LEARNING ARABIC QAWĀ‘ID THROUGH INSTAGRAM: A MULTIMEDIA LEARNING PERSPECTIVE

Fayza Maulidia, Maman Abdurahman


Abstract


This study investigated the use of the Instagram account @arabfaham as a medium for learning Arabic grammar (qawā‘id) from the perspective of the Cognitive Theory of Multimedia Learning. It aimed to examine how multimedia-based content can address learners’ difficulties in understanding qawā‘id, which are often perceived as abstract and theoretical. A descriptive qualitative method was used to analyze the presentation of instructional content and user responses. Data were collected through documentation of selected Instagram Reels focusing on mubtada’ and khabar, as well as online interviews with users. The findings showed that the content was mainly delivered through interactive quizzes combining Arabic text and visual elements, which supported active cognitive processing. User interactions indicated a high level of engagement, particularly through answering questions and participating in discussions in the comment section. Furthermore, the content reflected key principles of multimedia learning, including dual channel, limited capacity, active processing, contiguity, segmenting, and personalization. These studies contributed to the growing body of research on digital language learning by demonstrating that Instagram can serve not only as a content delivery platform but also as an interactive learning environment that enhances learners' understanding and practical application of Arabic grammatical structures.

Keywords


arabic grammar learning; cognitive theory of multimedia learning; instagram; interactive learning; qawaid; social media learning

Full Text:

PDF

References


Adira, W. R., Setiyawan, A., Ramadhan, A. R., Amaliah, F., & Azzahra, A. F. (2024). Arabic language acquisition through Instagram content Lughoty: Psycholinguistic studies. Ta’lim al-‘Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban, 8(2), 200–215. https://doi.org/10.15575/jpba.v8i2.38164

Agustina, R. F., Harsita, D., & Chairani, U. S. (2024). The implications of instagram platform for Arabic vocabulary acquisition. Asalibuna, 7(02), 34–48. https://doi.org/10.30762/asalibuna.v7i02.2144

Al-Jarf, R. (2022) Learning vocabulary in the app store by EFL college students. International Journal of Social Science and Human Research, 5, 216-225.

https://doi.org/10.47191/ijsshr/v5-i1-30

Aulia, M., Muid, A., Diana, M. P., Santoso, B., & Hasyim, M. (2025). Enhancing Arabic listening skills through Spotify podcasts: A behaviorist approach. ALSUNIYAT: Jurnal Penelitian Bahasa, Sastra, dan Budaya Arab, 8(2). https://doi.org/10.17509/alsuniyat.v8i2.87422

Aulia, N., & Baroroh, R. U. (2024). Innovation of qawaid nahwiyah assessment in Arabic textbooks class XII based on HOTS assessment. International Journal of Arabic Language Teaching, 6(1), 82. https://doi.org/10.32332/ijalt.v6i01.8678

Carpenter, J. P., Morrison, S. A., Craft, M., & Lee, M. (2020). How and why educators use Instagram. Teaching and Teacher Education, 96, 103149. https://doi.org/10.1016/j.tate.2020.103149

Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MA: MIT Press.

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.

Dalimunthe, M. N., & Yulia, F. (2023). Analisis materi ajar bahasa Arab pada akun TikTok @kursusarabalazhar. Tsaqofiya: Jurnal Pendidikan Bahasa dan Sastra Arab, 5(2), 214–231. https://doi.org/10.21154/tsaqofiya.v5i2.274

Eliya Qori’ah, E., Abdul, M., & Rahmadani. (2023). Penggunaan media Instagram @arabiyahtalk dalam maharah kitabah mahasiswa bahasa Arab. Shaut Al Arabiyyah, 11(1), 225–237. https://doi.org/10.24252/saa.v11i1.38636

Farouq, U., & Al-Mudzakaroh, H. (2018). Masykilāt al-ṭālibāt fī qudrati qawā‘id al-lughah al-‘arabiyyah ‘alā mahārat al-qirā’ah. Asalibuna, 2(2), 61–68. https://doi.org/10.30762/asa.v212.1134

Fuadah, S. (2020). Penggunaan media Instagram @nahwu_pedia dalam maharah al-qira’ah dan maharah al-kitabah mahasiswa bahasa Arab. Studi Arab, 11(2), 137–151. https://doi.org/10.35891/sa.v11i2.2513

Furoidah, A. (2020). Media pembelajaran dan peran pentingnya dalam pengajaran dan pembelajaran bahasa Arab. Al-Fusha: Arabic Language Education Journal, 2(2), 63–77. https://doi.org/10.36835/alfusha.v2i2.358

