Al-Qalam: Journal of Arabic Language Education is a peer-reviewed scholarly journal dedicated to advancing theoretical and empirical research in the field of Arabic language education. The journal provides an academic platform for researchers, educators, and practitioners to disseminate original research findings, conceptual frameworks, and critical analyses that contribute to the development of Arabic language pedagogy in diverse educational contexts. This journal is published twice a year (May and November).
Transformasi Pendidikan Bahasa Arab dalam Menghadapi Tantangan Global
The development of globalization, technological advancements, and socio-cultural dynamics demand transformation in Arabic language education to remain relevant and competitive at the global level. Arabic language education is no longer only oriented towards mastering linguistic rules, but is also required to be able to equip students with communicative competence, digital literacy, and cross-cultural understanding. This article aims to analyze the forms of transformation of Arabic language education in the face of global challenges as well as identify the factors that influence its implementation in educational institutions. This study uses a qualitative approach with a descriptive-analytical design through literature study and analysis of Arabic language learning practices. The results of the study show that the transformation of Arabic language education includes a shift in the learning paradigm from teacher-centered to learner-centered, the integration of communicative and task-based approaches, the use of digital learning technology, and the strengthening of the sociocultural dimension in learning. However, the transformation still faces various obstacles, such as the pedagogical readiness of educators, limited infrastructure, and a curriculum that is not fully adaptive to global demands. This article emphasizes the importance of developing innovative, contextual, and sustainable Arabic language education models as a strategic strategy in addressing global challenges.
Arabic Language Education Pedagogical Approaches and Contemporary Challenges
Arabic language education has undergone significant transformation in response to changing pedagogical paradigms and contemporary educational demands. Despite its long-standing tradition of grammar-oriented instruction, Arabic language teaching continues to face challenges in developing learners’ communicative competence. This study aims to examine pedagogical approaches employed in Arabic language education and to analyze contemporary challenges affecting their implementation in educational institutions. Using a qualitative descriptive-analytical approach, data were collected through classroom observations, interviews with Arabic language instructors, and analysis of curriculum documents. The findings reveal that structural, communicative, and integrative approaches are commonly applied, with a continued dominance of grammar-based instruction. While structural approaches contribute to grammatical accuracy, they often provide limited opportunities for meaningful communication. Conversely, communicative and integrative approaches demonstrate potential in enhancing learners’ speaking skills, motivation, and contextual language use, although their implementation remains inconsistent. Major challenges identified include learners’ low motivation and speaking confidence, limited pedagogical competence of instructors in applying communicative and technology-enhanced methods, insufficient learning facilities, and curricula that emphasize theoretical knowledge over practical language use. The study highlights the need for a balanced pedagogical framework that integrates communicative practices, technological innovation, and supportive language environments. These findings contribute to ongoing discussions on improving the effectiveness and relevance of Arabic language education in contemporary educational contexts.
Pendekatan, Tantangan, dan Strategi dalam Pembelajaran Bahasa Arab di Lembaga Pendidikan
Teaching translation is a field that continues to evolve along with the need for cross-lingual and cross-cultural communication. This article discusses various effective approaches, challenges, and strategies in translation learning. Based on a literature review and empirical research, it was found that a competency-based approach—covering linguistic, cultural, technical, and strategic aspects—is the most widely recommended method for improving translation quality. In addition, technology integration, such as computer-aided translation tools (CAT tools) and machine translation (MT), provides efficiency but also requires critical assistance to avoid over-dependence. Collaborative learning methods, such as problem-based learning (PBL) and peer feedback, have been proven to improve students' analytical skills and creativity. However, challenges such as lack of understanding of specialized fields (law, medical) and classroom dynamics remain barriers. This study concludes that effective teaching of translation must incorporate multidisciplinary approaches, judicious use of technology, and continuous evaluation through structured feedback. The implication is that educators need to design an adaptive and contextual curriculum to meet the learning needs of the digital era.
Defini, Obyek, dan Tujuan Ilmu Semantik dengan Ilmu-Ilmu Lainnya
Semantic science is a branch of linguistics that studies meanings in language, both lexical and grammatical meanings. As a discipline, semantics has an important role to play in understanding how language is used to convey messages, ideas, and emotions appropriately. This study aims to systematically describe the definitions, objects, and objectives of semantics and explain their relationship to other branches of linguistics, such as phonology, morphology, syntax, and pragmatics. The method used in this study is a qualitative method with a literature study approach, which is to collect data from various relevant literature to be analyzed descriptively. The results of the study show that semantics not only serves as a tool for understanding the meaning of words and sentences, but also becomes an important link between structural and functional aspects in language. Semantic relationships with other branches of linguistics are complementary in forming a comprehensive understanding of language as a system of human communication. Thus, understanding semantics is an important foundation in the development of language studies, both in the theoretical and practical realms.
Strategi Penggunaaan Virtual Reality dalam Simulasi Dialog Bahasaa Arab Untuk Maharah Kalam di Perguruan Tinggi
The development of immersive technology such as Virtual Reality (VR) opens up new opportunities in learning foreign languages, especially in improving the maharah kalam (speaking skills) of Arabic which has been facing obstacles in terms of communicative practice and the context of language use. This study aims to analyze the strategy of using VR in Arabic dialogue simulation as an effort to improve the kalamh of university students. This study uses a qualitative approach with a descriptive-analytical study design. Data was collected through VR-based learning observations, interviews with lecturers and students, and analysis of learning documents. The results show that the use of VR through contextual dialogue simulations—such as conversations in academic, social, and Arabic cultural environments—is able to increase students' speaking boldness, fluency, pronunciation accuracy, and pragmatic understanding of Arabic. Effective learning strategies include designing real-situation-based dialogue scenarios, integrating task-based learning, and providing post-simulation reflective feedback. However, the implementation of VR still faces challenges in the form of limited infrastructure, pedagogical readiness of lecturers, and student adaptation to immersive technology. This research contributes to the development of an Arabic language learning model based on digital technology and provides strategic recommendations for strengthening the innovation of maharah kalam learning in higher education.
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