EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab
EL-IBTIKAR is a high-quality peer-reviewed research journal published by the Department of Arabic Language Education, Faculty of Tarbiyah and Teacher Training (FITK), State Cyber Islamic University of Syekh?Nurjati (UINSSC). EL-IBTIKAR provides a platform that accepts and acknowledges high-quality original empirical research papers on Arabic language education written by researchers, academics, professionals, and practitioners from all over the world. The focus and scope of the articles include: 1) Arabic language education methodology. 2) Arabic morphology and syntax. 3) Arabic language competency teaching. 4) Arabic language teaching and learning strategies for non-native speakers. 5) Arabic language teaching models for non-native speakers. 6) Arabic linguistics. 7) Arabic literature. 8) Arabic language teaching technology. 9) Arabic language teaching design for non-native speakers. 10) evaluation of Arabic language teaching for non-native speakers. P-ISSN: 2303-260X and E-ISSN: 2579-8456 . Â
Penulis yang menerbitkan di EL-IBTIKAR menyetujui persyaratan berikut: Penulis memegang hak cipta dan memberikan jurnal hak publikasi pertama dari karya secara bersamaan dilisensikan di bawah Creative Commons Attribution-ShareAlike 4.0 License yang memungkinkan orang lain untuk berbagi karya dengan pengakuan kepenulisan karya dan publikasi awal di jurnal ini Penulis dapat membuat pengaturan kontrak tambahan yang terpisah untuk distribusi non-eksklusif dari versi jurnal yang diterbitkan dari karya tersebut (misalnya, mempostingnya ke repositori institusional atau menerbitkannya dalam sebuah buku) dengan pengakuan publikasi awalnya dalam hal ini. jurnal. Penulis diizinkan dan didorong untuk memposting karyanya secara online (misalnya, di repositori institusional atau di situs web mereka) sebelum dan selama proses pengiriman, karena dapat menghasilkan pertukaran yang produktif, serta kutipan yang lebih awal dan lebih besar dari karya yang diterbitkan (Lihat Kebijakan Akses Terbuka). Baca lebih lanjut tentang Lisensi Creative Commons Attribution-ShareAlike 4.0 di sini: https://creativecommons.org/licenses/by-sa/4.0/. Pernyataan Privasi Nama dan alamat email yang dimasukkan dalam situs jurnal ini akan digunakan secara eksklusif untuk tujuan jurnal ini dan tidak akan tersedia untuk tujuan lain atau pihak lain mana pun.
The functions and varieties of interrogative sentences (istifhām) from the perspective of ma‘ānī
Artikel ini membahas fungsi dan ragam kalimat istifhām (kalimat tanya) dalam perspektif ilmu ma‘ānī sebagai salah satu cabang utama ilmu balaghah. Kalimat istifhām pada umumnya dipahami sebagai sarana untuk memperoleh informasi, namun dalam kajian ilmu ma‘ānī, istifhām juga memiliki beragam fungsi retoris yang melampaui makna literalnya. Penelitian ini bertujuan untuk menjelaskan kedudukan kalimat istifhām dalam ilmu ma‘ānī, mengidentifikasi alat dan bentuk istifhām dalam bahasa Arab, menganalisis fungsi-fungsi retorisnya, serta menunjukkan penerapannya dalam teks-teks Arab klasik, khususnya Al-Qur’an dan puisi klasik. Metode yang digunakan adalah metode deskriptif kualitatif dengan pendekatan studi kepustakaan. Hasil kajian menunjukkan bahwa kalimat istifhām tidak hanya berfungsi sebagai pertanyaan informatif, tetapi juga sebagai perangkat retoris yang mengandung makna penegasan (taqrīr), celaan (taubīkh), pengagungan (ta‘ẓīm), peremehan (taḥqīr), keheranan (ta‘jīb), perintah (amr), larangan (nahy), dan harapan yang mustahil (tamannī). Fungsi-fungsi tersebut menunjukkan kekayaan pragmatik dan stilistika bahasa Arab. Pemahaman terhadap dimensi retoris istifhām sangat penting dalam penafsiran teks Arab klasik dan dalam mengapresiasi keindahan serta kedalaman ekspresi bahasa Arab.
Copyright (c) 2025 Alifiyah Hamidah http://creativecommons.org/licenses/by-sa/4.0
Teaching Mahārat al-Kitābah through Imlā’, Inshā’, and Problem-Based Learning: A Study at Madrasah Aliyah
This study aims to comparatively analyze the Imla’, Insya’, and Problem Based Learning (PBL) methods in teaching mahārah kitābah at the Madrasah Aliyah level. Arabic writing skills remain one of the most challenging competencies for students due to linguistic complexity, limited instructional time, and the dominance of traditional teaching approaches. This research employed a qualitative library research design by examining books and recent scholarly journal articles relevant to Arabic writing pedagogy. Data were collected through documentation techniques and analyzed using thematic comparative analysis focusing on instructional characteristics, strengths, weaknesses, and contextual implementation of each method. The findings reveal that the Imla’ method is effective in improving orthographic accuracy and reducing writing errors, Insya’ particularly guided composition enhances students’ expressive ability and sentence structure, while PBL promotes critical thinking, collaboration, and contextual writing competence. However, each method also presents limitations when applied independently. Therefore, this study concludes that an integrative instructional approach combining Imla’, Insya’, and PBL is the most relevant strategy for improving Arabic writing skills in Madrasah Aliyah. The results contribute both theoretically to Arabic language teaching methodology and practically for teachers in designing adaptive and effective writing instruction. Key words: Arabic writing skills; Imla’; Insya’; Problem Based Learning Penelitian ini bertujuan untuk menganalisis secara komparatif metode Imla’, Insya’, dan Problem Based Learning (PBL) dalam pembelajaran mahārah kitābah di Madrasah Aliyah. Keterampilan menulis bahasa Arab masih menjadi kompetensi yang sulit dikuasai siswa karena kompleksitas linguistik, keterbatasan waktu pembelajaran, serta dominasi metode tradisional. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi pustaka, melalui telaah terhadap buku dan artikel jurnal ilmiah terbaru yang relevan dengan pembelajaran kitābah. Teknik pengumpulan data dilakukan melalui dokumentasi, sedangkan analisis data menggunakan analisis tematik komparatif berdasarkan karakteristik, kelebihan, kelemahan, dan konteks penerapan masing-masing metode. Hasil penelitian menunjukkan bahwa metode Imla’ efektif dalam meningkatkan ketepatan ejaan dan meminimalkan kesalahan tulis, metode Insya’ khususnya Insya’ Muwajjah mampu mengembangkan ekspresi ide dan struktur kalimat, sementara PBL mendorong keterampilan berpikir kritis, kolaborasi, dan penulisan kontekstual. Namun, setiap metode memiliki keterbatasan jika diterapkan secara terpisah. Oleh karena itu, penelitian ini menyimpulkan bahwa integrasi ketiga metode tersebut merupakan strategi paling relevan untuk meningkatkan mahārah kitābah siswa Madrasah Aliyah. Kata kunci: mahārah kitābah; Imla’; Insya’; Problem Based Learning
