AL-WARAQAH Jurnal Pendidikan Bahasa Arab
Journal Title Al Waraqah: Jurnal Pendidikan Bahasa Arab Initials Al Waraqah Editor-in-chief Maria Ulfah Syarif Frequency 2 issues per year DOI Prefix 10.30863/awrq by Crossref ISSN 2809-5598 (printed) | 2809-4816 (online) Publisher Department of Arabic Language Faculty of Tarbiyah IAIN Bone Citation Analysis Sinta | Google Scholar Al Waraqah: Journal of Arabic Language Education IAIN Bone publishes research based on articles that discuss Arabic education and teaching from various aspects. The editor welcomes scholars, researchers and practitioners of Arabic Language Education around the world to submit scientific articles for publication through this journal. All articles will be reviewed by experts before being accepted for publication. Each author is fully responsible for the content of published articles.
Authors who publish withÂ Al WARAQAH: Jurnal Pendidikan Bahasa Arab agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Strategi Pengembangan Maharah Istima' Dalam Pembelajaran Bahasa Arab: Sintesis Kajian Teoretis Dan Praktis
he significance of comprehensive Arabic language proficiency, especially listening skills (maharah istima’), is very important as a basis for interaction and understanding information. However, learning maharah istima’ in Indonesia still faces various linguistic and non-linguistic challenges, such as the speed of native speakers, the limited vocabulary of students, and traditional teaching methods that are not very interesting. This study aims to explore various strategies for developing maharah istima’ in Arabic language instruction based on a review of both theoretical and practical literature.The method used is qualitative literature research, with data collected from various written sources such as books, journal articles, dissertations, and theses, through scientific databases such as Google Scholar and SINTA-accredited journals. Data analysis was conducted through data reduction, presentation of data according to strategy categories, and drawing conclusions. The research findings identified four main effective strategies: audio-visual media-based strategies, interactive strategies, language environment-based strategies (bi’ah lughawiyyah), and contextual approach strategies. These four strategies, if implemented appropriately, can overcome various challenges in istima’ learning. However, their implementa tion still faces obstacles such as limited facilities and teacher competence.
Copyright (c) 2026 Zahidah Drazat https://creativecommons.org/licenses/by-sa/4.0
Penggunaan Media Wordwall Dalam Evaluasi Pembelajaran Maharah Qiraah
for Maharah Qirā’ah (Arabic reading skills) under conditions of limited digital facilities, where only a single device owned by the teacher is utilized and displayed through a classroom projector. This aspect represents the novelty of the study, as most Wordwall implementations generally require individual device access for students. The research employed a quantitative approach with a quasi-experimental method using a Non-Equivalent Control Group Design involving 60 students, consisting of 30 students in the experimental class and 30 students in the control class. The findings revealed that the improvement in learning outcomes of the experimental group was higher than that of the control group. The independent samples t-test yielded a significance value of 0.000 (< 0.05), indicating a statistically significant difference between the two groups. These findings demonstrate that Wordwall remains effective in enhancing Maharah Qirā’ah skills even when implemented through a single device and projector. Therefore, it can serve as an innovative, practical, and relevant evaluation alternative for schools with limited digital infrastructure
