Indonesian Journal of Arabic Education and Learning

Proses Kognitif dalam Produksi dan Pemahaman Bahasa Arab: Analisis Psikolinguistik

Fatimah Azzahra Putri — 2026-08-09

Penelitian ini mengkaji proses kognitif yang mendasari produksi dan pemahaman bahasa Arab dalam perspektif psikolinguistik. Bahasa Arab memiliki karakteristik linguistik yang khas, seperti sistem morfologi berbasis akar dan pola serta kondisi diglosia, yang menuntut mekanisme kognitif yang kompleks dalam penggunaannya. Penelitian ini bertujuan untuk menganalisis tahapan kognitif dalam produksi bahasa Arab serta mekanisme mental yang berperan dalam pemahaman bahasa Arab, sekaligus menelaah implikasinya bagi pembelajaran bahasa Arab. Metode penelitian yang digunakan adalah pendekatan kualitatif deskriptif dengan jenis penelitian kepustakaan (library research), melalui telaah kritis terhadap teori dan temuan empiris dalam kajian psikolinguistik, khususnya model produksi bahasa dan pemrosesan morfologis bahasa Arab. Hasil penelitian menunjukkan bahwa produksi bahasa Arab berlangsung melalui tahapan konseptualisasi, formulasi, dan artikulasi, yang melibatkan aktivasi simultan antara akar dan pola dalam leksikon mental. Sementara itu, pemahaman bahasa Arab melibatkan proses decoding fonologis, pemrosesan morfologis dan sintaksis, serta integrasi semantik dan kontekstual. Kesimpulannya, produksi dan pemahaman bahasa Arab merupakan proses kognitif yang saling terkait dan membentuk satu sistem mental terpadu. Temuan ini menegaskan pentingnya pendekatan psikolinguistik dalam pengajaran bahasa Arab untuk meningkatkan efektivitas pembelajaran.

Arab Education Students’ Perceptions at State Islamic University of Madura of Google Translate in the Society 5.0 Era

Sofiyatul Amaliyah — 2026-08-10

The integration of digital technology in education in the era of Society 5.0 has influenced language learning practices, including the use of Google Translate in Arabic writing activities. This study aims to examine the perceptions of Arabic Education students at Universitas Islam Negeri Madura regarding the use of Google Translate in improving Arabic writing skills. The research employed a qualitative descriptive approach involving third-semester students as research participants. Data were collected through interviews, observations, and documentation, and analyzed using data reduction, data presentation, and conclusion drawing. The findings indicate that students use Google Translate mainly as a supporting tool to understand vocabulary, obtain initial sentence structures, and assist in drafting Arabic texts. Students’ perceptions of its usefulness vary, ranging from helpful to less helpful, due to limitations in translation accuracy, grammatical structure, and contextual meaning. Despite these limitations, most students conduct verification and revision of translation results before using them in their writing. The study concludes that Google Translate functions as a supportive learning tool rather than a substitute for linguistic competence. Its effective use requires critical evaluation, linguistic awareness, and digital literacy to support Arabic writing development in higher education.

Linguistic and Non-Linguistic Problems and Their Solution to Learning Arabic at Songserm Wittaya Mulnithi School, Thailand

Ilham Fatkhu Romadhon — 2026-08-10

Arabic plays an important role in Islamic education in Southern Thailand, particularly in Islamic schools where Arabic is essential for accessing Islamic religious knowledge. However, Arabic language learning at Songserm Wittaya Mulnithi School in Hat Yai, Songkhla, faces various linguistic and non-linguistic challenges that affect the learning process. This study aims to identify and analyze the linguistic and non-linguistic problems encountered in Arabic language learning and to formulate appropriate solutions. This research employed a descriptive qualitative approach. Data were collected through observation, interviews, and documentation and were analyzed descriptively to identify the major problems and their underlying factors. The findings reveal that linguistic problems involve difficulties in Arabic phonology, morphology, syntax, semantics, and the development of listening, speaking, reading, and writing skills. Non-linguistic problems include limited opportunities to use Arabic in the learning environment, inadequate learning facilities, and variations in students’ motivation, enthusiasm, and perseverance. The study finds that addressing these problems requires integrated efforts, including improving teaching strategies, strengthening students’ motivation, providing greater opportunities for Arabic language practice, and developing a more supportive learning environment. These findings indicate that effective Arabic language learning depends on both students’ linguistic competence and the broader educational context.

Teachers Adaptation of Methods in Teaching Arabic at Ar-Rohmah High School in Malang: A Contextualism Philosophy Perspective

Prayoga Saputra — 2026-08-10

Arabic language learning in modern pesantren-based schools requires adaptive strategies to address students’ diverse abilities and the dynamic nature of the learning environment. This study is motivated by the need to understand how Arabic teachers at Ar-Rohmah High School Malang adjust their teaching methods to the characteristics of Generation Z, the context of modern Islamic boarding schools, and the demands of a bilingual curriculum. The study aims to describe the forms of instructional adaptation employed by teachers and analyze these practices through the lens of contextualism philosophy. This research applied a descriptive qualitative approach using observation, in-depth interviews, and documentation as data collection techniques. Data were analyzed thematically by considering students’ social, cultural, and religious contexts. The findings reveal that teachers adapt methods through the integration of communicative approaches, contextualization of materials with pesantren life, utilization of digital technology, and flexible responses to classroom conditions. These adaptations are supported by the school’s bilingual culture, rich language exposure in the pesantren environment, institutional support, and digital media aligned with Generation Z characteristics. The study concludes that adaptive teaching practices reflect contextualism principles, making Arabic learning more relevant, engaging, and meaningful.

Vygotsky’s Principles of Social Constructivism in Arabic Language Learning: A Systematic Literature Review

Humairatuz Zahrah — 2026-08-25

Arabic language learning requires instructional approaches that facilitate meaningful interaction and active learner participation, particularly in developing communicative competence. Although Vygotsky’s social constructivist principles have been widely applied in language education, their specific application and empirical patterns in Arabic language learning remain insufficiently synthesized across the existing literature. This study examines the application of Lev Vygotsky’s social constructivist principles in Arabic language learning. A Systematic Literature Review (SLR) was conducted following PRISMA 2020 principles using Scopus, Google Scholar, and related databases. Studies published between 2015 and 2025 were screened based on predefined eligibility criteria, resulting in 15 studies for thematic synthesis. Data were organized according to research context, design, Vygotskian constructs, learning activities, language skills, findings, and limitations. The findings indicate that social interaction through group discussion, peer learning, and muhadatsah serves as the primary mechanism for engaging learners within their ZPD, particularly when interaction is purposeful and task-oriented. Speaking was the most frequently emphasized skill, followed by listening, whereas reading and writing received comparatively less attention. Teacher mediation through modelling, corrective feedback, and graduated scaffolding further supported learning development. Overall, Vygotskian principles provide a coherent framework for Arabic language instruction that emphasizes purposeful interaction, oral practice, and appropriately calibrated teacher support.