Journal of Digital Arabic Language Education
Journal title : Journal of Digital Arabic Language Education Initials : J-DALE Abbreviation : J. Digital. Arabic. Lang. Educ Frequency : 2 issues per year DOI : prefix 10.33096 E-ISSN : 3110-5467 Editor-in-chief : Ansar Editor : Abdul Qahar Zainal Organizer : Fakultas Agama Islam Universitas Muslim Indonesia Publisher : Program Studi Pendidikan Bahasa Arab Citation Analysis : Dimensions, Google Scholar Frequency Published : This journal is published twice a year in June and December The Journal of Digital Arabic Language Education (J-DALE) is a scholarly journal focused on research and innovation in using digital technology for Arabic language learning and teaching. It serves as a platform for researchers and practitioners developing methods, media, and models of Arabic language education based on modern technology to enhance the quality of education in the digital era. This journal aims to publish high-quality articles that advance theory and practice in digital technology-based Arabic language education. J-DALE encourages collaboration among academics, educators, and technology developers to present effective and impactful innovations in Arabic language education. Online Submissions Already have a username/password for Journal of Digital Arabic Language Education (J-DALE)? GO TO LOGIN Need a username/password? GO TO REGISTRATION Registration and login are required to submit items online and to check the status of current submissions.
Program Studi Pendidikan Bahasa Arab, Fakultas Agama Islam, Universitas Muslim Indonesia
From Fushā to Arabizi: The Transformation of Journalistic Language and the Social Life of Arab Society in the Era of Electronic Media
Electronic media have fundamentally transformed the way societies including Arab societies access information, form opinions, and interact with one another. This article analyzes three issues: (1) the transformation of journalistic language accompanying the shift from print to electronic and digital media, with particular emphasis on the dynamics of digital Arabic in social media and online journalism; (2) the role of electronic media, particularly television and social media platforms, in the social life of contemporary Arab society; and (3) the theoretical frameworks relevant to understanding these phenomena. This study employs a descriptive-analytical qualitative method grounded in systematic library research of 21 primary and secondary sources published between 1978 and 2026, analyzed through the lens of Uses and Gratifications Theory and Agenda-Setting Theory. The findings indicate that electronic journalistic language is characterized by conciseness, speed, and interactivity, while in the Arab context specifically, phenomena such as Arabizi (Arabic-Latin transliteration), Arabic-English code-switching, and a shift in dominance from Modern Standard Arabic (Fusha) to colloquial dialects (Ammiyah) have emerged in informal digital communication. Electronic media were further found to exert a dual influence on Arab society: expanding access to information and facilitating social movements including their documented role in Arab Spring coverage while also contributing to the spread of misinformation, digital privacy concerns, and a potential erosion of formal Arabic language competence among younger generations. This article recommends strengthening both media literacy and digital language literacy in the Arab world as a mitigating measure.
Copyright (c) 2026 https://creativecommons.org/licenses/by-sa/4.0
Digitalization and Diglossia: Assessing the Effectiveness of Arabic as a Tool of Public Diplomacy in the Digital Era
This article examines the urgency and transformation of Arabic language digitalization in strengthening public diplomacy (soft power) and facilitating cross-cultural communication in the era of digital disruption. Arabic, with more than 400 million speakers and its status as one of the six official languages of the United Nations, is no longer understood merely as an instrument of religious ritual but has evolved into a strategic medium within international geopolitical discourse. Nevertheless, a striking paradox emerges: although the number of Arabic-speaking internet users has grown rapidly since the early 2000s, the proportion of Arabic-language content in the global digital sphere remains far behind, with various estimates placing it at only 1 to 5 percent of total web content worldwide. Employing a descriptive-analytical qualitative method grounded in systematic library research of 20 primary and secondary sources published between 2004 and 2026, this study analyzes three aspects: (1) the role of digital technology and artificial intelligence in strengthening the Arab world's public diplomacy, (2) the contribution of digitalization to more inclusive cross-cultural communication, and (3) the structural challenges hindering the optimization of this role. The findings indicate that the use of digital platforms, Arabic-language media such as Al Jazeera, and Natural Language Processing (NLP) technology has expanded the reach of narratives and intercivilizational dialogue; however, their effectiveness remains constrained by the digital content gap and linguistic complexity arising from the diglossia between Fusha (Modern Standard Arabic) and Ammiyah (colloquial dialects). This article recommends strengthening cross-sector collaboration among governments, academics, and technology developers to address this gap.
