Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab

Duolingo-Based Arabic Vocabulary Acquisition in Islamic Educational Contexts

2026-01-26T08:27:56+00:00

This study investigates the effectiveness of Duolingo-based instruction in enhancing Arabic vocabulary acquisition within Islamic educational contexts. Employing a quantitative experimental design with a pre-test–post-test control group, the research involved forty first-grade senior students at an Islamic educational institution in Indonesia. Participants were randomly assigned to an experimental group receiving Duolingo-based vocabulary instruction and a control group taught through conventional classroom methods. Data were collected using validated vocabulary tests and supported by classroom observations and teacher field notes for triangulation. The findings reveal that students in the experimental group achieved significantly higher vocabulary gains than those in the control group, indicating that Duolingo-based learning had a strong and positive impact on Arabic vocabulary acquisition. These results suggest that gamified mobile-assisted language learning can effectively address persistent lexical challenges in Arabic education, particularly in contexts where exposure to the language is limited. The study contributes to the growing body of research on digital language pedagogy by positioning vocabulary acquisition as a central learning outcome and highlighting the pedagogical potential of Duolingo within Islamic educational settings.

From Sentence Anxiety to Paragraph Confidence: A Pedagogical Study of Arabic Writing Development

2026-01-27T08:28:29+00:00

Writing anxiety remains a persistent challenge in Arabic language education, often hindering learners’ engagement and development in maharah kitābah. This study investigates the effectiveness of paragraph-based writing instruction in transforming learners’ writing experiences from sentence-level anxiety to paragraph-level confidence. Employing a qualitative pedagogical research design, the study was conducted with intermediate-level learners of Arabic and utilized classroom observations, learners’ written paragraphs, and semi-structured interviews as primary data sources. The findings indicate that paragraph-focused instruction reduces writing anxiety by lowering cognitive load and providing a psychologically safe space for meaning construction. Learners reported increased confidence, greater willingness to write, and higher engagement during writing activities. Rather than emphasizing immediate grammatical accuracy, paragraph-based tasks encouraged sustained participation, revision, and linguistic experimentation. The study concludes that paragraph-by-paragraph instruction serves as an effective pedagogical strategy for addressing affective barriers in Arabic writing development. By integrating cognitive and emotional considerations into instructional design, this research contributes to the advancement of learner-centered Arabic writing pedagogy.

The Effect of the Humanistic Model on Arabic Learning Outcomes of Students at MTs Al-Falah Nipa Ambalawi

2026-01-27T09:33:22+00:00

This study aims to examine the effect of the humanistic learning model on students’ Arabic language learning outcomes at MTs Al-Falah Nipa Ambalawi. Addressing gaps in previous research that largely emphasized theoretical discussion and affective aspects without rigorous quantitative measurement, this study employed a quantitative approach using a quasi-experimental pretest–posttest control group design. The population consisted of 56 seventh-grade students divided into experimental and control groups. Data were collected through a validated and reliable Arabic learning outcomes test and analyzed using SPSS version 23. Prerequisite tests of normality and homogeneity confirmed compliance with parametric assumptions. Hypothesis testing using the paired sample t-test revealed a calculated t-value of 3.418 with a significance value of 0.002 (<0.05), indicating a statistically significant effect of the humanistic learning model. These findings formally answer the research objective by demonstrating that the humanistic model significantly improves students’ Arabic achievement. The study provides empirical evidence that student-centered and supportive instruction enhances measurable cognitive outcomes, contributing both theoretically and practically to the development of humanistic approaches in Arabic language education.

Typology of Arabic Language Learning in Three Regional Pesantren: A Phenomenological Study and Its Implementation in Contextual Curriculum Development

2026-02-04T10:17:25+00:00

This study investigates Arabic language learning in Indonesian pesantrens as a social phenomenon reflecting diverse traditions, institutional orientations, and cultural contexts. The research agenda aims to map learning typologies across Java, Sumatra, and Lombok, while analyzing how students lived experiences inform adaptive curriculum development. Methodologically, this study employs a qualitative phenomenological configuration with three alumni as primary informants. Data were analyzed through a rigorous inductive process including bracketing, horizontalization, and essence synthesis to ensure empirical validity. The findings reveal three distinct regional typologies: Dalwa (Java) prioritizes muhadatsah within a rigorous bi’ah lughawiyah; Al-Ittifaqiah (Sumatra) utilizes a formal-prescriptive system of vocabulary targets and sanctions; while institutions in Lombok demonstrate an integrative model combining communicative practices with traditional foundations. Interpretive conclusions, framed through Ralph W. Tyler’s and Lawrence Stenhouse’s theories, emphasize that student experiences transform Arabic from a linguistic tool into a core dimension of religious identity and spiritual motivation. This study synthesizes these outcomes into a curriculum framework that balances formal structure with process flexibility, integrates tradition with innovation, and prioritizes an affective-spiritual orientation to produce an adaptive, inclusive, and globally competitive Arabic curriculum that remains deeply rooted in the pesantren tradition.