Semantic Elements Analysis in Arabic Language Textbooks Used in Madrasah Diniyah Takmiliyah Awwaliyah in Tegal Regency

Abstract

This research examines the semantic elements embedded in the Arabic language textbook Lughah ‘Arabiyah Juz’ 1 authored and published by the Forum Komunikasi Diniyah Takmiliyah (FKDT), which is widely implemented across Madrasah Diniyah Takmiliyah Awwaliyah (MDTA) institutions in Tegal Regency. Semantic structure plays a critical role in facilitating learners’ comprehension and supporting the development of interpretive and communicative competence in Arabic language education. However, many instructional materials still emphasize mechanical memorization, grammatical forms, and structural accuracy, rather than meaning construction and semantic depth. The present study employs qualitative content analysis to investigate the representation of semantic components, including lexical meaning, semantic field organization, relational meaning (synonymy, antonymy, hyponymy, and polysemy), contextual meaning, and ambiguity potential. Findings indicate that semantic elements are insufficiently represented, with vocabulary items predominantly presented in isolated lists without contextual reinforcement or semantic clustering. Semantic relations appear minimally, and ambiguous glosses are present in several lexical entries. Consequently, learners are at risk of developing fragmented lexical knowledge. The study argues for meaning-oriented reform in Arabic textbook design and recommends the integration of semantic field theory and contextual examples to support comprehension development, improve retention, and strengthen communicative outcomes.