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This study aims to extract and purify secondary metabolite compounds from Coffea arabica leaves using various separation techniques, such as maceration, column chromatography, thin layer chromatography (KLT), and preparatory KLT, and followed by flavonoid content analysis using UV-Vis spectrophotometry. The process begins with drying the arabica coffee leaves, then extraction is carried out using 96% ethanol for three days. After that, the solvent is evaporated with a rotary evaporator at 60°C to obtain a viscous extract. The extracts were further separated using column chromatography with a mixed solvent of n-hexane: ethyl acetate (3:1), resulting in 12 fractions that showed color differences, which was an indication of the diversity of the compounds in the extract. Advanced identification was carried out with KLT using methanol solvents: chloroform (9:1) at UV wavelengths of 254 nm and 366 nm, indicating the presence of compounds with medium to high polarity. Furthermore, the isolated compounds were further separated using the preparative KLT (KLTP) method. To determine the flavonoid content, UV-Vis spectrophotometry was performed at a wavelength of 431 nm, using quercetin as standard. The results of the analysis showed that Arabica coffee leaf extract had a yield of 7.35% and a total flavonoid content of 19.0605 mgQE/g. These findings show that arabica coffee leaves are a source of flavonoid compounds that have the potential for the development of herbal or phytopharmaceutical products. The flavonoid content found may provide health benefits, particularly in increasing antioxidant activity, which can be used in the treatment of oxidative stress-related diseases. The results of this study also open up opportunities for the development of plant-based products, especially Arabica coffee, in the pharmaceutical and cosmetic industries as an efficacious natural active ingredient.

This paper discusses the role of Arabic in improving speaking skills, especially in the context of daily life. Arabic, which is recognized as the language of revelation in the Qur'an and Hadith, has learning objectives that include understanding Islamic teachings, mastering vocabulary, and effective communication skills. Arabic learning does not only focus on linguistic aspects, but also includes understanding the cultural and social norms that exist in Arab society. The scope of the role of everyday Arabic includes mastering basic vocabulary, improving practical communication skills, understanding simple grammatical structures, and adapting to dialects and cultural contexts. The benefits of learning Arabic are significant, including an understanding of religious teachings, increased educational and career opportunities, and the ability to establish cross-cultural social relationships. Effective learning methods, such as direct, grammatical-translational, and eclectic methods, are proposed to overcome the challenges faced in learning Arabic, such as the complexity of grammatical structures and the lack of exposure in Arabic-speaking environments. With the right strategy, Arabic language learning is expected to form individuals who are not only academically intelligent, but also have high integrity and religious awareness.

This research analyzes the application of a holistic approach in teaching Arabic at Pondok Pesantren Bustanul Ulum Ketanggungan Brebes. The holistic approach emphasizes the integration of knowledge, feelings, and physical skills to improve students' overall Arabic language proficiency.This research uses a descriptive qualitative method with data collection techniques such as observation, interviews, and document collection. The subjects of the research include Arabic language teachers, students, and educational staff involved in the teaching and learning activities. Data is analyzed through the steps of data reduction, data presentation, and conclusion drawing.The research results show that a holistic approach is implemented through project-based learning, group discussions, and the use of audio-visual media. The main supporting factors include the active role of teachers in guiding and motivating students, a comfortable learning atmosphere, and the availability of various learning media. However, there are challenges such as the lack of available teaching time and the differences in students' abilities to understand the material being taught. However, a holistic approach has proven successful in improving students' Arabic language skills if supported by appropriate teaching methods that meet their needs. This research recommends strengthening the role of teachers in the teaching and learning process, optimizing the use of learning resources, and developing flexible strategies to enhance the effectiveness of Arabic language learning in the future.

This study revisits the classification system of broken plurals (jamak taksir) in Arabic, focusing on the categories of jamak qillah (few) and jamak katsrah (many), through a modern linguistic lens encompassing semantic, pragmatic, and corpus-based approaches. Traditional morphological classifications often fail to reflect actual meanings in context, particularly in Qur’anic discourse. Using a qualitative descriptive method combined with corpus linguistics technology, this research explores the dynamics of meaning and function of plural forms in the Qur'an. The findings reveal that jamak qillah and jamak katsrah forms do not consistently denote quantity in a literal sense, but are often selected for rhetorical, thematic, or communicative purposes. Consequently, the teaching of Arabic morphology and exegetical studies should adopt a more contextual and data-driven approach