Copyright (c) 2025 Vanesya Vickri Syakara, Nur Fatmawati, Moh. Nurul Huda, Muasomah Muasomah http://creativecommons.org/licenses/by-sa/4.0
An Analysis of the Translation Quality of Al-Akhlāqu li Al-Banȃt by Abu Musthafa Al-Halabi
Penelitian ini bertujuan untuk mengevaluasi kualitas hasil terjemahan kitab Al-Akhlāqu li Al-Banȃt karya Abu Musthafa Al-Halabi berdasarkan parameter keakuratan, keberterimaan, dan keterbacaan. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan teknik pengumpulan data berupa studi pustaka, dokumentasi, dan penyebaran kuesioner kepada tiga responden ahli. Data primer dalam penelitian ini adalah kitab Al-Akhlāqu li Al-Banȃt hasil terjemahan Abu Musthafa Al-Halabi jilid 1 bab 1 - 12, sedangkan data sekunder berupa teori-teori penerjemahan dan hasil penilaian kualitas oleh para responden. Hasil penelitian menunjukkan dari 211 data yang dianalisis, sebanyak 176 korpus dengan persentase 83,41% data tergolong akurat. Sedangkan, ketidakakuratan yang ditemukan umumnya disebabkan oleh penerapan strategi membuang (Ḥadzf), yang dalam beberapa kasus menghilangkan informasi penting dari teks sumber. Pada hasil temuan keberterimaan ditemukan 144 korpus dengan persentase 68,25% berterima. Beberapa data yang kurang berterima disebabkan oleh penggunaan istilah yang masih mempertahankan struktur bahasa Arab, sehingga terasa kurang alami bagi pembaca bahasa sasaran. Pada hasil temuan keterbacaan ditemukan 176 korpus dengan persentase 83,41% mudah dibaca. Namun, ditemukan 35 korpus tergolong kurang terbaca karena struktur kalimat yang terlalu panjang atau penggunaan istilah teknis yang kurang familiar. Sehingga menghasilkan total skor rata-rata kualitas terjemahan 2,82 dari skala 3. Dengan demikian, secara keseluruhan, kualitas terjemahan kitab ini cukup baik, meskipun masih terdapat beberapa aspek yang perlu diperbaiki untuk meningkatkan keakuratan dan keberterimaan, terutama dalam hal pemilihan strategi penerjemahan yang lebih sesuai dengan konteks budaya bahasa sasaran. Kualitas terjemahan termasuk dalam kategori baik, meskipun masih memerlukan pembaruan istilah agar relevan dengan perkembangan bahasa Indonesia kontemporer.
Copyright (c) 2025 Susiana Nur Sa'adaturrochmah, Darsita Suparno, Muhammad Anas, Muhammad Zacky Mubarak http://creativecommons.org/licenses/by-sa/4.0
Implementation of Vlog as a Learning Media for Tarjamah Syafawiyah in Training Students’ Arabic Speaking Skills
This study aims to examine the use of vlogs in practicing students' Arabic speaking skills in the Tarjamah Syafawiyah course. Using a descriptive qualitative method, this study focuses on the observation and analysis of the process of making vlogs as a learning medium. The subject of the research was a student of UIN Raden Mas Said Surakarta class of 2019 who took part in the course. Data was collected through observations, interviews and documentation of student vlogs. The results of the study show that vlogs are effective in improving students' Arabic speaking skills, helping them be more confident and creative in using Arabic orally. Additionally, vlogs provide an opportunity for self-practice as well as receiving feedback from lecturers and classmates. Based on these findings, it can be concluded that vlogs are a useful learning medium for the development of speaking skills in the Tarjamah Syafawiyah course. Key words: Speaking skills, Arabic, Vlogs, Learning, Tarjamah Syafawiyah
Copyright (c) 2025 Nurul Izzah Amir http://creativecommons.org/licenses/by-sa/4.0
This study explores the crucial role of technology in learning the Arabic language, emphasizing its importance in today's digital landscape and the challenges faced during its implementation. In this context, "technology" refers to a diverse array of digital tools and resources, including mobile applications, e-learning platforms, interactive multimedia, and artificial intelligence (AI), all aimed at enhancing the Arabic learning experience. Research has demonstrated that integrating technology can boost learner motivation, expand access to educational materials, encourage self-directed learning, and foster interaction with native speakers. The application of technology in Arabic language education has evolved from basic audiovisual aids to sophisticated digital systems. Nonetheless, several challenges remain, such as inadequate infrastructure, low levels of digital literacy, and the intrinsic complexities of the Arabic language. This study employs a library research methodology, analyzing a variety of academic literature to derive meaningful insights. The findings are intended to guide educators and developers of Arabic language learning technologies in overcoming the hurdles of education in the digital era.
Copyright (c) 2025 faidatul baroro http://creativecommons.org/licenses/by-sa/4.0
Reimagining Arabic Imlā’ Instruction in the Digital Era:A Systematic Review of Mobile Learning Innovations
This study conducts a systematic literature review (SLR) guided by the PRISMA framework to investigate the effectiveness of mobile learning applications in improving Imlā’ (Arabic orthographic accuracy) within Arabic Language Education. Twenty-five peer-reviewed studies were analyzed to evaluate how mobile-based platforms—such as Al-Quran.info, Memrise, Quran Companion, and Learning Management Systems (LMS)—support the acquisition of essential orthographic features, including tasydīd, harakāt, hamzah usage, and syntactic coherence. The review reveals that mobile learning technologies, through automated exercises, instant feedback, handwriting simulations, and adaptive scaffolding, significantly enhance students’ writing accuracy, learning motivation, and accessibility to instructional content, particularly in distance and blended learning environments. The findings further highlight the importance of aligning mobile learning tools with curriculum standards, promoting inclusive and accessible design, and strengthening educators’ digital pedagogical competencies. By integrating linguistic pedagogy with emerging mobile technologies, this study contributes to the advancement of Mobile-Assisted Language Learning (MALL) in non-Western and multilingual educational contexts. The review also identifies the need for longitudinal and large-scale empirical studies to evaluate the sustainability, scalability, and long-term instructional impact of mobile-assisted Imlā learning.
