Fostering Higher-Order Thinking in Arabic Learning: The At-Tafkir Al-Aliy Android Application for Seventh-Grade Madrasah Students

Authors

  • Ahmad Labib Sekolah Tinggi Islam Kendal, Indonesia
  • Fatah Syukur Universitas Islam Negeri Walisongo Semarang, Indonesia
  • Suja'i Suja'i Universitas Islam Negeri Walisongo Semarang, Indonesia
  • S.H. Sheik Mohamed S.A. College of Arts and Science, India

DOI:

https://doi.org/10.21580/alsina.8.2.31028

Keywords:

Higher-order thinking skills (HOTS), Mobile-assisted language learning, Arabic language learning, Android-based learning application, Instructional effectiveness

Abstract

Arabic lessons in madrasah classrooms still lean on tasks that ask students to remember and repeat. The national curriculum expects more: it wants higher-order thinking skills (HOTS) built into daily instruction. Materials that actually push students to analyse, evaluate, and create remain hard to find, and so does digital media built for that purpose. This study tests one such medium, an Android-based Arabic learning application called At-Tafkir Al-Aliy, with seventh-grade students at MTsN 2 Kendal. A quasi-experimental nonequivalent control group design was used, involving 72 students from two intact classes. What the study suggests is narrower than a general claim that technology works. Whether a mobile application lifts higher-order performance in Arabic seems to depend far more on how deliberately HOTS tasks are designed into it than on the novelty of the device itself, and any gains have to be read against ordinary classroom conditions and the fact that the two groups were not formed at random.

Downloads

Download data is not yet available.

References

Ainin, M. (2021). Challenges in applying higher order thinking skills assessment in the teaching of Arabic in Indonesia. KnE Social Sciences, 5(3), 413–420. https://doi.org/10.18502/kss.v5i3.8564

Al-Abdullatif, A. M., & Alsubaie, M. A. (2022). Using digital learning platforms for teaching Arabic literacy: A post-pandemic mobile learning scenario in Saudi Arabia. Sustainability, 14(19), Article 11868. https://doi.org/10.3390/su141911868

Al amin, Y., & Najah, Z. (2023). Developmental research: An Android-based Arabic language learning application as a means to improve middle school students’ learning outcomes. Language, Technology, and Social Media, 1(1), 52–64. https://doi.org/10.70211/ltsm.v1i1.26

Al Khaldy, M. A., Shaheen, A., Al-Shaikh, A., Alzyadat, W., & Alhroob, A. (2025). Android application for children to learn: Arabic alphabets and numbers. International Journal of Interactive Mobile Technologies (iJIM), 19(5), 115–127. https://doi.org/10.3991/ijim.v19i05.52695

Alfurochmatin, A., & Jusoh, A. M. B. M. (2024). Tren pengembangan media pembelajaran bahasa Arab di Indonesia era 5.0. Alsina: Journal of Arabic Studies, 6(1), 1–26. https://doi.org/10.21580/alsina.6.1.21278

Ali, M. M., Alaa, A. M., & Shahnaz, A. (2024). The impact of mobile learning in English language classrooms in Pakistan. Asian-Pacific Journal of Second and Foreign Language Education, 9(1), Article 62. https://doi.org/10.1186/s40862-024-00274-0

Aliakbari, M., & Mardani, M. (2022). Mobile-assisted language learning and its effects on learners’ speaking development. Education Research International, 2022, 1–14. https://doi.org/10.1155/2022/9043326

Alkasirah, N. A. M., Mohamad, M., Sanmugam, M., & Ramdas, G. (2026). Development of mobile application-based digital drama for Arabic language to improve students’ vocabulary. Journal of Education and Learning (EduLearn), 20(2), 1240–1249. https://doi.org/10.11591/edulearn.v20i2.23655

Cham, H., Lee, H., & Migunov, I. (2024). Quasi-experimental designs for causal inference: An overview. Asia Pacific Education Review, 25(3), 611–627. https://doi.org/10.1007/s12564-024-09981-2

Chavda, M., Patel, H., & Bhatt, H. (2024). Quality education through writing: Aligning learning objectives in learning materials and question papers using Bloom’s taxonomy. Quality Assurance in Education, 32(1), 96–110. https://doi.org/10.1108/QAE-03-2023-0045

Chen, M.-L. (2022). The impact of mobile learning on the effectiveness of English teaching and learning: A meta-analysis. IEEE Access, 10, 38324–38334. https://doi.org/10.1109/ACCESS.2022.3165017

Desrani, A., Arifa, Z., & Susanto. (2022). The impact of discovery learning model based on high order thinking skills (HOTS) in learning Arabic on students’ analytical thinking skills. Taqdir, 7(2), 213–228. https://doi.org/10.19109/taqdir.v7i2.9910

Ebrahimi, M. (2025). Ubiquitous learning: The effect of LingAR application on EFL learners’ language achievement and the realization of their motivation towards mobile learning. Interactive Learning Environments, 33(8), 4699–4717. https://doi.org/10.1080/10494820.2022.2041044

