2026-04-03T21:06:27Z https://ejournal.uin-suka.ac.id/tarbiyah/almahara/oai

oai:ojs.pkp.sfu.ca:article/2632 2020-12-30T17:29:24Z almahara:ART

Atsaru al-‘Alāqah baīna Hifdzi al-Qur’ān wa Hifdzi al-Mufradāti Thullāb Madrasah al-Qur’ān al-Tsānawiyyah Mazidatulfaizah, Mazidatulfaizah Tahfizh al-quran Vocabulary Arabic Abstract The purpose of this study is to uncover the greatness of the Qur'an by knowing whether or not the influence of memorization of the Koran in improving the ability to memorize Arabic vocabulary. The researcher uses a quantitative approach, and the methodology is the experimental causality approach. The researcher chose the students of Madrasah Aliyah Madrasatul Qur'an Tebuireng Jombang as the data source because this school is recognized for their students' achievements in memorizing the Qur'an. Data collection methods used were honest and reliable questionnaire. The results of this study are as follows: 1) Analysis of data obtained from the results of the study showed that the level of memorization of the Qur'an is in the middle level. 2) Analysis of the data obtained from the results of the study shows that the ability to memorize vocabulary is in the middle level. 3) Tahfizh Al-Quran influences the ability to memorize Arabic vocabulary, as evidenced by the distribution of 21% and the rest is influenced by other variables. Keywords: Tahfizh al-quran, Vocabulary, Arabic   Abstrak Tujuan dari penelitian ini adalah untuk menyingkap kehebatan al-Quran dengan mengetahui ada atau tidaknya pengaruh hafalan al-Quran dalam meningkatkan kemampuan menghafal kosa kata Bahasa Arab. Peneliti menggunakan pendekatan kuantitatif, dan metodologinya adalah pendekatan kausalitas eksperimen. Peneliti memilih siswa sekolah Madrasah Aliyah Madrasatul Qur’an Tebuireng Jombang sebagai sumber data karena sekolah ini telah terkenal dengan prestasi siswa mereka dalam menghafal Alquran. Metode pengumpulan data yang digunakan adalah tes angket kejujuran dan reliabilitas. Hasil penelitian ini adalah sebagai berikut: 1) Analisis data yang didapat dari hasil penelitian menunjukkan bahwa tingkat hafalan Alquran dalam level menengah. 2) Analisis data yang diperoleh dari hasil penelitian menunjukkan bahwa kemampuan menghafal kosakata adalah dalam level menengah. 3) Terdapat pengaruh  tahfizh Al-Quran terhadap kemampuan menghafal kosa kata bahasa Arab, terbukti dengan distribusi 21% dan sisanya dipengaruhi oleh variabel lain. Kata kunci: Tahfizh al-quran, Kosa kata, Bahasa Arab Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2019-12-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2019.052.03 10.14421/almahara.2019.052.03 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 5 No. 2 (2019); 191 – 206 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2019.052.03/1748 Copyright (c) 2019 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/2645 2020-12-30T17:29:24Z almahara:ART