Arabic literature experienced a significant thematic transformation from the Umayyad to the Abbasid period. In the Umayyad era, poetry was still rooted in classical qasidah, focusing on praise, tribal pride, and romantic ideals. However, the Abbasid era brought a wave of literary renewal, influenced by sociopolitical and cultural shifts. This study explores how these contexts shaped literary themes and styles, using a descriptive qualitative approach through library research and textual analysis. It focuses on works by Al-Farazdaq, Al-Akhtal, Jarir, Abu Nawas, Abu al-Atahiyah, Dibil al-Khuza’i, and Al-Jahiz. The findings reveal that poetry in the Abbasid era became a tool for social criticism, spiritual reflection, and personal expression. Meanwhile, Al-Jahiz significantly advanced Arabic prose, making it more intellectual and educational. This study concludes that Arabic literature evolved not only in form and content, but also in function, reflecting the intellectual and cultural dynamism of Islamic civilization. Keywords: Abbasid; Arabic literature; New Poets; Transformation; Umayyad

Coffee production generates large amounts of solid waste, particularly coffee pulp, which can lead to environmental pollution if not properly managed. This study investigates the utilization of coffee pulp waste as a liquid organic fertilizer (LOF) and its effect on the growth of Arabica coffee seedlings (Coffea arabica L.). The experiment was conducted using a randomized complete block design (RCBD) with five treatments (0, 10, 20, 30, and 40 ml/L of LOF) and five replications. Observations were made on seedling height, stem diameter, and number of leaves over a four-month period. The results showed that the application of LOF had a significant effect on plant height and number of leaves. The highest increase in height and leaf count was observed in the 30 ml/L treatment, while the 40 ml/L treatment showed a slight decline, possibly due to nutrient oversaturation. However, stem diameter did not show a statistically significant difference among treatments. Correlation analysis indicated a strong positive relationship between plant height and leaf number (r = 0.800), suggesting synchronized vegetative growth. These findings demonstrate the potential of coffee pulp LOF as an eco-friendly alternative to chemical fertilizers in coffee seedling nurseries. Further research is recommended to evaluate long-term effects and optimal dosages for different growth stages.

This study aims to analyze the use of Google Translate in translating Arabic text into Indonesian. The aim is to examine translation accuracy, precision, and the relationship between translation and meaning. A descriptive qualitative method was used to explore the phenomenon in its specific context. Data were taken from classical and modern Arabic texts. The findings show that although Google Translate has seen improvements, it still faces some challenges. These include word-for-word translation, lack of understanding of cultural context, and gender terminology issues. While Google Translate can be a useful tool, it cannot completely replace human translators, especially in translating adverbs and complex grammatical structures. This research emphasizes the importance of translation quality and the role of digital tools in translation. By learning to use these tools effectively, users can improve their translation skills and enhance their ability to communicate across languages. Thus, while machine translation offers convenience and speed, human insight remains essential to achieve nuance, clarity and contextually appropriate meaning in Arabic-Indonesian translation.

Arabic language instruction has traditionally centered on classical Islamic texts, emphasizing rote memorization, mastery of grammar (naḥw), and rhetorical eloquence (balāghah), which, while preserving linguistic authenticity, often fail to meet the evolving educational demands of the 21st century. In an age marked by rapid technological advancement and shifting pedagogical paradigms, there is a critical need to reform Arabic teaching by integrating traditional methods with digital tools and interdisciplinary approaches. This study adopts a qualitative, literature-based methodology to explore both the foundational principles of classical pedagogy and recent innovations, including learning management systems, gamification, and AI-enhanced learning technologies. Through comparative analysis, the research identifies key disjunctions and overlaps between heritage-based teaching and modern digital practices. From this synthesis, the study proposes a reconstructed pedagogical model built on four core elements: cognitive-linguistic scaffolding, digital integration, sociocultural contextualization, and multidisciplinary instruction. This integrative approach not only fosters greater student engagement but also promotes character development in line with the objectives of Islamic education (maqāṣid al-sharīʿah). Furthermore, it supports a more adaptive and culturally responsive learning environment, contributing to broader educational reform efforts aimed at holistic learning. The findings suggest that such a model is particularly well-suited to Islamic higher education contexts while also being adaptable to global academic systems. By bridging the gap between tradition and innovation, this framework offers both a theoretical and practical foundation for modernizing Arabic language pedagogy. It holds implications for curriculum development, instructional strategies, and educational policy, advocating for a future-oriented yet culturally rooted approach to language education that respects heritage while embracing necessary transformation.

This study aims to explore the role of harakat in assisting beginner students at Pondok Pesantren Zainul Hasan Genggong in reading and understanding Arabic texts. Learning Arabic, especially for beginners, presents its own challenges, particularly in reading texts that use the harakat system. Harakat plays a crucial role in proper pronunciation and understanding the meaning of words. This study uses a qualitative descriptive method with a case study approach, involving 1) seventh-grade students and 2) the arabic language teachers in that class. The results of the study show that harakat significantly helps students in understanding Arabic grammar, improving reading skills, and comprehending the meaning of texts. Additionally, internal factors such as physical health, as well as external factors like family conditions, also influence students' ability to read Arabic texts. Based on the findings of this study, it is recommended that the use of harakat in teaching Arabic to beginners be maintained and enhanced.  