Penerapan Media Interaktif Berbasis Canva untuk Meningkatkan Maharah Al-Kalam Siswa Kelas VIII.12 MTsN 2 Makassar
This study aims to improve the Maharah Al-Kalam (speaking skills) of eighth-grade students in class VIII.12 at MTsN 2 Makassar through the implementation of Canva-based interactive media.The research is motivated by the students' low speaking proficiency, as observed in pronunciation, fluency, confidence, and their ability to express ideas in Arabic, coupled with the use of conventional teaching methods. The research employed Classroom Action Research (CAR) conducted over two cycles. The subjects were students of class VIII.12 at MTsN 2 Makassar.Data collection techniques included observation, tests, and documentation. The data were analyzed descriptively using both quantitative and qualitative approaches. The results indicate that the application of Canva-based interactive media effectively improved students' Maharah Al-Kalam. Teacher activity increased from 62.5% in Cycle I to 100% in Cycle II, while student activity also rose from 62.5% to 100%. The average Maharah Al-Kalam score increased from 56 in the pre-cycle stage to 72.8 in Cycle I and 82.8 in Cycle II, with the classical learning completeness percentage reaching 90.9% in Cycle II. Therefore, it can be concluded that Canva-based interactive media is effective in enhancing students' speaking skills and creating a more engaging and interactive Arabic learning environment.
Copyright (c) 2025 Anisapitri, Wahyudin Wahyudin, Abdul Qahar Zainal, Agus Salim Beddu Malla, Subaedah Subaedah (Author) https://creativecommons.org/licenses/by-sa/4.0
Digital Transformation in Arabic Language Learning: Enhancing Vocabulary Acquisition through H5P Interactive Video
The rapid growth of digital technology has significantly transformed language education, including Arabic language learning in both formal and non-formal educational institutions. One of the most challenging aspects in Arabic learning is vocabulary acquisition because students often experience difficulties in memorizing, understanding, and applying vocabulary in authentic communication contexts. This study explores the role of H5P Interactive Video as an innovative digital learning medium in enhancing Arabic vocabulary acquisition among students. The research employs a qualitative library research design supported by recent empirical studies related to educational technology, interactive multimedia, and Arabic language pedagogy. Data were collected from scholarly journals, books, and recent studies published between 2020 and 2025. The findings reveal that H5P Interactive Video contributes positively to vocabulary mastery through interactive quizzes, immediate feedback, audiovisual stimulation, contextual learning experiences, and learner-centered activities. Furthermore, the integration of H5P promotes students’ motivation, engagement, autonomy, and retention of Arabic vocabulary. Interactive digital learning environments also support constructivist and multimedia learning theories by combining visual, auditory, and kinesthetic elements in one platform. Despite several challenges such as technological readiness, internet accessibility, and teacher digital literacy, H5P Interactive Video remains a promising innovation in Arabic language education. This study concludes that digital transformation through H5P Interactive Video can significantly enhance vocabulary acquisition and create more meaningful Arabic learning experiences in the twenty-first century educational environment.
Digital Transformation; Arabic Language Learning; Vocabulary Acquisition; H5P Interactive Video; Educational Technology; Interactive Multimedia.
