Al-Irfan : Journal of Arabic Literature and Islamic Studies

Visual Learning Meets Dual Coding: Rethinking Arabic Reading Pedagogy

2025-07-24T02:01:41+00:00

The main problem of this research is the low optimization of students' reading skills (maharah qiroah) due to the dominance of conventional methods, so it is necessary to implement an Image-Based Learning approach based on Dual Coding theory. This study aims to analyse the implementation of the Image-Based Learning (IBL) approach based on the Dual Coding theory in improving Arabic reading skills (maharah qiroah) of 12 postgraduate students during the learning process in the classroom. The study employs a descriptive qualitative method, with data collected through direct observation, in-depth interviews, and documentation of the learning process in the Arabic Language Education Programme at UIN Maulana Malik Ibrahim Malang. Data validity is ensured through triangulation of sources and data collection techniques. The results indicate that the IBL approach is effective in activating students' schemas, enriching vocabulary, deepening understanding of Arab cultural context, and developing critical thinking skills through text structure analysis. The integration of Dual Coding theory enables students to process information simultaneously through visual and verbal channels, significantly enhancing retention and reading comprehension. These findings reinforce the evidence of the effectiveness of interactive visual media in Arabic language learning. The contribution of this research lies in affirming the strategic role of visualisation in developing analytical skills and comprehensive discourse understanding. Therefore, the Dual Coding-based IBL approach is recommended as an adaptive pedagogical strategy in maharah qirā’ah learning to meet the demands of 21st-century learning.

Cultural Transformation In the Short Story “Nihayatus Syaykh” By Ali Thanthawi: A Postcolonial Analysis

2025-10-15T04:20:58+00:00

This study investigates the process of cultural transformation depicted in Ali Thanthawi’s short story “Nihayatus Syaikh” through the lens of Edward Said’s postcolonial framework, particularly the concept of Orientalism. The central problem addressed in this research is the tension between traditional Arab cultural values and the forces of colonial modernization, which reshaped social structures, educational systems, and identity formation in early twentieth-century Arab society. To examine this issue, the study employs a qualitative descriptive method, focusing on textual interpretation and thematic analysis. The objective is to reveal how the narrative reflects shifts in cultural norms and to understand the protagonist’s—an elderly traditional teacher—struggle in responding to these changes. The analysis shows that cultural transformation in the story occurs at multiple levels. Administratively, the requirement for formal diplomas symbolizes the institutionalization of Western educational standards. Morally and socially, the younger generation’s adoption of modern, individualistic, and Western-oriented lifestyles represents a departure from earlier values such as simplicity, humility, and religiosity. The short story further critiques the declining respect for local scholarly authority and the erosion of intellectual dignity amid rapid modernization. The findings demonstrate that colonial influence is not limited to political or structural dimensions but also permeates cultural consciousness, shaping how individuals perceive their own identity. The contribution of this study lies in positioning “Nihayatus Syaikh” as a cultural document that reveals complex dynamics of resistance, adaptation, and loss within a postcolonial context. This research highlights the need to preserve cultural awareness and critical reflection when navigating modernization pressures.

Islamic Syncretism and Barodak Customs: A Study of Cultural Accommodation Theory in Islamic Anthropology

2025-11-08T04:24:56+00:00

The barodak tradition practiced by the Tau Samawa community in Sumbawa, West Nusa Tenggara, is a ritual performed before a wedding procession or circumcision, involving the stretching of the bride-to-be’s body using a traditional herb called odak. Although it appears as a physical ceremony, barodak carries deep symbolic and spiritual dimensions, and in local belief, neglecting the ritual may lead to physical or metaphysical disturbances. The problem addressed in this study is the tension perceived between the preservation of local cultural rituals and the internalization of Islamic values within contemporary Samawa society. The purpose of this research is to analyze how the Sumbawa community negotiates the relationship between customary practices and Islamic teachings. Using an ethnographic qualitative method, this study employs direct observation, in-depth interviews, and indigenous documentation to explore culture–religion interaction in the barodak ritual. The findings reveal that the community does not reject Islam; instead, they integrate religious principles into customary practices in a harmonious and adaptive manner. The barodak tradition reflects the community’s capacity to maintain cultural continuity while upholding spiritual norms. The contribution of this research lies in offering a contextual understanding of how local rituals function as a medium for expressing collective cultural and religious identity. It highlights the importance of safeguarding local traditions such as barodak as part of cultural preservation efforts that remain aligned with spiritual and communal values.

