Lahjatuna: Jurnal Pendidikan Bahasa Arab

Impact of Interactive Web-Based Speech Recognition and Text-to-Speech Media on Listening Comprehension and Cognitive Load in Malaysia

Uli Ainin Nafisah — 2026-10-05

This study examined the effectiveness of an Interactive Web-Based Speech Recognition and Text-to-Speech (TTS) system in improving Arabic listening comprehension and reducing cognitive load among foreign language learners in Malaysia. A quantitative quasi-experimental pretest-posttest control group design was applied involving 56 secondary school students, with 28 students in the experimental group and 28 students in the control group. Data were collected through listening comprehension tests and cognitive load questionnaires and analyzed using descriptive statistics, t-tests, Cohen’s d, and Pearson correlation. The results showed that the experimental group improved from a mean score of 60.82 to 80.21, with a gain of 19.39 points, higher than the control group’s gain of 13.39 points. The difference was significant (p < 0.001) with a large effect size (Cohen’s d = 1.28). Listening comprehension was negatively correlated with cognitive load (r = -0.74, p < 0.001). These findings confirm that integrating Speech Recognition and TTS supports more effective Arabic listening learning and cognitive processing.

An Error Analysis of Alphabet Pronunciation Among Orphanage Students at the Banyuanyar Islamic Institute

Mabrurrosi — 2026-10-06

This study aims to analyze the various forms of pronunciation errors in Hijaiyah letters, as well as their contributing factors and improvement strategies among orphanage students at the Banyuanyar Islamic Institute. The research is motivated by the critical importance of mastering the points of articulation (makharij) and the phonetic characteristics (sifat) of Hijaiyah letters for the proper and rhythmic recitation of the Holy Quran (tartil) and Tajwid. Nonetheless, diverse pronunciation errors persist among non-native Arabic speakers, particularly regarding letters with distinctive Arabic phonetic traits. The methodology employed is a qualitative descriptive approach, utilizing data collection techniques such as observation, in-depth interviews, oral reading tests, and documentation involving ten participants ranging from elementary to advanced levels. The findings reveal four primary types of errors: substitution (replacing letters), addition (inserting sounds), omission (reducing sounds), and distortion (unclear phonetic attributes). Factors contributing to these errors include the influence of the mother tongue (Madurese and Indonesian), a lack of systematic phonetic training, insufficient understanding of letter characteristics, and psychological factors such as low self-confidence. Proposed solutions include intensive phonetic and articulation instruction based on Tajwid theory and articulatory phonetics, the use of audio-visual educational media, repetitive training with direct teacher feedback, and the creation of a supportive and motivating learning environment. This research is expected to provide a scholarly contribution for Quranic instructors, Islamic boarding school educators, and practitioners of Arabic phonology in designing effective strategies for teaching Hijaiyah letters tailored to the characteristics of Indonesian students. Based on the findings at the Banyuanyar Orphanage, it is concluded that the majority of pronunciation errors occur with letters that lack direct equivalents in the students' mother tongue. The highest frequency of errors was observed in the letters Qaf (26.14%), Zha (21.66%), Tha (21.42%), and Sad (20%), primarily due to the students' inability to correctly apply phonetic characteristics such as Isti’la, Itbaq, Shiddah, Jahr, or Qalqalah. Letters with moderate error rates, including Thal (13.33%), Dal (12.85%), Kha (10%), ‘Ain (8.33%), Dad (7.14%), Shin (6.57%), Tha (6.66%), Ha (5%), and Ta (5%), were mostly associated with the substitution of articulation points and attributes such as Hams and Rakhawah. Meanwhile, letters such as Hamzah, Ba, Jim, Ghayn, Kaf, and Ha’ showed error rates below 5%, and the letters Ra, Zay, Sin, Fa, Lam, Mim, Nun, Waw, and Ya were pronounced correctly by all students. This indicates that students tend to master letters that have equivalents or similarities in Madurese and Indonesian, while letters with unique Arabic articulation points and characteristics continue to pose a significant challenge.

The Role of Lumio-Based Visual Design in Developing Qira’ah Teaching Materials to Increase Students’ Interest in Reading

Aminah Alhasni — 2026-10-06

This study aims to develop visual-design-based teaching materials for mahārah al-qirā’ah on the Lumio platform and to test their validity, practicality, and effectiveness in increasing students’ interest in reading. The uniqueness of the product lies in the integration of visual illustrations into each sentence of the qirā’ah text and Lumio-based interactive activities designed in accordance with the principles of the Cognitive Theory of Multimedia Learning. This study employs the Research and Development (R&D) method using the 4D model (Define, Design, Develop, and Disseminate). The research subjects consist of 25 eighth-grade students at MTs Alkhairaat Gorontalo for the 2025/2026 academic year. Data were collected through expert validation sheets, reading interest questionnaires, and observation sheets. The validity of the product was assessed by language experts, content experts, and media experts, while its effectiveness was analyzed using a paired-sample t-test. The research results indicate that the developed instructional materials meet the criteria for being highly valid and practical for use in instruction. The results of the paired-sample t-test show a significant increase in reading interest between pretest and posttest scores with a significance value of 0.000 (p < 0.001). Observation results also indicate an increase in attention, curiosity, active participation, and student engagement during instruction. Thus, the visual design-based qirā’ah instructional materials on the Lumio platform are deemed valid, practical, and effective in enhancing students’ reading interest in the subject.