Copyright (c) 2025 Baiq Raudatussolihah (Author) https://creativecommons.org/licenses/by-sa/4.0
Implementation of Game-Based Learning Method Using Digital Cards to Improve Understanding of Arabic Grammar
This study aims to improve the understanding of Arabic Grammar through a game-based learning method using digital cards for class IX Skill students at MTsN 1 Makassar City. This study was motivated by students' low learning outcomes in understanding Grammar, caused by the use of less interactive learning methods. The type of research used is Classroom Action Research (CAR) with the Kemmis and McTaggart model, carried out in two cycles, each consisting of the planning, implementation, observation, and reflection stages. The research subjects were 20 students. Data collection techniques included observation and learning outcome tests (pre-test and post-test). Data were analyzed quantitatively and qualitatively. The results showed that implementing the Game-Based Learning method using digital cards significantly improved student learning outcomes. In the pre-cycle stage, the average student score was 53.8 with a 10% completion rate. In the first cycle, the average score increased to 79.25 with a 60% completion rate. Furthermore, in cycle II, improvement continued, with an average score of 88.35 and a completion rate of 95%. Furthermore, student activity and participation in learning increased, as indicated by greater involvement in discussions, group work, and educational games. Therefore, it can be concluded that the game-based learning method using digital cards is effective in improving understanding of Arabic grammar and creating more interactive and enjoyable learning. This method is recommended as an alternative innovative learning strategy.
Copyright (c) 2026 iga kusni, Ruslan Wahab, Hasanna Lawang, Wahyudin, Agus Salim Beddu Malla (Author) https://creativecommons.org/licenses/by-sa/4.0
Application of Spinner Media in Improving Arabic Learning Outcomes of Madrasah Tsanawiyah Students
This study aims to examine the effectiveness of spinner media in improving Arabic language learning outcomes of Grade VII A students at MTs Muallimin Muhammadiyah Makassar. A Classroom Action Research (CAR) design following the Kemmis and McTaggart model was employed across two cycles, each comprising four stages: planning, action, observation, and reflection. The research was motivated by low student achievement and limited motivation resulting from conventional, teacher-centered instruction. Results demonstrate consistent improvement across each phase. In the pre-cycle stage, only 22% of students met the minimum passing standard (KKM), with a class mean score of 57. Following spinner media implementation in Cycle I, the completeness rate rose to 48% with a mean of 74. In Cycle II, results surpassed the KKM of 75, reaching 85% completeness and a mean score of 85. Student activity scores improved from "sufficient" (2.4) in Cycle I to "good" (3.7) in Cycle II. The spinner media effectively enhanced student enthusiasm, active participation, and vocabulary (mufrodat) mastery. The study concludes that spinner media is an innovative and practical instructional solution for Arabic language learning in madrasah settings.
Copyright (c) 2026 Sitti Mutmainnah Arham Arham (Author) https://creativecommons.org/licenses/by-sa/4.0
The Use of Quizizz Application–Based Learning Media to Improve Vocabulary Mastery in Arabic Language Learning
The low level of students’ mastery of mufrodat (vocabulary) in Arabic language learning is one of the factors hindering the achievement of learning objectives, particularly among Grade VII students at MTsN 2 Makassar. Conventional teaching methods have resulted in students being less active and less motivated to participate in the learning process. Therefore, this study aims to examine the implementation of the Quizizz application–based learning media in teaching mufrodat in Arabic language learning and to analyze its effectiveness in improving vocabulary mastery among Grade VII students of MTsN 2 Makassar. This research employed a Classroom Action Research (CAR) approach using the Kemmis and McTaggart model, which consists of four stages: planning, action implementation, observation, and reflection. The study was conducted in two cycles with 38 Grade VII students of MTsN 2 Makassar as the research subjects. Data were collected through observation, tests (pre-test and post-test), and documentation. Data analysis was carried out using qualitative and quantitative approaches with comparative descriptive statistics. The results of the study indicate that the use of the Quizizz application–based learning media can increase students’ activeness and learning outcomes in mufrodat mastery. This is evidenced by improvements in learning completeness, which increased from 5.26% in the pre-cycle stage to 52.63% in Cycle I and 86.84% in Cycle II. Thus, the Quizizz application–based learning media is proven to be effective and feasible for improving mufrodat mastery in Arabic language learning.