Model Kurikulum Bahasa Arab Kelas X Studi Komparatif Kurikulum 2013 dan Kurikulum Ismuba Ilfan, Muhammad Ilfan Fauzi 2013 Curriculum Ismuba Curriculum Arabic Abstract This paper discusses the Arabic learning curriculum that has similar patterns of development in the 2013 curriculum and the Ismuba curriculum. The purpose of this paper is to find out the differences and similarities in the implementation of the 2013 curriculum and the Ismuba curriculum in the tenth grade Arabic learning. The basic principle of the present study is the similarity of levels and curriculum development systems that are line staff or top down. An in-depth study is needed to see how the design of the tenth grade Arabic curriculum process has been applied by the Indonesian Ministry of Education and Culture and the Muhammadiyah Basic Education Council. Library research method is used with content analysis in the form of descriptive analysis and comparative analysis. The results of the analysis in this paper found that there are similarities in the application of Core Competencies (KI) of Arabic subjects that are specifically Islamic and there are differences in the development of Basic Competencies (KD) as well as the strengths and weaknesses of each Arabic curriculum design system development in the tenth grade from the Ministry of Education and Culture of the Republic of Indonesia and the Muhammadiyah Basic Education Council. Furthermore, there are striking differences on the material. Ismuba has eight topics by prioritizing qowaid and mufradat elements and does not separate the four language skills while the 2013 curriculum has six topics of discussion and emphasizes on exercises (tadrib) on separate discussion of four language skills. Keywords: 2013 Curriculum, Ismuba Curriculum, Arabic Abstrak Tulisan ini mendiskusikan tentang kurikulum pembelajaran bahasa Arab yang mempunyai kemiripan pola dan corak pengembangan pada kurikulum 2013 dan kurikulum Ismuba. Tujuan tulisan ini untuk mengetahui bagaimana perbedaan dan persamaan implementasi kurikulum 2013 dan kurikulum Ismuba pada pembelajaran bahasa Arab kelas X. Pokok dasar kajian dalam tulisan ini yaitu adanya kesamaan jenjang dan sistem pengembangan kurikulum yang bersifat line staff atau top down sehingga perlu dikaji lebih mendalam bagaimana rancangan proses kurikulum bahasa Arab kelas X yang telah diterapkan oleh Kemendikbud RI dan Majelis Dikdasmen Muhammadiyah. Jenis penelitian yang digunakan penelitian pustaka dengan konten isi (analysis content) berupa analisis deskriptif dan analisis komparatif. Hasil analisis dalam tulisan ini ditemukan bahwa terdapat persamaan dalam penerapan Kompetensi Inti (KI) mata pelajaran bahasa Arab yang berciri khas keislaman dan terdapat perbedaan dalam pengembangan Kompetensi Dasar (KD) serta kelebihan dan kekurangan dari masing-masing rancangan sistem pengembangan kurikulum bahasa Arab kelas X dari Kemendikbud RI dan Majelis Dikdasmen Muhammadiyah. Lebih lanjut, Perbedaan mencolok terdapat pada sisi materi bahwa Ismuba mengusung delapan topik dengan mengedepankan unsur-unsur qowaid dan mufradat serta tidak memisahkan empat ketrampilan bahasa sedangkan pada kurikulum 2013 mengusung enam topik pembahasan dan lebih mengedepankan latihan (tadrib) pada pembahasan yang terpisah dari empat ketrampilan berbahasa. Kata kunci: Kurikulum 2013, Kurikulum Ismuba, Bahasa Arab Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2019-12-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2019.052.01 10.14421/almahara.2019.052.01 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 5 No. 2 (2019); 151 - 174 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2019.052.01/1747 Copyright (c) 2019 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/2674 2020-12-30T17:29:24Z almahara:ART

Ta'tsīru Tadrīsi al-Lughah al-'Arabiyah bi al-Manhaji ad-Dirāsiy 2013 'alā Injāzi Mahārati Qirā'ati ath-Thulab fi al-Fashl ats-Tsāmin bi al-Madrasah al-Mutawasithah al-Hukūmiyyah 7 Kediri Maghfur, Alym Ubaid, Burhanuddin Arabic Learning 2013 Curriculum Reading Skill Abstract The application of 2013 education curriculum is a very drastic, significant and confusing change. Schools in Indonesia apply the 2013 curriculum starting in 2014/2015 academic year, including the Islamic religious lessons in schools. 2013 curriculum implements scientific-based learning models in the learning process. The main aim of teaching Arabic is that students are able to express themselves perfectly with expressions or writings and understand what they have read or heard and understand according to their age and talents. Reading is a basic skill for students. By reading, students can explore knowledge in other scientific fields. MTs Negeri 7 Kediri is one of the schools that implemented the 2013 curriculum in the teaching process, as shown by the completion of school facilities and infrastructure in each semester. LCDs and loudspeakers are some of the facilities supporting the application of the 2013 curriculum. Based on the above notions, the researcher determines the formulation of the problems as follows: 1. How students learn Arabic with the 2013 curriculum in the eighth grade in MTs Negeri 7 Kediri, 2. How students achieve reading skills, 3. Is there a positive impact on the application of Arabic teaching by using the 2013 curriculum on the achievement of reading skills of students. The method used in this study is field research with a quantitative approach. The starting point assumes that all symptoms observed can be measured and changed in numerical form. And with this type of ex post facto research, that is research conducted after an event occurs. Keywords: Arabic Learning, 2013 Curriculum, Reading Skill Abstrak Kurikulum pendidikan 2013 merupakan perubahan kurikulum yang sangat drastis, signifikan, dan membingungkan. Dan sekolah-sekolah di Indonesia menerapkan kurikulum 2013 mulai tahun 2014/2015, hal ini juga berlaku untuk pelajaran-pelajaran keagamaan islam di sekolah. kurikulum 2013 mengimplementasikan model pembelajaran berbasis saintifik dalam proses pembelajarannya. Tujuan utama dari pengajaran bahasa Arab adalah bahwa siswa mampu mengekspresikan dirinya secara sempurna dengan ungkapan atau tulisan dan memahami dari apa yang telah dia baca atau dengar dan memahaminya sesuai dengan usia dan bakatnya. Membaca adalah keterampilan dasar bagi pelajar, dengan perantara membaca pelajar dapat menggali pengetahuan diranah keilmuan yang lainnya. SMP Negeri 7 Kediri adalah salah satu sekolah yang menerapkan kurikulum 2013 dalam proses pengajaran, seperti yang ditunjukkan oleh penyelesaian fasilitas dan infrastruktur sekolah yang ada di setiap semester, fasilitas pendukung untuk mengimplementasikan kurikulum 2013 seperti (Lcd) dan pengeras suara sebagai salah satu fasilitas Mendukung aplikasi kurikulum 2013. Meninjau dari topik ini, peneliti menentukan rumusan masalah yang berkaitan dengan latar belakang di atas: 1. Bagaimana pembelajaran bahasa Arab dengan kurikulum 2013 di kelas VIII MTs Negeri 7 Kediri, 2. Bagaimana pencapaian  keterampilan membaca siswa di kelas VIII MTs Negeri 7 Kediri, 3. Apakah ada dampak positif antara penerapan pengajaran bahasa Arab dengan kurikulum 2013 pada pencapaian keterampilan membaca siswa di kelas VIII MTs Negeri 7 Kediri. Metode yang digunakan dalam penelitian ini adalah penelitian lapangan dengan pendekatan kuantitatif. Titik awal mengasumsikan bahwa semua gejala yang diamati dapat diukur dan diubah dalam bentuk angka. Dan dengan jenis penelitian ex post facto, yaitu penelitian yang dilakukan setelah terjadinya suatu hal. Kata kunci: Pembelajaran Bahasa Arab, Kurikulum 2013, Keterampilan Membaca Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2019-12-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2019.052.02 10.14421/almahara.2019.052.02 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 5 No. 2 (2019); 175 – 190 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2019.052.02/1746 Copyright (c) 2019 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/2732 2020-12-30T17:29:24Z almahara:ART

