Elamur Research⌕
☰
home / papers / 2021 / Development of the Arabic Grammar (Nahwu) Textbook Al-Ajurumiyyah Al-Qur'aniyyah based on the Scaffolding-Structure

Development of the Arabic Grammar (Nahwu) Textbook Al-Ajurumiyyah Al-Qur'aniyyah based on the Scaffolding-Structure

Summary

The paper responds to a practical gap in Indonesian Islamic boarding schools (pesantren), where Nahwu (Arabic grammar) is widely seen as hard. It is often taught theoretically with little practice, sometimes through Arabic-pegon translation, which slows learning and can produce mistranslations. The authors built a new textbook, Al-Ajurumiyyah Al-Qur'aniyyah, using the ADDIE development model. Its "scaffolding-structure" design combines Vygotsky's scaffolding with Arabic sentence structure. Each grammar point opens with a sentence pattern illustrated by Qur'anic verses, and teacher support is then gradually withdrawn until students work on their own. The book also includes a comprehensive concept map and QR codes linking to extra learning content. Three experts rated the material, media and learning design, and all three scores fell in the "very valid" band. The book was then tried with 31 students at Darul Faqih Islamic Boarding School in Malang, where a paired t-test comparing pre-test and post-test scores showed a significant learning effect. The work matters because it turns classical grammar teaching into structured, pattern-based practice that fades support over time.

Key points

  • The development followed the ADDIE model: needs analysis of the field and pesantren curriculum, then design, production with instrument validation, implementation, and evaluation.
  • Expert validation scores were 95.45% for material, 89.18% for media, and 95.92% for learning, all "very valid" on Arikunto's 86–100 band.
  • Participants were 3 expert validators and 31 second-level students at Darul Faqih, Malang. The students' mean pre-test Nahwu score was 47.48.
  • Effectiveness was measured with a paired t-test in SPSS 25, and practicality with a student questionnaire on ease, attractiveness and usefulness.
  • The book's innovations are a full concept map, scaffolding built on Qur'anic sentence patterns, and QR codes pointing to learning media.

Interesting ideas

  • I1. Teach each grammatical construction by first showing a fixed sentence pattern with real examples, then removing support step by step until the learner works alone. This gives a principled curriculum ordering instead of a flat list of rules. — For Mova (learn): Self-training could follow a fading schedule, first giving the parser heavily constrained pattern-matched examples, then relaxing the hints until it handles unseen constructions alone.
  • I2. Draw all illustrative examples for a construction from one canonical, well-studied corpus (here the Qur'an), so every rule is anchored in attested text rather than invented sentences. — For Mova (tree): Each UD relation or conversion rule could carry a small set of attested treebank sentences as its "pattern examples," making the rule's behaviour explainable and testable.
  • I3. Map raw percentage scores onto named quality bands (very valid / valid / less valid…), each tied to an action such as use as-is, minor revision, or do not use. — For Mova (learn): Evaluation reports could translate metrics into banded verdicts with prescribed actions, such as shipping a parser change, revising it, or rejecting it, which makes go/no-go decisions explicit.
  • I4. Have separate experts judge distinct dimensions (content, presentation, pedagogy) instead of giving one overall score, so weaknesses can be traced to a specific layer. — For Mova (answer): School-test readers could be scored separately on parsing, frame building and the final answer, so a failure is attributed to the stage that caused it.
  • I5. Measure the same learners before and after an intervention and test the paired difference, rather than comparing unrelated groups. — For Mova (learn): Run the same fixed test items before and after a repair rule or training round, and check the paired per-item difference for significance.

Our summary of the paper, in our own words — not its text. The work belongs to its authors; read it at the links above.

Fields: Linguistics & languages

Cite

The paper itself, not this page. BibTeX from the library's record of the work.