Copyright (c) 2026 Muh Nur As'ad HL, St Syamsudduha, Misykat Malik Ibrahim https://creativecommons.org/licenses/by-sa/4.0
Analisis Isi Muatan Higher Order Thinking Skills (HOTS) Dalam Evaluasi Buku Ayo Fasih Berbahasa Arab Untuk Kelas XI
This study aims to analyze the content of Higher Order Thinking Skills (HOTS) in the evaluation components of the textbook Ayo Fasih Berbahasa Arab for Grade XI Madrasah Aliyah. The study focuses on the presentation of HOTS and the tendency of cognitive levels reflected in the exercises and end-of-semester evaluation questions. This research employed a qualitative descriptive approach using content analysis. The data consisted of 35 questions taken from learning exercises and end-of-semester evaluations in the textbook. The questions were analyzed and classified based on the Revised Bloom’s Taxonomy into Lower Order Thinking Skills (LOTS), Middle Order Thinking Skills (MOTS), and Higher Order Thinking Skills (HOTS). The findings reveal that 11 questions (31.43%) were categorized as LOTS, 12 questions (34.29%) as MOTS, and 12 questions (34.29%) as HOTS. HOTS-oriented questions were identified in tasks requiring students to analyze, interpret, infer, and synthesize information, whereas LOTS-oriented questions mainly focused on vocabulary mastery, grammatical structures, and text comprehension. These findings indicate that the textbook not only emphasizes the acquisition of fundamental Arabic language competencies but also integrates higher-order thinking skills through a balanced distribution of cognitive demands. The novelty of this study lies in its comprehensive mapping of LOTS, MOTS, and HOTS proportions in both learning exercises and end-of-semester evaluation questions of the Ayo Fasih Berbahasa Arab textbook for Grade XI based on the Revised Bloom’s Taxonomy, providing empirical evidence of the cognitive orientation of Arabic language textbooks used in Madrasah Aliyah.
Copyright (c) 2026 Muqimah Liwais Sunnah, Thoriq Agus Shodiqin, Dewi Afiatul Qutsiyah, Ninik Indrawati https://creativecommons.org/licenses/by-sa/4.0
Konsep, Teori, Dan Komponen-Komponen Pengembangan Kurikulum Pendidikan Bahasa Arab
Curriculum is an essential component of the educational system that functions as a guideline in designing, implementing, and evaluating the learning process. In Arabic Language Education, the curriculum is not only oriented toward mastering linguistic materials but also toward developing the four language skills: listening (istimāʿ), speaking (kalām), reading (qirāʾah), and writing (kitābah). This article aims to examine the basic concepts of curriculum, theories of curriculum development, and the main components of the Arabic Language Education curriculum. This study employs a descriptive qualitative approach using the library research method. Data were collected from books, scientific journals, and relevant educational documents, then analyzed using content analysis techniques. The findings indicate that curriculum theories proposed by Bobbitt, Caswell, Ralph Tyler, Hilda Taba, and Hamid Hasan provide significant contributions to the development of a more contextual, communicative, and adaptive Arabic language curriculum in response to contemporary educational needs. In addition, curriculum components consisting of objectives, materials, methods and media, as well as evaluation, are closely interconnected in creating effective Arabic language learning. This article offers novelty through the integration of curriculum theories with modern Arabic language learning practices that are technology-based, communicative, and student-centered. Therefore, the development of the Arabic language curriculum is expected to produce a more relevant, innovative, and contextual learning process in accordance with the demands of contemporary education
