. تستعرض هذه الدراسة إدارة البيئة اللغوية العربية وتطبيق نظام التقييم المتكامل في معهد التبيان بهدف تعزيز مهارات الاتصال لدى الطلاب. وقد اعتمد البحث على المنهج الوصفي التحليلي النوعي، حيث جُمعت البيانات من خلال الملاحظة المشاركة، والمقابلات شبه المنظمة، وتحليل الوثائق الرسمية، مع التركيز على الأنشطة الأكاديمية واللاصفية، والسياسات المؤسسية، وتطبيق أدوات التقييم بما في ذلك الملاحظة المباشرة، والمحافظ التعليمية، والاختبارات العملية، والتغذية الراجعة بين الأقران. أظهرت النتائج أن الإدارة المنهجية للبيئة اللغوية، بما يشمل الإشراف اليومي، وتوثيق المخالفات اللغوية، والتذكير المستمر، وتطبيق العقوبات التربوية المنظمة، وإشراك الطلاب كمراقبين، تُسهم في ترسيخ ثقافة استخدام اللغة العربية بشكل مستمر، وتعزيز الانضباط اللغوي، وتنمية مهارات التحدث، والثقة بالنفس، والمسؤولية الجماعية. توفر الدراسة إطارًا مفاهيميًا وعمليًا للمؤسسات التعليمية التي تسعى لدمج إدارة البيئة اللغوية مع التقييم الشامل، بما يدعم الاستخدام المستدام للغة والكفاءة التواصلية لدى المتعلمين في السياق التعليمي الإسلامي.
Mohammed Abdulaziz Mohammed AhmedEltigani
Copyright (c) 2026 Mhd Firdaus Lubis, Moh. Ainin, Mohammed Abdulaziz Mohammed AhmedEltigani https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of QR Code-Based Arabic Teaching Materials within a Flipped Classroom Model on the Learning Outcomes of Grade XI Students at SMKN 1 Kalinyamatan Jepara / Efektivitas Bahan Ajar Bahasa Arab Berbasis QR Code dalam Model Flipped Classroom terhadap Hasil Belajar Siswa Kelas XI SMKN 1 Kalinyamatan Jepara
The integration of digital technology into Arabic language instruction remains limited, particularly in vocational schools where learning is often dominated by conventional classroom practices. This study addresses this gap by examining the effectiveness of QR Code-based Arabic teaching materials integrated with the Flipped Classroom model in improving students’ learning outcomes. Unlike previous studies that generally investigated QR Code technology or the Flipped Classroom separately, this research combines both approaches within Arabic language instruction to promote more flexible and student-centred learning. A quantitative approach employing a quasi-experimental design was adopted, involving 40 Grade XI students of SMKN 1 Kalinyamatan Jepara who were assigned to experimental and control groups. Data were collected through pre-test and post-test instruments and analysed using descriptive statistics, the Paired Sample t-Test, and the Independent Sample t-Test. The findings indicate that students who learned through QR Code-based teaching materials within the Flipped Classroom model achieved significantly better learning outcomes than those receiving conventional instruction. These findings demonstrate that integrating QR Code technology with a Flipped Classroom approach effectively enhances Arabic language learning while encouraging learner autonomy and active classroom engagement. This study contributes practical evidence supporting the integration of digital learning resources into Arabic language education, particularly in vocational school contexts. Integrasi teknologi digital dalam pembelajaran bahasa Arab masih relatif terbatas, khususnya di sekolah menengah kejuruan yang pembelajarannya masih didominasi oleh metode konvensional. Penelitian ini bertujuan menganalisis efektivitas bahan ajar bahasa Arab berbasis QR Code yang diintegrasikan dengan model Flipped Classroom dalam meningkatkan hasil belajar siswa. Berbeda dengan penelitian sebelumnya yang umumnya mengkaji penggunaan QR Code atau Flipped Classroom secara terpisah, penelitian ini mengombinasikan kedua pendekatan tersebut dalam pembelajaran bahasa Arab untuk menciptakan pembelajaran yang lebih fleksibel, interaktif, dan berpusat pada peserta didik. Penelitian menggunakan pendekatan kuantitatif dengan desain kuasi-eksperimen yang melibatkan 40 siswa kelas XI SMKN 1 Kalinyamatan Jepara yang dibagi ke dalam kelompok eksperimen dan kelompok kontrol. Data dikumpulkan melalui tes awal dan tes akhir, kemudian dianalisis menggunakan statistik deskriptif, uji Paired Sample t-Test, dan Independent Sample t-Test. Hasil penelitian menunjukkan bahwa siswa yang belajar menggunakan bahan ajar berbasis QR Code dengan model Flipped Classroom memperoleh hasil belajar yang secara signifikan lebih tinggi dibandingkan siswa yang mengikuti pembelajaran konvensional. Temuan ini menunjukkan bahwa integrasi teknologi QR Code dengan model Flipped Classroom efektif meningkatkan hasil belajar bahasa Arab sekaligus mendorong kemandirian belajar dan partisipasi aktif siswa. Penelitian ini memberikan kontribusi praktis bagi pengembangan pembelajaran bahasa Arab berbasis teknologi, khususnya pada jenjang sekolah menengah kejuruan.