MALL (Mobile-Assisted Language Learning)
Copyright (c) 2025 Yanti Kusnawati, Latifah Latifah, Ade Miswandono, AHMAD LUTFI http://creativecommons.org/licenses/by-sa/4.0
The Phenomenon of Code-Switching and Mixing in Daily Conversations Among Students of the Religious Program at Darussalam Institute, Ciamis, West Java.
The aim of this research is to analyze the phenomenon of code-switching and mixing in daily conversations in Arabic-Indonesian between students in the religious program at Darussalam Institute, Ciamis, West Java. This research employed a qualitative descriptive field method. The data consists of students' utterances in daily conversations and the results of interviews. Data were collected through observation and interviews. The research findings showed that there are multiple forms of linguistic switching, both external and internal, which occur through transitions between sentences or phrases depending on the context of communication. Additionally, code mixing was also found in the form of inserting Arabic words, phrases, or terms into sentences in Indonesian, enriching communication and reflecting the comfort and flexibility of the students' language. Factors influencing the occurrence of code-switching and mixing include the characteristics of the speaker, proficiency in Arabic and Indonesian, effective communication needs, formal and informal situations, as well as the presence of the other party and third parties in the interaction. The transition from formal to informal situations also enhances the use of these two phenomena to make communication smoother and easier to understand. These results emphasize that code-switching and mixing are not merely linguistic phenomena but also reflect the social and cultural dynamics in the school environment.
Copyright (c) 2025 Ahmad Muhammad Basachroh http://creativecommons.org/licenses/by-sa/4.0
Semantic Reception of Khilafiyyah Hadith and the Production of Horizontal Religious Conflict in Indonesia
This study examines how differing semantic receptions of ḥadīth khilāfiyyah among Islamic mass organizations (ormas Islam) in Indonesia contribute to horizontal conflict and prolonged religious controversy, thereby challenging the spirit of religious moderation. The research aims to analyze how identical ḥadīth texts generate divergent meanings and truth claims that shape social exclusion and intergroup tensions. Employing a qualitative approach, this study investigates selected ḥadīth khilāfiyyah from kutub al-tis‘ah as the material object and the contested receptions of Islamic organizational figures as the formal object. Data were collected through textual documentation of ḥadīth and their commentaries, online observation of national news reporting religious conflicts, and semi-structured interviews with relevant actors. Data analysis followed the Miles and Huberman model, encompassing data reduction, display, and verification, and was further interpreted through the reception theory framework of Hans Robert Jauss and Wolfgang Iser. The findings reveal that key semantic gaps within specific ḥadīth phrases—such as bid‘ah, al-jamā‘ah, and khālifū—enable exclusive interpretations that are institutionalized as truth claims by dominant groups. These receptions function performatively, legitimizing practices of stigmatization, rejection of mosques, dissolution of religious gatherings, and marginalization of minority groups. The study concludes that horizontal religious conflict is rooted not in the ḥadīth texts themselves but in closed semantic receptions, underscoring the necessity of hermeneutical awareness and semantic literacy to strengthen religious moderation. Key words: ḥadīth khilāfiyyah; semantic reception; Islamic mass organizations; horizontal conflict. Penelitian ini mengkaji bagaimana perbedaan resepsi semantik terhadap hadis-hadis khilafiyah di kalangan organisasi massa Islam (ormas Islam) di Indonesia berkontribusi pada terjadinya konflik horizontal dan kontroversi keagamaan yang berkepanjangan, sehingga menantang semangat moderasi beragama. Penelitian ini bertujuan untuk menganalisis bagaimana teks hadis yang sama dapat menghasilkan makna dan klaim kebenaran yang berbeda-beda, yang kemudian membentuk praktik eksklusi sosial dan ketegangan antarkelompok. Dengan menggunakan pendekatan kualitatif, penelitian ini mengkaji sejumlah hadis khilafiyah yang bersumber dari kutub al-tis‘ah sebagai objek material, serta resepsi yang diperdebatkan di kalangan tokoh ormas Islam sebagai objek formal. Pengumpulan data dilakukan melalui dokumentasi teks hadis dan kitab syarahnya, observasi daring terhadap pemberitaan nasional terkait konflik keagamaan, serta wawancara semi-terstruktur dengan aktor-aktor terkait. Analisis data mengikuti model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan, serta ditafsirkan lebih lanjut menggunakan kerangka teori resepsi Hans Robert Jauss dan Wolfgang Iser. Hasil penelitian menunjukkan bahwa celah-celah semantik pada frasa hadis tertentu—seperti bid‘ah, al-jamā‘ah, dan khālifū—memungkinkan lahirnya tafsir eksklusif yang dilembagakan sebagai klaim kebenaran oleh kelompok dominan. Resepsi tersebut berfungsi secara performatif dalam melegitimasi praktik stigmatisasi, penolakan masjid, pembubaran kegiatan keagamaan, serta peminggiran kelompok minoritas. Penelitian ini menyimpulkan bahwa konflik keagamaan horizontal tidak bersumber dari teks hadis itu sendiri, melainkan dari resepsi semantik yang tertutup, sehingga diperlukan kesadaran hermeneutik dan literasi semantik untuk memperkuat moderasi beragama. Kata kunci: hadis khilafiyah; resepsi semantik; organisasi massa Islam; konflik horizontal. Penelitian ini mengkaji bagaimana perbedaan resepsi semantik terhadap hadis-hadis khilafiyah di kalangan organisasi massa Islam (ormas Islam) di Indonesia berkontribusi pada terjadinya konflik horizontal dan kontroversi keagamaan yang berkepanjangan, sehingga menantang semangat moderasi beragama. Penelitian ini bertujuan untuk menganalisis bagaimana teks hadis yang sama dapat menghasilkan makna dan klaim kebenaran yang berbeda-beda, yang kemudian membentuk praktik eksklusi sosial dan ketegangan antarkelompok. Dengan menggunakan pendekatan kualitatif, penelitian ini mengkaji sejumlah hadis khilafiyah yang bersumber dari kutub al-tis‘ah sebagai objek material, serta resepsi yang diperdebatkan di kalangan tokoh ormas Islam sebagai objek formal. Pengumpulan data dilakukan melalui dokumentasi teks hadis dan kitab syarahnya, observasi daring terhadap pemberitaan nasional terkait konflik keagamaan, serta wawancara semi-terstruktur dengan aktor-aktor terkait. Analisis data mengikuti model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan, serta ditafsirkan lebih lanjut menggunakan kerangka teori resepsi Hans Robert Jauss dan Wolfgang Iser. Hasil penelitian menunjukkan bahwa celah-celah semantik pada frasa hadis tertentu—seperti bid‘ah, al-jamā‘ah, dan khālifū—memungkinkan lahirnya tafsir eksklusif yang dilembagakan sebagai klaim kebenaran oleh kelompok dominan. Resepsi tersebut berfungsi secara performatif dalam melegitimasi praktik stigmatisasi, penolakan masjid, pembubaran kegiatan keagamaan, serta peminggiran kelompok minoritas. Penelitian ini menyimpulkan bahwa konflik keagamaan horizontal tidak bersumber dari teks hadis itu sendiri, melainkan dari resepsi semantik yang tertutup, sehingga diperlukan kesadaran hermeneutik dan literasi semantik untuk memperkuat moderasi beragama. Kata kunci: hadis khilafiyah; resepsi semantik; organisasi massa Islam; konflik horizontal.
