INTAJIYA: International Journal of Ta'lim al-Lughah al-'Arabiyyah

تجديد النحو عند شوقي ضيف وآفاق تطبيقه في المعاهد الإسلامية بإندونيسيا

2026-11-04T19:43:36+07:00

This study examines Shawqi Dayf’s project for renewing Arabic grammar in Tajdīd al-Naḥw and asks how far it can be implemented in Indonesian pesantren, where grammar is still taught through memorized texts (matn) and meaning-oriented reading of classical works. It identifies Dayf’s six principles and their pedagogical logic, locates each within the pesantren grammar ecosystem, and proposes an implementation that preserves the authority of the turāth. The study is qualitative library research. Data came from the book’s sixth edition, pesantren grammar texts, and field studies published in 2016–2025, analyzed through content analysis, document analysis, and comparison. The findings show that rearranging chapters, precise definitions, and the removal of superfluities can be adopted at the level of explanation and teaching; that Dayf’s additions already exist in pesantren through the prior study of tajwīd and morphology; and that abolishing implied and positional iʿrāb requires reinterpretation, because interlinear makna gandul translation turns syntactic function into a tool of comprehension. The study proposes a multi-level functional renewal model that keeps the matn, renews the sharḥ, and widens Dayf’s criterion from “iʿrāb for correct pronunciation” to “iʿrāb for correct pronunciation and comprehension.”

البنائية في بيئة المعهد: تصور مفاهيمي لتعليم العربية للناطقين بغيرها في معهد جواهر الفلاح باطي

2026-11-04T19:43:36+07:00

This conceptual study examines the application of constructivist theory in teaching Arabic to non-Arabic speakers at Pondok Pesantren Jawaahirul Falah, Pati, with a focus on teaching strategies, the role of the teacher, and their educational implications. Constructivism emphasizes that learners actively construct knowledge through experience, interaction, exploration, and reflection rather than simply receiving knowledge from the teacher. In Arabic language learning, this approach places learners at the center of the educational process and encourages them to use Arabic in meaningful and real-life situations. Drawing on the relevant literature, the study proposes a conceptual design of constructivist teaching strategies for this pesantren context, including problem-based learning, inquiry and discovery learning, cooperative learning, the use of sensory and technological media, continuous feedback, contextualized learning, and varied classroom activities. It also explains the changing role of the teacher from a primary source of information to a facilitator, guide, organizer of an active learning environment, provider of learning resources, motivator, and assessor who considers individual differences among learners. The study further provides an illustrative example of a lesson entitled “At the Market,” in which students learn vocabulary and communication skills through dialogue, role playing, shopping list activities, picture word matching, short video recordings, and discussions about everyday prices. Based on this theoretical review, constructivist learning is expected to increase students’ active participation, confidence, communication skills, critical thinking, and ability to connect Arabic with their daily lives. Although its implementation is likely to require more preparation time, more comprehensive assessment, and greater teacher involvement, constructivist learning is argued to provide a more interactive, meaningful, and enjoyable environment for Arabic language learning. Thus, constructivism can support the development of practical Arabic language skills by enabling learners to learn through experience and use the language as part of their everyday lives.

The Implementation of Wordwall as an Interactive Medium for Arabic Vocabulary Learning at an Islamic Elementary School

2026-11-04T19:43:36+07:00

This study aims to describe and analyze the implementation of Wordwall as an interactive medium for Arabic vocabulary learning at MI Muhammadiyah 22 Sugihwaras, Bojonegoro Regency. A descriptive qualitative design with a case study approach was employed. Participants were selected through purposive sampling and included the Arabic language teacher, the head of the madrasah, the vice principal for curriculum affairs, and students who were directly involved in the learning activities. Data were collected through passive participant observation, semi-structured interviews, and documentation, and were analyzed through data condensation, data display, and conclusion drawing and verification. Trustworthiness was strengthened through source and technique triangulation, persistent observation, and member checking. The findings show that Wordwall was implemented progressively from vocabulary introduction and guided practice to repetition and formative assessment by using the Match Up, Open the Box, Quiz, and Random Wheel templates. The integration of images, varied game activities, repetition, and immediate feedback created a more active, engaging, and participatory learning process. Students were better able to connect Arabic written forms, pronunciation, images, and word meanings, and they demonstrated greater confidence in answering questions and pronouncing words. Successful implementation was supported by the teacher’s instructional design skills, institutional support, the availability of devices, and students’ interest. The main constraints were unstable internet access, limited devices, differences in Arabic reading proficiency, and an excessive focus on scores and speed. Wordwall can therefore support interactive Arabic vocabulary learning when it is used systematically, progressively, and with appropriate pedagogical guidance.