Copyright (c) 2026 Luluk Farida Andriyani, Hanik Mahliatussikah, Laily Maziyah, Diki Darma Andrivian https://creativecommons.org/licenses/by-sa/4.0
Studi Komparatif Teori Maharah al-Kitabah dalam al-Maharat al-Lughawiyyah dan Maharat al-Kitabah wa Namadzij Ta'limiha karya Ibrahim Ali Rababiah / A Comparative Study of Maharah al-Kitabah Theory in al-Maharat al-Lughawiyyah and Maharat al-Kitabah wa Namadzij Ta'limiha by Ibrahim Ali Rababiah
This study aims to conduct a comparative analysis of the theories of maharah al-kitābah (writing skills) presented in two Arabic language teaching books: Al-Mahārāt al-Lughawiyyah by Dr. Ibtisam Mahfuz and Mahārat al-Kitābah wa Namādzij Ta‘līmihā karya Ibrahim Ali Rababiah. Writing is a crucial component in Arabic language learning, requiring cognitive, linguistic, and strategic proficiency. However, variations in theoretical approaches across different textbooks highlight the need for a deeper analysis of how writing skills are conceptualized. This research employs a qualitative approach using content analysis as the primary method, with both books serving as the main data sources. The findings indicate that Al-Mahārāt al-Lughawiyyah emphasizes a conceptual and integrative approach based on cognitive and linguistic theories, while Mahārat al-Kitābah wa Namādzij Ta‘līmihā adopts a modern process-oriented model of writing, presenting various theoretical frameworks such as those by Flower & Hayes, Swales, and McWhorter. The comparison reveals that the two books complement each other—one providing theoretical foundations, the other offering practical strategies. Synthesizing both approaches could serve as a foundation for designing more effective, contextualized, and learner-centered Arabic writing instruction. Penelitian ini bertujuan untuk mengkaji secara komparatif teori maharah al-kitābah dalam dua buku ajar bahasa Arab, yaitu Al-Mahārāt al-Lughawiyyah karya Dr. Ibtisam Mahfuz dan Mahārat al-Kitābah wa Namādzij Ta‘līmihā karya Ibrahim Ali Rababiah. Keterampilan menulis merupakan salah satu aspek penting dalam pembelajaran bahasa Arab yang menuntut penguasaan kognitif, linguistik, dan strategis. Namun, perbedaan pendekatan dan kerangka teoritik dalam berbagai buku ajar menunjukkan perlunya analisis mendalam terhadap bagaimana keterampilan ini dikonsepsikan. Penelitian ini menggunakan pendekatan kualitatif dengan metode analisis isi (content analysis), dengan sumber data utama berupa dua buku tersebut. Hasil penelitian menunjukkan bahwa Al-Mahārāt al-Lughawiyyah lebih menekankan pendekatan konseptual dan integratif yang berbasis linguistik-kognitif, sedangkan Mahārat al-Kitābah wa Namādzij Ta‘līmihā menyajikan pendekatan proses menulis modern yang dilengkapi dengan berbagai model teori menulis seperti Flower & Hayes, Swales, McWhorter, dan lainnya. Perbandingan ini mengungkap bahwa keduanya saling melengkapi yang satu memberi dasar teoritis, sedangkan yang lain menawarkan strategi praktis. Sintesis dari keduanya dapat menjadi pijakan untuk merancang pengajaran menulis bahasa Arab yang lebih efektif, kontekstual, dan berorientasi pada kebutuhan peserta didik masa kini.