Copyright (c) 2025 Muhandis Azzuhri, Faliqul Isbah, Abdul Basith, M. Fairuz Rosyid, Ana Faila Sufa http://creativecommons.org/licenses/by-sa/4.0
Hoarding Wealth in the Perspective of the Qur’an: A Semantic Study of the Word Kanz
This study aims to examine the semantic relations of the word kanz based on the Qur’anic foundation of meaning, with data obtained through a literature review primarily from the verses of the Qur’an, and secondarily from hadith, works of tafsīr and fiqh, as well as other relevant sources analyzed using semantic field theory. The findings show that the word kanz and its derivations appear in seven verses of the Qur’an, conveying the concept that wealth which is accumulated and stored is a blessing and trust (amānah) from Allah, thus bound by divine regulations. Its usage varies depending on context: negatively (QS. 10:34–35; QS. 28:76; QS. 26:58) when detached from its role as a blessing and trust, leading to harmful consequences, and positively (QS. 18:82) when directed toward noble purposes such as supporting orphans. In other instances (QS. 25:8; QS. 11:12), kanz appears within the mockery of disbelievers toward the Prophet Muhammad (peace be upon him), demanding material treasures as proof of prophethood. Therefore, the Qur’anic concept of kanz does not merely denote the storage of wealth but emphasizes its nature as a trust that requires responsible stewardship, where proper management leads to prosperity, while hoarding driven by greed results in destruction.
Copyright (c) 2025 Ihya Rizky Audia http://creativecommons.org/licenses/by-sa/4.0
Methodological Trends in Classical and Modern Arabic Literary Criticism: A Comparative Study on the Evolution of Arabic Literary Criticism
Arabic literary criticism is a vital component of the Arab intellectual tradition, evolving alongside the development of Arabic literature across various historical periods. This article aims to compare the characteristics and approaches of classical and modern Arabic literary criticism by examining their respective features, methods, and underlying principles. This research employs a qualitative method with a comparative study approach, analyzing relevant literature including books, journals, and scholarly articles. The data is processed through narrative and descriptive analysis involving data reduction, presentation, and verification. The findings indicate that classical Arabic criticism tends to be intuitive and normative, focusing on linguistic accuracy, poetic structure, and aesthetic appreciation, rooted in oral tradition and Arabic rhetoric. In contrast, modern Arabic criticism has grown into a more scientific and interdisciplinary practice, influenced by Western theories such as structuralism, psychoanalysis, and postcolonialism, with a contextual emphasis on meaning and ideology within literary texts. This study shows that the difference in critical paradigms reflects not only a shift in time periods but also broader cultural and intellectual transformations, making Arabic literary criticism a dynamic and ever-evolving field
Copyright (c) 2025 Ruly Syaepul Azhar, Tiana Nur Azizah Suparman, Ahmad Kholil Al-Maghfur, Rizzaldy Satria Wiwaha http://creativecommons.org/licenses/by-sa/4.0
Literature Analysis of Arabic Language Evaluation Instrument Strategies and Designs in the Context of CBT
The development of digital technology encourages innovation in learning evaluation systems, including in Arabic language subjects. The use of Computer Based Test (CBT) is considered more efficient, adaptive, and in accordance with the needs of the times. However, CBT-based Arabic language evaluation instruments still face challenges in their design and implementation strategies, especially in accommodating the four language skills of the language as a whole. This study aims to analyze the strategy and design of CBT-based Arabic language evaluation instruments through a systematic literature review. The study reviewed a number of national and international scientific articles in the last decade relevant to the topic. The results of the analysis show that most instruments are still focused on receptive skills with limited question formats, and have not fully met the principles of validity and fairness of digital access. This study recommends the development of instruments based on constructive alignment, interactive media integration, and authentic assessment. The findings are expected to be theoretical and practical in improving the quality of CBT-based Arabic learning evaluation. Key words: learning evaluation, Arabic language, CBT, instrument design, literature
Copyright (c) 2025 muhammad jundi robbany http://creativecommons.org/licenses/by-sa/4.0
Development of Interactive Animation Video Media in Arabic Language Learning for Class X MA Al-Kenaniyah Students, East Jakarta
The research conducted by the researcher is related to the development of interactive video-based Arabic language learning media. The objectives of this study are (1) to find out how interactive video-based Arabic language learning media can be developed, and (2) to find out whether interactive video-based Arabic language learning media is effective. Of course, the benefits of this study for educators and teachers are to assist in the creation and development of interactive video-based learning media to provide and present practical and effective teaching materials. This type of research uses the type of research and development (R&D) using the research and development (R&D) approach. The R&D research approach is a process used to develop and validate educational products. This study discusses the ADDIE development model which consists of five stages. The main formats are analysis, design, development, implementation, and evaluation. Field trials were conducted at the implementation stage of the product development program. In this case, students of class X MA Al-Kenaniyah became the subjects of the study. The results of the study showed that the animated video-based Arabic language learning media product had been tested, assessed and verified by experts in their respective fields. The validation value set by the material expert was 47 with very valid validity criteria. The validation value set by media experts is 60 and the validity criteria are very appropriate.