Copyright (c) 2026 Anwar Abd. Rahman, Miftahul Jannah, Surya Verbena Sukarman, A. Razma Aula Adhzara, Ainul Maksura https://creativecommons.org/licenses/by-sa/4.0
Analisis Kosakata Bahasa Arab Dalam Serapan Bahasa Bugis Dialek Bone : Kajian Linguistik Historis
ظلّت الدراسات السابقة حول الكلمات العربية المقترضة في اللغات المحلية تقتصر غالبًا على تحليلات جزئية وفردية؛ فإما أن تركز على الجانب الصوتي وحده، أو الجانب التربوي، أو التاريخ الاجتماعي. ونتيجة لذلك، فَقَدَ البحث العلمي رؤية شاملة وتكاملية لكيفية تكيّف اللغات المحلية واستيعابها للمفردات الدخيلة. وتبرز أهمية هذا البحث والحاجة الملحّة إليه في الوقوف المباشر على مدى قدرة اللغة البوجيسية (لهجة بوني) على الحفاظ على بنيتها اللغوية الأصلية في أثناء استيعاب المصطلحات العربية في ظل التغيرات المتسارعة التي يفرضها العصر الحالي. واعتمدت هذه الدراسة على المنهج اللغوي التاريخي، حيث جُمعت البيانات الميدانية مباشرة من الناطقين الأصليين باللغة عبر المقابلات الشخصية والتسجيلات الصوتية (الملاحظات الصوتية). وقد كشفت النتائج عن ثلاثة أنماط تغييرية مهيمنة ومطردة: أولها التغير الصوتي المصحوب بالنبر الهمزي (الوقف الحنجري) في أواخر الكلمات (مثل تحول كلمة "آخرة" إلى ahera’)، وثانيها إقحام الحركات الصامتة في الكلمات المنتهية بالسكون (مثل تحول كلمة "صبر" إلى sabbara’)، وثالثها الغنّة الحنكية في أواخر الكلمات (مثل تحول كلمة "إمام" إلى imang). وعند تحليل هذه الأنماط الممنهجة وفقًا لنظرية الاقتراض اللغوي الكلاسيكية لإينار هاوجن، يتضح جليًّا أن لسان مجتمع "بوني" يمتلك مصفاة لغوية قوية تُطوّع الأصوات الدخيلة لتتناسب مع القواعد الصوتية المحلية. أما من منظور معاصر، فإن هذه الظاهرة تعكس عملية تكامل معجمي ديناميكي؛ حيث لم تُقترض المصطلحات الدينية اقتراضًا آليًّا جامدًا، بل أُعيد تشكيلها لتصبح جزءًا أصيلًا من الهوية الثقافية والاجتماعية اليومية. وتخلص الدراسة إلى أن دخول الإسلام إلى منطقة "بوني" تاريخيًّا لم يكن مجرد نقل جاف للمفردات، بل أسهم بفاعلية في بناء نظام لغوي جديد ومتميز يتناغم مع الهوية المحلية دون طمس معالم اللغة الأم.
Copyright (c) 2026 A. Dini Jumriana Adha https://creativecommons.org/licenses/by-sa/4.0
Theoretical Foundations of Arabic Dictionary Compilation: A Systematic Sociolinguistic Literature Review
This research critically examines the objectives of Arabic dictionary compilation based on theoretical approaches developed from classical to contemporary traditions, analyzing their implications for language learning and documentation. Using a qualitative literature study method, this research analyzes scientific literature published mainly within the last five years, supplemented by relevant classical lexicographical works. The literature selected as the main object of study met three inclusion criteria: (1) directly discusses Arabic dictionaries or lexicography, (2) explains the purposes, users, functions, or structure of dictionaries, and (3) is accessible via open access or verified repositories such as Google Scholar, DOAJ, and arXiv. The selected literature was analyzed using content analysis to identify the classification of dictionary objectives, their relationship with user characteristics and usage contexts, and their relevance to education and translation. Findings show that the orientation of Arabic dictionary compilation has transformed significantly, from normative documentary functions in the classical era to pedagogical instruments and linguistic technology today. A gap nonetheless remains between the theoretical approaches used and users' practical needs. This study offers a theoretical synthesis integrating classical and modern perspectives, emphasizing the need for adaptive, user-oriented dictionary objectives, contributing to more functional, contextual Arabic lexicographical models in the digital era.
