FASHOHAH : Jurnal Ilmiah Pendidikan Bahasa Arab
Fashohah: Jurnal Ilmiah Pendidikan Bahasa Arab adalah jurnal yang menerbitkan artikel atau tulisan karya ilmiah yang meneliti tentang pengajaran dan pembelajaran Bahasa Arab. Diterbitkan oleh Jurusan Pendidikan Bahasa Arab, Universitas Islam Malang, Indonesia. Jurnal ini terbit secara berkala dua kali dalam setahun pada bulan Februari dan Agustus. Kami menerima artikel penelitian asli, konseptual, dan praktik terbaik terkait pengajaran dan pembelajaran bahasa Arab. Penting untuk diingat bahwa bahasa resmi jurnal ini adalah multibahasa (Arab, Inggris dan Indonesia). Redaksi menyambut para cendekiawan, peneliti dan praktisi pembelajaran bahasa Arab di seluruh dunia untuk mengirimkan artikel ilmiah untuk diterbitkan melalui jurnal ini. Semua artikel akan ditinjau oleh para ahli sebelum diterima untuk dipublikasikan. Setiap penulis bertanggung jawab penuh atas konten artikel yang diterbitkan. E-ISSN. 2808-280X SK no. 0005.2808280X/K.4/SK.ISSN/2021.10 Edisi Mulai Vol. 1, No. 2, Agustus 2021)
Prodi Pendidikan Bahasa Arab Fakultas Agama Islam
The Exploration of The Use of Question Card-Based Learning Media in Arabic Language Subjects For Grade X at Ma Al-Washliyah Tembung
Learning Arabic in high schools still faces many obstacles, particularly low student activity and the limited diversity of educational media used by teachers. These conditions imperfectly affect student participation in the learning process. Therefore, there is a need to innovate new educational media to create an active, interactive, and enjoyable learning atmosphere. This study aims to describe the use of question card-based learning media in learning Arabic in the tenth grade at the Al-Washilah Islamic High School, Tembung, and to determine student reactions to the use of these media. This study uses a qualitative approach with a descriptive method. The research sample consisted of Arabic language teachers and tenth-grade students at Al-Washilah Islamic High School, Tembung. Data was collected through observation, interviews, and documentation. Data were analyzed through data reduction, presentation, and conclusion drawing. The results of the study indicate that the use of question cards in learning Arabic can increase student activity, encourage participation in discussions, and help students understand the material better. This method also creates a more enjoyable learning atmosphere and enhances students' motivation to learn. In addition, teachers feel helped in presenting the material because question cards are easy to use and flexible in various educational activities.
Copyright (c) 2026 Sari Annisa Siregar, Achyar Zein https://creativecommons.org/licenses/by-sa/4.0
Kendala dan Strategi Pembelajaran Untuk Meningkatkan Skor TOAFL Mahasiswa FAI Universitas Islam Malang
The low scores of the Test of Arabic as a Foreign Language (TOAFL) among students of the Faculty of Islamic Studies (FAI) at the University of Islam Malang (UNISMA) indicate a gap between the Arabic language learning process and the competency demands measured through the TOAFL examination. This study aims to explore the challenges faced by students in taking the TOAFL test and to formulate effective learning strategies for improving TOAFL scores. The method employed is qualitative-descriptive, using an approach that includes analysis of TOAFL score values, interviews, observations, and document studies. Data analysis was conducted descriptively and analytically, referring to theories of Arabic language error analysis and methodologies of Arabic language skill learning. The findings reveal that the main obstacles faced by students include: limited mastery of vocabulary and grammatical structures, insufficient practice in listening skills (istima‘), language anxiety, and misalignment between learning materials and the TOAFL format. Based on these findings, strategies recommended for score improvement include intensive reading, listening, and viewing practices, application of communicative approaches, development of error-based practice modules, regular simulations, utilization of digital media, and academic mentoring.
Copyright (c) 2026 Muhammad Afifullah, Siti Masruchah https://creativecommons.org/licenses/by-sa/4.0
JUDITH BUTLER'S QUEER THEORY APPROACH IN THE ANALYSIS OF PERFORMATIVE GENDER IN AREEJ GAMAL'S ARABIC NOVEL “ANA ARWA YA MARYAM”
The representation of lesbian relationships in contemporary Arabic literature serves as an important site for understanding the construction and subversion of heteronormative norms, yet previous studies have not specifically addressed the mechanisms of gender performativity in female Arab literary works focusing on same-sex female relations, particularly in connecting psychological trauma, patriarchal identity construction, and normative transitions. This study analyzes how gender performativity manifests in Areej Jamal's novel Ana Arwa ya Maryam based on Judith Butler's theoretical framework. The research employs a qualitative approach with narrative sequence analysis of the novel. The analysis reveals that gender performativity is represented through four narrative sequences: bodily performativity in the initial encounter as a rejection of passive femininity, Maryam's identity construction through the patriarchal system, performativity during the revolution as a transitional space for new norms, and intimate relations as a rejection of the heterosexual matrix. Each sequence confirms that gender identity is not a fixed biological essence but rather the result of repetitive actions that can create opportunities for subverting dominant norms within the context of psychological trauma, patriarchal systems, and political struggle. Key words: gender performativity, heteronormativity, queer theory
Shang Narendra Paramarthadewa Suryaputra
Copyright (c) 2026 Saridina Yasminta Wati, Zidfina Zulfa, Shang Narendra Paramarthadewa Suryaputra https://creativecommons.org/licenses/by-sa/4.0
Illocutionary Speech Acts and Gender Equality: A Pragmatic Analysis of the Drama Shirreer by OASE UNS Theater
This research investigates illocutionary acts in the Arabic drama Shirreer by Teater OASE UNS using a descriptive qualitative method. The focus of this study is to describe the types of illocutionary acts based on the theories of J.L. Austin and Searle and to analyze their contribution to gender equality (SDG 5). Data were collected through note-taking techniques, with primary data sourced from the video of the Shirreer drama and secondary data from literature on gender equality, SDGs, and Arabic drama. The analysis shows that directive speech acts occurred 16 times, expressive 8 times, and commissive 2 times, reflecting the social dynamics and power relations between characters in the context of gender. This research reveals how language in drama reflects and shapes social constructs related to gender equality and provides valuable insights into the role of language in promoting social justice in line with SDG 5. These findings aim to contribute to a deeper understanding of language usage in different cultural contexts and advance studies on gender equality through a pragmatic approach.