Metode Sosiodrama untuk Meningkatkan Kemampuan Bahasa Arab Siswa Madrasah Aliyah Ismail, Ahmad Strategy Sociodrama Maharah Al-Kalām Abstract The purpose of this article is to find out the differences in learning outcomes of students who use the sociodrama method and how big is the increase in Mahārah al-Kalām to students who apply the sociodrama method in Arabic learning that has some maharah as their basic competencies. This is an experimental study, where the research subjects are students of Madrasah Aliyah or Islamic high school. Two homogeneous groups were taken as samples; Class XI Religion 1 as an experimental class and Class XI Religion II as a control group. This research uses Randomized Pretest- Posttest Control Group Design as its research design. The results in this article are based on the results of statistical analysis which shows that the T- Posttest between the control and experimental groups shows that the value of T-count = -4.503 <T-table = 2.037 (Ha is accepted) which means that there are significant differences of the learning outcomes between the control group and the experimental group. Whereas the T-test of pretest and posttest of the experimental group resulted in a calculated T-value = 13,348 <T-table = 2,035 (Ha is accepted), which means that there was a significant increase in student learning outcomes in the experimental group. Keywords: Strategy, Sociodrama, Maharah Al-Kalām   Abstrak Tujuan dari artikel ini adalah untuk mengetahui perbedaan hasil belajar siswa yang menggunakan metode sosiodrama dan seberapa besar peningkatan Mahārah al-Kalām pada siswa yang menerapkan metode sosiodrama dalam pembelajaran bahasa Arab yang mempunyai beberapa maharah sebagai kompetensi dasarnya. Penelitian ini merupakan penelitian eksperimen, dimana subjek penelitiannya adalah siswa Madrasah Aliyah. Dari populasi di sekolah yang diteliti diambil dua kelompok homogen sebagai sampelnya, yaitu kelas XI Agama 1 sebagai kelas eksperimen dan kelas XI Agama II sebagai kelompok kontrol. Penelitian ini menggunakan Randomized Pretest- Posttest Control Group Design sebagai desain penelitiannya. Hasil penelitian dalam artikel ini didasarkan pada hasil analisis statistik yang menunjukkan bahwa uji T- Posttest antara kelompok kontrol dan eksperimen didapatkan nilai T-hitung = -4,503 < T-tabel = 2,037 (Ha diterima) yang artinya terdapat perbedaan yang signifikan hasil belajar antara kelompok kontrol dengan kelompok eksperimen. Sedangkan uji-T nilai pretest dan posttest kelompok eksperimen menghasilkan nilai T-hitung = 13,348 < T-tabel = 2,035 (Ha diterima), yang artinya terdapat peningkatan yang signifikan pada hasil belajar siswa kelompok eksperimen. Kata Kunci: Strategi, Sosiodrama, Maharah Al-Kalām Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2019-12-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2019.052.06 10.14421/almahara.2019.052.06 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 5 No. 2 (2019); 249-270 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2019.052.06/1751 Copyright (c) 2019 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/2733 2020-12-30T17:29:24Z almahara:ART

