This study examines the use and semantic transformation of Islamic religious language in Indonesian horror films. Findings reveal that desacralizationge with horror themes to attract the predominantly Muslim audience, media commodification has transformed sacred expressions into commercial tools, leading to the distortion of religious literacy and public resistance. The research aims to identify forms of semantic transformation, investigate its causes, and analyze its impact on public discourse and understanding of religious language. Using both primary and secondary data, the study focused on Indonesian horror films released on YouTube between 2019 and 2023. Data were classified based on theories of desacralization and connotative meaning, with analysis encompassing linguistic patterns and audience comments. Findings reveal that semantic transformation arises mainly from the commodification of religion through syncretic storytelling that blends Islamic elements with horror, creating confusion and misinterpretations of Islamic teachings among the public.

The role of dictionaries in Arabic learning is vital, given their function in explaining terminology, improving information accessibility, and facilitating better communication and understanding. This study aims to analyze students' needs for a digital dictionary of Arabic idioms as a supporting means to improve student competence in written and oral aspects in the Department of Arabic Language Education, State University of Malang Undergraduate Program. The research method applied is descriptive qualitative, with a sample of 62 students, representing 14.69% of the total 422 undergraduate students of the Department of Arabic Language Education. Data collection was carried out through distributing questionnaires regarding the need for a digital dictionary of Arabic idioms. The results of the questionnaire analysis show the importance of developing the Al-Misbah dictionary as an additional tool that can enrich learning to speak and write Arabic in the lecture environment effectively. This dictionary is expected to help students understand the use of idioms better so that they can be applied appropriately in everyday life.

This study aims to determine whether Duolingo application effectively increases students’ interest and how much it increases student’s interest in Arabic learning. This study used a quantitative approach with experimental methods (one group pretest posttest design), and the population was class IX students of MTs Al Riyadhul Jannah. The sample in this study were students of class IX C, totaling 21 students using purposive sampling technique. Data collection was obtained through observation, interviews, questionnaires, and documentation. Data hypothesis testing was carried out through paired sample t-test and N gain test. The results showed a significance value of 0,003 < 0,05 that H0 was rejected and Ha was accepted, also the N gain percent value was 26,8198. So, Duolingo application is effective in increasing students’ interest in Arabic language learning and there is an increase in interest by 26,82%. The main contribution in this study is to apply new teaching media based on online games that are expected to increase students’ interest in Arabic learning.

This study evaluates a streamlined approach to Arabic grammar instruction designed to help university students master Qirâ’at al-Kutub. This study uses a qualitative approach with a case study design to explore the effectiveness of a simplified Arabic grammar teaching method in facilitating mastery of Qirâ’at al-Kutub. The simplified method addresses challenges in traditional teaching, improving comprehension and application of grammar in classical texts. Using pre-test and post-test analysis, the study recorded a 20% increase in average scores (65% to 85%) and significant reductions in fi'il mudhâri' errors (40% to 10%) and i’râb errors (50% to 15%). The method proved particularly effective for students struggling with conventional approaches, with 86% reporting improved confidence and comprehension. However, participants also highlighted the need for additional resources (82%) and support for complex texts (68%). This research offers a practical, inclusive solution to Arabic grammar instruction, fostering critical reading skills and deeper engagement with linguistic heritage. Future studies should explore digital tools, interactive platforms, and longitudinal impacts to refine and expand this approach in diverse educational contexts.

To enhance the quality of language learning, one should be able to deliver the material in the most effective and suitable method. This research aims to determine the relationship between psycholinguistics and learning methods. Psycholinguistics is an applied language science that plays a prominent role in planning language teaching. The implications of psycholinguistics are seen in the teacher's ability to manage teaching with learning methods, curriculum implementation, and selection of teaching materials. Psycholinguistics in the curriculum provides the basics for teachers in formulating objectives for teaching. The method in this research uses a quantitative type of research to determine the relationship between psycholinguistics and language learning methods. The results of the research show that the sig value is 0.000 <0.05, which indicates that there is a positive relationship between psycholinguistics and learning methods.

