Lughawiyah: Journal of Arabic Education and Linguistics

HOTS Skills in Arabic Learning: What are the Opportunities and Challenges in The Digital Age?

Fitri Alrasi — 2025-12-31

The integration of HOTS (Higher Order Thinking Skills) into Arabic language learning is essential to prepare 21st-century students for increasingly complex global demands. This study explores the implementation of HOTS-based Arabic learning by examining the opportunities and challenges encountered in the digital era, with a specific focus on a technology-integrated Islamic boarding school context. Employing a qualitative case study approach at Thursina International Islamic Boarding School (IIBS) Malang, Indonesia, data were collected through observation, interviews, and documentation. Analysis followed the Miles and Huberman framework, encompassing data reduction, presentation, and verification, with validity strengthened through triangulation of data and sources. The findings indicate that: a) HOTS implementation in Arabic learning is highly relevant and feasible through digital platforms, yet it faces significant challenges; b) the primary opportunities include enhanced accessibility, student engagement, and global competitiveness, while the most dominant challenges stem from teachers’ limited HOTS pedagogical knowledge, uneven student Arabic proficiency, and a lack of HOTS-oriented teaching materials. This study concludes that HOTS skills, when effectively integrated with digital tools, can significantly foster globally competitive learners, provided that systemic supports are strengthened

Mamnu’ min al Sharf (Diptotes) in the Book al Mawa’idz al ‘Ushfuriyyah (Morphosyntax Analysis)

Mohamad Yusuf Ahmad Hasyim — 2025-12-31

This study aims to know the types, patterns, cases and grammatical markers, and syntactic functions of mamnu’ min al sharf in the book al Mawa’idz al ‘Ushfuriyyah. This research employs a descriptive method with a library research design. The data were taken from the book al Mawa’idz al ‘Ushfuriyyah using reading and writing technique, with the researchers serving as the main research instrument. The results of this study show: based on types and patterns, there are eight types of mamnu’ min al sharf with varied patterns. Based on cases and grammatical markers, there are 21 nominative case data (marked with the vowel sound suffix /u/ and vowel sound suffix /u/ supposed), 7 accusative case data (marked with the vowel sound suffix /a/ and vowel sound suffix /a/ supposed), 31 genitive case data (marked with the vowel sound suffix /a/ and vowel sound suffix /a/ supposed), and 1 permanent datum in accusative case slot (marked with permanent with the vowel sound suffix /u/). Based on syntactic functions, there are data having syntactic functions such as topic, comment, agent, pro-agent, comment of indeed, noun of to be, object, comment of to be, noun of indeed, vocative noun, genitive case noun, genitive complement, conjunct, and attributive adjective. This study examines mamnu’ min al-sharf in Al-Mawa‘idz al-‘Ushfuriyyah to identify its types, patterns, cases and grammatical markers, and syntactic functions. The findings contribute to Arabic grammatical studies and practically support Arabic language teaching by clarifying the contextual use of mamnu’ min al-sharf.

Development and Validation of a CBT-Based Arabic Question Bank for Secondary Education

Nurul Aini Pakaya — 2025-12-31

The educational process often overlooks the evaluation aspect of learning, as educators frequently develop assessment instruments without adhering to established guidelines, despite evaluation being a critical component in determining the effectiveness and development of education. This study employed a mixed-methods Research and Development (R&D) approach to develop an Arabic question bank for Grade X students at State Islamic High School (MAN) 1 Pohuwato. Quantitatively, logical validity results showed that expert validators awarded a total score of 74 with an average of 3.89, while practitioner validators provided a total score of 71 with an average of 3.74, both categorized as very valid, resulting in a combined average validity score of 3.815. Qualitatively, the high validity values were supported by expert and practitioner evaluations indicating that the test items were clearly formulated, aligned with curriculum competencies, and appropriately represented the intended cognitive levels. Following the validation process, the revised items were tested in two classes, X-A and X-D, involving 36 students. This development research produced a set of 40 Arabic multiple-choice questions ready for use in the Mid-Term Examination (UTS) and Final Examination (UAS). The implications of this study show that CBT-based Arabic question banks can improve the objectivity, efficiency, and quality of Arabic learning evaluation in madrasas.

