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Peirce's Semiotic Analysis of the Ngalogat Symbols: The Process of Semiosis and Knowledge Construction among Islamic Boarding School Students

Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature · Vol. 9 No. 2 (2026) · hlm. 279–296

DOI
10.22219/jiz.v9i2.43627
ISSN
2622-7371, 2622-738X
Terbit
2026-08-31
Penerbit
Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-sa/4.0

Abstrak

This study identified sources of semiosis in ngalogat symbols at Miftahul Huda Boarding School in Tasikmalaya, including how they shaped students’ knowledge of Arabic grammar as they read classical Islamic texts. Using Charles Sanders Peirce's semiotics, this qualitative descriptive study analyzed six main symbols: ari, éta, éta tetep, saha, naon, and ka/kana. Data were collected through interviews with teachers and alumni, classroom observations, and questionnaires given to 30 Ma'had 'Aly students. Results showed three sources of semiosis: local conventions, form modification, and Pegon script simplification. The semiosis process took place hierarchically through grammatical identification (52%), individual interpretation (31%), logat system (14%), and structural function (3%). In addition, students demonstrated stable syntactic mapping, consistently associating representamen with grammatical functions, while displaying contextual differentiation. These findings indicated that ngalogat symbols functioned as a word-by-word translation tool and a cognitive framework that shaped students’ grammatical understanding of Arabic.

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Elly MalihahAfiliasi tidak diketahui2
Encep Syarief NurdinAfiliasi tidak diketahui2
Wanda ChoirunisaAfiliasi tidak diketahui2
Dede BurhanudinAfiliasi tidak diketahui2
Yulia Zulpathul AizzaAfiliasi tidak diketahui2
Mahmud MahmudAfiliasi tidak diketahui2
Hikmah MaulaniAfiliasi tidak diketahui2
Darmanto DarmantoUniversitas Widya Kartika1
Yulius HariUniversitas Widya Kartika1
Endang SetyawatiUniversitas Kartini1
Noviyanti AnerosAfiliasi tidak diketahui1
Azmal Muhammad Biadika SholehAfiliasi tidak diketahui1
Dianni RisdaAfiliasi tidak diketahui1
Lee Soon-hyeongAfiliasi tidak diketahui1
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Rifa Mazin AqillahAfiliasi tidak diketahui1
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Dadang SudanaAfiliasi tidak diketahui1
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Indrawan CahyadiAfiliasi tidak diketahui1
Mawardi MawardiAfiliasi tidak diketahui1
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Monika Wulan AriantyAfiliasi tidak diketahui1
Imam Ghozali BudiharjoAfiliasi tidak diketahui1
Dian NurrachmanAfiliasi tidak diketahui1
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Sumber metadata: OAI-PMH (metadata jurnal) http://ejournal.umm.ac.id/index.php/izdihar/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Peirce's Semiotic Analysis of the Ngalogat Symbols: The Process of Semiosis and Knowledge Construction among  Islamic Boarding School Students</dc:title>
	<dc:creator>Wihandani, Wihandani</dc:creator>
	<dc:creator>Hermawan, Budi</dc:creator>
	<dc:creator>Syihabuddin, Syihabuddin</dc:creator>
	<dc:creator>Fahma Sunendar , Neidya</dc:creator>
	<dc:creator>Rohanda , Rohanda</dc:creator>
	<dc:creator>Ashinida Aladdin</dc:creator>
	<dc:subject xml:lang="en-US">Peircean Semiotics</dc:subject>
	<dc:subject xml:lang="en-US">Ngalogat Symbols</dc:subject>
	<dc:subject xml:lang="en-US">Semiosis</dc:subject>
	<dc:subject xml:lang="en-US">traditional Islamic Boarding School</dc:subject>
	<dc:description xml:lang="en-US">This study identified sources of semiosis in ngalogat symbols at Miftahul Huda Boarding School in Tasikmalaya, including how they shaped students’ knowledge of Arabic grammar as they read classical Islamic texts. Using Charles Sanders Peirce's semiotics, this qualitative descriptive study analyzed six main symbols: ari, éta, éta tetep, saha, naon, and ka/kana. Data were collected through interviews with teachers and alumni, classroom observations, and questionnaires given to 30 Ma'had 'Aly students. Results showed three sources of semiosis: local conventions, form modification, and Pegon script simplification. The semiosis process took place hierarchically through grammatical identification (52%), individual interpretation (31%), logat system (14%), and structural function (3%). In addition, students demonstrated stable syntactic mapping, consistently associating representamen with grammatical functions, while displaying contextual differentiation. These findings indicated that ngalogat symbols functioned as a word-by-word translation tool and a cognitive framework that shaped students’ grammatical understanding of Arabic.</dc:description>
	<dc:publisher xml:lang="en-US">Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang</dc:publisher>
	<dc:date>2026-08-31</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:type xml:lang="en-US">text</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>http://ejournal.umm.ac.id/index.php/izdihar/article/view/43627</dc:identifier>
	<dc:identifier>10.22219/jiz.v9i2.43627</dc:identifier>
	<dc:source xml:lang="en-US">Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature; Vol. 9 No. 2 (2026): Izdihar: Journal of Arabic Language Teaching, Linguistics, and Literature; 279-296</dc:source>
	<dc:source>2622-7371</dc:source>
	<dc:source>2622-738X</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>http://ejournal.umm.ac.id/index.php/izdihar/article/view/43627/19248</dc:relation>
	<dc:coverage xml:lang="en-US">Peircean Semiotics, Ngalogat Symbols, Semiosis</dc:coverage>
	<dc:rights xml:lang="en-US">Copyright (c) 2026 Wihandani Wihandani, Budi Hermawan, Syihabuddin Syihabuddin; Neidya Fahma Sunendar ; Rohanda Rohanda , Ashinida Aladdin</dc:rights>
	<dc:rights xml:lang="en-US">https://creativecommons.org/licenses/by-sa/4.0</dc:rights>
</oai_dc:dc>