This study aims to describe the common Imla errors in Arabic writing and the development of Imla textbooks based on constructivist theory. This research used the qualitative method and R&D method in terms of Brog and Gall. The results of this research and development are Spelling errors with a total of 403 errors, consisting of writing errors in hamzah qath'i and washl, alif, and lam, ta' marbuthah, hamzah in the middle and at the end of words, long sounds, connecting hijaiyyah letters, connecting words. developed is a book for teaching Imla' based on constructivism theory, and the learning process focuses on exploration, clarification, and application activities. The validity of Imla's textbook is the result of expert validation. The overall quality of the book is "very good". The results of this study indicate that constructivist theory is suitable for teaching Imla' to beginners by presenting exploration at the beginning of learning, clarification in core activities, and application at the end of learning.

Istimâ' Ibtidâ'i course in the Arabic Language Education Department at the State University of Malang refers to the Al-‘Arabiyyah baina Yadaik material only in the form of learning audio. The aims of this study were to: 1) use the material “Academic Arapça” to improve listening skills of undergraduate students in Arabic Language Education Department, and 2) improve listening skills in undergraduate students of Arabic language after using the material “Academic Arapça”. The method research is a classroom action research with quantitative data processing. The results from this research can be concluded that the learning outcomes of students in listening learning obtained an average pretest score of 71 .57 and a post-test of 94.47. Furthermore, the result from the N-Gain is in the high category with a percentage of 81, 18%, which show an increase in results in the use of “Academic Arapça” for the special learning process of the Arabic language department.

This study aimed to develop strategies to improve students' Self-Regulated Learning in the Arabic Language Education Study Program at Universitas Islam Riau in the Arabic language proficiency course in the disruption era. This research is qualitative research using a descriptive approach. The data collection technique for the qualitative method in this study used several designs; the Interview Technique, Documentation, and Literature Study. The systematics of strategy development refers to five stages according to Hariadi’s theory. This study shows the results of several strategies to improve Self-Regulated Learning for Arabic Language Education students at the Universitas Islam Riau for language proficiency courses; 1) Creation of environmental Arabic (Bîʾah Luġawiyyah), 2) monitoring and evaluation stages of the use of Arabic as a language of instruction lectures, 3) Coordination in the formulation of Semester Lesson Plan, 4) Orienting the religious subjects as subjects of knowledge and proficiency in the same time, 5) Motivation in competing, 6) Award Programs for student achievement, 7) Guidance lecturer in competing.

Arabic learning amid the Covid-19 pandemic has changed offline to online. At the same time, the government launched a merdeka belajar (freedom to learn) program. Therefore, activities that support Arabic learning are needed. This article aimed to describe the tutors' and students' activities to improve the student’s Arabic skills at UIN Antasari Banjarmasin from freedom to learn perspective. A descriptive qualitative method was used by collecting data using a survey towards students, and interviews with tutors and Language Development Unit (UPB) staff. The results of this study described tutors' and students' activities in online Arabic learning. Tutors' activities are described by the personality of tutors, teaching materials, media, methods, and learning motivation. The students' activities are described by the process of online Arabic learning and the efforts made to improve their Arabic skills. Based on tutors' and students' activities, it was found that tutors and students applied a good learning culture through activities that support the mastery of Arabic in listening, speaking, reading, and writing.

Integrated Islamic Schools, which is very influential in the education system in Indonesia, stand behind this research. This research explored Arabic language teaching at the Integrated Islamic Elementary Schools in Solo Raya with different integrative system backgrounds. It aimed to answer how the language was taught and learned in Integrated Islamic Elementary Schools in Solo Raya and the learning process from Hector Hammerly's perspective. This research was a field research model with a case study approach under the constructivist research paradigm. The results show that the Arabic language is taught depending on the need in Integrated Islamic Elementary Schools in Solo Raya, and it follows the curriculum of each school. The Hector Hammerly perspective in Arabic language teaching applies cognitive, collaborative, natural, and communicative approaches. The teaching strategies were, among others, presentation, L1 usage, visual aids, practices, error correction, technological aids, evaluation (the students’ performance or teacher-and-student quizzes to evaluate daily progress), and CA-OB (cognitive audio-oral bilingual) method.