JICALLS: Journal of Arabic Education, Linguistics, and Literature Studies

Optimalisasi Manajemen Kelas dalam Meningkatkan Efektivitas Pembelajaran Bahasa Arab di Madrasah Ibtidaiyah

Isnol Khotimah, Arini Hidayati — Mon, 04 May 2026 00:00:00 +0700

This study is motivated by students’ low ability to read Arabic texts and the less conducive classroom conditions in Arabic language learning at MIN 1 Probolinggo. These issues highlight the importance of effective classroom management strategies in supporting the learning process. This study aims to analyze the classroom management strategies implemented by teachers in Arabic language learning. This research employs a qualitative approach with a descriptive design. Data were collected through interviews, observations, and documentation involving Arabic language teachers and students. The findings reveal that teachers implement six main classroom management strategies: planning, organizing, directing, conditioning, supervising, and evaluating. These strategies are applied through structured lesson preparation, interactive learning methods such as language games, classroom arrangement, and continuous monitoring of student activities. The study also identifies supporting factors, including teacher readiness and student engagement, as well as inhibiting factors such as differences in student abilities, limited time, and inadequate facilities. This study implies that effective classroom management significantly contributes to creating a conducive, interactive, and engaging learning environment, thereby enhancing students’ participation and understanding in Arabic language learning.

Metaphor and Persuasion in Arabic Da'wah Discourse: A Cognitive Linguistic Approach

Tue, 05 May 2026 12:11:34 +0700

This study examines metaphor as a persuasive cognitive mechanism in contemporary Arabic da'wah discourse, focusing on digital khutbah delivered through online platforms. Unlike previous studies that primarily rely on classical rhetorical analysis (balāghah), this research adopts a cognitive linguistic perspective to explore how metaphor structures religious meaning and influences audience interpretation. Drawing on Conceptual Metaphor Theory the study analyzes a corpus of 30 khutbah texts collected from YouTube and official religious platforms published between 2020 and 2025. Data were examined using the Metaphor Identification Procedure (MIP) to identify conceptual metaphors and analyze their persuasive functions. The findings indicate that dominant metaphors such as الإيمان نور (faith is light), الذنوب مرض (sin is disease), and الحياة رحلة (life is a journey) play a significant role in framing religious understanding, evoking emotional engagement, and guiding moral behavior. This study contributes to cognitive linguistics and discourse analysis by providing an empirical and contemporary account of metaphor in Arabic da'wah discourse, demonstrating that metaphor functions not only as a rhetorical device but as a cognitive and persuasive strategy in digital religious communication.

Inovasi Pedagogi Bahasa Arab: Tinjauan Pembelajaran Berpusat pada Mahasiswa di Perguruan Tinggi

Fahrur Rosikh — Thu, 07 May 2026 12:54:55 +0700

This study aims to analyze student-based Arabic language learning innovations at Sunan Drajat University and examine their implementation and impact on the learning process in higher education. The background of this study is based on the need for transformation of Arabic language learning from conventional models to a more active, collaborative, and student-centered approach to improve the quality of 21st-century learning. This study uses a qualitative approach with a case study design. Data were collected through non-participatory observation, in-depth interviews, and documentation. Informants consisted of lecturers, students, and study program managers selected using purposive sampling techniques. Data analysis was carried out using the interactive model of Miles and Huberman which includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that 1) learning innovations are implemented through Project-Based Learning, Collaborative Learning, and Problem-Based Learning supported by the use of digital technology. 2) Factors supporting innovation include institutional policies that encourage the development of innovative learning, adaptive curriculum development, and the characteristics of digital native students. Meanwhile, inhibiting factors consist of heterogeneity of student abilities and limited facilities. 3) This innovation has a positive impact on improving students' cognitive abilities, Arabic language skills, learning motivation, and collaborative skills. Furthermore, students become more active, confident, and able to apply Arabic in real-life contexts. This study concludes that student-driven learning innovation is effective in improving the quality of Arabic language learning in higher education, but requires continuous strengthening of facilities and institutional support.