Development of Arabic Culture-Based Storytelling Media through a Project-Based Learning Approach

2025-11-20T06:49:21+00:00

This research was conducted descriptively to identify gaps, synthesize relevant concepts, and formulate the most appropriate theoretical model. The study produced a Project-Based Learning (PjBL) framework for creating Arabic culture–based storytelling that is ready to be implemented in the classroom. This model is designed to encourage students to collaborate actively and use Arabic in authentic contexts—namely by creating and presenting stories—so it is expected to enhance their speaking skills (mahārat al-kalām). In addition, the model is anticipated to increase students’ learning motivation and their understanding of Arab culture. Conceptually, this model is feasible to apply and has the potential to become an effective new approach to making Arabic language instruction more engaging and practical.The implications of this study indicate that the developed framework can serve as a guideline for teachers in designing more contextual and creative project-based Arabic language learning. Implementing this model has the potential to promote cultural integration in language teaching, improve the quality of communicative interaction in the classroom, and strengthen performance-based learning. Furthermore, this research opens opportunities for the development of media, assessments, and curricula that support Arabic cultural storytelling across different educational levels.

Propp’s Narrative Morphology in Yemeni Folklore The King and the Fortune Teller

2025-12-13T04:32:35+00:00

Previous studies using Vladimir Propp’s theory have largely concentrated on German and Indonesian folklore, leaving a significant research gap in the analysis of narrative structures and character roles within Arabic oral literature. This study aims to identify the 31 narrative functions and 7 character traits present in Yemeni folktale الملك و العرّاف. This research employs a qualitative descriptive method supported by library research to gather and process textual materials.. The result show that fourteen of Propp’s fourty-one narrative functions, spesifically α – Σ – γ – A – δ – D – T – Pr – Rs – H – W – Q – Q – W are present in the story. Only three of Propp’s seven-character categories appears in the narrative, namely the hero, villain, and helper. This research contributes to the field of Arabic narratology by providing a scientific record of Yemeni oral traditions and demonstrating that Propp’s structural patterns transcend cultural boundaries, thereby aiding in the preservation of Arab cultural heritage.

A Textual and Pedagogical Analysis of Muqaddimah fī Ta‘līmi wa Ta‘allumi at-Taṣrīf by Abd al-Bāsiṭ

2025-12-13T04:32:05+00:00

This study aims to analyze the variety of wazan sighat isim fā‘il tsulāthī mujarrad presented in the book Pengantar Belajar Mengajar Tashrif by KH. Abdul Basith and examine its pedagogical implications for Arabic morphology learning. The research addresses the phenomenon of limited understanding in many Islamic educational institutions that restrict isim fā‘il to a single pattern, despite the existence of broader variations in classical sharaf theory. This study employed a qualitative approach using library research design. Data were collected through documentation techniques by examining the primary text of KH. Abdul Basith’s book, supported by classical sharaf references and contemporary linguistic studies. The data were analyzed through classification, comparison, and interpretation of the identified wazan patterns based on classical morphological principles. The findings reveal that the book presents diverse wazan forms of isim fā‘il, such as فَاعِلٌ، فَعِلٌ، فَعِيْلٌ، فَعْلَانُ، أَفْعَلُ, and فَعَلٌ, which generally align with classical sharaf rules and reflect distinct semantic nuances such as permanence, intensity, and temporary states. These findings contribute to a deeper understanding of Arabic morphological richness and emphasize the importance of integrating structural and semantic dimensions in teaching sharaf. The study implies that Arabic learning materials should adopt a more comprehensive approach to wazan variation to enhance students’ conceptual mastery. Further research is recommended to explore the practical implementation of these patterns in classroom settings and their impact on students’ linguistic competence.