Arabic Language Learning in Madrasah Aliyah.
Copyright (c) 2025 Fatkhur Roji http://creativecommons.org/licenses/by-sa/4.0
The Use of PowerPoint in Supporting Arabic Language Learning with the ABY Textbook at Ma'had Hidayatullah Kota Batu
This study aims to evaluate the effectiveness of integrating PowerPoint media with the textbook al-‘Arabiyyah Bayna Yadayk (ABY) in Arabic language instruction at Ma’had Hidayatullah Kota Batu. It employs a qualitative descriptive method with a case study approach. Based on classroom observations, PowerPoint has been found to enhance the delivery of ABY material through visual support such as illustrations, audio elements, and structured dialogues, facilitating the understanding of vocabulary, sentence structures, and communicative contexts. Interactive slides and contextual images also boost student motivation and engagement. Learner responses indicate that this multimedia approach improves comprehension and retention, making the learning process more dynamic and engaging. Theoretically, the study draws on Mayer’s Multimedia Learning theory and the communicative approach to language teaching, which emphasizes practical language use in real-life contexts. Although there are technical challenges, such as dependency on electronic devices and limitations in summarizing long texts, PowerPoint proves effective in fostering active participation and language competence. The study recommends teacher training and the strengthening of technological infrastructure as strategic steps to improve the quality of language learning in Islamic boarding school settings.
Copyright (c) 2025 faqih zaenal abidin http://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Mind Mapping Method to Improve Understanding of Arabic Vocabulary
Research is a study of the elements that form poetry. In analyzing poetry, attention is usually paid to the relationship between lyrics in verses, the relationship between verses, intrinsic elements in verses, and the message conveyed by a poet, and includes the style of language used and the meaning contained in a poem. This study aims to analyze the aspects of lexical semantics and grammatical semantics in the poem by Imam Asy-Syafi'i entitled "Da'il Ayya>ma Taf'alu Ma> Tasya>‘u. The method used in this study is analytical descriptive research with a literature study approach to the analysis of lexical semantics in the meaning of individual words and grammatical semantics in the meaning of word structures. The results of the study indicate that this poem contains lexical meaning and grammatical meaning in strengthening the moral and spiritual messages of the contents of the poem. In terms of morals and ethics, this poem emphasizes noble values such as generosity and loyalty, which are the foundation of harmonious social relations and reflect strong faith, while in a spiritual context, this poem reminds us that everything in this world is ephemeral. Nouns such as "الأيام" (days), "حوادث الدنيا" (world events), and "المنايا" (death) emphasizes that worldly life is a journey full of trials and ends in certain death. Interrelated moral and spiritual values include patience, sincerity, generosity, justice, and awareness of the transience of the world. Keywords: Lexical semantic analysis, grammatical semantic analysis, Poetry Da'il Ayyama Taf'alu Ma Tasya'u, Imam Ash-Shafi'i.
Copyright (c) 2025 Mardi Hadi, Hendar Ibnu Hajar, Tufailah Ali, Imam Asrofi http://creativecommons.org/licenses/by-sa/4.0
Culture-Based Learning Model for Speaking Skills (Maharat al kalam) in Islamic Boarding Schools
The instruction of maharat al-kalam (speaking skills) in Arabic often faces significant challenges due to the lack of cultural integration, which hampers students’ ability to grasp authentic communicative contexts. This study investigates a culturally integrated instructional model implemented at Ar-Rayah Islamic Boarding School in Sukabumi and examines its contribution to enhancing students’ Arabic speaking proficiency. Employing a qualitative approach through a case study design, data were collected via interviews, observations, and document analysis, and subsequently analyzed using the interactive model of Miles and Huberman. The findings reveal that maharat al-kalam instruction at Ar-Rayah adopts a culturally grounded approach, utilizing the latest eight-volume edition of Al-'Arabiyyah Bayna Yadayk as core material, supplemented by various additional resources. The instructional strategy encompasses curriculum development, optimized dormitory-based learning activities, extended instructional hours, Arab cultural immersion, intensive language reinforcement programs, and engagement with native Arabic speakers. Learning media include audio, visual, and audiovisual resources delivered both online and offline. This integrative and immersive approach has proven effective in fostering communicative competence by creating a more contextualized and interactive learning environment.
Copyright (c) 2025 Wahyudin Wahyudin http://creativecommons.org/licenses/by-sa/4.0
Moral and Spiritual Perspectives in the Semantic Study of the Poem Da’il Ayyama Taf’alu Ma Tasya‘u by Imam Asy-Syafi’i
Copyright (c) 2025 Hendar Ibnu Hajar, Mardi Hadi, Abdul Gofar Firdaus, Imam Asrofi http://creativecommons.org/licenses/by-sa/4.0
Faʿāliyyat Namūdzaj Farīq al-Alʿāb al-Buthūlah (Teams Games Tournament) fī Māddah ʿAwāmil an-Nawāshib li-Fiʿl al-Mudhāriʿ fī al-Madrasah al-Islāmiyyah al-Mutakāmilah Mīdān
Some students consider Arabic a frightening subject. The word 'difficult' is the main term used in their responses when asked about the reason. As a result, this leads to a lack of interest among students in learning Arabic. Therefore, a model is necessary that can attract students' interest during the learning process. This research aims to determine the use and effectiveness of the Teams Games Tournament learning model in the subject of present tense accusatives for eighth grade students at Al-Ulum Islamic Junior High School Integrated of Medan. The researcher employs a mixed-method approach, incorporating qualitative methods such as observation, interviews, and documentation, alongside quantitative data collected through a Likert scale questionnaire, which is analyzed using a percentage-based formula. The researcher found that this model has a significant positive impact on students desire to learn Arabic, especially in the subject of the factors causing the accusative case for the present tense verb, reaching a percentage of 81.6% in the category 'very effective'. These results were supported by the interview that students feel more enjoyable, motivated, and easier to understand this material and contribute to cooperation in the group and increase their concentration. This research is an alternative and a solution for teachers, especially Arabic language teachers, who face the issue of students lack of desire and low concentration when learning. Key words: Effectiveness, Teams Games Tournament, Present Tense Accusatives
Copyright (c) 2025 Sekar Wulandari, Fatma Yulia http://creativecommons.org/licenses/by-sa/4.0
Analyzing the questioning style used in Surah Al-Ahqaf: A rhetorical and analytical study with implications for teaching Arabic.