@inproceedings{muzdalifah2021development,
  title = {{Development of the Arabic Grammar (Nahwu) Textbook Al-Ajurumiyyah Al-Qur'aniyyah based on the Scaffolding-Structure}},
  author = {Muzdalifah, Zahrotul and Khasairi, Moh. and Kholisin, Kholisin},
  booktitle = {Izdihar 4},
  year = {2021},
  doi = {10.22219/jiz.v4i2.16229},
  url = {https://doi.org/10.22219/jiz.v4i2.16229}
}

References

38 references, 1 of them with a card of ours. ↗ leads to the work, «find» searches for one we have no id for yet.

  1. Abdurochman, H. (2016). Bahasa Arab: Keistimewaan, urgensi dan hukum mempelajarinya. Al-Bayan , 8 (2), 1–15. https://doi.org/https://doi.org/10.24042/albayan.v8i2.361 ↗
  2. Albab, U. (2015). Performansi dan gramatika bahasa Arab sebagai bahasa kedua. ARABIYAT : Jurnal Pendidikan Bahasa Arab Dan Kebahasaaraban , 2 (1), 75–85. https://doi.org/10.15408/a.v2i1.1516 ↗
  3. Aliyah, A. (2018). Pesantren tradisional sebagai basis pembelajaran nahwu dan sharaf dengan menggunakan kitab kuning. Al-Ta’rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya , 6 (1), 1–25. https://doi.org/10.23971/altarib.v6i1.966 ↗
  4. Arikunto, S. (2002). Prosedur penelitian: Suatu pendekatan praktek . PT. Rineka Cipta. find
  5. Arikunto, S. (2013). Dasar-dasar evaluasi pendidikan . PT. Bumi Aksara. find
  6. Badri, Y., Nindiasari, H., & Fatah, A. (2019). Pengembangan bahan ajar interaktif dengan scaffolding metakognitif untuk kemampuan dan disposisi berpikir reflektif matematis siswa. Jurnal Penelitian Dan Pembelajaran Matematika , 12 (1), 156-172. https://doi.org/10.30870/jppm.v12i1.4863 ↗
  7. Baharuddin, I. (2014). Pesantren dan bahasa Arab. Thariqah Ilmiah: Jurnal Ilmu-Ilmu Kependidikan Dan Bahasa Arab , 01 (01), 16–30. https://doi.org/https://doi.org/10.24952/thariqahilmiah.v1i01.253 ↗
  8. Budaeng, J., Ayu, H. D., & Pratiwi, H. Y. (2017). Scaffolding pada tema gerak untuk siswa kelas VIII SMP / MTs. Physics Education , 1 (1), 31–44. https://doi.org/https://doi.org/10.21067/mpej.v1i1.1633 ↗
  9. Damayanti, N. W. (2016). Praktik pemberian scaffolding oleh mahasiswa pendidikan p-ISSN : 2622-738X; e-ISSN : 2622-7371 matematika pada mata kuliah strategi belajar mengajar (sbm) matematika. Jurnal Ilmiah.Fakultas Keguruan Dan Ilmu Pendidikan , 18 (1), 87–97. https://likhitapradnya.wisnuwardhana.ac.id/index.php/likhitapradnya/article/view/ 33 Faedurrohman, M. aman. (2018). Peningkatan kualitas media pembelajaran nahwu-sharaf dengan ayat-ayat ahkam. Dinamika UMT , 3 (1), 2477–1546. https://doi.org/10.31000/dinamika.v3i1.1091 ↗
  10. Fauziah, N., Wibowo, T., & Jannah, M. H. (2015). Pemberian Teknik Scaffolding Untuk Mengatasi Kesulitan. Ekuivalen , 15 (2), 155–160. https://doi.org/10.37729/ekuivalen.v15i2.2173 ↗
  11. Fitriani, I., Hudiono, B., & Hamdani. (2014). Mengkaji tahapan scaffolding dalam pembelajaran memecahkan masalah di SMPN 9 Pontianak. Jurnal Pendidikan Dan Pembelajaran , 3 (2000), 1–12. https://jurnal.untan.ac.id/index.php/jpdpb/article/view/7695 ↗
