The emergence of various Learning Management System (LMS) applications support the implementation of Arabic learning with a blended learning model that combines traditional method (face to face) and online. The purpose of this study is to describe students’ perceptions as users of the LMS application. The study was descriptive research. As many as 150 students involved in this study, 75 percent chose the blended learning model for learning Arabic. They called the ten most popular LMS application platforms such as Google Classroom, Edmodo, Schoology, Geschool, Our Class, Kelase, ClassDojo, TrackCC, Class123, and Eckovation. Of the 10 LMS applications, the best is Edmodo and the most famous is the Google Classroom. The potential of the LMS application as a representation of the blended learning model is because it has a variety of features. There are at least 16 features, namely: integration of LMS applications with social media, communication features with parents, attendance, payment, homework, conferences, forums, certificates, quiz (polling), document shares, grade books, announcements, testing/surveys, calendar/schedule, email, and chat facilities. The results of students' perceptions regarding these features indicate that they understand all the functions of the LMS features. About learning Arabic, they assessed that all LMS applications had the potential to be used for learning Arabic. The most significant potential is the ability of the LMS application to help learn speaking, writing, and grammar (Sharaf and Nahwu) skills.

The growth of the Arabic dictionary in Indonesia begins with the emergence of an Arabic dictionary applying morphological systems (nizam sharfi). This system remained to be existed until today, although it was found many weaknesses. Then, it becomes a problem in Arabic learning, especially at the beginner level. Therefore, this article presents the advantages, disadvantages, and implications of the dictionary, applying a morphological system for Arabic learning in Indonesia. Through a study of a lexicological and lexicographical analysis of the Arabic dictionary in Indonesia and the results of a survey on dictionary users, it was found several important things about the Arabic dictionary applying a morphological system. The advantages of a dictionary using a morphological system are complete entries and sub-entries contents, all the fulfilled functions of the dictionary, and helping in reading Arabic traditional text (Kitab Kuning). The weakness of the dictionary applying a morphological system, especially for students at the basic level, is that the dictionary applying a morphological system is difficult to be used because it must master the basics of Sharaf science (morphology), its size is thick, its price is expensive, and many translated word does not fit to the context of the sentence. The dictionary applying a morphological system implies that the dictionary supports the learning of reading Arabic traditional text in Islamic boarding schools because a morphological system is considered being compatible with the method of reading and translating the style of Pesantren Salaf (traditional Islamic boarding schools). The dictionary applying a morphological system is only suitable for students at intermediate and advanced levels; it is not appropriate for students at the beginner level who have not yet learned the basics of morphology.

<p class="Bodytext50"><span>One of the language characteristic</span><span lang="EN-US">s</span><span> is that </span><span lang="EN-US">it</span><span> is composed of a certain sound system that is distinctive to each other. </span><span lang="EN-US">Alquran</span><span> that is revealed in Arabic should be articulated appropriately and accurately in order to avoid mistakes, explicitly or implicitly. Lahn is called as solecism in linguistics and catachresis in literature. According to tajwid science (</span><span lang="EN-US">Alquran</span><span> Phonology), Lahn is defined as. mis pronunciation in reading </span><span lang="EN-US">Alquran</span><span>. That is why the readers should be able to learn more about tajwid. It is important to avoid making lahn that will change the meaning of the Holly </span><span lang="EN-US">Alquran</span><span>. This article is aimed at describing lahn phenomenon that appears in religious activities such as adzan, iqamat, tahlil, talbiyah, and praying.</span></p><p class="Bodytext50"><span lang="EN-US"> </span></p><p class="Bodytext50"><span>Salah satu karakteristik bahasa ialah ia terdiri dari sistem bunyi tertentu yang dapat membedakannya dengan lainnya. Alquran yang tertulis dalam Bahasa Arab harus diartikulasikan dengan tepat dan akurat agar terhindar dari kesalahan baik itu yang tampak maupun yang tersembunyi. <em>Lahn</em> disebut sebagai kesalahan tata bahasa dalam ilmu Linguistik dan <em>catachresis</em> dalam ilmu Sastra. Menurut ilmu Tajwid (Fonologi Alquran), <em>Lahn</em> didefinisikan sebagai kesalahan pengucapan dalam membaca Alquran. Maka dari itu, pembaca harus mempelajari Tajwid lebih jauh lagi. Artikel ini bertujuan untuk mendeskripsikan fenomena <em>Lahn</em> yang tampak dalam aktivitas keagamaan seperti azan, iqamah, <em>tahlil</em>, <em>talbiyah</em>, dan berdoa.<em></em></span></p>

Online and distance learning leads to reduced student motivation, boredom, and reduced levels of understanding. The solution to solve this problem is ice breaker-based video. In Arabic learning, ice breaker video content is not found much because ice breakers are usually practiced for offline learning. Therefore, ice breakers are required in videos for online learning by producing them in large quantities. This study aims to describe the results of a review of ice breaker-based videos that have been successfully designed by students in the Department of Arabic Language Education. It is a mixture of quantitative and qualitative approaches. With qualitative content analysis, it is known that students successfully produce Arabic-language ice breaker-based videos that are of good quality from the aspect of content, themes, and teaching materials for all levels of education, from children to adults. This video can be applied independently or under the guidance of a classroom teacher. The success of students in producing ice breaker-based videos is because the Arabic education curriculum has accommodated elective courses called Games, Songs, and Stories so that students are equipped with teaching skills and the ability to become content creators.