The interrogative methode is an important Arabic grammar rule that must be taken into account when determining the meanings of the Quran or the Arabic language in order to avoid misunderstandings. Accordingly, the researcher attempted to write a research paper on this topic. This study aims to uncover the secrets of the interrogative style tools and their rhetorical purposes in Surat Al-Ahqof. Primary sources include books on rhetoric, including: Al-Balagha Al-Wadiha, Al-Idah fi Ilm Al-Balagha, and Jawahir Al-Balagha. Secondary sources include: Tafsir Al-Tahrir wa Al-Tanwir, Tafsir Al-Munir fi Al-Aqeedah wa Al-Sharia, and several dictionaries, including the Dictionary of Contemporary Arabic Language, the Intermediate Dictionary, and Lisan Al-Arab. The type of research used in this research is qualitative research, and the method followed by the researcher to complete this research is the descriptive analytical method that relies on the documents related to this topic. The study concluded that Surah Al-Ahqaf has 9 verses and contains 12 tools that use the interrogative style with various tools, namely "man" in two places for different purposes, including: what indicates denial, negation, and the literal meaning. "Al-Hamza" is used in six places for different purposes, including: rebuke, denial, and confirmation. The report states that "umm" is used in two places for the purpose of a piece, meaning "rather" and denial. "ma" is a single tool for the purpose of denial, and the last "hal" is a single tool for the purpose of denial. Consequently, the results of this study can be used in teaching Arabic Keywords: Introgative method, Surat Al-ahqaf, teaching Arabic
Copyright (c) 2025 Alfian mubarok http://creativecommons.org/licenses/by-sa/4.0
Tathbīq At-Ṭarīqah At-Tawāṣuliyyah Li Tarqiyah Mahārah Al-Kalām Ladā Ṭhullāb Ash-Ṣaff Ats-Tsāmin Bi Al-Madrasah Ats-Tsānawiyyah Al-Ahliyyah Al-Jam‘Iyyah Al-Waṣliyyah Tembung
This research is motivated by the problem of low students' maharah kalam ability, therefore the purpose of this study aims to determine the application of communicative methods in improving the maharah kalam ability of grade 8 students of Mts Al-Jam'iyatul Al-Wasliyah Tembung which includes how to apply it and the results of the application of the learning method. The research method used in this study is descriptive qualitative with a case study approach. Data collection techniques in this study are interviews, observation and documentation. Data analysis techniques used in this study include data reduction, data presentation and drawing conclusions. The results of this study indicate that there is an update in the study, namely there is an explanation that has not been in previous studies, such as inhibiting and supporting factors for the application of communicative methods. The application of communicative methods can improve the maharah kalam of grade 8 students of Mts Al-Jam'iyatul Al-Wasliyah Tembung, this is evidenced by supporting aspects such as fluency in speaking, pronunciation, sentence structure, appropriateness, vocabulary mastery, self-confidence and questions and answers. The implementation of the communicative method experiences difficulties felt by Arabic language teachers, namely low basic Arabic language skills of students, low interest and motivation to learn, difficulty in achieving curriculum targets and different student abilities. However, these various difficulties can be resolved through supporting factors in the implementation of the communicative method, namely complete facilities, several students who have high interest and motivation to learn, and subject matter that is relevant to everyday life.
Copyright (c) 2025 Beby Khairani http://creativecommons.org/licenses/by-sa/4.0
Ta‘līm an-naḥwi al-qāʾimi ʿalā al-āyāti al-qurʾāniyyati litarqiyati fahmi ʿalāmāti al-iʿrābi ladā ṭullābi aṣh-ṣhaffi aṯs-ṯsāmini-5: dirāsati taṭhbīqiyyati bi-madrasati ḥifzhi al-qurʾāni al-mutawassiṭhati al- ahliyyati bil-muʾassasati al-islāmiyyati
This study aims to describe the implementation of Qur’anic verse-based grammar (nahwu) instruction in enhancing the understanding of i‘rāb signs among Grade VIII-5 students at a private junior high school for Qur’an memorization under the auspices of the Central Islamic Foundation. The researchers employed a qualitative descriptive approach, collecting data through observation, interviews, and documentation. The findings reveal that integrating Qur’anic verses as models in nahwu instruction effectively contributes to improving students’ contextual understanding of i‘rāb concepts. The study also highlights several supporting factors, including a school environment centered on Qur’an memorization, innovative teaching methods, and the availability of learning media. On the other hand, certain challenges were identified, such as variations in students’ prior knowledge, a dense academic schedule, and limited instructional time. This approach has proven to have a positive impact by making the study of nahwu more relevant to learners’ real-life contexts and serving as an effective means of delivering applied and contextual grammar learning. Kata kunci: Implementation, Nahwu instruction, I‘rāb signs, Qur’anic verses, Contextual learning
Copyright (c) 2025 Mario Bagus Sanjaya http://creativecommons.org/licenses/by-sa/4.0
Media Puzzle as an Interactive Strategy to Enhance Arabic Vocabulary Mastery among Students: A Study in Class IV of MIN 1 Probolinggo.
The research is motivated by the students' low interest and limited vocabulary acquisition in Arabic, which are attributed to unengaging teaching methods and the minimal use of instructional media. This study aims to examine the effectiveness of using puzzle-based media in improving Arabic vocabulary mastery among fourth-grade students at MIN 1 Probolinggo. A qualitative descriptive approach was employed, with data collected through observations, interviews, and documentation. The findings indicate that the implementation of puzzle media in Arabic instruction significantly enhances students’ vocabulary acquisition. The students demonstrated increased enthusiasm, active participation, and improved retention of new vocabulary due to the enjoyable and interactive nature of the learning process. Furthermore, the classroom environment became more conducive and collaborative, fostering student engagement in questioning and discussion. Thus, puzzle media is proven to be an effective alternative instructional tool for enhancing Arabic vocabulary mastery at the elementary school level.