This paper aimed to research about Badi‟ style in al-Qur‟an‟s passages. This research used one aspects of Balaghah, tauriyah, and spoke about alQur‟an‟s passages which contains tauriyah style dan the secret behind its using. The objects of this research come from al-Qur‟an‟s passages using style of language/balaghah analysis, especially Ilmu Badi‟ which concentrated to beauty of meaning (muhassinaat ma’nawiyyah)  and importance of understanding tauriyah for another studies focused their object based on al-Qur‟an, directly or not. This paper find that there are at least 10 passages which contains tauriyah in al-Qur‟an, they are al-Baqarah: 143, al-An‟am: 60, at-Taubah: 21, Yunus: 92, Yusuf: 42, Yusuf: 96, Thaha: 5, adz-Dzariyat: 47, ar-Rahman: 6 and  al-Ghasiyah: 8.  This number of passages erase the old paradigm that recognite only 3 passages in alAn‟am: 60, Thaha: 5 and adz-Dzariyat: 47. Understanding tauriyah became important in Tafsir studiy and isthinbatu’l ahkaam in Ushu‟l Fiqh field, even became one of obligatory requirements for mujtahid.   

This study aims to analyze the skills of understanding Arabic letters and reports at Madrasah Nurul Istifadah and identify factors that influence students' understanding, the learning methods used, and the effectiveness of the strategies applied. Understanding skills in this context include the ability to recognize text structure, analyze content, and interpret formal language styles. The study used a qualitative descriptive approach with data collection methods in the form of observation, interviews, and documentation. The results of the study showed that group discussion strategies and repeated reading with gradual understanding proved effective in improving students' understanding of Arabic letters and reports. This strategy not only improves students' linguistic abilities, but also encourages cooperation, self-confidence, and critical thinking skills. This study is expected to contribute to the development of more contextual and effective Arabic language learning methods, especially in understanding formal texts.

This study aims to analyze the skills of understanding Arabic letters and reports at Madrasah Nurul Istifadah and identify factors that influence students' understanding, the learning methods used, and the effectiveness of the strategies applied. Understanding skills in this context include the ability to recognize text structure, analyze content, and interpret formal language styles. The study used a qualitative descriptive approach with data collection methods in the form of observation, interviews, and documentation. The results of the study showed that group discussion strategies and repeated reading with gradual understanding proved effective in improving students' understanding of Arabic letters and reports. This strategy not only improves students' linguistic abilities, but also encourages cooperation, self-confidence, and critical thinking skills. This study is expected to contribute to the development of more contextual and effective Arabic language learning methods, especially in understanding formal texts.

This study aims to explore the role of harakat in assisting beginner students at Pondok Pesantren Zainul Hasan Genggong in reading and understanding Arabic texts. Learning Arabic, especially for beginners, presents its own challenges, particularly in reading texts that use the harakat system. Harakat plays a crucial role in proper pronunciation and understanding the meaning of words. This study uses a qualitative descriptive method with a case study approach, involving 1) seventh-grade students and 2) the arabic language teachers in that class. The results of the study show that harakat significantly helps students in understanding Arabic grammar, improving reading skills, and comprehending the meaning of texts. Additionally, internal factors such as physical health, as well as external factors like family conditions, also influence students' ability to read Arabic texts. Based on the findings of this study, it is recommended that the use of harakat in teaching Arabic to beginners be maintained and enhanced.  

Dala’il al-I’jaz is one of the monumental works of ʿAbd al-Qāhir al-Jurjānī, a central figure in the field of balāghah (Arabic rhetoric), widely recognized as one of its foundational scholars. He authored numerous works exploring the intricacies of rhetoric, with Dala’il al-I’jaz serving as a key reference in the study. One of the major themes in balāghah is the concept of al-fasāḥah (eloquence), which serves as the formal object of this research. The focus of this study is to examine al-Jurjānī’s perspective on al-fasāḥah as presented in his work, Dala’il al-I’jaz. This study employs a qualitative descriptive approach by analyzing scholarly articles and relevant literature, with Dala’il al-I’jaz as the main material object. The findings reveal that al-Jurjānī views al-fasāḥah not merely as a matter of wording or phonetic beauty, but rather as something rooted in meaning. In his view, eloquence lies not only in the form or sound of expressions, but more importantly, in the depth and precision of the meaning conveyed.