Heuristic and Hermeneutic Readings of Maher Zain’s “Ramadan”: A Riffaterrean Semiotic Analysis

2025-12-09T01:28:30+00:00

‘Ramadhan (Arabic Version)’ to uncover the spiritual and connotative meanings hidden within them. Given that Arabic pop song lyrics are currently a popular means of intellectual communication among Gen Z, Michael Riffaterre's semiotic analysis, with its concepts of double reading, hypogram, matrix, and variant, was chosen as the methodological approach. This qualitative descriptive study used observation and note-taking techniques and literature study, with song lyrics as the main object.

The results of the analysis show that heuristic (literal) reading produces separate denotative meanings, such as in the phrase فَالشّوقُ طَال (longing has been long). However, the presence of ungrammatical elements such as the personification of Ramadan as لِلرُّوحِ دَوَاء (‘medicine for the soul’) forces the reader towards the hermeneutic (retroactive) stage. Hermeneutic reading reveals the core Matrix of the lyrics, namely Longing for Ramadan, which is transformed through the Model of a call (munada) full of love ( يَا حَبِيب). Variants such as يَا نُورُ الْهِلاَلْ and يَا شَهرَ القُرآن serve to reinforce this Matrix. This song uses the hypogram of piety (QS. Al-Baqarah: 197) and ends with a prayer that reflects the resolution of the poetic tension between the desire for eternity and the transience of time. This study confirms the effectiveness of Riffaterre's model in exploring spiritual and symbolic values in contemporary Arabic music.

The Style of Letters and Meaning: Integration of Arabic Literary Aesthetics in the Teaching of Kitab Kuning in Pesantren

2025-08-03T08:53:21+00:00

Learning the kitab kuning (classical Islamic texts) has so far tended to focus on grammatical and legalistic aspects, while aesthetic elements such as rhythm, metaphor, and linguistic style have not been fully explored as pedagogical tools. This study employs a qualitative approach through a literature review of classical texts such as Alfiyyah Ibn Mālik, Syarḥ Imrīṭī, and Fath al-Muʾīn, which are analyzed from the perspectives of Arabic stylistics and balāghah (rhetoric). The findings indicate that integrating a literary approach in the study of kitab kuning enhances students’ understanding of the structure and meaning of the texts, cultivates linguistic sensitivity, and fosters an appreciation of aesthetic and cultural values. This article recommends transforming pesantren learning methods by systematically incorporating classical Arabic literary approaches to enrich the dimensions of comprehension, internalization, and interpretation of turāth (heritage) texts.

Arabic Language Learning Difficulties in Indonesian Islamic Schools: Linguistic and Non-Linguistic Perspectives

2025-11-03T04:25:09+00:00

This study examines the problems of Arabic language learning encountered by eighth-grade students at MTs Taswirul Afkar Surabaya and explores teachers’ efforts to address these challenges. Arabic plays a crucial role in Islamic education; however, its learning process in non-native contexts often faces complex obstacles. This research employs a descriptive qualitative approach, with data collected through classroom observations, semi-structured interviews with teachers and students, and document analysis. The findings reveal that the problems of Arabic learning can be categorized into linguistic and non-linguistic aspects. Linguistically, students experience difficulties in mastering Arabic grammar (qawaid), developing speaking skills (kalam), and acquiring sufficient vocabulary (mufradat). Non-linguistic challenges include limited learning facilities, the predominance of conventional teaching methods, time constraints, and low learning motivation among some students. To overcome these issues, teachers implement several strategies, such as applying step-by-step grammar instruction, using language games (lu‘bah) to enhance speaking skills, assigning daily vocabulary memorization, and creatively utilizing simple and contextual learning media. The results indicate that these efforts contribute positively to increasing student engagement and improving learning outcomes. This study contributes theoretically to the development of Arabic language education by highlighting the interplay between linguistic and non-linguistic factors. Practically, it offers insights for teachers and policymakers to design more innovative, interactive, and motivational Arabic learning practices suited to the Indonesian madrasah context.