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This research was conducted at MAN 2 Karawang, focusing on the analysis of Al-Qur'an and Hadith learning, particularly regarding methods, facilities, as well as supporting and inhibiting factors. The location was chosen based on the school's commitment to developing flagship programs such as the Tahfidz Al-Qur'an (Qur'an memorization) and Rohis (Islamic Spiritual) mentoring, alongside the challenges faced in optimizing the memorization of Juz 30 and students' understanding of Arabic script. The research method used a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation. The results showed that innovative methods such as Market Place Activity, Snowball Throwing, and Role Play proved effective in increasing student participation and comprehension. Facilities such as a large TV for Tahsin (Qur'an recitation improvement) and a Rohis room also served as key supporting factors. However, obstacles such as extreme weather and power outages occasionally disrupted the learning process. In conclusion, a combination of creative methods, adequate facilities, and teacher adaptability played a crucial role in the success of Al-Qur'an and Hadith learning at MAN 2 Karawang, although infrastructure improvements are needed to address technical challenges.

Demonstration method in improving the ability to read and write Arabic Malay (Jawi) in Madrasah Tsanawiyah. Arabic Malay writing is a cultural heritage of the Archipelago that is important to preserve, especially in Islamic education environments. The demonstration method combined with lectures and demonstration methods allows students to learn concretely through direct explanations and demonstrations, so that they are able to understand the letter forms, pronunciation, and structure of Arabic Malay writing better. This study found that the demonstrative approach gave positive results in improving students' ability to read and write Arabic Malay, and was an effective method in fostering interest in learning and preserving local cultural scripts.  

This article examines the contributions of two major schools of Arabic grammar, the Basran and Kufan schools, to the development of the theory of ibdal (phonetic substitution) in the Arabic language. Using a historical and comparative approach, it traces the origins of the concept of ibdal in classical Arabic linguistic tradition and explores how leading grammarians from each school shaped distinct theoretical frameworks. The Basran school typically approached ibdal with a logical and systematic perspective, emphasizing phonetic patterns and structured rules of sound transformation. In contrast, the Kufan school adopted a more flexible stance, prioritizing the realities of spoken Arabic usage even if not always supported by formal phonetic justification. This study highlights not only the methodological differences between the two schools but also their long-lasting impact on the grammatical structure of Arabic. The discussion underlines the intellectual dynamics within Arabic grammar scholarship and encourages further exploration into how classical ibdal theories can inform modern linguistic analysis in Arabic studies.

Understanding long texts in Arabic remains a significant challenge in many educational institutions, including MA Zaha. This article aims to discuss strategies for dissecting the main idea through a discourse analysis approach, focusing on both implicit and explicit meanings. This research employs a qualitative approach with a case study method, involving observation, text analysis, interviews, and documentation. The results indicate that discourse analysis aids students in identifying the main ideas that are often hidden in the form of metaphors or analogies. The application of strategies such as identifying opening paragraphs, analyzing sentence structures, contextual discussions, and idea mapping has proven effective in enhancing critical thinking, literacy, and understanding of Arab culture. This study recommends teacher training, textbook development, and the integration of cultural values to strengthen Arabic language learning holistically.

Understanding long texts in Arabic remains a significant challenge in many educational institutions, including MA Zaha. This article aims to discuss strategies for dissecting the main idea through a discourse analysis approach, focusing on both implicit and explicit meanings. This research employs a qualitative approach with a case study method, involving observation, text analysis, interviews, and documentation. The results indicate that discourse analysis aids students in identifying the main ideas that are often hidden in the form of metaphors or analogies. The application of strategies such as identifying opening paragraphs, analyzing sentence structures, contextual discussions, and idea mapping has proven effective in enhancing critical thinking, literacy, and understanding of Arab culture. This study recommends teacher training, textbook development, and the integration of cultural values to strengthen Arabic language learning holistically.