Copyright (c) 2026 Nurul Haq, Zainul Farihin, Mugy Nugraha, Siti Sa’adah, Tasya Rifdha Shahira https://creativecommons.org/licenses/by-sa/4.0
LEARNING ARABIC WITH EASE, SKILL, AND JOY: A PEDAGOGICAL MODEL FROM PKPBA UIN MALIKI MALANG
This research aims to examine the Arabic language learning model implemented at Pusat Kajian dan Pengembangan Bahasa Arab (PKPBA) UIN Maulana Malik Ibrahim Malang, which emphasizes ease (yusr), skill (maharah), and joy (farah) in pedagogy. Using a qualitative descriptive approach, data were obtained from classroom observations, teacher interviews, and student reflections involving 82 learners and 10 instructors. The findings reveal that the PKPBA model integrates linguistic, affective, and spiritual dimensions, promoting communicative competence and intrinsic motivation. Contextual materials, digital tools, and immersive methods enhance learners’ speaking and writing performance while creating a low-anxiety, collaborative atmosphere. Teachers adopt adaptive scaffolding and reflective practices that align with Islamic educational values, ensuring both linguistic progress and character formation. The institutional support for professional learning communities strengthens pedagogical consistency. Overall, the PKPBA model represents a contextual and humanistic approach to Arabic pedagogy, harmonizing modern language learning theories with Islamic principles. It offers a sustainable framework for improving Arabic education in Indonesia and potentially across Southeast Asia.
Copyright (c) 2026 A. Samsul Ma'arif, Halimatus Sa'diyah, Bakri Muhammad Bakhiet https://creativecommons.org/licenses/by-sa/4.0
فعالية استخدام كتاب اللغة العربية لهيئة تطوير المعاهد للرئاسة المركزية للجمعية في ترقية مهارة القراءة لدى الطالبات الصف الثامن في معهد دار الأرقم محمدية غومبارا مكسر
مستخلص البحث أظهرت النتائج أن: 1) استخدام كتاب اللغة العربية يرقي مهارة القراءة في الصف الثامن في معهد دار الأرقم محمدية غومبارا مكسر. باستنادًا إلى نتائج التحليل اختبار إحصائيات العينة، فإن متوسط قيمة الفرق هو -20,000، مع انحراف معياري قدره 10,23 5، ومتوسط خطأ معياري قدره 2,182. يقع فاصل الثقة بنسبة 95% في النطاق (-24.53809 إلى -15.46191). تبلغ قيمة t المحسوبة -9.165 مع درجات الحرية (df) = 21 وقيمة الدلالة (Sig. 2- 0.000.ونظرًا لأن قيمة الدلالة 0.000 < 0.05، يتم رفض الفرضية الفارغة (H₀) وقبول الفرضية المقبولة(H₁). أي أن هناك فرقًا معيناً بين نتائج الاختبار القبلي ونتائج الاختبار البعدي. 2) فعالية استخدام كتاب اللغة العربية لهيئة تطوير المعاهد للرئاسة المركزية للجمعية المحمدية باستنادًا إلى تصنيف فعالية N-Gain، أظهرت نتائج التحليل أن قيمة N-Gain من بين 22 طالبة تراوحت بين 0.00 و 0.80، بمتوسط 0.4705 بلغ متوسط قيمة 47.05%. و بمتوسط القيمة 0.47 ضمن الفئة المتوسطة، مما يعني أن استخدام كتب اللغة العربية لهيئة تطوير المعاهد للرئاسة المركزية للجمعية المحمدية فعالاً جداً في ترقية مهارة القراة لدى الطالبات الصف الثامن في المدرسة المتوسطة دار الأرقم. على الرغم من أنه لم تصل إلى الفئة العالية، إلا أن التحسن كبير جدًا ويظهر أن هذا الكتاب يساهم بشكل إيجابي في عملية تعلم اللغة العربية في المعهد.
Copyright (c) 2026 azzahratul_ mutmainnah https://creativecommons.org/licenses/by-sa/4.0
MODELING THE CHARACTERISTICS OF THE PROPHET MUHAMMAD SAW IN QS AL AHZAB AND ITS RELEVANCE TO CHARACTER-BASED ARABIC LANGUAGE EDUCATION
This study analyzes the values of character education that can be exemplified from the Prophet Muhammad as found in QS. In the Islamic perspective, character is synonymous with morals that reflect a person's personality, consisting of elements of knowledge, attitude, and behavior. A complete personality is created when these elements are in line, as exemplified by the Prophet. His main traits, such as shidiq (honest), amanah (trustworthy), fathanah (intelligent), and tabligh (conveying), become an important foundation in character building. An analysis based on Tafsir al-Misbah shows that these values play a fundamental role in personal, social and spiritual development. This study offers an integration of Islamic teachings into character-based Arabic education as an effort to form individuals who are moral and ethical, and able to contribute positively in society. .
Copyright (c) 2026 Muhammad Farih Ridwab https://creativecommons.org/licenses/by-sa/4.0