مفهوم السعادة في قصيدة "إذا شئت أن تحيا سعيدا" لإمام الحداد : التحليل السيميائي

Firyal Nafisa Nurfariha — 2026-10-07

In contemporary society, the concept of happiness has shifted toward a preoccupation with material achievments and external validation.. The discussion of happiness has been extensively researched. However, it generally leans toward normative theological or psychological approaches and has not yet examined the structure of linguistic signs, particularly semiotics. This indicates a gap in the literature that requires reconstruction. Therefore, this study aims to integrate the essence of true happiness through the perspective of Islamic spirituality, as found in the poem “Iżā Syi’ta an Tahyā Sa’īdan” by the Hadrami scholar Imam Abdullah bin Alawi al-Haddad, and to verify this with psychological data using Ferdinand de Saussure’s semiotic approach. This study employs a descriptive qualitative method and content analysis to examine the relationship between the signifier and the signified within the text. The findings reveal that al-Haddad constructs a concept of happiness that transcends earthly life, encompassing eschatological dimensions such as peace in the grave, security on the Day of Resurrection, and culminating in ru’yatullah (beholding Allah). Furthermore, this study identifies various spiritual and ethical practices such as qana‘ah, tawakkal, and mastery of knowledge as essential mechanisms for achieving this state. By bridging classical literature and semiotic analysis, this study offers a profound alternative to the phenomenon of modern hedonism, while emphasizing spiritual well-being as a holistic and sustainable model of happiness.

Effects of an Informal Arabic Fun Learning Ecosystem on Oral Arabic Proficiency among Malaysian Learners

Robith Juan Fahmi — 2026-10-08

This study examines the effect of the Informal Arabic Fun Learning Ecosystem on improving Arabic speaking proficiency among Malaysian learners. A quantitative quasi-experimental design using a non-equivalent control group pretest–posttest approach was conducted with 48 secondary school students divided into experimental and control groups. Data were collected through oral Arabic proficiency tests and analyzed using descriptive statistics, Shapiro–Wilk and Levene’s tests, paired-sample t-tests, independent-sample t-tests, and Cohen’s d effect size analysis. The findings indicated that the experimental group achieved significantly greater improvement in oral Arabic proficiency compared with the control group (p < 0.05), with a medium-to-large effect size (d = 0.77). These results demonstrate that integrating communicative activities, social interaction, collaborative learning, and informal language experiences effectively strengthens students’ speaking ability. The study contributes to Communicative Language Teaching, Sociocultural Theory, and Informal Language Learning Ecosystem perspectives by providing empirical evidence for developing sustainable Arabic learning environments.

Digitization of Audio-Visual Based Arabic Language Teaching Materials at MI Nurul Islam Wonokerto Lumajang

Naufal Ulwan Al Bahri — 2026-10-08

Arabic language learning in Islamic Elementary Schools (MI) still faces monotonous methods and limited media, while the digitalization of teaching materials at the institutional level has not been well documented. This study aims to (1) describe the forms of digitalization of audio-visual-based Arabic teaching materials, (2) analyze the implementation process in learning activities, and (3) identify the challenges faced by teachers and students at MI Nurul Islam Wonokerto Lumajang. This study uses a qualitative approach with a descriptive design. Data were collected through observation, in-depth interviews, and documentation involving 1 Arabic teacher, 25 sixth grade students, and the Principal of MI Nurul Islam Wonokerto Lumajang. Data were analyzed using the Miles and Huberman model of data reduction, data presentation, and conclusion drawing. Validation was carried out through source triangulation, technical triangulation, and cross-checking with informants. The results showed three forms of digitalization: learning videos from YouTube, multimedia presentations (PowerPoint and Canva), and teacher-made audio recordings. The use of audio-visual media had a positive impact on student motivation and understanding. However, four challenges remain: limited technological infrastructure, unequal distribution of teachers' digital competencies, limited Arabic-language digital content aligned with the elementary madrasah curriculum, and the absence of curriculum guidelines governing the use of digital media. This study recommends the development of an adaptive curriculum that integrates audio-visual technology systematically and sustainably.

تحسين فهم القراءة باللغة العربية من خلال طريقة التدريس بالأقران: دراسة نوعية في تعليم القراءة الميسرة في التعليم العالي

Ernasari Amri — 2026-10-10

This study aims to examine the implementation of the peer teaching method in improving Arabic reading comprehension in the teaching of Al-Qirāʾah Al-Muyassarah (Facilitated Reading) at higher education institutions, highlighting its effectiveness as an interactive alternative to prevailing individual learning approaches. The novelty of this research lies in its exploration of peer teaching in the context of Arabic reading instruction at the university level as a strategy that promotes collaborative learning and learner-centered instruction. The study employed a descriptive qualitative approach involving lecturers and students from the Arabic Language Education Program at UIN Palangka Raya. Data were collected through observation, semi-structured interviews, and documentation, and subsequently analyzed through data reduction, categorization, and thematic interpretation. Triangulation was employed to ensure the credibility of the findings. The results revealed that peer teaching significantly contributed to improving students’ comprehension of Arabic texts, increasing their active participation, and fostering collaborative interaction and self-confidence. Furthermore, the findings indicated that successful implementation depends on the competence of peer tutors, effective task organization, and continuous academic supervision. The study concludes that peer teaching represents a promising strategy for enhancing Arabic reading instruction in higher education.