  12. Gonulal, T., & Loewen, S. (2018). Scaffolding technique. The TESOL Encyclopedia of English Language Teaching , 1 , 1–5. https://doi.org/10.1002/9781118784235.eelt0180 ↗
  13. Hammond, J. (2001). Scaffolding : Teaching and learning in language and literacy education. In Primary English Teaching Assoc. (Issue 5). http://www.ncbi.nlm.nih.gov/pubmed/15003161%5Cnhttp://cid.oxfordjournals.or g/lookup/doi/10.1093/cid/cir991%5Cnhttp://www.scielo.cl/pdf/udecada/v15n26/a rt06.pdf%5Cnhttp://www.scopus.com/inward/record.url?eid=2-s2.0-84861150233&partnerID=tZOtx3y1 Hidayat, N. S. (2012). Problematika pembelajaran bahasa Arab. An-Nida’ , 37 (1), 82– 88. https://doi.org/http://dx.doi.org/10.24014/an-nida.v37i1.315 ↗
  14. Hidayatullah, M. S. (2017). Cakrawala Linguistik Arab . Grasindo. find
  15. Hudlori. (2017). Pemikiran Ibn Khaldun tentang ilmu bahasa dan sastra Arab. Tarbiya , 6 (1), 93–107. http://ejurnal.unim.ac.id/index.php/tarbiya/article/view/14 ↗
  16. Ishak, M. (2018). Hubungan antara penguasaan sintaksis dan penguasaan nahwu terhadap kemampuan menulis teks bahasa Arab. Alfadzuna , 3 (1), 51–74. https://doi.org/https://doi.org/10.15642/alfazuna.v3i1.267 ↗
  17. Jannah, U. R., Saleh, H., & Wahidah, A. (2019). Scaffolding untuk pembelajaran matematika di kelas inklusi. Jurnal Kajian Pendidikan Matematika , 5 (1), 61–72. https://doi.org/http://dx.doi.org/10.30998/jkpm.v5i1.5254 ↗
  18. Jauhar, N. I. (2017). Pola Ungkapan dalam Al- Qur’an . Lisan Arabia. find
  19. Khasanah, N. (2016). Pembelajaran bahasa Arab sebagai bahasa kedua (uregensi bahasa Arab dan pembelajarannya Di Indonesia). An-Nidzam : Jurnal Manajemen Pendidikan Dan Studi Islam , 3 (2), 39–54. https://doi.org/10.33507/an-nidzam.v3i2.16 ↗
  20. Kurniasih, A. W. (2012). Scaffolding sebagai alternatif upaya meningkatkan kemampuan berpikir kritis matematika. Kreano: Jurnal Matematika Kreatif-Inovatif , 3 (2), 113–124. https://doi.org/10.15294/kreano.v3i2.2871 ↗
  21. Muradi, A. (2013). Tujuan pembelajaran bahasa asing (Arab) di Indonesia. Jurnal Al Maqoyis , I (Vol 1, No 1 (2013)), 128–137. https://doi.org/https://dx.doi.org/10.18592/jams.v1i1.182 ↗
  22. Mustafa, G. (2018). Qawaid An-Nahwi wa Atsaruha fii Ta’liim Al-Lughah fii Indunusia. Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature , 1 (1), Please cite this article as Muzdalifah, Z., Khasairi, M., Kholilsin, K. (2021). Development of the Arabic Grammar (Nahwu) Textbook Al-Ajurumiyyah Al-Qur'aniyyah based on the Scaffolding-Structure. Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature, 4(2), 153-164. DOI: https://doi.org/10.22219/jiz.v4i2.16229 1–24. http://dx.doi.org/10.22219/izdihar.v1i1.6560 ↗ our card
  23. Muzdalifah, Z. (2020). Istitsna’ in Surah Al-An’am: Meanings and Its Implication. Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature , 2 (3), 165–182. https://doi.org/10.22219/jiz.v2i3.10112 ↗