Evans, D. K., & Yuan, F. (2022). How big are effect sizes in international education studies? Educational Evaluation and Policy Analysis, 44(3), 532–540. https://doi.org/10.3102/01623737221079646

Fang, W.-C., Yeh, H.-C., Luo, B.-R., & Chen, N.-S. (2021). Effects of mobile-supported task-based language teaching on EFL students’ linguistic achievement and conversational interaction. ReCALL, 33(1), 71–87. https://doi.org/10.1017/S0958344020000208

Figueiredo, S. (2023). The effect of mobile-assisted learning in real language attainment: A systematic review. Journal of Computer Assisted Learning, 39(4), 1083–1102. https://doi.org/10.1111/jcal.12811

Hula, I. R. N., Loni, J., & Sarif, S. (2024). Development of Android-based learning media using iSpring Suite to improve Arabic vocabulary mastery among students. Edulab: Majalah Ilmiah Laboratorium Pendidikan, 9(2), 222–239. https://doi.org/10.14421/edulab.2024.92.04

Idhan, M., Jabir, M., Ruslin, R., Asmawi, M. N., Arafah, B., Ubadah, Ubay, & Fatima. (2026). Teachers’ experiences with mobile apps for Arabic language learning: Insights from Islamic schools in Palu, Indonesia. Journal of Language Teaching and Research, 17(1), 338–350. https://doi.org/10.17507/jltr.1701.34

Kessler, M., Loewen, S., & Gönülal, T. (2025). Mobile-assisted language learning with Babbel and Duolingo: Comparing L2 learning gains and user experience. Computer Assisted Language Learning, 38(4), 690–714. https://doi.org/10.1080/09588221.2023.2215294

Kosasih, A., Supriyadi, T., Firmansyah, M. I., & Rahminawati, N. (2022). Higher-order thinking skills in primary school: Teachers’ perceptions of Islamic education. Journal of Ethnic and Cultural Studies, 9(1), 56–76. https://doi.org/10.29333/ejecs/994

Muhayimana, T., Kwizera, L., & Nyirahabimana, M. R. (2022). Using Bloom’s taxonomy to evaluate the cognitive levels of primary leaving English exam questions in Rwandan schools. Curriculum Perspectives, 42(1), 51–63. https://doi.org/10.1007/s41297-021-00156-2

Mujiono. (2023). Mobile-assisted language learning intervention and its effect on English language proficiency of EFL learners: A meta-analysis. Theory and Practice in Language Studies, 13(5), 1124–1135. https://doi.org/10.17507/tpls.1305.05

Nur, A. M., Mudrofin, M., & Bukhori, N. F. (2023). Taṭwīr adawāt al-taqwīm al-takwīnī al-qāʾimah ʿalā Kahoot li-tarqīyat itqān al-mufradāt fī taʿlīm al-lughah al-ʿarabīyah bil-madrasah al-mihanīyah. Alsina: Journal of Arabic Studies, 5(2), 257–274. https://doi.org/10.21580/alsina.5.2.22933

Öztürk, M., & Çakıroğlu, Ü. (2021). Flipped learning design in EFL classrooms: Implementing self-regulated learning strategies to develop language skills. Smart Learning Environments, 8(1), 1–20. https://doi.org/10.1186/s40561-021-00146-x

Peng, H., Jager, S., & Lowie, W. M. (2021). Narrative review and meta-analysis of MALL research on L2 skills. ReCALL, 33(3), 278–295. https://doi.org/10.1017/S0958344020000221

Ponce-Renova, H. F. (2022). Comparing effect sizes and their confidence intervals: A primer on equivalence testing in educational research. Journal of New Approaches in Educational Research, 11(2), 209–225. https://doi.org/10.7821/naer.2022.7.930

Rahmadi, L., Effendi, M. J., Pratama, S., & Fransiska, W. (2026). Enhancing student engagement in Arabic language learning: An Android-based interactive application developed using MDLC. Ingénierie des Systèmes d’Information, 31(3), 1001–1010. https://doi.org/10.18280/isi.310329

Rahmawati, Febriani, S. R., & Yasmadi. (2024). Assessment of textbook published by Ministry of Religion Republic Indonesia: HOTS, MOTS, or LOTS? Ijaz Arabi Journal of Arabic Learning, 7(3), 1051–1063. https://doi.org/10.18860/ijazarabi.v7i3.27762

Sahrim, M., Mohamad Soad, N. F. A., & Asbulah, L. H. (2023). Augmented reality technology in learning Arabic vocabulary from the perception of university students. International Journal of Interactive Mobile Technologies (iJIM), 17(21), 79–96. https://doi.org/10.3991/ijim.v17i21.41277

Setiawan, J., Sudrajat, A., Aman, & Kumalasari, D. (2021). Development of higher order thinking skill assessment instruments in learning Indonesian history. International Journal of Evaluation and Research in Education (IJERE), 10(2), 545–552. https://doi.org/10.11591/ijere.v10i2.20796

