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The development of Arabic learning materials requires a strong theoretical foundation so that the materials can help students understand the language effectively. This article aims to explain the role of linguistics, psycholinguistics, and sociolinguistics as the theoretical basis in the preparation of Arabic learning materials. The method used in this article is a literature study by reviewing various sources related to the development of language learning materials. The results of the study show that linguistics provides an understanding of the structure of the Arabic language, including sounds, word formation, sentence structure, and meaning. Psycholinguistics helps explain the process of language learning experienced by students so that learning materials can be designed according to their abilities and stages of development. Sociolinguistics explains the relationship between language and society so that learning materials can be adapted to the social and cultural context of language use. By integrating these three perspectives, Arabic learning materials can be developed in a more systematic, understandable, and relevant way to meet the needs of students.

Heritage language loss among immigrant and diaspora communities represents a critical challenge to cultural identity, intergenerational communication, and cognitive diversity. Traditional heritage language maintenance approaches face significant barriers including limited resources, lack of qualified instructors, geographic dispersion, and competing demands of dominant language acquisition. This study investigates the effectiveness of bilingual digital story applications as innovative tools for heritage language maintenance among children aged 4-12 years. Through a 24-month longitudinal mixed-methods study involving 1,843 families across eight language communities (Spanish, Mandarin, Arabic, Korean, Tagalog, Vietnamese, Hindi, and Polish), we examined language proficiency development, cultural identity formation, family engagement patterns, and app usage behaviors. Quantitative analysis of pre- and post-intervention language assessments revealed statistically significant improvements in heritage language vocabulary (effect size d=0.68), listening comprehension (d=0.54), and oral production (d=0.47) among children using bilingual story apps for at least 20 minutes daily. Qualitative findings from parent interviews and child focus groups highlighted the apps' role in making heritage language learning enjoyable, facilitating parent-child interaction, connecting children to cultural narratives, and normalizing bilingualism. However, effectiveness varied substantially based on app design features, with interactive elements, culturally authentic content, parent involvement scaffolds, and adaptive difficulty showing strongest associations with outcomes. This research demonstrates that thoughtfully designed bilingual story apps can serve as accessible, scalable tools for heritage language maintenance, though they function most effectively as complements to rather than substitutes for rich home language environments and community connections. The study contributes empirical evidence to inform app development, family language planning, and policies supporting linguistic diversity in increasingly globalized societies.

Arabic grammar (nahwu) instruction has long been dominated by rule-based approaches that emphasize memorization and formal analysis, often resulting in rigid learning structures and limited responsiveness to learners’ cognitive diversity. While such approaches play an important role in preserving grammatical accuracy, they frequently overlook individual learning trajectories, cognitive readiness, and adaptive instructional needs. In the era of artificial intelligence (AI), language education is increasingly shaped by adaptive learning systems that personalize content, pacing, and instructional strategies based on learners’ profiles. This study aims to reconceptualize Arabic grammar instruction by proposing a conceptual framework that integrates traditional nahwu principles with adaptive learning systems informed by AI. Using a qualitative conceptual analysis, this paper synthesizes classical Arabic grammar pedagogy, contemporary theories of adaptive learning, and recent developments in AI-supported language instruction. The proposed framework highlights key components, including learner profiling, cognitive-level alignment, hierarchical nahwu content structuring, and AI-assisted scaffolding mechanisms. The findings suggest that adaptive learning systems offer significant pedagogical potential to transform nahwu instruction from a static, rule-centered model into a flexible, learner-centered process. This reconceptualization is expected to enhance grammatical comprehension, reduce cognitive overload, and promote learner autonomy in Arabic language education, particularly in Islamic higher education contexts. The study concludes by discussing pedagogical implications and directions for future empirical research on AI-assisted Arabic grammar learning.

Coffe is one of Indonesia’s leading commodities, known for its diverse flavors and aromas. Traditionally, coffee quality assessment is conducted manually through cupping tests performed by expert panelists. However, this method is subjective and requires considerable time and cost. This study aims to implement an Artificial Neural Network (ANN) using the backpropagation algorithm to classify coffee types based on sensory parameters such as flavor, aroma, acidity level, and body. Simulated data were generated from five common Indonesian coffee varieties: Arabica Gayo, Robusta Lampung, Arabica Toraja, Liberica Jambi, and Excelsa. The results show that the ANN-based classification system with a 4-8-1 architecture achieved an accuracy rate of 93% after 500 training epochs, with a final error value of 0.07. The implementation of this method provides an efficient and objective technological alternative to assist the coffee industry in maintaining product quality and automatically identifying coffee types.    