Copyright (c) 2025 Nur Asiah Jamilah http://creativecommons.org/licenses/by-sa/4.0
Approaches to learning Arabic in KMA 183/2019
ABSTRAK A correct and comprehensive understanding of the approach and theoretical basis of a curriculum will have implications for the implementation of learning carried out by teachers in the classroom. Based on this, the author conducted a study aimed at examining the approach and theoretical basis of Arabic language learning in the 2019 KMA 183 Arabic Language curriculum. This study uses a qualitative approach with a content analysis method. Data collection was carried out through documentation studies and also interviews and observations. The results of the study indicate that the Arabic language learning approach contained in the formulation of KI and KD leads to a genre-based language learning approach (text-based learning) which is a development of the communicative approach and comes from functional linguistics theory. However, the formulation of Core Competencies and Basic Competencies in the revised curriculum is not fully in accordance with the text-based language learning approach. For policy makers of the new KMA 183 curriculum, it is necessary to create an academic manuscript related to the new curriculum. Keywords: curriculum, Arabic, text-based approach, core competencies, basic competencies
Copyright (c) 2025 Ali - Maksum, Nana - Jumhana, Umihani - - http://creativecommons.org/licenses/by-sa/4.0
Integration of Arabic Language Education and Islamic Religious Education in the Era of Globalization and Disruption: A Systematic Review of Literature on Curriculum Models, Innovations, and Transformations (2013–2025)
The era of globalization and disruption necessitates the integration of Arabic Language Education (PBA) and Islamic Religious Education (PAI) within a value-based curriculum aligned with 21st-century competencies. This article systematically reviews scientific literature on curriculum integration models, innovations, and transformations of PBA–PAI from 2013 to 2025. Using a Systematic Literature Review (SLR) approach, 82 articles were analyzed from databases such as Scopus, WoS, DOAJ, and Garuda. The findings reveal three major integration models: thematic-integrative, interdisciplinary, and structural-integrative. Educational innovations include LMS, AI-based chatbots, flipped classrooms, and gamification of Islamic values. The curriculum transformation moves toward a transdisciplinary approach, emphasizing contextual learning and character building. This study concludes that integrating PBA–PAI is both an educational and philosophical strategy relevant to strengthening students' religious and linguistic competencies. The results serve as a foundation for policy formulation and further research on integration effectiveness.
Copyright (c) 2025 Siti - Zuhriyeh http://creativecommons.org/licenses/by-sa/4.0
A Pedagogical Integration of Teacher-Centered and Student-Centered Approaches in Imam Zarkasyi Method of Teaching Fiqh in Arabic within Modern Pesantren
The instruction of Fiqh in Pesantren commonly employs Arabic-language textbooks and learning resources. This context necessitates pedagogical methods that facilitate students’ comprehension of the material. However, teachers often encounter limitations in their methodological knowledge for delivering Fiqh in Arabic effectively. This study aims to describe and analyze Imam Zarkasyi’s method for teaching Fiqh in Arabic. Employing a qualitative approach and a literature-based design, data were collected through document analysis and processed using thematic content analysis, including stages of data collection, categorization, interpretation, and conclusion. The findings indicate that Imam Zarkasyi’s instructional method comprises five pedagogical stages: orientation, introduction, content delivery and integration, assessment, and closure. The approach emphasizes the integration of teacher-centered and student-centered strategies. Furthermore, effective Fiqh instruction requires teachers to possess pedagogical, professional, and personal competencies. The integration of methodological knowledge and teacher competencies enhances instructional effectiveness and supports students’ comprehension, thereby fostering more meaningful and efficient learning processes in the pesantren context.
Copyright (c) 2025 Djamaluddin Perawironegoro, Nur Fitri Hidayanti http://creativecommons.org/licenses/by-sa/4.0
Syntactic Error Analysis in Writing Arabic Sentences at Tsanawiyah Level and Its Implications
This study aims to identify writing errors in simple Arabic sentences made by students at the Tsanawiyah (Islamic junior high school) level. The research employs a qualitative approach using case study and content analysis methods. Data collection techniques include participatory observation, structured interviews, and document analysis. The data source consists of 45 sentences written by students in constructing jumlah ismiyah (nominal sentences). The findings show that out of the 45 collected simple sentences, 20 were identified to contain syntactic errors. Furthermore, based on the data and interview results, the causes of these errors were found to be both interlingual and intralingual. Interlingual errors occur when students mix rules from their native language with the target language, while intralingual errors result from confusion or lack of understanding of the target language itself. Students' difficulties in writing simple Arabic sentences, as revealed through interviews and error analysis, include a lack of awareness in selecting vocabulary that is perceived as correct but does not align with native speaker usage. In addition, challenges arise in choosing the correct gendered forms (masculine vs. feminine), number (singular, dual, plural), and determining the proper i'rab (grammatical case endings) and syntactic positions of words. This research may serve as a reference for understanding the level of difficulty students face in constructing simple Arabic sentences. It can also be used as a benchmark for evaluating teaching effectiveness and for enhancing the design of Arabic language learning strategies within educational institutions.