Copyright (c) 2025 Yayan Pebriansyah, Akhmad Syahid, Abdul Wahab (Author) https://creativecommons.org/licenses/by-sa/4.0
Implementation of Powtoon Animation to Enhance Reading Skills of Grade IX C Students
The fundamental premise of this inquiry is directed toward accelerating the competency of maharah al-qirā’ah among students of Class IX C at SMP Islam Al-Bayyinah Makassar, leveraging Powtoon animation media as a pedagogical instrument. The methodological framework adopted embraces a Classroom Action Research (CAR) design oriented toward a mixed-method approach, operationalized through two intervention cycles. Each cycle encompasses critical phases: design, action execution, observation, and reflection. Data collection techniques encompass tests, observations, and interviews. Regarding analysis, qualitative data is processed via reduction, presentation, and conclusion drawing, whereas quantitative data is processed through mean calculation and mastery percentage. Numerical data reveals a significant surge in average scores, escalating from 67.76 in the pre-test to 90.33 by the conclusion of Cycle I, and further advancing from 81.76 to 94.47 in Cycle II. Learning mastery indicators also experienced an escalation, shifting from 41.18% to 88.89% in Cycle I, and from 76.47% to 94.44% in Cycle II. In the qualitative dimension, students exhibited heightened levels of engagement, concentration, and enthusiasm throughout the learning process. This synthesis of data confirms that Powtoon animation media possesses significant efficacy in enhancing students' Arabic text reading capabilities.
Copyright (c) 2025 Tazkiah Amalia, Abdul Qahar Zainal, Muhammad Syahrul, Akhmad Syahid, Nurjannah Abna (Author) https://creativecommons.org/licenses/by-sa/4.0
The Impementation of Classpoint as an Interactive Media to Increase Students’ Interest in Learning Arabic at Grade VII.4 of MTsN 2 Makassar
This study aims to determine the application of Classpoint interactive learning media in increasing the interest of VII.4 students in learing Arabic at MTsN 2 Makassar. This research employed a Classroom Action Research (CAR) design conducted in two cyles (Kemmis & McTaggart model) through the stages of planning, action, observation, and reflection. The subjects of this study consisted of 38 students. The instruments used included a learning interest questionnaire (15 items, 4-point scale), teacher implementation observation sheets, student activity observation sheets, and documentation. The results showed a significant improvement in students’ learning interest from the pre-cycle to the second cycle. In the pre-cycle, the average score was 30.58 (50.96%, low category). After the implementation of Classpoint in the first cycle, the average score increased to 43.73 (72.89%, moderate category), with 27 students (71.05%) in the high category and 11 students (28.95%) in the moderate category. In the second cycle, there was a further increase to an average of 57.34 (95.57%, high category), with all 38 students (100%) classified in the high category. Based on these findings, it can be concluded that the use of Classpoint interactive learning media is effective in increasing students’ interest in learning Arabic at grade VII.4 of MTsN 2 Makassar. It is recommended that teachers utilize Classpoint in a structured manner and provide assistance for students who are less familiar with digital devices to ensure more equitable outcomes.
Classpoint, Learning Interest, Interactive Learning, Classroom Action Research.