Dialek Laki-Laki dan Perempuan dalam Konteks Bahasa Arab Raswan, Raswan dialect language male female Abstract This article aims to analyze the difference between male and female dialects in Arabic-speaking. The result is that the difference between the two, that men tend to speak with a high tone, a rather sharp voice, to the point, clear, quick response and not afraid to debate and give contention for things that do not fit him. The voices of women are sharper and shrilly, clear in pronunciation, and more ambitious to recite the vocabulary and sentence correctly than that of men. In addition, usually, women use some vocabulary that is not used by men. Among other things, women use a large number of colors, such as muf, tarkawaz, bij, zuhri and bunai that are typical for women and rarely used by men and men have distinctive colors as well for them. Furthermore, male language shows more the power of rationale while female language reveals more power of taste. The form of sound (women usually change the sound of letters into other letters typical of women), the selection and use of words, the use of forms of address, the forms of sentences and meanings as well as the way of delivering the language itself (pragmatic) which is reflected in the caution while using the language even in the use of signs by body language. There is a language that is typical of women and men. If it is not used by the right gender, others will mock them in respond to the language they use. However, there are also those who say that what is meant by men is not gender but what in psychological terms is known as masculine. And woman is meant as feminine. Therefore, differences always arise, and femininity is always considered lower compared to masculine. It is almost a fact that it occurs in all languages in the world even in countries that have parental systems such as America and Europe. The differences that occur are caused by biological, sociological and cultural factors which overshadow the existence of the language. In learning a language, it is recommended to pay attention to aspects of male and female dialects. Keywords: Dialect, Language, Male, Female.   Abstrak Artikel ini bertujuan untuk menganalisis perbedaan antara dialek laki -laki dan perempuan dalam berbahasa Arab. Hasil yang diperoleh adalah bahwa perbedaan pada keduanya, bahwa laki-laki cenderung berbicara dengan nada yang tinggi, suara yang agak tajam, to the point, jelas, cepat tanggap dan tidak takut mendebat serta memberikan sanggahan atas hal-hal yang kurang pas baginya. Suara perempuan lebih tajam dan lebih tinggi (melengking), lebih jelas dalam pelafalannya, lebih berambisi melafalkan dengan benar kosakata dan kalimat dari pada laki -laki. Di samping itu, biasanya, perempuan menggunakan beberapa kosakata yang tidak dipakai oleh laki-laki. Antara lain, perempuan menggunakan sejumlah besar warna, seperti muf, tarkawaz, bij, zuhri dan bunai yang khas untuk wanita dan jarang dipakai oleh laki-laki dan laki-laki memiliki warna yang khas juga untuk laki-laki. Selanjutnya bahasa laki-laki lebih menunjukan kekuatan rasio sementara bahasa perempuan lebih mengungkap kekuatan rasa. Bentuk suara (perempuan biasa merubah suara huruf menjadi huruf lain khas perempuan), pemilihan dan pemakaian kata, pemakaian bentuk panggilan, bentuk kalimat dan makna serta cara penyampaian bahasa itu sendiri (pragmatis) yang tercermin dalam kehati-hatian dalam berbahasa bahkan dalam penggunaan isyarat anggota tubuh. Ada bahasa yang khas perempuan dan ada laki-laki, jika dipakai bukan oleh jenis kelamin yang tepat maka akan menimbulkan olok-olok orang lain. Namun tentunya ada juga yang mengatakan bahwa yang dimaksud dengan laki-laki bukan jenis kelamin melainkan apa yang dalam istilah psikologi dikenal dengan nama maskulin. Sebaliknya wanita yang dimaksud adalah feminim. Jadi perbedaan itu selalu muncul, dan bahwa feminim selalu mendapatkan posisi di bawah dibandingkan dengan maskulin adalah hampir merupakan fakta yang terjadi di semua bahasa di dunia bahkan di negara yang menganut sistem parental sekalipun seperti Amerika dan Eropa. Perbedaan yang terjadi disebabkan oleh faktor biologis, sosiologis dan budaya yang menaungi keberadaan bahasa tersebut. Dalam pembelajaran disarankan memperhatikan aspek dialek laki-laki dan perempuan. Kata Kunci: Dialek, Bahasa, Laki-laki, Perempuan. Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2019-12-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2019.052.07 10.14421/almahara.2019.052.07 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 5 No. 2 (2019); 271-300 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2019.052.07/1752 Copyright (c) 2019 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/2748 2020-12-30T17:29:24Z almahara:ART