Copyright (c) 2026 Faizah Kamila, R. Umi Baroroh, Ali Andra Prasetyo Siregar https://creativecommons.org/licenses/by-sa/4.0
Pengembangan Buku Kitabah Arabiyah Lil Athfal Berbasis Gamifikasi Digital Blooket untuk Keterampilan Menulis Bahasa Arab / Development of the Arabiyah Lil Athfal Book Based on Digital Gamification Blooket for Arabic Writing Skills
This study was motivated by the difficulties faced by elementary school students in Arabic writing skills and their low learning motivation caused by monotonous teaching media, highlighting the need for visual, interactive media. This study aims to develop and validate the book of Kitabah Arabiyah lil Athfal integrated with Blooket digital gamification as a solution, using a Research and Development (R&D) method with the ADDIE model, involving trials with students and Arabic teachers. The research produced a three-volume Kitabah Arabiyah lil Athfal book with a Blooket QR Code as an interactive evaluation tool. Validity testing showed valid results, with material validation at 95% and media validation at 98%. The product was also declared feasible based on student and teacher responses (89% and 90%, respectively). It is concluded that the Kitabah Arabiyah lil Athfal book is a valid and feasible medium with the potential to support Arabic writing skills and learning enthusiasm at the elementary school level, although its effect on actual learning outcomes still requires further empirical testing. Penelitian ini dilatarbelakangi oleh kesulitan siswa Sekolah Dasar dalam keterampilan menulis bahasa Arab (kitabah) dan rendahnya motivasi belajar akibat media ajar yang monoton, yang memicu kebutuhan akan media visual dan interaktif. Oleh karena itu, penelitian ini bertujuan untuk mengembangkan dan memvalidasi buku Kitabah Arabiyah lil Athfal yang terintegrasi dengan gamifikasi digital Blooket sebagai solusi. Penelitian ini menggunakan metode Research and Development (R&D) dengan model ADDIE, melibatkan uji coba pada siswa dan guru bahasa Arab. Hasil penelitian menghasilkan buku Kitabah Arabiyah lil Athfal tiga jilid dengan QR Code Blooket sebagai alat evaluasi interaktif. Pengujian kevalidan menunjukkan hasil yang valid dengan validasi materi 95% dan validasi media 98%. Selain itu, produk dinyatakan layak dan berdasarkan respon siswa dan guru, di mana angket respon siswa mencapai 89% dan angket respon guru mencapai 90%. Disimpulkan bahwa buku Kitabah Arabiyah lil Athfal dengan integrasi gamifikasi digital Blooket adalah media yang valid dan layak serta berpotensi mendukung peningkatan keterampilan menulis dan antusiasme belajar Bahasa Arab di tingkat SD, meskipun pengaruhnya terhadap capaian belajar menulis masih perlu diuji lebih lanjut.
Copyright (c) 2026 Fithri Salsabila, Nurul Murtadho, Nurhidayati Nurhidayati https://creativecommons.org/licenses/by-sa/4.0
Representasi Istri dalam Cerpen “Arkhāṣ al-Layālī” Karya Yūsuf Idrīs: Kritik Sastra Feminis-Islam / The Representation of the Wife in Yūsuf Idrīs’s Short Story “Arkhāṣ al-Layālī”: An Islamic Feminist Literary Criticism
This study examines the representation of the wife in Yūsuf Idrīs’s short story “Arkhāṣ al-Layālī” through the perspectives of feminist literary criticism and Islamic values of justice. The study is grounded in the need to read modern Arabic literature not only as a critique of poverty, but also as a space that reveals gender inequality within domestic relations. This research aims to identify the representation of the wife, explain the forms of domestic patriarchy constructed through the narrative of poverty and family relations, and show how such representation can be interpreted through Islamic ethical principles. This study employs a descriptive qualitative method using close reading and note-taking techniques. The data consist of words, phrases, sentences, and narrative scenes that represent the wife’s position in the short story. The findings show that the wife is represented as a domestic servant, an exhausted body, a manager of household crisis, and a target of symbolic and verbal violence. Domestic patriarchy operates through unequal division of labor, normalization of minor violence, and the transfer of male frustration onto women. Through an Islamic feminist reading, this representation reveals a tension between patriarchal domestic practices and the principles of mu‘āsyarah bi al-ma‘rūf, compassion, protection of mothers, and mutuality. This