The use of social media in Arabic language learning is becoming increasingly significant in today's digital age. Social media has become an integral part of students' and teachers' daily lives, opening up great opportunities to create more interactive, collaborative and engaging learning experiences. WhatsApp, Instagram, Facebook, YouTube and TikTok can increase students' motivation to learn, make materials more accessible, and improve students' Arabic language skills. This study aims to identify the opportunities and challenges of using social media in Arabic language learning using library research method. The results show that social media is often utilized by teachers and students to improve communication, facilitate the distribution of teaching materials, and enrich the Arabic learning experience. The use of social media has also been shown to increase student motivation to learn through active engagement in discussion and collaboration. However, there are some challenges such as unequal access to technology, high potential for distraction, limited internet quota and network problems and digital security risks. The use of social media can be an effective tool in Arabic language learning if integrated with appropriate teaching strategies and accompanied by digital literacy training for teachers and students, as well as the development of creative and safe educational content. This study recommends the development of policies and guidelines for the use of social media in schools and universities, so that the potential of social media in supporting Arabic language learning can be optimally utilized. 

This article aims to recognize and understand the development of the story of Ahmad Al-Hasyimi. Ahmad Al-Hasyimi is one of the important figures in the science of balaghah who has made a major contribution to the development of the Arabic language, especially in the fields of rhetoric and literature. Through his famous work “Jawahir Al-Balaghah”, he succeeded in simplifying Balâghah so that it is easier to understand by Arabic language students and researchers. According to Ahmad Al-Hasyimi, the aim of his Balâghah is to convey meaning with clarity, beauty and attractiveness that can influence the reader or listener. Literature that uses methods by collecting secondary data in the form of journal papers, online articles.

The digital era brings new challenges and opportunities in Arabic language learning, so the development of innovative and adaptive curriculum-based teaching materials is very important. This article discusses innovations in the development of Arabic language teaching materials that utilize digital technology, such as multimedia, mobile applications, and interactive e-learning platforms, to create a more effective, engaging, and contextual learning experience. With a qualitative approach and case studies in secondary education environments, this study shows that the integration of technology in teaching materials can increase students' interest, motivation, and understanding of Arabic. In addition, this article identifies various obstacles, such as limited infrastructure and teacher readiness, and provides recommendations for sustainable development that is inclusive and responsive to the needs of the times. These findings are expected to be the basis for the development of Arabic language teaching materials that are relevant to the curriculum and able to answer the demands of learning in the digital era.

The difference in educational background of UIN Sultan Maulana Hasanuddin Banten students, especially between pesantren and public school graduates, becomes an obstacle in the learning process of intensive Arabic classes. Students who come from public schools often feel left behind compared to their friends who come from pesantren or Madrasah Aliyah. Therefore, it is important to conduct this study to examine the effect of pesantren graduates‘ background on motivation to learn Arabic, so as to provide a better understanding of the factors that influence students’ learning motivation. The researcher used a quantitative method with data collection through questionnaires. The collected data were analysed systematically to identify patterns and meanings related to the influence of pesantren education background on motivation to learn Arabic. The results showed a significant effect of boarding school education on students' motivation to learn Arabic. Thus, boarding school education background can increase motivation to learn Arabic. The implication is that educational institutions need to consider the background of students in designing effective learning methods. Future research is recommended to include additional variables that have the potential to influence Arabic language learning motivation.

. This article explores four foundational pillars of Arabic semantics: Isytiqaq (derivation), Taraduf (synonymy), Isytirok (polysemy), and Tadladh (antonymy). These concepts are crucial for understanding the dynamic and layered nature of meaning in classical Arabic texts, including the Qur'an, Hadith, and classical Arabic literature. Isytiqaq provides insight into the origin and development of words through their root structures, while Taraduf illustrates the richness of Arabic vocabulary through synonymous expressions. Isytirok addresses the phenomenon of a single word carrying multiple meanings based on context, and Tadladh reveals semantic oppositions that enhance rhetorical expression and textual clarity. This study emphasizes the importance of these four semantic pillars in linguistic analysis and interpretation, highlighting their role in the beauty and precision of the Arabic language.