Pengembangan Media Pembelajaran Ta‘bīr Berbasis Permainan Uno Stacko pada Siswa MA Ibnul Qoyyim Putra Yogyakarta Angelina, Mutiara Hamdun, Dudung Development Learning Media Uno Stacko Abstract The discussion in this article aims to find out whether the development of learning media ta'bīr based on games Uno Stacko can improve learning outcomes of the eleventh-grade male science students in Madrasah Aliyah Ibnul Qoyyim. This research is included in the research and development research category which develops learning media ta'bīr based on the game Uno Stacko. Due to time constraints in the study, the research scope is limited to the aforementioned location.  The results of the research in this article show: 1) the creation of the  Arabic uno stacko game in ta‘bīr  subject for the eleventh grade students at the Islamic high school. 2) the test results for the acceptance of the Uno Stacko is very positive, due to an increase in student learning outcomes. 3) there are some improvements from the experts who make the game Arabic Uno Stacko to meet the quality and standards of a good game. Keywords: Development, Learning Media, Uno Stacko Abstrak Pembahasan dalam artikel ini bertujuan untuk mengetahui tentang pengembangan media pembelajaran ta‘bīr berbasis permainan uno stacko dapat meningkatkan hasil belajar pada siswa kelas XI IPA Madrasah Aliyah Ibnul Qoyyim Putra. Penelitian ini masuk dalam ketegori penelitian research and development yang melakukan pengembangan media pembelajaran ta‘bīr berbasis permainan uno stacko. Adapun lokasi penelitian dalam artikel ini hanya terbatas di kelas XI IPA MA Ibnul Qoyyim Putra Yogyakarta sebagai satu-satunya lokasi penelitian, dikarenakan adanya keterbatasan waktu dalam penelitian. Hasil penelitian dalam artikel ini menunjukkan: 1) terciptanya permainan uno stacko arabic pada pelajaran ta‘bīr kelas XI IPA tingkat Madrasah Aliyah. 2) hasil uji coba untuk keberterimaan dari adanya media pembelajaran uno stacko ini sangat positif, disebabkan adanya peningkatan pada hasil belajar siswa. 3) adanya beberapa revisi dari para ahli yang menjadikan permainan uno satcko arabic kelas XI IPA Madrasah Aliyah bertambah sempurna dan memenuhi standar kualitas permainan yang baik. Kata kunci: Pengembangan, Media Pembelajaran, Uno Stacko Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2019-12-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2019.052.04 10.14421/almahara.2019.052.04 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 5 No. 2 (2019); 207 - 230 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2019.052.04/1749 Copyright (c) 2019 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/2750 2020-12-30T17:29:24Z almahara:ART

Pengembangan Media Pembelajaran Arabic Corner Mumtāz untuk Meningkatkan Penguasaan Mufradāt Kelas XI Agama 2 MAN 3 Bantul Syarifah Rodli, Ahmad Learning Media Media Development Mumtāz Arabic Corner Abstract This study aims to develop learning media Mumtāz Arabic Corner in increasing students’ mastery of mufrādāt and how the influence of media in the eleventh-grade students majoring in religion at MAN 3 Bantul. This study uses research and development. model. The research result of the development of Arabic learning media is in the form of learning media Mumtāz Arabic Corner. Based on the assessment of media experts on this learning media, the overall score is 55 out of the highest score of 60 and has a "Very Good" quality with a percentage of 97.00%, while the material expert assessment of this media gets a score of 49 from the highest score of 60 and has a quality of " Very Good "with a percentage of 81.66%. The results of a broad group trial showed an increase in mastery of mufrādāt, as evidenced by the results of the posttest (79.4) greater than the value of the pretest (61.2). The results of the calculation of significance using SPSS 18 show the significance value is 0,000 <0.05 which means that there are significant differences between the average test scores before using the learning media Mumtāz Arabic Corner with after using the learning media. From the discussion of this research, it can be concluded that the learning media Mumtāz Arabic Corner influence the students increasing mastery of mufrādāt. Keywords: Learning Media, Media Development, Mumtāz Arabic Corner Abstrak Penelitian ini bertujuan untuk mengembangkan media pembelajaran “Arabic Corner Mumtāz” dalam meningkatkan penguasaan mufrādāt yang dimiliki siswa serta bagaimana pengaruh media di kelas XI Agama 2 MAN 3 Bantul. Penelitian ini menggunakan model Research and Development. Hasil Penelitian pengembangan media pembelajaran bahasa Arab ini berupa media pembelajaran “Arabic Corner Mumtāz” untuk kelas XI Agama 2 MAN 3 Bantul. Berdasarkan penilaian ahli media terhadap media pembelajaran ini diperoleh nilai secara keseluruhan adalah 55 dari skor tertinggi 60 dan memiliki kualitas “Sangat Baik” dengan persentase 97,00 %, sedangkan penilaian ahli materi terhadap media ini mendapatkan skor 49 dari skor tertinggi 60 dan memiliki kualitas “Sangat Baik” dengan persentase 81,66%. Kemudian berdasarkan hasil uji coba kelompok luas pada siswa kelas XI Agama 2 MAN 3 Bantul menunjukkan adanya peningkatan penguasaan mufrādāt, dibuktikan dengan hasil posttest (79,4) lebih besar dibandingkan nilai pretest yaitu (61,2). Serta hasil perhitungan signifikansi menggunakan bantuan aplikasi SPSS 18, bahwa nilai signifikansi 0,000 < 0,05 yang artinya terdapat perbedaan yang signifikan antara rata-rata nilai tes sebelum menggunakan media pembelajaran “Arabic Corner Mumtāz” dengan setelah menggunakan media pembelajaran tersebut. Dari uraian penelitian tersebut dapat disimpulkan bahwa media pembelajaran “Arabic Corner Mumtāz” berpengaruh terhadap peningkatan penguasaan mufrādāt untuk siswa kelas XI Agama 2 MAN 3 Bantul. Kata Kunci: Media Pembelajaran, Pengembangan Media, Arabic Corner Mumtāz. Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2019-12-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2019.052.05 10.14421/almahara.2019.052.05 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 5 No. 2 (2019); 231 - 248 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2019.052.05/1750 Copyright (c) 2019 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/2796 2020-12-30T17:29:24Z almahara:ART