Copyright (c) 2025 Nurul Anugrahyarti, Agussalim Beddu Malla, Abdul Wahab, Abdul Qahar Zainal, Andi Hasriani (Author) https://creativecommons.org/licenses/by-sa/4.0
Improving Arabic Vocabulary Mastery through the Drops Application among Seventh-Grade Madrasah Tsanawiyah Students
This study aims to examine the implementation of the Drops application–based learning media in Arabic language learning, particularly in vocabulary (mufradat) instruction, and to determine the extent to which the application improves students’ vocabulary mastery at the seventh grade of MTsN 2 Makassar. The research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, which consists of four stages: planning, action, observation, and reflection. The study was conducted in two cycles involving 36 students of class VII.5 at MTsN 2 Makassar. Data were collected through observation, tests (pre-test and post-test), and documentation. Data analysis was carried out using qualitative and quantitative approaches, specifically comparative descriptive statistics. The results indicate that the use of the Drops application as a learning medium creates an interactive, enjoyable, and motivating learning environment, encouraging students to participate more actively in the learning process. Improvement in vocabulary mastery was evident from the students’ learning outcomes, which showed significant increases in each cycle. The percentage of students achieving mastery increased from 5.56% in the pre-cycle to 52.78% in Cycle I and reached 86.11% in Cycle II. Therefore, the use of the Drops application–based learning media is proven to be effective in improving students’ Arabic vocabulary mastery
Copyright (c) 2025 Abdurrahman Almujaddid, Abdul Qahar Zainal, Akhmad Syahid, Agussalim Beddu Malla, Surani (Author) https://creativecommons.org/licenses/by-sa/4.0
Using Quiz Whizzer as a Medium for Evaluating Arabic Vocabulary Learning in Class VII.9 Students
This study aims to describe the implementation of QuizWhizzer as an interactive medium for evaluating Arabic vocabulary learning and to examine students’ responses to its use in Grade VII.9 at MTsN 2 Makassar. The study was motivated by the low level of students’ interest and engagement resulting from the continued use of conventional evaluation methods. Therefore, a technology-based evaluation medium was needed to create a more interactive and enjoyable learning environment. This research employed a descriptive qualitative approach involving six Grade VII.9 students of MTsN 2 Makassar as research participants. Data were collected through classroom observation, in-depth interviews, and documentation, and analyzed using the Miles and Huberman data analysis model, which includes data reduction, data display, and conclusion drawing. The findings indicate that the use of QuizWhizzer creates a more enjoyable evaluation atmosphere, enhances students’ active participation, and increases learning motivation. Students reported feeling more relaxed and interested due to the game-based features and real-time feedback, which helped them identify errors more quickly. However, limitations related to device availability and internet connectivity were identified. Overall, QuizWhizzer is effective as an interactive evaluation medium for Arabic vocabulary learning at the junior secondary school level.
Copyright (c) 2025 Afif Al Ghifary , Agussalim Beddu Malla , Wahyudin , Abdul Qahar Zainal , Muhammad (Author) https://creativecommons.org/licenses/by-sa/4.0
Implementation of Augmented Reality to Improve Vocabulary Mastery at Madrasah Tsanawiyah Negeri 2 Makassar
This study investigates the effectiveness of Augmented Reality (AR)-based learning media in improving Mufradat (vocabulary) mastery among 8th-grade students at Madrasah Tsanawiyah Negeri 2 Makassar. Titled "The Implementation of Augmented Reality (AR)-Based Learning Media to Improve Mufradat Mastery of Students in Class VIII.10 of MTsN 2 Makassar," the research aims to describe the application of AR media and its impact on students' vocabulary acquisition. The goal is to provide teachers with an innovative alternative for teaching Arabic and to help students learn Mufradat more engagingly. Employing a Classroom Action Research (CAR) approach with the Kemmis and McTaggart model, the study involves planning, action, observation, and reflection across two cycles, each with two meetings. The subjects were 34 students (17 male, 17 female) from class VIII.10 at MTsN 2 Makassar. Data was collected through observation, tests, and documentation, then analysed both quantitatively and qualitatively. The results indicate that AR-based learning significantly enhances student engagement and mastery of Mufradat. The average learning outcome scores increased from 60.91 in the pre-cycle to 74.35 in cycle I and further to 85.5 in cycle II. Learning completeness also rose from 14.71% in the pre-cycle to 47.05% in cycle I and 82.35% in cycle II. Thus, AR-based learning media proves effective in improving student learning outcomes, particularly in mastering Arabic Mufradat.