Development of Arabic Assessment for Tarkib and Qira’ah Based on Higher Order Thinking Skill

Ade Sri Wahyuni — 2026-01-01

In Senior High School, Arabic language assessments mostly focus on memorizing grammar rules (tarkib) and recalling information in reading comprehension (Qira’ah). This assessment does not improve students’ abilities to analyze complex texts, evaluate arguments, or apply grammatical knowledge in new contexts. In Eleventh Grade, the Tasawwuq chapter of the Arabic textbook includes only 21% Higher-Order Thinking Skills questions, while 79% focus on Lower-Order Thinking Skills, such as remembering and understanding. This study aims to develop an Arabic assessment focused on tarkib and qiraah skills. The ADDIE model was used in five steps: analysis, design, development, implementation, and evaluation. This study used a qualitative approach to collect data, including documantation and questionnaires. Data analysis used descriptive statistics. In the analysis stage, LOTS questions were identified more than HOTS questions. For the student needs analysis, a questionnaire was distributed to 60 respondents, resulting in an average score of 4.19. The design stage involved developing an outline and question matrix, creating HOTS-based questions, formulating a scoring system, and establishing a rubric. During the development stage, questions were constructed in accordance with HOTS criteria, incorporating eight specific HOTS indicators. Implementation was conducted at Madrasah Aliyah Negeri 4 Agam in the eleventh grade. Evaluation results demonstrated that the Arabic assessment for Tarkib and Qira’ah, based on Higher Order Thinking Skills, effectively enhanced the critical thinking skills of eleventh-grade students at the state madrasah aliyah, as indicated by a significance value (2-tailed) of less than 0.05.

A Qualitative Study of Beginner Students’ Experiences and Perceptions in Arabic Language Learning at MTs Babul Mujahidin Bayan, Lombok Utara

Yesinta Isnaini — 2026-01-01

Arabic language learning plays a vital role for Muslims, serving not only as a means of communication but also as an integral component of religious practice. Despite this, many beginner-level students face difficulties in understanding Arabic lessons, particularly in madrasahs where Arabic has not yet become a primary focus. This study aims to explore beginner students’ perceptions of Arabic language learning at MTs Babul Mujahidin Bayan, Lombok Utara, to provide insights for designing more effective instructional strategies. A descriptive qualitative approach was employed, involving six eighth-grade students as participants. Data were collected through in-depth semi-structured interviews and analyzed using Miles and Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing. The findings indicate that while students demonstrate a relatively high interest in learning Arabic, they struggle with reading Arabic texts and comprehending classroom materials due to limited foundational skills and monotonous teaching methods. Nonetheless, students expressed positive attitudes and a desire for more engaging and interactive learning processes, such as gamified activities and visual media. The study contributes to Arabic language education by highlighting the importance of incorporating student-centered, interactive strategies at the beginner level, offering evidence-based recommendations for improving instructional design in madrasah settings.

Arabic Language Acquisition in Boarding High School Students: A Study of Environment, Motivation, and Social Interaction

Imam Asrofi — 2026-01-18

Arabic language acquisition in boarding schools exhibits distinctive dynamics shaped by immersive environments, institutional policies, and social interaction. Previous studies have primarily examined these factors separately, resulting in a limited integrative understanding. This study explores patterns of Arabic acquisition through the interrelationship between environmental design, motivational mechanisms, and social interaction in three Islamic boarding senior high schools in West Java. Using a qualitative phenomenological approach, participants were purposively selected from schools implementing Arabic programs. Data were collected through in-depth interviews, participatory observation, and document analysis, and analysed using Moustakas’ thematic procedures. The findings reveal three acquisition models. SMA Asy-Syifa represents a classical, fragmented model emphasising grammatical mastery with minimal communicative exposure. FIBBIS High School applies an immersion–regulatory model through language zones and sanctions, increasing exposure but also generating anxiety and silence strategies. In contrast, Yaspida High School implements an integrative ecosystem model that combines a structured language environment, positive incentives, and layered peer support, effectively reducing affective barriers and fostering authentic communicative competence.