Shorof is an essential tool in learning Arabic and a prerequisite for mastering Arabic. The problem that is often encountered in the learning process that takes place is the difficulty of students in mastering the material memorization because learning is only centered on lecture theory. The solution to this problem is to provide learning media concept maps which are often referred to as concept mapping. The method used in this research is qualitative research with the object of 3rd-semester Arabic language education students Maulana Malik Ibrahim State Islamic University Malang, amounting to 50 students. Also, students at the second level in the Department of Arabic at Ilorin University, Ilorin Nigeria, there are 40 students. Concept maps are designed by linking the concept of propositions using conjunctions with giving lines that are labeled so that they have a meaning. By applying this method, it will affect the ease of students in understanding the material in learning. Based on the research conducted, data differences were obtained between the data on the results of student learning achievements in the study of the students who did not use media concept mapping with those using the concept mapping. That the results of student achievement are better when using these media. Then it can be concluded that there is a significant effect of the use of media concept mapping in the study of theorists.

The book "Madarij al-Duruus al-'Arabiyah" compiled by KH Basori Alwi, Head of Pesantren Ilmu al-Qur'an (PIQ) Singosari Malang is one of the most popular textbooks in Indonesia, especially in the seventies to the nineties. Analysis of the book written by the archipelago is very necessary to know the characteristics of textbooks based on local wisdom. The results of this study: from the content aspect, the entire core component of the textbook content has been fulfilled by this book. There is a preface in each volume as a proof of validation of the contents of the book. All validators gave a positive appreciation of the publication of the book "Madarij al-Duruus al-'Arabiyah". The main purpose of this book is the mastery of reading skills (qiraah), talking (muhadatsah), and writing (insya '). Only skill to hear is not visible in the teaching materials. But, hearing skills have been represented in the Qur'an-Tajwid lesson. From the aspect of the foundation of the preparation of teaching materials, the book "Madarij al-Duruus al-'Arabiyah" meets 3 (three) principles of textbook development, namely: (1) socio-cultural; (2) psychological; (3) language-education. From the method aspect, this book uses an eclectic method that combines various strategies. However, the prioritized method is the method of reading (qiraah), the grammar method and the translation method (qawaid wa tarjamah). These three methods include traditional methods because they still rely on the role of teacher (teacher centris). According to the authors of this book, the position of the teacher remains important for beginner students studying Arabic. What's more, there is the phrase: “Methods are more important than teaching materials. However, professional teachers are far more important than teaching methods and materials”.

Dictionaries Arabic-Indonesian take pivotal roles in the learning and teaching process for the teacher and the students of Arabic Education Department to comprehend and interpret the meaning of texts. Firstly, popular with the printed version for Arabic Foreign Language (AFL) classrooms in Indonesia, the Arabic-Indonesian dictionaries have rapidly evolved to be electronic dictionaries that are much widely functioned by the Millennial through websites or mobile applications with online and offline modes. This industrial revolution 4.0, consequently, initiates research problems on how the use of Arabic electronic dictionaries in Indonesian context, what kinds of printed and e-dictionaries students employ and how the positive and negative implications of its utility in AFL classrooms. Under quantitative design by distributing online questionnaire with Google Form to 120 respondents comprising the students majoring Arabic education at Faculty of Tarbiyah and Teacher Training in Maulana Malik Ibrahim State Islamic University of Malang who enroll Shinaat al-Mu'jam (lexicography) and the teacher of the course, the respondents admit that they have operated e-Arabic-Indonesian dictionaries to assist them in searching the meaning of the text due to the effectiveness, efficiency and variety of related vocabulary. In addition, al-Munawwir and Google Translator have received many attentions in AFL classroom. Finally, this research highlights that in the vast growth of e-Arabic-Indonesian dictionaries that have multifunction on the text translating, the teacher and the students should selectively choose the one that has high accuracy of meaning interpretation. By these considerations, the electronic dictionaries are relevant media for blended learning that is being implemented in Islamic Higher Education (IHE) in the 21st century.

The process of developing  learning material  is very important in language education, and that learning materials should be adapted to the progress and demands of time.This paper aims to develop the material learning of arabic writing for Student of Department of Arabic Language University of Muhammadiyah Malang, this paper used Bolito and Julie model, and the data was collected through interview, observation, documents, questionnaire, and pre test  and post test, the technique of data analysis using Miles, Huberman and Saldana’s theory, by condensing the data after collecting it, then displaying and summarizing it. The results for this search are; 1) Students need materials for writting essay in based on higher-order thinking skills. 2) the characteristics of material writting developed include (a) thematic and factual which suitable with the environment where the student live, for instance the move of the capital of Jakarta to borneo island in circumstances of new corona virus pandemic, and the phenomenon of street children and homeless people in Indonesia etc;  (b) mind mapping to organize ideas; (c) Vocabulary. 3) The developed materials are valid for use  due to it adapts to the condition where the students live and then help them  gather the information before writing the article 4) Teaching materials for Arabic writting essay based on higher-order thinking skills are effective to improve students’ ability in Arabic writing essays by solving problems from the topics, criticizing the subjetc which is encourage them to discuss and present their opinions  by rewriting sentences and paragraphs in their language, and hence students practiced in three levels of higher order thinking skills: analytical, evaluative and creative thinking.