Copyright (c) 2026 Nur Azizah Supardi, Akhmad Syahid, Muhammad Syahrul, Abdul Qahar Zainal, Abdul Wahab (Author) https://creativecommons.org/licenses/by-sa/4.0
The Use of Wordwall Media for Arabic Vocabulary Mastery in Students
This research aims to see “The application of Wordwall media to the mastery of Arabic vocabulary in class X.1 MAN Pinrang students”. The purpose of this study was to describe the application of Wordwall media to the mastery of Arabic vocabulary in students of class X.1 MAN Pinrang. The type of research used is Classroom Action Research (CAR), which consists of two cycles. Cycle one consists of two meetings, and cycle two consists of one meeting. The subjects in this study were students of class X.1 MAN Pinrang with a total of 27 students. Data collection techniques in this study are observation, tests, and documentation. The data analysis technique used in this study uses the percentage calculation formula and the average value (mean) to analyze the completeness of student learning outcomes. The results of research on the application of Wordwall media using cycle one and cycle II can be concluded that there is an increase in mastery of Arabic vocabulary class X.1 MAN Pinrang in each cycle has increased. In cycle I, 16 students reached completeness with an average score of 73,65 in the “sufficient” category with a percentage of 61.54%. In cycle II, the number of students who completed the course increased to 24, with an average score of 84,42 in the “outstanding” category, with a percentage of 92.31%. From this analysis, it can be said that Wordwall media can improve students' mastery of Arabic vocabulary.
Copyright (c) 2025 https://creativecommons.org/licenses/by-sa/4.0
Application of PowerPoint-Based Learning Media in Improving Arabic Vocabulary Memorization Skills
This study will determine how PowerPoint-based learning media (PPT) can improve Arabic vocabulary mastery in class X, MA Babussalam Takalar. In addition, this study also aims to determine the results of students' Arabic vocabulary mastery after the application of PowerPoint-based learning media (PPT) in the class. The type of research used in this study is Classroom Action Research (CAR), which consists of three main stages: planning, action, and reflection. This classroom action research is a democratic participatory process that aims to improve the quality of learning practically. This approach is relevant to modern education, which demands more interactive and effective learning methods. The study results showed that using PowerPoint-based learning media went well and effectively improved students' Arabic vocabulary mastery. In the initial or pre-cycle stage, students were tested to determine their initial level of Arabic vocabulary mastery. As a result, only eight students achieved the minimum completeness criteria (KKM) set. This condition indicates an urgent need to improve the learning methods used. Next, in the action stage in the first cycle, students were introduced to learning materials through PowerPoint media, with the theme of Ta'aruf or self-introduction. This media is designed to provide a more interesting learning experience through visualization through text, images, and animation. At this stage, the average student score increased to 76, with a classical completion rate of 63%. Although there was an increase, the results were still categorized as "less good," so corrective steps were needed in the next cycle. Based on the results of this study, it can be concluded that the use of PowerPoint-based learning media has a very positive contribution in improving student learning outcomes, especially in the mastery of Arabic vocabulary in class X, MA Babussalam Takalar. This method has been proven to significantly increase student learning motivation and learning outcomes, so it can be used as an effective alternative in the Arabic language learning process in the future.
The Use of Luvlingua Application Media in Improving Arabic Vocabulary
This study discusses using the LuvLingua application media to improve seventh-grade students' vocabulary mastery in Arabic language learning at MTsN 2 Wakatobi. This study aimed to analyze the increase in vocabulary in Arabic language learning. Moreover, find out if the LuvLingua application media can improve the vocabulary of seventh-grade students at MTsN 2 Wakatobi. This type of research uses the Classroom Action Research (PTK) method. The research focuses on students of class VII A MTsN 2 Wakatobi, a total of 20 people. This study's data collection methods are observation, tests, and documentation. The data analysis technique used in this study is to use the percentage calculation formula and the average value of both the data analysis of students' activity sheets and the completeness of the results of vocabulary mastery. The study's results stated that before conducting research, students were given a test to determine their initial ability, and the average value obtained by students was only 55.75. Then, in cycle I, the average value obtained by students was 62.65; in cycle II, the average value was 72.7. Based on the study results, the ability to master the vocabulary of class VII students of MTsN 2 Wakatobi increased when using the LuvLingua application media. Based on the study's results, it can be concluded that with the use of the LuvLingua application media, the mastery of vocabulary of class VII students of MTsN 2 Wakatobi can increase.