Strengthening 21st century character and skill education is an important demand in today's learning transformation. Game-Based Learning (GBL)-based approaches such as Ludo are believed to present a learning process that is meaningful, fun, while forming positive values. This study aims to review and compare the results of previous studies on the application of GBL in the development of character and skills in the 21st century, especially in Arabic language learning. The method used is a simple systematic literature review of 12 scientific articles published in 2015–2025 obtained from selected scientific databases. The analysis was conducted based on three main dimensions: the game medium, the focus of learning (characters, 4Cs, vocabulary), and the method approach. The results of the study show that GBL is generally effective in improving vocabulary mastery and fostering collaboration, communication, and character values of students. Ludo media in particular has proven to be relevant as a means of value-based learning and interaction. However, studies that explicitly integrate Ludo-based GBL in Arabic language learning are still limited. This research is expected to be a conceptual basis for the development of innovative learning media that is integrative and in accordance with the challenges of 21st century education.

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.

Tebes Lues Village, located in a mountainous area, holds great potential as a production center for high-quality Arabica coffee. Coffee products from this village have been recognized in various local and international markets, known for their distinctive aroma and unique taste. Nevertheless, the productivity and quality of coffee in Tebes Lues Village can still be improved through the improvement of more modern and targeted cultivation techniques, one of which is through the application of proper pruning and fertilization techniques. This study aims to look at the types of pruning and fertilization carried out in Tebes Lues village as an effort to increase Arabica coffee production. The research was conducted with descriptive method by making a questionnaire containing interview questions to get info from respondents (farmers) related. The results of this study obtained that the type of pruning done by tebes lues village farmers is production pruning and branch pruning (Bayonet) and treatment of roots by doing mechanical processing. Fertilizers used by farmers in an organic way are SS, Phoska, ZA and Urea while organic fertilizers used are coffee skin, livestock manure, coffee skin pulp. Coffee production increased for farmers who pruned and fertilized intensively and periodically.

spam is posting unsolicited messages or advertising on social media, particularly Twitter. These messages are normally designed to sell specific products and services or links. In this research, we developed a fuzzy control system to detect Arabic spam tweets based on deep learning with a large language model. Initially, we performed text cleaning and further transformed text into vectors with the help of AraGpt and AraBert. Subsequently, we employed a multi-layer perceptron network model in feature extraction of essential features. Finally, we adopted the fuzzy logic control system for classifying spam tweets using features filtered from deep networks. Employing the proposed Fuzzy logic control system provided nearly a 100% comparative to only utilizing the deep neural networks, which yielded an almost 99% throughput for both large language models Aragpt and Arabert, with a 100% F1 score for the Aragpt model and 99% for Arabert model respectively.

The aim of this study is to determine the effect of the duration of young coconut water soaking and different growing media on the viability of Arabica coffee seeds after mechanical scarification, as well as to identify the interaction between these two factors. This research was conducted over a period of three months, from July to September 2023, at the Laboratory of the Faculty of Agriculture, Samudra University, Langsa City. The study was designed using a completely randomized design with a factorial pattern, consisting of two factors: (1) the duration of soaking in young coconut water, which included 4 levels: L0 = Control, L1 = 3 hours, L2 = 6 hours, and L3 = 9 hours; and (2) growing media, which included 3 levels: M1 = Soil: manure, M2 = Soil: manure: rice husk, and M3 = Soil: manure: cocopeat. The parameters observed in this study were maximum growth potential, germination rate, seedling height, root length, seedling fresh weight, and seedling dry weight. The results showed that the duration of soaking in young coconut water did not have any significant effect on all observed parameters. However, different growing media had a highly significant effect on maximum growth potential, germination rate, seedling height, root length, fresh weight, and dry weight of the Arabica coffee seedlings. The M1 treatment gave the best results for maximum growth potential, germination rate, seedling fresh weight, and seedling dry weight, while the M3 treatment provided the best results for seedling height and root length of Arabica coffee seeds. There was no interaction between the duration of young coconut water soaking and different growing media on all parameters of Arabica coffee seed viability.  