Tantangan dan Prospek Studi Bahasa Arab di Indonesia Munip, Abdul Arabic Language Challenges Arabic Prospects Arabic Studies Abstract In fact, Arabic in Indonesia has been studied since Islam entered Indonesia, because Arabic is the language of two main sources of Islamic teachings, and is also used in the rituals of prayer, dhikr and prayer.  Religious motivation is the most significant why Arabic is still studied in Indonesia until now. However, learning Arabic in Indonesia has not shown brilliant success, especially in the four language skills comprehensively. This article aims to explore the challenges and prospects of studying Arabic in Indonesia. Currently, Arabic studies are facing challenges, among others: first in terms of objectives. There is confusion between learning Arabic as a goal, namely mastering language proficiency, and learning Arabic as a tool for mastering other knowledge that uses Arabic as its source.  Second, in terms of the types of Arabic that are studied, whether classical Arabic, modern or everyday Arabic. Third in terms of the method, there is uncertainty between maintaining the old method and using the new method. Linguistic and non-linguistic problems also play a role in disrupting the smooth study of Arabic for Indonesian students. However, all of that did not reduce the enthusiasm of Indonesians in learning Arabic. This is proven by the establishment of Arabic Language Study Program in several universities. Learners of Arabic also don't need to worry, because the translating profession can become their career choice Keywords: Arabic Language Challenges, Arabic Prospects, Arabic Studies.   Abstrak Sesungguhnya, bahasa Arab di Indonesia telah dipelajari sejak Islam masuk ke Indonesia, karena bahasa Arab adalah bahasa yang digunakan dalam dua sumber utama ajaran Islam, dan juga digunakan dalam ritual shalat, berdzikir dan berdoa. Motivasi religius menjadi motivasi paling signifikan mengapa bahasa Arab masih dipelajari di Indonesia sampai sekarang ini. Namun demikian, pembelajaran bahasa Arab di Indonesia belum menunjukkan kesuksesan yang gemilang, terutama dalam penerapan empat kemahiran secara komprehensif. Artikel ini bertujuan mengeksplorasi tantangan dan prospek studi bahasa Arab di Indonesia. Sesunguhnya, sekarang ini studi bahasa Arab sedang menghadapi tantangan antara lain: pertama dari segi tujuan. Terdapat kerancuan antara mempelajari bahasa Arab sebagai tujuan, yakni menguasai kemahiran berbahasa, dan mempelajari bahasa Arab sebagai alat untuk menguasai pengetahuan lain yang menggunakan bahasa Arab sebagai wahananya. Kedua dari segi jenis bahasa Arab yang dipelajari, apakah bahasa Arab klasik, modern atau bahasa Arab sehari-hari. Ketiga dari segi metode, terdapat kegamangan antara mempertahankan metode lama dan menggunakan metode baru. Problem linguistik dan non linguistik juga berperan dalam mengganggu kelancaran studi bahasa Arab untuk siswa Indonesia. Namun demikian, semua itu tidak mengurangi semangat orang Indonesia dalam mempelajari bahasa Arab. Hal ini dibuktikan dengan berdirinya prodi Pendidikan Bahasa Arab di beberapa perguruan tinggi. Para pembelajar bahasa Arab juga tidak perlu khawatir, karena profesi penerjemah bisa menjadi pilihan karier mereka. Kata Kunci: Tantangan Bahasa Arab, Prospek Bahasa Arab, Studi bahasa Arab Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2020-01-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2019.052.08 10.14421/almahara.2019.052.08 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 5 No. 2 (2019); 301-316 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2019.052.08/1760 Copyright (c) 2020 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/2943 2020-12-30T17:28:24Z almahara:ART