This study aims to analyze i‘rab in Arabic syntax from two main perspectives: classical nahwu theory and modern linguistic approaches, as well as to evaluate the application of i‘rab in the construction of Arabic sentences. I‘rab refers to the inflection of a word’s ending, which indicates its syntactic function in a sentence, playing a crucial role in determining the meaning and structure of the sentence in Arabic. In the context of classical nahwu theory, as found in works such as Al-Kitab by Sibawaih and Al-Mufassal by Al-Zamakhsyari, i‘rab functions as a grammatical marker that helps to understand the relationships between the elements of a sentence, such as the subject, object, and complement. In contrast, modern linguistic approaches view i‘rab as one component in a more complex sentence structure, focusing on overall syntactic and semantic analysis. The research methodology employed is qualitative-descriptive with a content analysis approach, where data is collected from library studies covering primary literature in the fields of classical nahwu and modern linguistics. This study analyzes and compares the application of classical nahwu theory with modern linguistic approaches to i‘rab and its impact on understanding sentence structure in Arabic. The results show that although classical nahwu theory and modern linguistic approaches differ in their application of i‘rab, they complement each other in providing a more comprehensive understanding of Arabic sentence syntax. A proper understanding of i‘rab is essential not only in teaching Arabic but also in translating and interpreting Arabic texts, both in academic and practical contexts. This study is expected to contribute to the development of Arabic language teaching and serve as a reference for Arabic scholars interested in syntactic studies and its applications in Arabic sentence analysis.

Arabic literature has undergone significant development from pre-Islamic times to the modern era, reflecting social, cultural and intellectual changes in Arab civilization. Changes in literary works, whether in the form of poetry, prose, or novels, have also influenced the development of the Arabic language in terms of vocabulary, structure, and style of expression. This study aims to analyze how the evolution of Arabic literature impacts the development of the Arabic language by using qualitative research methods. The approach used is descriptive analysis with library research techniques, where data is collected from various sources, such as classical and modern literary works, academic journals, and previous studies that discuss the relationship between literature and language. The results show that Arabic literature plays a role in the formation of modern Arabic through vocabulary enrichment, syntactic innovation, and the spread of various dialects. In addition, the influence of literature on language is also seen in the context of education and mass media. By understanding the close relationship between literature and language, this research is expected to provide new insights for the study of Arabic linguistics as well as the preservation of literary wealth in language development.

This paper discusses the importance of developing tarkib (grammatical structure) and vocabulary evaluation instruments in learning Arabic, which is a crucial aspect in understanding and composing meaningful sentences. Tarkib learning includes exercises in underlining fi'il and fa'il, converting ismiyyah sentences to fi'liyah numbers, filling in blanks and selecting answers in parentheses, completing sentences, identifying the type of amount. Vocabulary learning includes practice in pronouncing vocabulary according to pictures, writing vocabulary based on pictures and filling in blank sentences. This article also outlines the different levels of mastery of tarkib, from beginner to advanced. It is emphasized that effective and adaptive evaluation instruments are needed to measure students' abilities objectively, so as to improve students' linguistic competence and logical thinking skills.

This research investigates how effective the use of instructional media based on PowerPoint (PPT), when integrated with mime techniques, is in improving students' mastery of vocabulary. The study is driven by the recurring problem of students having a limited range of vocabulary, which frequently becomes an obstacle in the process of acquiring language skills. A quantitative research method with a quasi-experimental framework was employed, involving two separate groups of participants: an experimental class exposed to mime-supported PPT instruction, and a control class taught using traditional methods without the aid of visual media. To measure learning outcomes, both pre-tests and post-tests were administered, and the data obtained were examined using an independent sample t-test. The experimental group was taught using the تقنيّة التقليد الحركي technique enhanced by multimedia presentation, while the control group relied solely on conventional instruction. The analysis indicated a notable he findings revealed a notable enhancement in the vocabulary skills of the experimental group, demonstrated by an increase in their average post-test scores. Scores increasing from 47.59 to 77.59. In contrast, the control group showed a more moderate gain, from 48.33 to 63.67. These results underscore the value of integrating PowerPoint into the تقنيّة التقليد الحركي approach, which appears to significantly reinforce vocabulary retention and engagement. Consequently, this study advocates for more creative and interactive strategies in Arabic language instruction, especially in addressing persistent vocabulary learning challenges.

Fiqh al-Lughah is a discipline that examines the philosophical and historical aspects of the Arabic language, including the factors influencing its development. One of the most rapidly growing branches of Arabic language studies is Nahwu (grammar), which plays a crucial role in understanding linguistic structures and rules. This study aims to analyze the relationship between Fiqh al-Lughah and the development of Nahwu and how a deeper understanding of Fiqh al-Lughah contributes to the analysis and application of Nahwu rules. This research employs a qualitative method with a descriptive-analytical approach based on classical and modern literature reviews. The findings indicate that Fiqh al-Lughah significantly influences the formation of Nahwu theories, particularly in the historical development of grammatical rules, word classification, and syntactic concepts in Arabic.