Habibi, W. R. S., Fauji, I., & Hamzah. (2024). Analisis konten pembelajaran bahasa Arab pada platform media sosial Instagram. Loghat Arabi: Jurnal Bahasa Arab dan Pendidikan Bahasa Arab, 5(2). https://doi.org/10.36915/la.v5i2.308

Huda, N. F. (2020). Penggunaan media spinning wheel dalam pembelajaran qawaid nahwu. Studi Arab, 11(2), 87–100. https://doi.org/10.35891/sa.v11i2.2390

Huda. (2025). Utilizing Instagram content @gramatika_arab in teaching Arabic grammar. Al Mahāra: Jurnal Pendidikan Bahasa Arab, 8(2), 123–138. https://doi.org/10.14421/almahara.2022.082-0

Jamil, H., & Agung, N. (2022). Tantangan pembelajaran bahasa Arab di era society 5.0: Analisis pembelajaran bahasa Arab berbasis aplikasi interaktif. Alibbaa’: Jurnal Pendidikan Bahasa Arab, 3(1), 38-51. https://doi.org/10.19105/ajpba.v3i1.5536

Jundi, M., Siregar, A. H., & Hasibuan, R. (2023). Exploring the characteristics of Arabic learning content on TikTok and Instagram: A qualitative analysis. In Proceedings of the International Conference on Educational Theories, Practices, and Research (pp. 11–27). https://www.researchgate.net/publication/376616487

Laily, I. M., Astutik, A. P., & Haryanto, B. (2022). Instagram sebagai media pembelajaran digital agama Islam di era 4.0. Munaddhomah, 3(2), 160–174. https://doi.org/10.31538/munaddhomah.v3i2.250

Maulidiya, A. R., & Sopian, A. (2025). An analysis the suitability of Arabic learning videos on YouTube based on the Gagné model. Jurnal Onoma: Pendidikan, Bahasa dan Sastra, 11(2), 2429–2438. https://doi.org/10.30605/onoma.v11i2.5780

Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). SAGE Publications.

Moreno, R., & Mayer, R. E. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19(3), 309–326. https://doi.org/10.1007/s10648-007-9047-2

Mulyani, S. (2020). Metode pembelajaran gramatika bahasa Arab. Akademika: Jurnal Keagamaan dan Pendidikan, 16(2), 221–236.

Nasution, A. K. P. (2022). Social media used in language learning: Benefits and challenges. Journal of Linguistics, Literature and Language Teaching (JLLLT), 1(2), 59–68.

Pamungkas, D. S., Deva, S., Saputra, I. B., Laksana, A. (2024). Strategi komunikasi digital melalui media sosialuntuk membangun kepercayaan konsumen. Konsensus: Jurnal Ilmu Pertahanan, Hukum dan Ilmu Komunikasi, 1(6). DOI: https://doi.org/10.62383/konsensus.v1i6.461

Pujiati, H., Zahra, Z., & Tamela, E. (2019). The use of Instagram to increase students’ motivation and students’ competence in learning English. Advances in Social Science, Education and Humanities Research, 335, 651–656. https://doi.org/10.2991/icesshum-19.2019.103

Rahman, B. J., Saleh, N., & Nurbayan, Y. (2025). The use of Instagram as a social media platform for learning Arabic. Jurnal Ilmiah Ilmu Pendidikan, 8(4), 3720–3728. https://doi.org/10.54371/jiip.v8i4.7582

Ridlo, U. (2022). Model pembelajaran bahasa Arab materi al-qawaid al-nahwiyyah. Al-Ma’rifah, 12(2), 46–57. https://doi.org/10.21009/almakrifah.12.02.05

Sujefri, A., & Habibah, I. F. (2023). Analysis of needs to learn Arabic through Instagram. International Journal of Arabic Language Teaching (IJALT), 5(2). https://doi.org/10.32332/ijalt.v5i02.7180

Tess, P. A. (2013). The role of social media in higher education classes (real and virtual): A literature review. Computers in Human Behavior, 29(5), A60–A68. https://doi.org/10.1016/j.chb.2012.12.032

Wijaya, M., & Rismawati, R. S. Y. (2023). Pembelajaran bahasa Arab berbantuan media Instagram untuk meningkatkan minat belajar siswa. Jurnal Educatio FKIP UNMA, 9(2), 817–825. https://doi.org/10.31949/educatio.v9i2.5080




DOI: https://doi.org/10.30743/ll.v10i1.13400

Refbacks

  • There are currently no refbacks.