Jogja madrasah digital in summative Arabic assessment: Usability, students’ perceptions, and linguistic challenges

Challenges of Arabic Language Teachers in the Digital Era: A Case Study at Muhammadiyah 2 Senior High School

This study examines the challenges faced by Arabic language teachers in the digital era at SMA Muhammadiyah 2 Palembang. Employing a qualitative approach with a case study design, data were collected through in-depth interviews with an Arabic language teacher and analyzed using descriptive qualitative analysis. The findings reveal three primary challenges: low student motivation driven by online gaming and unregulated social media use, limited Arabic literacy particularly among students from non-pesantren backgrounds, and the demands of adaptive classroom management. In response, the teacher has implemented varied pedagogical strategies including mufrodat songs, ice-breaking activities, Canva-based visual media, interactive quizzes via Quizizz, and the Arabic Club application. The school also provides robust digital infrastructure such as Wi-Fi, Smart TVs, tablets, and the Pijar evaluation application. Notably, students' digital competencies, when strategically channeled into creative projects, can be transformed from distractions into valuable learning assets. The study concludes that technological advancement functions as a double-edged sword in Arabic language education, offering innovative opportunities while introducing new complexities that demand sustained pedagogical creativity and professional adaptation from teachers.

Tadris Al-‘Arabiyyah

Evaluation of the Merdeka Curriculum in Arabic Language Learning at the MTs Level: A Constructivist Theory Perspective

This study aims to evaluate the implementation of the Merdeka Curriculum in Arabic language learning at the Madrasah Tsanawiyah (MTs) level using a constructivist perspective, in order to identify the alignment between curricular concepts and classroom practices. This research employs a qualitative approach with a library research design. Data were collected from various scholarly sources, including books, journal articles, and relevant documents, and analyzed using content analysis techniques through stages of identification, classification, and interpretation. The validity of the findings was ensured through source triangulation. The results indicate that, conceptually, the Merdeka Curriculum is highly aligned with constructivist principles, particularly in terms of student-centered learning, flexible instructional planning, and the integration of assessment as an essential component of the learning process. In practice, Arabic language instruction demonstrates a shift toward student-centered learning through the application of active learning models, although teacher-centered approaches still dominate in certain aspects. Assessment practices have begun to adopt authentic and formative approaches, but their implementation remains suboptimal. Furthermore, several challenges persist, including limited teacher pedagogical competence, heterogeneous student abilities, and insufficient learning resources and facilities. Despite these constraints, the implementation of the Merdeka Curriculum has positively impacted students’ motivation, engagement, and communicative competence in Arabic language learning.

Constructivism and Arabic Verbal Expression: Linguistic Dimensions of Oral Communication

This study addresses the persistent challenge of low student motivation and limited oral communication competence in Arabic language learning, particularly in maharatul kalam. It aims to examine how a constructivist approach strengthens students’ Arabic verbal expression through meaningful learning experiences and active participation. Using a qualitative case study design, the research was conducted at Kelompok Studi Khusus (KSK) Nurul Jadid. Data were collected through classroom observations, semi-structured interviews, and documentation, and analyzed using thematic analysis. The findings reveal that constructivist learning, implemented through authentic speaking tasks, learner autonomy in selecting themes and presentation styles, collaborative interaction, structured performance activities, constructive feedback, and reward systems, substantially enhances students’ intrinsic and extrinsic motivation. These strategies also foster greater confidence, communicative courage, active participation, and richer linguistic performance in oral Arabic communication. The study contributes to Arabic language pedagogy by demonstrating that constructivist principles effectively integrate cognitive, social, and linguistic dimensions of verbal expression, providing an innovative framework for developing communicative competence and sustainable learner motivation in Arabic speaking instruction

Students' Perceptions and Experiences of Using Memrise For Learning English Vocabulary: A Mixed-Methods Study

This study examines students' perceptions and experiences regarding the use of the Memrise application for English vocabulary learning within the English Education Department at the University of Mataram, utilizing the Technology Acceptance Model (TAM) as a theoretical framework. A mixed-methods design was employed, combining a descriptive quantitative approach with qualitative interviews. Questionnaire data were collected from 38 second-year students who had used Memrise for at least three months, while semi-structured interviews were conducted with 10 selected students to gain deeper insight into their experiences. Quantitative data were analyzed using descriptive statistics, whereas qualitative data were analyzed using the Miles and Huberman interactive model. The findings indicate that students held positive perceptions regarding Memrise's usefulness (mean scores of 3.58–3.95) and ease of use (mean scores of 3.58–4.05). Key benefits identified included vocabulary retention through repetition, pronunciation practice, and learning flexibility. However, students also encountered challenges, such as internet connectivity issues (mean score of 3.53), limitations regarding premium features, and a scarcity of advanced-level vocabulary materials. The study concludes that Memrise is perceived positively as a supportive and flexible vocabulary learning tool, although improvements in accessibility and content variety are needed. This research contributes to the literature on technology-based vocabulary learning and the application of TAM within the context of Indonesian higher education.

Implementasi Metode Ummi dalam Meningkatkan Literasi Arab Dasar melalui Pembelajaran Al-Qur'an Siswa

This study aims to describe the implementation of the Ummi Method in improving basic Arabic literacy through Qur'anic learning among seventh-grade students at an Islamic junior high school. A descriptive qualitative approach was employed. Data were collected through participant observation, in-depth interviews, and a documentation study. The primary data sources were four key informants selected purposively, namely the school principal, two certified Ummi teachers, and the Ummi program coordinator, complemented by secondary data obtained from oral reading tests and brief interviews with twelve seventh-grade students representing high, moderate, and low reading-ability groups, as well as school documents including curriculum records, lesson plans, student progress reports, and teacher certification files. Data were analyzed using the interactive analysis model of Miles, Huberman, and Saldaña, comprising data condensation, data display, and conclusion drawing/verification, with credibility ensured through source and method triangulation. The findings show that the Ummi Method was implemented through three structured stages: classical instruction, individual assessment, and guided recitation. The method effectively improved students' hijaiyah letter recognition from an average of 45% to 87%, harakat comprehension from 38% to 82%, and reading fluency from 30% to 79% over one semester. Supporting factors included certified teacher competence, institutional support, and curricular integration, while inhibiting factors included students' heterogeneous initial abilities and limited instructional time. This study concludes that the systematic implementation of the Ummi Method significantly enhances students' basic Arabic literacy and recommends its wider adoption in Islamic junior high schools across Indonesia.