Speaking skills are one of the fundamental aspects of language competence that play a central role in interpersonal communication, learning, and individual self-development in society. In the context of language learning, speaking skills not only reflect a person's linguistic ability, but also demonstrate maturity of thinking, social skills, and the capacity to participate actively in various communicative situations. UNESCO (2023) emphasizes that strengthening oral communication skills among students is very important to prepare them to face the challenges of the increasingly complex and dialogue-based world of work and global society. This teaching material development model is also driven by the use of technology and interactive multimedia, such as animated videos, to web-based e-modules. Recent studies have shown that teaching materials like this have been proven to improve students' maharah kalam (speaking), reading comprehension, and critical thinking skills in understanding Arabic texts more comprehensively

This study aims to examine the effect of using audio-visual media on the mahārah istimā’ (listening skills) of grade VIII students at MTs Negeri 3 Deli Serdang. The background of this study is based on the importance of listening proficiency in Arabic language learning as a foundation for developing other language skills. This research employs a quantitative approach using a quasi-experimental design, involving two groups: an experimental group taught with audio-visual media and a control group taught conventionally. The instrument used was a listening test administered as a pre-test and post-test. The results of the t-test indicate a significant difference between the average post-test scores of the experimental and control groups. This demonstrates that audio-visual media has a positive and significant impact on improving students' Arabic listening skills. Audio-visual media effectively enhances students’ motivation, focus, and understanding of vocabulary and utterance context in Arabic.

Understanding nahwu, particularly the grammatical marker raf‘ in the form of ḍammah, is essential for accurately analyzing the structure of Arabic sentences. Ḍammah serves as a marker for the marfū‘ grammatical case in both nouns (ism) and verbs (fi‘l) under specific conditions. Mastery of this aspect is not only beneficial for academic or religious purposes but also offers valuable life lessons. Values such as precision in thinking, carefulness in speech, and clarity in communication are among the wisdoms that can be gained. In practice, understanding the raf‘ sign ḍammah teaches individuals to be more thoughtful in language use and more sensitive to meaning. Beyond improving one’s Arabic language skills, it also fosters a logical and organized mindset. Therefore, learning about the raf‘ sign ḍammah contributes to the development of a disciplined, responsible, and ethical character, both in social, educational, and spiritual contexts.

The evaluation of textbooks is a strategic step to ensure the alignment of instructional materials with curricular goals and the needs of learners. In the context of teaching Arabic at the university level, writing skills (mahārah kitābah) are an essential component in shaping productive and communicative language abilities. This study aims to evaluate the representation and development of writing skills in the Arabic Language Book Marhalah Three, published by the Language Center of UIN Sultan Syarif Kasim Riau in 2018. The study employs a descriptive qualitative approach using a document analysis method. Data were collected through content analysis of the textbook using a foreign language textbook evaluation rubric, which includes aspects such as content, instructional approach, and the suitability of the material to students' competencies. The findings indicate that although the book is organized with a systematic instructional structure and thematically relevant content, the development of writing skills is still primarily based on a structural approach and lacks diverse, communicative exercises. These findings suggest the need for improvement in the textbook by integrating communicative, integrative, and contextual approaches in order to enhance the effectiveness of mahārah kitābah instruction in higher education settings.

This studyiuses a quantitative method with a descriptive approach to analyze the concept of al-Ashil fi al-Tafsir, both in terms of its definition and characteristics. Al-Asli fi al-Tafsir is a fundamental principle in Qur’anic exegesis that refers to the primary sources in understanding the sacred text, such as theiQur’an itself, the Prophet’s hadith, ijma’ (scholarly consensus), and qiyas (analogical reasoning). This concept serves as a crucial foundation for interpreters to maintain the authenticity of interpretations so they remain aligned with the intended meaning of the revelation. This study gathers data from 15 journals discussing exegesis methodology and fundamental principles in understanding the Qur’an. The findings indicate that *al-Asli fi al-Tafsir* has several key characteristics, including adherence to the text, maintaining the original meaning, and considering the historical context of revelation. Furthermore, this principle emphasizes the importance of deep Arabic language comprehension and the continuity between the text and its practical application in daily life. Thus, this studyiprovides an in-depth insight into the fundamental principles of Qur’anic exegesis. 

This study aims to analyze the implementation of the mandatory muthola'ah program at the Fatkhul Mu'in Ali Masykur Wonosobo Islamic Boarding School, and its contribution to improving students' literacy. This study uses a descriptive qualitative approach with a case study method. Data were collected through direct observation, in-depth interviews with caregivers, educators, boarding school administrators, and students, as well as documentation. Triangulation techniques were used to ensure data validity. The results of the study indicate that the mandatory muthola'ah program implemented in a structured manner every night for 45 minutes is able to build disciplined and independent learning habits. Through this program, students are accustomed to reading yellow books, writing summaries, discussing in groups, and expressing opinions logically. The implementation of this program is also supported by the vision of the boarding school, and intensive mentoring from the administrators. This program contributes significantly to improving students' literacy both academically and in character. The study highlights some students who are less motivated, have difficulty reading Arabic texts, and are afraid of making mistakes during discussions. Patient and consistent coaching indicates that these obstacles can slowly be overcome.