Pembelajaran Bahasa Arab Berbasis Common European Framework Of Reference For Language (CEFR) Di Indonesia Talqis Nurdianto Noor Azizi bin Ismail CEFR Arabic learning Pembelajaran Bahasa Arab Learning and teaching Arabic for non-Arabic speakers continues to develop, from methods, teaching aid to curriculum. The development of learning and teaching follows the changing demands of the era and era of learners (students). This renewal of methods and media does not mean that the older version is forgotten altogether, but rather they became a platform to be improved thus giving a good impression on Arabic learners that learning Arabic is easy and fun. For Indonesians, Arabic, like any other foreign languages, is not their native language. Depending on the learners, learning Arabic has different levels of difficulty. The difficulty of learning is not always due to the language but also the student. The Common European Framework of Reference for Language (CEFR) in learning foreign languages in Europe is an alternative method chosen in learning English for non-English speakers in Europe. Can this theory be applied in Arabic learning, as can 40 foreign languages besides English? This study seeks to determine the effectiveness, opportunities and challenges of learning Arabic in Indonesia using CEFR by using descriptive qualitative methods. The level of formal education that refers to the age of students is not used in learning Arabic with CEFR. The CEFR theory in learning Arabic refers to Arabic language ability at each level and has the total of six levels.. A1 and A2 are for beginners, B1 and B2 for intermediate, and C1 and C2 for advanced levels. Arabic learning material arranged according to the competencies of each level makes it possible for anyone to learn it and occupy the level according to their abilities. Meanwhile, the implementation of CEFR in learning Arabic in Indonesia and its opportunities and challenges is still difficult to find, both in formal and non-formal education without support from the government. Keywords: CEFR, Arabic learning. Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2020-06-24 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2020.061.01 10.14421/almahara.2020.061.01 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 6 No. 1 (2020); 1-22 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2020.061.01/1853 Copyright (c) 2020 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/2951 2020-12-30T17:28:24Z almahara:ART

Peningkatan Mutu Pembelajaran Bahasa Arab Berbasis Aktivitas Di Madrasah Ibtidaiyah Makruf, Imam Anisatul Barokah Quality Improvement Learning Activities Madrasah Ibtidaiyah Implementing the 2013 curriculum, these madrassas have generally begun to apply scientific learning. However, it still cannot be carried out optimally. This article aims to find out the improvement in the quality of Arabic learning in MI (Madrasah Ibtidaiyah) in Kartasura District which is characterized by an increase in teacher skills in developing activity-based Arabic learning strategies, the variety of learning activities, the activeness of students in participating in learning and increasing the ability of Arabic language learners. By using the Service-Learning approach which is integrated with Participatory Action Research with the main stages of preparation or planning, serving or action, and evaluation or reflection. There were 8 madrasas in Kartasura District being observed. Data were collected by observation, interview and documentation, and validated by a focused group discussion.  The results of this research show that; the teachers apply various learning activities that are varied for each maharah although the intensity and variation varies. Among the learning activities of mahārah istimā’-kalām is the reinforcement of memorization of Arabic vocabulary and expressions using drill or istimā’-kalām, singing, and word chain. Mahārah qirā'ah has more activities involving reading out loud classically, whether in large groups, small groups, or individual loud reading activities, chain reading, and reading with media such as LCDs, cards, or objects that are given Arabic names. For maharah kitabah, the most widely used activity is imla', follow the line, stringing words into sentences, and guided writing through assignments. The activeness of the students in participating in learning also increased, although not too significantly. Likewise with the activeness and ability of Arabic language. After implementing the activity-based learning, the students the language ability has also increased. Keywords: Quality Improvement, Learning Activities, Madrasah Ibtidaiyah Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2020-06-24 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2020.061.03 10.14421/almahara.2020.061.03 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 6 No. 1 (2020); 39-58 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2020.061.03/1822 Copyright (c) 2020 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/2954 2020-12-30T17:28:24Z almahara:ART

Pengembangan Media Pembelajaran Bahasa Arab Berbasis Portable Engklek Arabic Di Kelas IV Madrasah Ibtidaiyah Teatantia Nurhadi Arabic portable hopscotch Media Arabic Learning Media Portable Engklek Arabic Madrasah Ibtidaiyah Pembelajaran Bahasa Arab Learning Arabic at MI Sultan Agung holds on to translations and is mostly done by conventional methods. Students who are too active are considered to disturb the course of the lesson. Teachers cannot focus on developing competencies because they are burdened with other tasks and responsibilities. This study aims to develop the portable hopscotch media in learning Arabic, find out the feasibility of the media, and determine students' responses to the media. This study uses the type of research and development of the Borg and Gall model. The feasibility of the product was reviewed by one media expert lecturer, one material expert lecturer, one teacher as reviewer and responded by as many as 28 grade 4 MI Sultan Agung Yogyakarta students. The instrument used in this study was a questionnaire to see the product quality and student questionnaire responses to the media product. The results of expert assessment and student responses in the form of quantitative data were analyzed with assessment criteria and percentage of ideals. The result of this research and development is in the form of Arabic portable hopscotch media product. Based on the assessment of media experts, material experts and reviewers. Arabic portable hopscotch successively got a percentage of ideals of 85.8% (Very Good), 82.5% (Good) and 74.1% (Good). The response of 28 students in the trial of using Arabic portable hopscotch was Very Good, evidenced by the resulting data of 88.8%. From these results it can be concluded that the Arabic portable hopscotch media is suitable for use as a medium for learning Arabic.Keywords: Arabic portable hopscotch Media, Arabic Learning, Madrasah Ibtidaiyah. Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2020-06-24 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2020.061.02 10.14421/almahara.2020.061.02 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 6 No. 1 (2020); 23-38 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2020.061.02/1854 Copyright (c) 2020 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/2985 2020-12-30T17:28:24Z almahara:ART