An Analysis of the Arabic Calligraphy Skills of Students at the Al-Haramain Qur’an Academy, Terengganu, Malaysia

Mohamad Danuarta Ibrahim — 2026-10-13

This study examined students’ proficiency in writing Arabic calligraphy, particularly Naskh script, at the Al-Haramain Qur’an Academy in Terengganu, Malaysia, and identified the instructional and learner-related factors associated with variation in performance. A qualitative descriptive design was used because the inquiry focused on observable characteristics of students’ written products and participants’ accounts of the learning process. Data were generated through classroom observation, in-depth interviews with the calligraphy teacher and participating students, and analysis of students’ Naskh writing samples. The samples were examined across five interrelated dimensions: dot placement, individual letter formation, connected-letter formation, proportionality and spacing, and stroke fluency and overall composition. Data collection, reduction, display, and conclusion drawing were conducted iteratively, while source and technique triangulation was used to compare observations, interviews, and documents. The findings show three patterns of proficiency: advanced, intermediate, and basic. Advanced writing displayed relatively consistent letter proportions, connections, dots, and visual balance; intermediate writing remained readable but showed instability in connected forms, spacing, and stroke control; and basic writing showed persistent difficulties with proportionality, dot consistency, connection fluency, and composition. Differences in proficiency were associated with interest, motivation, practice intensity, access to additional guidance, teacher modelling, corrective feedback, and learning facilities. The study concludes that Naskh proficiency develops through the interaction of technical knowledge, sustained deliberate practice, and scaffolded feedback. It recommends criterion-referenced assessment, differentiated practice, and systematic documentation of students’ progress in calligraphy instruction.

The Rise of Artificial Intelligence in Replacing Grammatical Understanding

Ifkar Rasyid — 2026-10-15

Artificial intelligence has undergone rapid development and has had a significant impact on how Arabic grammar is understood and learned. This study aims to explore the extent to which artificial intelligence applications specifically ChatGPT, Qutrub, and several AI-based Arabic language learning tools can replace the human role in understanding the rules of nahwu and sharaf. This study employs a descriptive-analytical approach through a literature review of 25 scientific articles and academic sources published between 2020 and 2025, selected based on their relevance to Arabic grammar learning and the application of artificial intelligence in language education. In addition, this study involved direct testing of three AI applications using 30 prompts consisting of nominal sentences (jumlah ismiyyah), verbal sentences (jumlah fi’liyyah), and several complex grammatical structures. The generated outputs were compared based on the accuracy of grammatical analysis, the consistency of responses, and their alignment with Arabic grammatical rules referenced in classical and modern literature. The results show that artificial intelligence is capable of providing rapid and relatively accurate grammatical analysis; however, limitations were still found in providing in-depth grammatical explanations and in handling complex linguistic constructions. These findings indicate that artificial intelligence functions primarily as a learning support tool.

Challenges and Opportunities in Implementing the Merdeka Curriculum in Arabic Learning in the Digital Era: A Systematic Literature Review

Rifda Zulfa Anindita — 2026-10-20

Arabic learning in the digital era is increasingly required to move beyond the transmission of linguistic rules toward learning experiences that are flexible, contextual, communicative, and supported by technology. In Indonesia, the Merdeka Curriculum offers wider space for teachers to design learning according to students’ needs, yet its application in Arabic subjects, especially in madrasahs, still faces pedagogical, institutional, and technological constraints. Previous studies have tended to address curriculum implementation and technology integration separately. This study aims to synthesize the challenges and opportunities of implementing the Merdeka Curriculum in Arabic learning in the digital era. A Systematic Literature Review (SLR) was conducted following PRISMA 2020. Records published between 2021 and 2026 were retrieved from Google Scholar through Publish or Perish; of 500 records identified, 53 journal articles met the inclusion criteria and were analyzed using thematic analysis. The synthesis shows that the main challenges are a shift in pedagogical orientation, uneven teacher readiness, limited digital and TPACK competence, inadequate infrastructure and digital resources, and difficulties in designing authentic assessments for productive Arabic skills. Conversely, the curriculum creates opportunities through flexible and communicative learning design, multimodal digital media, AI-supported pedagogy, teacher professional communities, and portfolio-based assessment. The study concludes that implementation is a pedagogical transformation that depends on teacher readiness, institutional support, and the nature of Arabic language skills, not on technology alone. The study implies that Arabic teachers need continuous digital-pedagogical development, while madrasahs and policymakers should provide a supportive technology ecosystem and assessment guidelines suitable for the nature of Arabic language skills.