فعّالية وسيلة كانفا في استيعاب المفردات لدى طلّاب الفصل العاشر بمدرسة إعانة الطالبين العالية الإسلامية شيبوليك السنة الدراسية 2023/2024م

2026-11-04T19:43:36+07:00

Learning media plays a vital role in clarifying information, structuring instructional content, and enhancing student motivation. With the rapid advancement of technology, Canva has emerged as a versatile platform for designing engaging educational materials. This study aims to evaluate the effectiveness of Canva-based learning media in improving Arabic vocabulary acquisition (mufrodat) among Class X students at I'anatut Thalibin Islamic High School Cebolek during the 2023/2024 academic year. Employing a quantitative approach, this research utilized a pre-experimental design, specifically a one-group pretest-posttest design. The study adopted a total sampling technique, involving the entire population of 68 Class X students as the research sample. Data were collected through pre-test and post-test instruments and analyzed using Paired Sample T-Test and Normalized Gain (N-Gain) tests via SPSS. The findings revealed a substantial improvement in student mastery, with the mean score rising from 43 in the pre-test to 73 in the post-test. The Paired Sample T-Test demonstrated a statistically significant difference between student performance before and after the intervention (t = 24.219, p < 0.05). Furthermore, the N-Gain test yielded an average score of 51.90% (0.52), falling into the category of moderate effectiveness. Consequently, Canva-based learning media is proven to be effective in promoting Arabic vocabulary mastery among Class X students at I'anatut Thalibin Islamic High School Cebolek.

معجم التوفيق بين التراث المعجمي العربي والعبور اللغوي: قراءة في معجم تعليمي للمعاهد الإندونيسية

2026-11-04T19:43:36+07:00

Arabic lexicography for non-native learners has mostly been studied through monolingual and bilingual frameworks, overlooking both the multilingual settings in which Arabic is learned and the ties of local pedagogical dictionaries to the Arabic lexicographic heritage. This study analyses Mu’jam al-Tawfiq (Kamus At-Taufiq), a 733-page Arabic–Javanese–Indonesian dictionary compiled in 2001–2004 by KH Taufiqul Hakim of Pesantren Darul Falah Amtsilati, Jepara. Using a qualitative design, it combined document analysis of 200 sampled entries, interviews with the compiler and the publisher, and a survey of fifteen Amtsilati alumni teachers. The dictionary extends classical Arabic lexicography in its alphabetical root arrangement, entry content and learner-language glossing, recalling al-Zamakhshari’s Muqaddimat al-Adab, yet departs from it by drawing on the kitab kuning corpus and encoding three semantic strata (lexical, syntactic and contextual) within its Javanese glosses. It also operates within a wider pedagogical ecology: twelve respondents (80%) knew of Amtsilati-derived methods spread through six pathways. The article proposes translanguaging lexicography and a four-component model (TLEX): repertoire presupposition, layered architecture, corpus embeddedness and ecological integration.

The Effectiveness of the Student Teams-Achievement Division (STAD) Cooperative Learning Model in Developing Reading Skills Based on Al-Ghalayini’s Theory at Salafiyah of Islamic junior High School Sungai Gebar.

2026-11-04T19:43:36+07:00

This research aims to reveal the effectiveness of the Student Achievement Teams (STAD) cooperative learning model in teaching reading, both with and without this strategy. The study involves dividing students into achievement teams, which is the foundation of cooperative learning. Each team consists of four to six students who help each other learn. The researcher used a quantitative approach, employing an experimental design with a pre-test and post-test. The study group consisted of 28 eighth-grade students from Salafiyah of Islamic junior High School Sungai Gebar. The researcher conducted direct observations during reading instruction, interviewed the Arabic language teacher at Salafiyah of Islamic junior High School Sungai Gebar and distributed the test to the students. The researcher then used a t-test to determine the effectiveness of the STAD model in teaching reading to the students at this school. The researcher administered the tests to the students and obtained an average score of 80.71, indicating a good level of proficiency. The conclusion of this research is that the STAD model has a moderate effect on teaching a reading.

إعادة توظيف طريقة التقليد والتحفيظ في تعليم المفردات العربية من منظور التعلّم التفاعلي لدى طلاب المرحلة المتوسطة الإسلامية: دراسة حالة كيفية

2026-11-04T19:43:36+07:00

هدفت هذه الدراسة إلى الكشف عن كيفية إعادة توظيف طريقة التقليد والتحفيظ في تعليم المفردات العربية من منظور التعلّم التفاعلي لدى طلاب المرحلة المتوسطة الإسلامية. واعتمدت الدراسة المنهج الكيفي بتصميم دراسة الحالة، وأُجريت في مدرسة منبع الصالحين المتوسطة الإسلامية بغرسيك، إندونيسيا. جُمعت البيانات من خلال الملاحظة الصفية، والمقابلات شبه المنظمة، والوثائق، ثم حُللت باستخدام النموذج التفاعلي لمايلز وهوبرمان وسالدانا. وأظهرت النتائج أن طريقة التقليد والتحفيظ ما تزال مناسبة لتنمية المفردات العربية إذا دُمجت مراحلها الأساسية المتمثلة في الاستماع والتقليد والتكرار والتحفيظ مع أنشطة التعلّم التفاعلي. وقد أسهمت المناقشات الصفية، والأنشطة التعاونية، والألعاب التعليمية، والتغذية الراجعة المستمرة في زيادة مشاركة الطلاب وتحسين قدرتهم على تذكر المفردات واستخدامها. كما بينت الدراسة أن الطرائق التقليدية في تعليم اللغة يمكن إعادة توظيفها بصورة أكثر فاعلية من خلال الممارسات التعليمية التفاعلية دون التخلي عن أسسها الأصلية. وتتمثل جدة الدراسة في تقديم تصور لإعادة توظيف طريقة التقليد والتحفيظ ضمن بيئة تعلّم تفاعلية في تعليم المفردات العربية لدى طلاب المرحلة المتوسطة الإسلامية.