This study aims to analyze the study of as-saj’ in Surah Al-Ghasiyah, which is one of the surahs in the Qur'an that is rich in beautiful language. As-saj’, which means harmony of sound, plays an important role in increasing the appeal and understanding of the spiritual messages in this surah. This study uses a qualitative approach with a text analysis method, identifying various forms of as-saj’ found in Surah Al-Ghasiyah and how their use enriches the meaning of the verses. The results of the analysis show that there are several types of as-saj’, including saj’u mutawazi, saj’u mutarraf, and saj’u murasha’, each of which has its own characteristics and functions in creating rhythm and beauty of language. This study also found that the use of as-saj’ not only improves the linguistic aspect, but also deepens the reader's understanding of the moral and spiritual themes contained in the surah. Thus, this study makes a significant contribution to the study of linguistics and interpretation of the Qur'an, as well as increasing appreciation of the beauty of the Arabic language as divine revelation.

In 2007, the President of the Republic of Indonesia issued a government regulation on the implementation of religious education which recognizes that this type of Islamic education has made a great contribution to national development. The regulation explains that religious education such as Islamic boarding schools can be managed formally. Following the government regulation, the Minister of Religion then issued a Ministerial Regulation in 2014 to officially recognize pesantren as a traditional-based education. The regulation allows for the integration of yellow book-based education that allocates 70% or more of the curriculum to Islamic studies and Arabic, while 30% to general subjects. The formalization process of traditional Islamic education reached its peak with the passage of Law No. 18 of 2019 concerning Islamic boarding schools which was ratified on September 24, 2019. The pesantren system must be modernized and run classrooms under the madrasah system. On the other hand, the 2019 law recognizes many aspects of traditional pesantren traditions, including those that advocate the study of the yellow book. According to the law, the government is currently responsible for supporting the implementation of Islamic boarding school tradition-based education as well as support for public schools and madrasas. One of the Islamic boarding school educational institutions that has implemented the Islamic boarding school law is the Sunan Drajat Islamic Boarding School. Sunan Drajat Heritage Islamic Boarding School, one of the nine guardians, since 1994 has established a Mu'allimin-Mu'allimat institution whose curriculum has integrated the pesantren curriculum with the general education curriculum.

This research aims to examine the use of loan words as teaching material for Indonesian Language for Foreign Speakers (BIPA) in mastering vocabulary. This research is motivated by the development of the Indonesian language, one of the processes of which is through loanwords. Data was obtained from various sources such as scientific journals, books and relevant articles. Data analysis was carried out qualitatively with a focus on identifying main themes, patterns and relationships between various variables in the literature that had been collected. The results of the research show that loan words can be used as BIPA teaching materials which are useful for facilitating understanding and enriching vocabulary for BIPA learners. Loan words originating from various languages such as Arabic, Dutch, English, Sanskrit, Portuguese, French, Chinese, Japanese, Persian, Greek, Hindi and others are proof that Indonesian is adaptive and open to other languages. The strategies used for BIPA learning using loanwords include cognitive approaches, use in daily conversations, introduction to grammatical concepts, and approaches to daily contexts, academic use, and use in the field of technology.

Islamic calligraphy is a form of art that plays a central role in the development of Islamic culture and art. Highlighting the beauty of Arabic script, calligraphy serves not only as an aesthetic expression but also as a spiritual medium to reflect religious values. This article discusses how calligraphy influences the development of Islamic art through its integration with geometric designs, technical innovations, and applications across various media such as architecture, ceramics, textiles, metalwork, and glass. The dissemination of calligraphy to various regions, including Europe, Asia, and Africa, demonstrates its universal appeal. Moreover, the influence of calligraphy is evident in modern and contemporary art, ensuring its relevance in the era of globalization. With strong traditional roots and adaptability, Islamic calligraphy continues to symbolize harmony, beauty, and spirituality, inspiring the global art world

The mosque facade is an important element in architectural art that influences visitors' perceptions and experiences. This study focuses on the An-Nur Mosque in Magelang, Central Java, which showcases the integration of traditional Javanese and Islamic architectural elements. The research method used is library research, collecting data from various literature sources, including books, journals, and relevant articles. The results show that the mosque's facade design combines the traditional Javanese joglo roof with domes and minarets, as well as elaborate carvings, creating a unique aesthetic. The use of local materials such as teak wood and andesite stone emphasizes local wisdom, while geometric ornaments and Arabic calligraphy enrich the spiritual meaning. Therefore, the An-Nur Mosque not only serves as a place of worship but also as a symbol of cultural and religious identity for the local community, creating harmony between local culture and Islamic values.