Copyright (c) 2026 Viqri Aditya, Viqri Aditya https://creativecommons.org/licenses/by-sa/4.0
Analysis Of Errors In Writing Hijaiyyah Connecting Letters In Grade 2 At MI Ma'arif Bego Sleman Yogyakarta
Writing hijaiyyah letters is a fundamental skill in Arabic language learning, particularly at the Madrasah Ibtidaiyyah (MI) level. Grade 2 students at MI Ma’arif Bego experienced difficulties in writing connected hijaiyyah letters correctly, including errors in letter position, form, connection, and harakat, which may alter word meanings. This descriptive qualitative study aims to identify the types and causes of these errors. Data were collected through observations of students’ worksheets, interviews with Arabic teachers, and documentation of students’ written work. The findings reveal four major error types: letter position, letter form and connection, harakat and layout, and letter separation. The novelty of this study lies in integrating orthographic error analysis with the perspectives of Arabic morphology (Sharaf) and word derivation (Isytiqaq), demonstrating how elementary writing errors affect morphological structure and lexical meaning. The errors were mainly caused by students’ limited understanding of connected-letter rules and insufficient writing practice. The study recommends intensive writing exercises, the use of posters, lined exercise books, and hijaiyyah letter cards, as well as systematic classroom practice to improve students’ Arabic writing skills.
Copyright (c) 2026 Fatur Fahrezi, Alfina Wardah, Syafira Hadya https://creativecommons.org/licenses/by-sa/4.0
Penggunaan Media Stik Es Krim Untuk Meningkatkan Kemampuan Mufradat Siswa Pada Mata Pelajaran Bahasa Arab
In learning Arabic, it can be seen that the lack of mufradat ability is a problem for some students, where this can hinder learning consistency as well as improving students' Arabic language skills, mufradat ability is one of the important factors which if not mastered properly, it can hinder the learning process and students' understanding of Arabic. The lack of mufradat ability is caused by several factors, one of which is the limitation of interesting learning media. This study aims to determine the difference in improving the ability of mufradat of fourth grade students of MI M Three in Arabic language learning in classes that get ice cream stick media and picture media. The samples selected were classes IV A and IV B , comprising a total of 40 students. Tis study utilized image based media as a point of comparison to demonstrate the relative advantages of ice cream stick media over other visual based media. This study proves that ice cream stick media can improve students' mufradat ability between experimental and control classes, seen based on the independent t test on the N -Gain Score obtained a value of <.001 the results of this study indicate an increase in students' mufradat ability in Arabic language learning grade IV who follow learning using ice cream stick media better than those who follow learning using image media.
Copyright (c) 2026 Najiya Zaina Farhani, Nanang Kosim, Muhammad Sofyan https://creativecommons.org/licenses/by-sa/4.0
Rancangan Penilaian Proses Dan Hasil Belajar Serta Berbagai Teknik Penilaian Dalam Pembelajaran Arab
Assessment is an essential component of the learning system that functions to measure students' competency achievement and serves as a basis for decision-making in the educational process. However, in the practice of Arabic language learning, assessment is still predominantly focused on measuring cognitive aspects through written tests, resulting in students' communicative competence, attitudes, and practical skills not being optimally assessed. This condition indicates a gap between the concept of authentic assessment recommended in the literature and its implementation in actual educational practice. This study aims to explain, analyze, and develop a framework for assessing both the learning process and learning outcomes by employing various relevant assessment techniques and integrating them into the preparation of Lesson Plans (RPP) and Teaching Modules (Modul Ajar). The study employed a descriptive qualitative approach through a literature review and the practice of designing instructional materials. The findings indicate that effective assessment should be authentic, continuous, and encompass the domains of attitudes, knowledge, and skills. The assessment techniques include observation, written tests, assignments, performance assessment, portfolios, self-assessment, and peer assessment. Furthermore, systematic assessment planning within Teaching Modules can improve the quality of instruction and assist teachers in comprehensively monitoring students' learning progress. The novelty of this study lies in its analytical framework that integrates various assessment techniques with the characteristics of Arabic language learning competencies, thereby providing recommendations for a more comprehensive, authentic, and practical assessment design for teachers. Therefore, a well-designed assessment system is expected to contribute to improving the overall quality of Arabic language learning
Copyright (c) 2026 Muhammad Zaidaan, Rafi Fitranur, Muhammad Refaldi, Teungku Afif Ahmad, Raswan Raswan https://creativecommons.org/licenses/by-sa/4.0