  24. Nugroho, P. (2016). Dikotomi pembelajaran bahasa Arab : Antara knowledge dan performance. Arabia , 8 (1), 119–141. http://dx.doi.org/10.21043/arabia.v8i1.1948 ↗
  25. Rachmawati , Nia, & S. S. & H. B. (2016). Pengembangan media scaffolding untuk meningkatkan kemampuan pemecahan masalah dan disposisi matematis siswa. Jurnal Pendidikan Matematika Unila , 4 (8), 1–12. http://jurnal.fkip.unila.ac.id/index.php/MTK/article/view/11998 ↗
  26. Sa’adah, N. (2019). Problematika pembelajaran nahwu bagi tingkat pemula menggunakan Arab pegon. Jurnal Pendidikan Bahasa Arab , 3 (1), 3–12. https://doi.org/10.32699/liar.v3i01.995 ↗
  27. Salim, A. G. (2015). Peran kitab suci al-qur’an dalam menjaga eksistensi bahasa Arab. Okara , 9 (1), 1–16. https://doi.org/https://doi.org/10.19105/ojbs.v9i1.577 ↗
  28. Sari, N., & Edy, S. (2017). Efektivitas penggunaan teknik scaffolding dalam meningkatkan hasil belajar matematika pada siswa SMP Swasta Al-Washliyah Medan. Edumatica: Jurnal Pendidikan Matematika , 7 (01), 1–10. https://doi.org/10.22437/edumatica.v7i01.3863 ↗
  29. Sehri, A. (2010). Metode pengajaran nahwu dalam pengajaran bahasa Arab. HUNAFA: Jurnal Studia Islamika , 7 (1), 47. https://doi.org/10.24239/jsi.v7i1.108.47-60 ↗
  30. Sugiono. (2016). Metode penelitian kuantitatif, kualitatif, dan R&D . Alfabeta. find
  31. Suheri. (2017). Konstruksi kurikulum pesantren dalam pendekatan, model, dan metode pembelajaran. JALIE; Journal of Applied Linguistics and Islamic Education , 01 (1), 133–145. https://doi.org/http://dx.doi.org/10.33754/jalie.v1i1.94 ↗
  32. Sutiarso, S. (2009). Scaffolding dalam pembelajaran matematika. find
  33. Pendidikan Dan Penerapan MIPA , 1991 , 527–530. http://eprints.uny.ac.id/id/eprint/12309 ↗
  34. Syaifullah, M., & Izzah, N. (2019). Kajian teoritis pengembangan bahan ajar bahasa Arab. Arabiyatuna : Jurnal Bahasa Arab , 3 (1), 127. https://doi.org/10.29240/jba.v3i1.764 ↗
  35. Wahab, M. A. (2014). Peran bahasa Arab dalam pengembangan ilmu dan peradaban Islam. ARABIYAT: Jurnal Pendidikan Bahasa Arab Dan Kebahasaaraban , 1 (1). https://doi.org/10.15408/a.v1i1.1127 ↗
  36. Wahyono, I. (2019). Strategi kiai dalam mensukseskan pembelajaran nahwu dan shorof di pondok pesantren Al-Bidayah Tegalbesar Kaliwates Jember. Tarbiyatuna : Kajian Pendidikan Islam , 3 (2), 107-121. https://doi.org/10.29062/tarbiyatuna.v3i2.262 ↗
  37. Yuntawati. (2017). Efektivitas scaffolding terhadap peningkatan kemampuan penyelesaian masalah Matematika. Jurnal Ilmiah Mandala Education , 3 (1), 460– 465. http://dx.doi.org/10.36312/jime.v3i1.190 ↗
  38. Zamahsari, G. K., Roffi’udin, A., & HS, W. (2019). Implementasi scaffolding dalam pembelajaran BIPA di Kelas Pemula. Jurnal Pendidikan , 4 (1), 68–78. http://dx.doi.org/10.17977/jptpp.v4i1.11860 p-ISSN : 2622-738X; e-ISSN : 2622-7371 ↗

↑ back to top

This page in Markdown → https://md.research.elamur.ai/free/en/papers/muzdalifah-2021-development-arabic-grammar-nahwu-textbook/