Copyright (c) 2025 Nabila Rahmafillah http://creativecommons.org/licenses/by-sa/4.0
Challenges in reading skill acquisition among students in the Language Preparatory Program at STIBA Ar Raayah, Sukabumi (A descriptive study)
Students of the Language Preparation Program at STIBA Ar Raayah, Sukabumi, face challenges in improving their reading skills, including reading speed, phonological awareness, text comprehension, and fluency, all of which affect their academic progress. This study aims to describe and address the reading difficulties faced by these students at STIBA Ar Raayah, Sukabumi. It adopts a descriptive-analytical approach using a qualitative method, where data were collected through direct observation, interviews, and testing, then analyzed using the Miles and Huberman model, which includes four steps: data collection, classification, display, and conclusion. The study found that students face multiple challenges in acquiring reading skills, most notably weak oral reading, word repetition, neglect of punctuation, and difficulty in accurate pronunciation. They also struggle with distinguishing between short and long vowels, similar-sounding letters, phonological awareness, and reading fluency. To address these difficulties, the study suggests increasing reading activities with a focus on comprehension and speed, training students on vocabulary in various contexts, developing fluency through targeted activities, as well as training teachers and encouraging students to read beyond the curriculum. Keywords: Language Preparation Students, Reading Difficulties and Solutions, Reading Skills, STIBA Ar Raayah
Copyright (c) 2025 Jajang Komaludin http://creativecommons.org/licenses/by-sa/4.0
Problematika Implementasi Kurikulum Merdeka Mata Pelajaran Bahasa Arab dan Solusinya di MAN 2 Kota Cirebon
Penerapan kurikulum merdeka dalam peraturan pendidikan Indonesia menjadi tantangan yang baru bagi guru dan sekolah dalam mempersiapkannya. Adanya perbedaan konsep dalam suatu pemahaman kurikulum merdeka dan kebijakan administrasi yang berbeda antara kurikulum 2013 dan kurikulum merdeka, hal ini menuntut guru untuk beradaptasi dengan kebijakan kurikulum merdeka. Penelitian ini menggambarkan tentang implementasi kurikulum merdeka dalam pembelajaran bahasa Arab di MAN 2 Kota Cirebon dengan tujuan mengetahui persiapan dalam penerapan kurikulum merdeka dalam pembelajaran bahasa Arab, mengetahui strategi implementasi kurikulum merdeka dalam pembelajaran bahasa Arab, dan mengetahui problematika kurikulum merdeka dalam pembelajaran bahasa Arab di MAN 2 Kota Cirebon. Penelitian ini melalui pendekatan kualitatif studi kasus deskriptif dengan pengumpulan data melalui (1) wawancara kepada guru bahasa Arab kelas 10, (2) observasi lapangan dalam mengamati pembelajaran bahasa di kelas (3) pengambilan data sekunder berupa berkas modul ajar, ATP, CP dan hasil belajar siswa. Hasil dari penelitian ini mengungkapkan bahwa (1) persiapan dalam penerapan kurikulum merdeka di MAN 2 Kota Cirebon diawali dengan diadakannya pelatihan kurikulum merdeka dari kementrian agama (2) strategi dalam implementasi kurikulum merdeka yang dilakukan guru dengan melakukan strategi pembelajaran dengan praktek, mempersiapkan modul ajar sebelum pembelajaran, menjadikan guru sebagai fasilitator, menggunakan pembelajaran berdiferensiasi, menggunakan penilaian kompetensi. (3) problematika yang dialami oleh guru seperti kurang mengingat istilah administrasi dalam kurikulum merdeka, jam pembelajaran yang terhalang dengan projek penguatan profil pancasila, dan buku ajar siswa berbasis kurikulum merdeka yang belum memadai. (4) solusi untuk mengatasi problematika melihat buku administrasi ketika penyusunan administrasi, menargetkan penyampaian materi, dan menyiapkan buku ajar berbasis kurikulum merdeka untuk pegangan guru.
Copyright (c) 2024 Fatia Afiaturrahmah, Hasan Saefuloh, Nanin Sumiarnih http://creativecommons.org/licenses/by-sa/4.0
Analisis Kelayakan Buku Teks Pelajaran Bahasa Arab MTs Kelas 7 Terbitan Kementerian Agama Republik Indonesia (Kemenag RI) Sesuai Keputusan Menteria Agama (KMA) Nomor 183 Tahun 2019
Kelayakan Buku Ajar Ditinjau dari kelayakan Penyajian & Kegrafikan
Copyright (c) 2024 Muhamad Islakhudin http://creativecommons.org/licenses/by-sa/4.0
Analisis Kesalahan Fonologi dalam Pelafalan Kosakata Bahasa Arab bagi Siswa Madrasah Tsanawiyah
Analisis kesalahan fonologi dalam pelafalan kosakata bahasa Arab di kalangan siswa MTs Yasiska adalah fokus penting dalam pembelajaran bahasa. Penelitian ini bertujuan untuk mengidentifikasi berbagai kesalahan fonologi yang terjadi serta menganalisis faktor-faktor penyebabnya dalam keterampilan membaca teks bahasa Arab di MTs Yasiska. Menggunakan metode kualitatif dengan pendekatan analisis kesalahan berbahasa, melibatkan wawancara dan observasi, data dikumpulkan dari dua puluh delapan siswa dan satu guru bahasa Arab. hasil penelititan menunjukkan bahwa kesalahan fonologi terjadi dalam penggantian huruf, memanjangkan kata, dan kesalahan pengucapan yang disebabkan kemiripan bunyi. Selain itu, faktor Penyebab kesalahan terdapat pada pengaruh bahasa ibu dan pengabaian kaidah-kaidah fonologi. Temuan ini diharapkan dapat memberikan solusi dalam pengajaran Bahasa Arab di MTs Yasiska, khususnya dalam memperbaiki keterampilan pelafalan kosakata. Â Analysis of phonological errors in the pronunciation of Arabic vocabulary is an important aspect of learning for students at MTs Yasiska. This study aims to identify the forms of phonological errors and their contributing factors in the skill of reading Arabic text. The method used is qualitative research with a linguistic error analysis approach, involving interviews and observations from twenty-eight students and one Arabic teacher. The research results indicate that phonological errors include letter substitution, word elongation, and pronunciation errors caused by sound similarity. Additionally, the factors causing the errors include students’ familiarity with their mother tongue and neglect of phonological rules. The findings of this research are expected to provide solution for Arabic language teaching at MTs Yasiska, particularly in improving vocabulary pronunciation skills.
Copyright (c) 2024 Aghniya Kamalia, Ari Khairurrijal Fahmi http://creativecommons.org/licenses/by-sa/4.0
Peran Penutur Asli dalam Meningkatkan Kemampuan Bahasa Arab Guru Perempuan di Modern Muslim Institute
Based on research at Al-Muslimun islamic boarding school, there are still many teachers who do not understand arabic languange. In this case the teachers must improve their arabic languange skills. One method to improve arabic languange skills for the teachers at Al-Muslimun islamic boarding school is to present the native speaker. This study aims to determine whether native speaker has a role in improving arabic languange skills for teachers at Al-Muslimun islamic boarding school. The research method used is qualitative descriptive. Data is collected through interview and observation, then reduced and presented the results, the last step taken is to conclude the data. The results show that native speaker has very significant role in improving arabic languange skills for teachers at Al-Muslimun islamic boarding school. In carrying out its role, of course there are several problems faced by both, native speaker and teachers. To overcome the problems, of course native speaker or teachers look for solutions.
Copyright (c) 2024 Aina Salsabila Salsabila, Rauzatul Jannah Jannah http://creativecommons.org/licenses/by-sa/4.0