Technology gives students access to the vast and diverse world of Arab culture, and Arabic is a language rich in cultural values and customs. The significance of Arabic is increasing in the digital era due to its association with Islamic culture and Middle Eastern countries that have great political, economic and cultural influence. Therefore, it is very important for Arabic language learners to use intercultural learning to improve their Arabic language proficiency. The aim of this research is to investigate how the use of an intercultural approach in teaching Arabic affects students' understanding of Arab culture. Through observations, interviews, and examination of teaching materials, a qualitative case study design was used in this research. Study room. Research findings show that the intercultural approach in teaching Arabic has increased students' understanding of Arab culture and increased their enthusiasm for learning.

The culture of education in Indonesia is very diverse, including formal, informal, and non-formal institutions. Madrasah Diniyah (Madin) as a non-formal educational institution plays an important role in preserving Islamic religious and cultural values, especially through the use of the Pegon Arabic script in teaching Arabic. This study evaluated the effectiveness of Pegon script writing training using the PAR (Planning, Acting, Reflecting) approach. The results showed a significant increase in writing skills and positive attitudes of participants towards the Pegon script. Success factors included effective learning methods, intensive mentoring, and relevant training materials, despite time constraints and differences in participants' initial abilities. Potential for further development includes the creation of more comprehensive training modules, the formation of a Pegon

Dairi Regency has a favorable geographical location, Sidikalang is the capital of Dairi Regency and has enormous industrial potential. The purpose of this study is to determine the potential for industrial development in Dairi Regency. The research method used is a qualitative research method that is library research using books and other literature as the main object. The results of the study show that geographical conditions, climate, and natural resources support various types of plants. The leading commodities are curly chilies, shallots, ginger, turmeric, corn, paddy fields, durian, Siamese oranges, Arabica coffee, and Robusta coffee. The potential for developing the fisheries industry with a focus on tilapia, carp, catfish, and jurung. The potential for developing tourism with ecotourism; trekking, mountain biking, observing flora and fauna, relaxing at Lake Toba. Agrotourism: visiting coffee, tea, orange plantations, learning about cultivation, then farming. Culinary and cultural tourism; art and cultural performances, cooking classes, culinary tourism. Travel history; King Silahi Sabungan Tomb Monument, Dairi Faith Tourism Park, Tao Silalahi. Religious tourism; Sidikalang Old Church, Sidikalang Grand Mosque.

This service aims to provide guidance in introducing Arabic vocabulary (mufrodat) to children in Cempaka Mulia Barat Village through the KKN Islamic Literacy Corner program. The method applied is descriptive qualitative. Activities began with observation, coordinating with the village and school, preparing facilities and infrastructure, conducting pretests, carrying out mentoring, and holding posttests. The mentoring was carried out using the reading, writing and memorization method for number vocabulary, and using the singing method for vocabulary related to places. The results showed that the children were very enthusiastic and motivated in learning Arabic vocabulary in preparation for continuing their education to a higher level.

This study aims to enhance the competence of RA/TK/PAUD teachers in teaching basic Arabic through training based on the digital application Google Classroom in Desa Kembang, Pacitan Regency in 2024. The training was designed as an interactive learning medium that allows teachers to access, manage, and deliver materials online, while also monitoring student progress. The research employed a Community Service (PKM) approach with data collection through observation, questionnaires, and documentation of teaching practices. The results indicate that the training improved teachers’ ability to create virtual classes, assign tasks, utilize discussion forums, and deliver Arabic language materials interactively. Teachers became more confident and creative in developing learning modules, while student engagement increased through digital interaction and multimedia materials. Nevertheless, challenges related to teachers’ digital literacy and internet connectivity need to be addressed for long-term implementation effectiveness. The study confirms that integrating Google Classroom as a learning medium can strengthen the basic Arabic learning process at the PAUD level, while also promoting the development of interactive and easily accessible digital learning modules. These findings can serve as a reference for other educational institutions in implementing digital learning for early childhood education.

The Apriori method is one of the algorithms used in data mining to find association patterns, such as "association rules", in large data sets. This method was developed by Rakesh Agrawal and Ramakrishnan Srikant in 1994. The purpose is to test the correlation between facial skin problems and the type of product used by finding min support and min confidence using the apriori method.The results obtained based on this analysis are that there are 2 rules that meet the minimum requirements to form a combination of 2 itemsets with a minimum support value of 95% and a minimum confidence of 100%.