Aulia Mustika Ilmiani’s research while affiliated with University of Palangka Raya and other places

The background of this research includes the complexity of challenges in managing Arabic language learning, especially with limited resources and the massive development of digital technology. This study aims to identify the strategies and steps the Head of the study program took in utilizing technology to digitalize Arabic language learning. This research methodology uses a qualitative approach with data collection techniques through in-depth interviews with the Head of the study program and participatory observation of the digitalization efforts made. The results obtained from the research show that there are three stages of digitalization efforts. First, the collaboration between Arabic Language Education lecturers is planned to revise the curriculum and upgrade semester implementation plans. Second, implementation should be done using interactive Arabic learning models and technology-based learning media. Third, monitoring the learning process between lecturers and students, student learning progress, reviewing the results of midterm and final semester exams and facilitating communication between lecturers and students regarding learning problems. Hopefully, this research can provide recommendations for other educational institutions in optimizing Arabic language learning management.

Arabic courses are a promising business opportunity, because the position of Arabic in Indonesia is a compulsory lesson in every level of education, and the need for Arabic language learning is still high, especially in Indonesia. However, many Arabic language course institutions cannot last long. This article discusses the survival strategy of the Arabic language course institution Cahaya Ilmu Bahasa Intelektual in Malang City. This article aims to identify and analyze the strategies used by this Course Institution in maintaining its existence in the competitive Arabic language education market. Through a descriptive qualitative approach, data was collected through interviews and observations. The results show that uses unique strategies, at least two major strategies are used, marketing strategies as well as strategies in the Arabic language learning process within it. With these strategies, the institute has managed to survive and thrive in a competitive market

This study explores the utilization of peer tutoring activities to enhance Arabic language development in higher education, addressing challenges such as knowledge gaps and the lack of a conducive learning environment. Focusing on the Arabic Language Education Study Program at FTIK IAIN Palangka Raya, the research investigates the involvement of third and fifth-semester students in peer tutoring activities organized by HMPS PBA. Employing a qualitative approach, data collection involves interviews, observations, and documentation, with four Arabic tutors and lecturers serving as subjects and informants, respectively. Through analysis stages including data collection, reduction, presentation, and conclusion, the study examines the efficacy of peer tutoring in Arabic language learning. Findings reveal that tutors engage in preparatory steps, observation, and implementation to facilitate Arabic language development effectively. Students exhibit increased participation and enthusiasm, bolstering their confidence in learning Arabic. The research underscores the potential of peer tutoring to enhance Arabic language education in higher education settings, particularly within the Arabic Language Education Study Program at IAIN Palangka Raya.

This article discusses the professional competence of Arabic language teachers in several schools in the Central Kalimantan region which have not been met according to the standards set by the Regulation of the Minister of National Education of the Republic of Indonesia Number 16 of 2007 concerning Academic Qualification Standards and Teacher Competency. Research using qualitative method. Through the results of the research, three Arabic teachers were found with inappropriate educational backgrounds. However, in the learning reflection process, the three Arabic teachers carried out various reflection activities, such as learning evaluation, classroom action research, self-study, self-observation, and student responses, attending training, implementing innovations, recording the learning process, analyzing needs. students, and address the needs of students by needs analysis. From the results of this study, the researcher recommends that Arabic teachers reflect regularly to improve the quality of learning and meet established professional competency standards.

Popularitas bahasa Arab saat ini tengah naik, mengingat kedudukannya sebagai bahasa asing mulai diperhitungkan dan banyak digunakan dalam berbagai kesempatan. Peran mahasiswa bahasa Arab sebagai generasi penerus, pelopor, dan pendidik bahasa Arab juga dituntut agar bisa menyeimbangi kepopularitasan dari bahasa Arab itu sendiri. Berawal dari itu, maka perlu diadakan sebuah kegiatan yang dapat membantu mahasiswa dalam meningkatkan wawasan dan keterampilan di bidang bahasa Arab agar pengetahuan mahasiswa tidak cukup dalam satu wadah saja. Salah satu bentuk perwujudan dari hal tersebut adalah dengan diadakannya program pengabdian bertaraf internasional di Mahad Bahasa dan Ilmu Qur’an (MaBIQ) Malaysia. Pada pelaksanaannya program ini metode yang digunakan adalah pelatihan dan dilaksanakan selama seminggu dengan fokus pembelajaran mengarah kepada materi durushulughah dan khitobah. Kegiatan pengabdian ini diikuti oleh 120 santri yang dibagi menjadi 4 kelas dengan 4 pengajar yang berasal dari mahasiswa Indonesia. Berdasarkan hasil dari kegiatan ini, diketahui santri yang mengikuti pembelajaran bahasa Arab menjadi lebih terampil dan percaya diri menggunakan bahasa Arab, hal ini dibuktikan melalui perolehan rata-rata peningkatan kepercayaan diri sebesar 70%, penguasaan mufrodat sebesar 55% dan kemampuan berinteraksi menggunakan bahasa Arab 55% serta ditambah adanya penampilan persembahan yang ditampilkan kepada para pengajar di malam penutupan kegiatan pengabdian.