In the course of its long history, Islam in the archipelago has brought significant transformations in the way religious knowledge is delivered and learned. Literacy in pesantren has evolved from the traditional form of the yellow book to digital formats such as ebooks. In the 16th century, the yellow book emerged in the context of the archipelago as a very important cultural heritage of literacy in the tradition of Islamic scholarship. The yellow book is characterized by the yellowish color of the paper and is often referred to as al-kutub al-qadimah, which means classical or ancient books. Nahwu and Sharaf are two fundamental pillars of Arabic grammar that are essential for mastery of the language. Nahwu focuses on the structure of sentences as well as the function of words in the context of the sentence, while Sharaf studies changes in word forms and the process of derivation. These two disciplines complement each other in building a thorough understanding of the Arabic language. According to an article on Kompasiana, Nahwu and Sharaf materials are very integral in learning Arabic, similar to the role of grammar in English. This research adopts a qualitative approach with a library research method that aims to explore in depth various literatures related to Islamic character building in the digital era. Data collection is done by reviewing secondary sources, including books, scientific journals, academic articles, and documents.

The digital era brings new challenges and opportunities in Arabic language learning, so the development of innovative and adaptive curriculum-based teaching materials is very important. This article discusses innovations in the development of Arabic language teaching materials that utilize digital technology, such as multimedia, mobile applications, and interactive e-learning platforms, to create a more effective, engaging, and contextual learning experience. With a qualitative approach and case studies in secondary education environments, this study shows that the integration of technology in teaching materials can increase students' interest, motivation, and understanding of Arabic. In addition, this article identifies various obstacles, such as limited infrastructure and teacher readiness, and provides recommendations for sustainable development that is inclusive and responsive to the needs of the times. These findings are expected to be the basis for the development of Arabic language teaching materials that are relevant to the curriculum and able to answer the demands of learning in the digital era.

This study aims to analyze the effectiveness of advertising-based learning strategies in training Arabic language skills of students at Tadzibun Nasyiin Elementary School. By utilizing the activity of making and reading advertisements both posters, brochures, and oral announcements students are encouraged to apply Arabic vocabulary and sentence structures contextually. Descriptive qualitative methods were used through classroom observations, interviews with teachers and students, and documentation of the results of advertising work. The results showed an increase in active participation and student confidence by an average of in the aspects of Arabic speaking and writing skills. The activity of making advertisements successfully facilitated the use of new vocabulary, while reading advertisements trained fluency and pronunciation. Thus, advertising-based strategies are recommended as an innovative alternative in Arabic language learning at the elementary school level.

This study aims to examine the strategy of meaning in Arabic language learning at SMA Terpadu Darut Tauhid with a focus on understanding narrative texts. Through a qualitative-descriptive approach, data were obtained from observations of learning activities, documentation, and in-depth interviews with teachers, students, and language program managers. The results of the study indicate that strategies such as Jigsaw, Index Card Match, and direct methods (al-thariqah al-mubasyarah) are effective in improving students' linguistic understanding and contextual values. The implementation of these strategies is carried out in an integrated manner in a daily language-based program, supported by a conducive religious environment. The use of narrative texts, especially the stories of the prophets and companions, not only enriches the mastery of mufradat and tarkib, but also becomes a means of internalizing the values ​​of akhlakul karimah. The challenge of time constraints is overcome through creative approaches such as role-play and short dialogues. This study recommends the importance of integration between linguistic strategies and spiritual values ​​in Arabic language learning in a religious-based educational environment.  

This research discusses the integration of Artificial Intelligence (AI) in Arabic language learning with a focus on personalizing teaching materials according to learner needs. The background of this research is based on the challenges in teaching Arabic which include the diversity of students' backgrounds. The research was conducted with a descriptive qualitative approach through observation, interview, and documentation study of the AI platform. The results show that AI is able to analyze students' strengths and weaknesses, provide adaptive content, and increase learning motivation. This study concludes that AI can be an effective tool in supporting more personalized and relevant Arabic language learning. Recommendations include teacher training, gradual adoption of technology, and development of local AI-based platforms.