Silviya, A. (2024). Taṭwīr ʾadawāt ikhtibār taʿlīm al-ṣarf al-muʿtamidah ʿalá niẓām ʾandrūyd: Dirāsah taṭbīqīyah ʿalá ṭalabah maʿhad Dār al-Najāh al-ʾIslāmī. Alsina: Journal of Arabic Studies, 6(1), 63–80. https://doi.org/10.21580/alsina.6.1.23364

Susantini, E., Sari, Y. M., Marzuqi, M. I., & Asteria, P. V. (2024). EduQuestioning mobile learning application: A catalyst for developing HOTS-based assessment questions referring to revised Bloom’s taxonomy. Research and Practice in Technology Enhanced Learning, 20, Article 022. https://doi.org/10.58459/rptel.2025.20022

Togaibayeva, A., Ramazanova, D., Yessengulova, M., Yergazina, A., Nurlin, A., & Shokanov, R. (2022). Effect of mobile learning on students’ satisfaction, perceived usefulness, and academic performance when learning a foreign language. Frontiers in Education, 7, Article 946102. https://doi.org/10.3389/feduc.2022.946102

Tseng, W.-T., Chen, S., Wang, S.-P., Cheng, H.-F., Yang, P.-S., & Gao, X. A. (2022). The effects of MALL on L2 pronunciation learning: A meta-analysis. Journal of Educational Computing Research, 60(5), 1220–1252. https://doi.org/10.1177/07356331211058662

Umam, M., Alfan, M., Huda, I. S., & Maziyah, L. (2026). Analysis of internal quality and cognitive distribution in Grade VII MTs Arabic textbook. Tatsqifiy: Jurnal Pendidikan Bahasa Arab, 7(2), 169–178. https://doi.org/10.30997/tjpba.v7i2.25144

Wiboolyasarin, W., & Jinowat, N. (2024). Revolutionising dual language learning for young learners with the RILCA app: A mobile-assisted approach. Journal of Computers in Education, 11(2), 575–593. https://doi.org/10.1007/s40692-023-00271-1

Widyaningsih, S. W., Yusuf, I., Prasetyo, Z. K., & Istiyono, E. (2021). The development of the HOTS test of physics based on modern test theory: Question modeling through e-learning of Moodle LMS. International Journal of Instruction, 14(4), 51–68. https://doi.org/10.29333/iji.2021.1444a

Yusuf, K. (2021). The role of mobile applications in learning Arabic-Indonesian translation. Journal of Physics: Conference Series, 1933(1), Article 012024. https://doi.org/10.1088/1742-6596/1933/1/012024

Downloads

Published

2026-08-31

How to Cite

Labib, A., Syukur, F., Suja’i, S., & Mohamed, S. S. (2026). Fostering Higher-Order Thinking in Arabic Learning: The At-Tafkir Al-Aliy Android Application for Seventh-Grade Madrasah Students. Alsina : Journal of Arabic Studies, 8(2), 282–291. https://doi.org/10.21580/alsina.8.2.31028

Issue

Vol. 8 No. 2 (2026)

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Copyright

The copyright of the received article shall be assigned to the publisher of the journal. The intended copyright includes the right to publish the article in various forms (including reprints). The journal maintains the publishing rights to published articles. Authors are allowed to use their articles for any legal purposes deemed necessary without written permission from the journal, but with an acknowledgment to this journal of initial publication.

Licensing

Creative Commons License

Copyright Transfer Agreement

In order for Alsina: Journal of Arabic Studies to publish and distribute research articles, the editors need publishing rights (transferred from author to publisher). This agreement relates to the transfer/publishing copyright license to Alsina: Journal of Arabic Studies but the authors still have significant rights to use and share their published articles. 

Alsina: Journal of Arabic Studies supports the need for writers to share, disseminate and maximize the impact of their research and their rights on any database. As a journal article writer, you have the right to various uses of your articles, including that by the institution or company where you work. Copyright can be used without the need for special permission. Authors who publish articles in the Alsina: Journal of Arabic Studies have broad rights to use their work for teaching and scientific purposes without requesting permission, including:

  1. Use by the author for lectures, presentations, or conferences, with distribution of copies to participants;
  2. Distribution to colleagues for research use;
  3. Use in compilations of the author's subsequent work;
  4. inclusion in a thesis or dissertation;
  5. Reuse of sections or excerpts from articles in other works (with full acknowledgment of the final article);
  6. Preparation of derivative works (other than commercial purposes) (with full acknowledgment of the final article);
  7. Voluntary posting on open websites operated by authors’ or writers' agencies for scientific purposes

When submitting a manuscript, authors do so on the understanding that if accepted for publication, the copyright for publishing (publishing right) of the article shall be assigned/transferred to Alsina: Journal of Arabic Studies. 

Authors whose articles are accepted for publication will receive confirmation via email and sent a Copyright Transfer Agreement.