Application of Information-Technology-Based Contextual Learning Model in Arabic Language Subjects to Improve Mufrodat Mastery
This research is entitled "Application of Information Technology-Based Contextual Learning Model in Arabic Language Learning to Improve Vocabulary Mastery in Class XI 7 Madrasah Aliyah Negeri 2 Makassar". This study aims to determine the application of information technology (IT)-based contextual learning model (CTL) in Arabic language learning and the improvement of vocabulary mastery after applying the model. This research is a Class Action Research (PTK), which will be carried out in 2024 in two cycles, one meeting each. Each cycle includes planning, implementation, observation, and reflection stages. The study subjects were 39 students of class XI 7 MAN 2 Makassar. Data is collected through observation and learning outcome tests, then analysed qualitatively and quantitatively. The study's results showed an increase in student activity and vocabulary mastery. In the first cycle, the percentage of learning completeness reached 82%, increasing to 87% in the second cycle. An increase occurred by 2% from pre-cycle to cycle I and 5% from cycle I to cycle II. This shows that IT-based CTL models can create more active and meaningful learning and improve student learning outcomes in mastering Arabic vocabulary. Thus, applying an information technology-based contextual learning model effectively enhances students' vocabulary skills in class XI 7 MAN 2 Makassar in Arabic subjects.
The Effectiveness of Alef Education Learning Media in Increasing Students' Motivation to Learn Arabic
This study explores the effectiveness of digital learning media "Alef Education" in increasing the motivation to learn Arabic among 9th-grade students at MTsN 2 Makassar. The descriptive qualitative method was used in this study to gain an in-depth understanding of students' experiences and perceptions of the use of "Alef Education" learning media and its impact on their learning motivation. The research participants comprised ninth-grade students at MTsN 2 Makassar who had used "Alef Education" in Arabic language learning. Data were collected through classroom observation, in-depth student interviews, and document analysis, such as learning journals and student assignments. The research findings show that "Alef Education" has a positive impact on increasing students' learning motivation. The main factors influencing students' motivation are interactivity, variety of content, and ease of access. In addition, students showed greater interest and active participation in Arabic language learning through the platform. This research provides a better understanding of how digital learning media such as "Alef Education" can effectively increase motivation to learn Arabic among students. The practical implications of the findings can help teachers and policymakers utilize technology to improve the quality of Arabic language learning in secondary schools.
The Use of Arabic Cartoon Film Media in Improving Mahārah al-Kalām for Students
This research is motivated by enhancing students' Arabic speaking skills (Mahārah al-Kalām) through engaging and effective learning media. One such medium is Arabic animated films, which combine visual, auditory, and motion elements to create a dynamic and stimulating learning environment. These films can present language in authentic contexts, allowing students to observe pronunciation, intonation, and conversational expressions in ways that traditional media often cannot provide. The study employed a Classroom Action Research (CAR) design, conducted over two cycles. Each cycle consisted of four stages: planning, action, observation, and reflection. The participants were seventh-grade students of class VII A at MTs DDI Patobong during Arabic lessons. The findings indicate a significant improvement in students' speaking abilities. The average score in the pre-test was 64.4, which increased to 76.2 in Cycle I and 83.4 in Cycle II. This upward trend demonstrates that integrating Arabic animated films into the classroom can effectively enhance Mahārah al-Kalām. Furthermore, the evaluation was based on appropriate and relevant assessment indicators, ensuring the reliability and validity of the results. The positive outcomes suggest that Arabic animated films can be a strategic tool in teaching Arabic, particularly in developing communicative competence. As a result, educators are encouraged to consider incorporating such media into their teaching practices to support a more interactive and enjoyable language learning experience.