study contributes to expanding the reading of Yūsuf Idrīs from social criticism to gender-ethical criticism. Penelitian ini mengkaji representasi istri dalam cerpen Arkhāṣ al-Layālī karya Yūsuf Idrīs melalui perspektif kritik sastra feminis dan konsep keadilan dalam Islam. Penelitian ini dilatarbelakangi oleh kebutuhan untuk membaca sastra Arab modern tidak hanya sebagai refleksi kemiskinan dan kritik sosial, tetapi juga sebagai ruang naratif yang mengungkap ketimpangan gender dalam relasi domestik. Penelitian ini bertujuan untuk mengidentifikasi representasi istri, menjelaskan bentuk-bentuk patriarki domestik yang dikonstruksi melalui narasi kemiskinan dan relasi keluarga, serta mengkaji bagaimana representasi tersebut dapat ditafsirkan berdasarkan prinsip-prinsip etika Islam. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan perspektif kritik sastra feminis-Islam. Data penelitian dikumpulkan melalui teknik close reading dan pencatatan, berupa kata, frasa, kalimat, dialog, serta adegan naratif yang merepresentasikan posisi istri dalam cerpen. Hasil penelitian menunjukkan empat bentuk representasi utama istri, yaitu sebagai pelayan domestik, tubuh yang mengalami kelelahan akibat beban reproduktif, pengelola krisis rumah tangga, serta sasaran kekerasan simbolik dan verbal. Penelitian ini juga menunjukkan bahwa patriarki domestik bekerja melalui pembagian kerja domestik yang tidak setara, normalisasi kekerasan simbolik dalam kehidupan sehari-hari, serta pelimpahan frustrasi laki-laki kepada perempuan. Dari perspektif feminisme Islam, representasi tersebut memperlihatkan adanya ketegangan antara praktik domestik patriarkal dengan prinsip-prinsip mu‘āsyarah bi al-ma‘rūf, kasih sayang, perlindungan terhadap ibu, dan kesalingan (mubādalah) dalam relasi suami istri. Penelitian ini berkontribusi dalam memperluas kajian terhadap karya Yūsuf Idrīs dengan menggeser fokus pembacaan dari kritik sosial-realis menuju pembacaan gender-etis yang mengintegrasikan kritik sastra feminis dengan nilai-nilai etika Islam.
Copyright (c) 2026 Mohammad Farhan Kholil, Salwa Nabila rindra Siwi, Tatik Mariyatut Tasnimah https://creativecommons.org/licenses/by-sa/4.0
Tahlil Kitab Ta’lim al-Lughah al-Arabiyyah “Äl-Arabiyyah baina Yadai Auladina” min Mandhur Amani wa Awatif / Analysis of the Book of Ta’lim al-Lughah al-Arabiyyah “Äl-Arabiyyah baina Yadai Auladina” From the Perspective of Amani and Awatif
This research was conducted to obtain an overview of the quality of the Arabic language textbook Al Arabiyyah Baina Yadai Auladina Volume I by Abdurrahman bin Ibrahim Al Fawzan and Muhammad bin Abdurrahman Al Syaikh. The analysis was carried out using an assessment instrument according to Amani and Awatif which includes five things, namely: introduction to the book, overall quality of the book, quality of book contents, activities and learning media, quality of assessment methods. Primary data sources were obtained from book analysis activities, while secondary data came from published scientific literature which was in line with the research conducted. This paper is a type of qualitative research that attempts to interpret and give meaning to the facts and information being researched. The results of the research obtained the following data: the introductory aspect of the book received a score of 2.7; the overall quality aspect of the book gets 3.8 points; quality aspect of book content 3.0; in terms of activities and learning media, score 3.25; then the quality of the assessment method is 3.0. أُجري هذا البحث للحصول على تصور لجودة كتاب تعليم اللغة العربية "العربية بين يدي أولادنا" الجزء الأول لمؤلفيه عبد الرحمن بن إبراهيم الفوزان ومحمد بن عبد الرحمن الشيخ. أُجري التحليل باستخدام أداة تقييم وفقًا لمنظور أماني وعواطف، والتي تشمل خمسة جوانب: مقدمة الكتاب، الجودة الكلية للكتاب، جودة محتوى الكتاب، الأنشطة ووسائل التعلم، وجودة أساليب التقييم. اُشتقت مصادر البيانات الأولية من أنشطة تحليل الكتاب، بينما جاءت البيانات الثانوية من الأدبيات العلمية المنشورة التي تتوافق مع البحث المُجرى. يُصنف هذا البحث ضمن الأبحاث النوعية التي تسعى لتفسير وإعطاء معنى للحقائق والمعلومات قيد الدراسة. أظهرت نتائج البحث البيانات التالية: حصل جانب مقدمة الكتاب على 2.7 نقطة؛ وحصل جانب الجودة الكلية للكتاب على 3.8 نقطة؛ وحصل جانب جودة محتوى الكتاب على 3.0 نقطة؛ أما جانب الأنشطة ووسائل التعلم فحصل على 3.25 نقطة؛ وجودة أساليب التقييم على 3.0 نقطة.
Copyright (c) 2026 Nais Musyafaul Faiza https://creativecommons.org/licenses/by-sa/4.0