The Quality Assurace Institute of IAIN Palangka Raya, conducts online lectures monitoring and evaluation, the results show that Whatsapp Group and Google Classroom are the media used during online lectures, both of media still have some deficiencies during the lecture process. Gnomio.com is a distance learning application that is very suitable for maximizing online recovery, besides that gnomio is included in the Learning Management System (LMS) category. This type of research ia a qualitative research in the form of field research. Arabic language lectures are conducted using gnomio.com media by 3 (three) different classes in the Islamic Accounting study program, Faculty of Economic and Islamic Business, IAIN Palangka Raya. This Study shows this application could be help facilitate lecturers and students in carrying out lectures in a bold manner. Some of features that are very suitable in bold lectures, such as attendance, delivery of material, collecting assignments, assignments, and facilitating evaluation for students. By using the appropriate lectures application, it is hoped that it will boldly maximize the lecture process and arouse student interest and motivation, espesiacilly in Arabic language lectures.

As a result of this policy, many sectors were paralyzed, one of them is the education sector. As a result of this pandemic, school and even universities transferred to online learning using various methods facilities and applications as well as websites. One such application is Zoom Meeting, Google Classroom, Google Meet, WhatsApp and many more other applications. The purpose of this research is to know the students perceptions about the use of online media in learning Arabic during pandemic in college. This research method is descriptive quantitative. Data collection was carried out using a questionnaire on student perceptions of use of online media. Data analysis using statistical data analysis descriptive by using the average. The results of this study indicate that the Zoom Meeting media scores the total is 12,51. On Google Classroom media 8,96. On Google Meet media 6,12. On WhatsApp media 5,59. So the average score (Mean) the end of the total amount of data obtained is 33,18 : 11 = 3,01 which are on an interval scale of 2,62 – 3,42 or in the sufficient/moderate category.

The purpose of this study is to analyze the problems of learning Arabic in class I madrasah ibtidayyah students at the integrated madrasah ibtidayyah "Blessing". This study uses qualitative research that discusses the problems of learning Arabic at Madrasah Ibtidaiyah. As for the type of research used is descriptive qualitative research. The subjects in this study were the students of the integrated Madrasah Ibtidaiyah "Blessing" totaling 36 people. In this study, data collection was carried out by means of observation, interviews, and documentation. As for the data analysis technique used, namely the inductive qualitative analysis method, which was carried out before entering the field, during the field and after finishing in the field. The results of this study indicate that; The problems of Arabic learning faced by first grade students at the integrated Madrasah Ibtidayyah "Blessings" are: (1) Students lack the will to learn Arabic, (2) Environmental backgrounds that do not support the progress of Arabic learning achievement, (3) Students lack confidence in Arabic (4) students do not know the hijaiyyah letters (5) students do not understand Arabic reading.

Ismul Mutmainah, 2021, The Effectiveness of Using Hot Potatoes Applications in Improving the Ability to Arrange Arabic Sentences in Mts. Istiqamah Muara Teweh. Department of Language Education, Faculty of Tarbiyah and Teacher Training, at IAIN Palangka Raya, Advisor (1) Dr. Ahmadi, M.Pd. Supervisor (2) Cecep Zakarias El Bilad, M.Pd.This study aims to determine the effectiveness of the use of the Hot Potatoes application in improving students' ability to compose Arabic sentences. This study uses a quantitative research method of experimental type or a true experimental design using a pretest-posttest control group design. The sample in the study was class VII students at Madrasah Tsanawiyah Istiqamah Muara Teweh. From this study, the following results were found: 1. Students in the control class and Students from the experimental class show an increase in their ability to compose sentences seen from the average value of the pretest and posttest results. So, it can be concluded that the Hot Potatoes application can improve students' ability to compose sentences. 2. The comparison of the posttest mean scores of the experimental class and the control class using the independent sample test, obtained a significance value of 0.020 which is smaller than 0.05, so there is a significant difference in learning outcomes between experimental class students who learn to use the Hot Potatoes application with control class students who do not use the Hot Potatoes application. The Hot Potatoes application was more effective for students in this study.

Since 1960, digital assessment has been developed and implemented in foreign language assessments, but there are still few studies that discuss Arabic digital assessment because most of them follow a traditional paper and pencil assessment. The study investigates the transformation of Arabic assessment in Indonesia from conventional to digital. It further describes the factors influencing the transformation. This study employs a qualitative-case study involving Indonesian Islamic State Universities. Data collection techniques used are interviews and observations. Then the data is analyzed interactively with data reduction, data display and conclusion. The results show that the transformation of the Arabic language assessment has begun in 2016 at UIN Maliki Malang but it faced constraints regarding its TOAFL implementation. Implementing the digital Arabic assessment is comprehensively done during the online learning policy. Two factors influence the shift in Arabic assessment culture: the rapid development of the 4.0 Industrial Revolution and the COVID-19 pandemic. There are two models of digital assessment: web-based assessment and mobile-based assessment