Tarqiyatu fahmi al-Mufradāti bi-sti’māli al-Aflāmi al-‘arabiyyati Li talāmīżi al-Ṣaffi al-Ṡāni bi al-Madrasati al-‘āliyati al-Hukūmiyyati al-Ṡāniyati bi Bandung Imam, Jaka Wildana Wargadinata Film Arabic Learning Arabic Vocabulary The lack of mastery of mufradāt is one of the factors of the difficulty in mastering language skills, and Madrasah in particular does not have material specifically devoted to mufradāt. Mufradāt is taught along with language skills. This is intended to help students focus on the mahārah which must be mastered. This article aims to increase the understanding and mastery of mufradāt in Madrasah Aliyah in grade 11 of MAN 2 Padang Religious Program. The problem that arises in this school is the lack of mastery of mufradāt  in students which makes it difficult for them to understand teaching materials. Based on that, this research is limited to three important points; the technique of using film media in learning  mufradāt,, the levels of students' mastery of  mufradāt  before the action, and the level of mastery of students in mufradāt  after the action. The study used classroom action research method which is carried out in two cycles. The results of the study show that the steps in using film media have several points, giving a list of mufradāt, watching the film, reading the text hiwār from the film, giving difficult vocabulary and test. In the first cycle the value of students previously 66% to decreased to 58.37%, while in the second cycle increased to 86.46%. Keywords: Film, Arabic Learning, Arabic Vocabulary Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2020-06-24 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2020.061.06 10.14421/almahara.2020.061.06 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 6 No. 1 (2020); 99-118 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2020.061.06/1825 Copyright (c) 2020 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/2990 2020-12-30T17:28:24Z almahara:ART

Kompetensi Interkultural Pengajaran Bahasa Arab sebagai Bahasa Asing pada Jenjang Madrasah Aliyah Muhammad Yusuf Madrasah Aliyah Intercultural Competence Kompetensi Interkultural, Foreign Language Pedagogy The intercultural aspect is an important component of teaching Arabic in Indonesia. That is because cross-cultural understanding is the basis for learners to be able to communicate and interact in Arabic effectively and efficiently. This paper examines how the concept of intercultural competence in teaching Arabic at the level of Madrasah Aliyah. Academic problems are read using the literature method and analyzed using content analysis. This study formulates that intercultural competence in teaching Arabic at the Madrasah Aliyah level consists of students' knowledge of the language as a cultural phenomenon of Arab society, student awareness of cultural distinction and culture of Arab society, and sensitivity of students to these differences. In the framework of obtaining intercultural competencies, the learning process must be constructive, interactive, connective, reflective, and responsive. While teaching evaluation can be done using oral tests or by observation, project-based assessment, portfolio, or peer assessment. In addition, the qualifications of a teacher besides being professional must also be able to understand the culture of Arab and Islamic society to further assess, be innovative, and be able to conduct constructive studies of the cultural and linguistic aspects of Arab and Indonesian society. Keywords: Intercultural Competence, Foreign Language Pedagogy, Arabic Language, Madrasah Aliyah Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2020-06-24 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2020.061.05 10.14421/almahara.2020.061.05 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 6 No. 1 (2020); 77-98 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2020.061.05/1824 Copyright (c) 2020 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/2995 2020-12-30T17:28:24Z almahara:ART

Tahlīlu al-Ahktā’i al-Kitābīyyati Fī Darsi al-Imlā’ litilmīżāti al-Fashli al-Awwali Fī al-Madrasati al-Mutawasiţati ma’hadi tahfīẓi al-Qur’ān bi ma’hadi al-Amīni Al-Islāmiyya Prenduan Luthfatul Qibtiyah Lindawati Writing Problem Analysis Imla Problem analysis is the process of identifying and interpreting linguistic problem made by students when learning a foreign language as a second language. Linguistic problem was found in all language skills, including writing skills. In practice, many students were doing some mistakes in writing as like morphological problem, syntax, and dictation. The purpose of this study is to analyze the forms of Imla problem and the causes of imla problem for students in 1st grade of Ma'had Tahfidz Al-Qur'an Al-Amien Prenduan Middle School and solutions to overcome these problems. This research is qualitative research, with a descriptive-analytic evaluative type. Data collection methods used were documentation and interviews. The data sources were documentation of the writing of 1st grade student of Ma'had Tahfidz Al-Qur'an Al-Amien Prenduan Middle School, imla instructor, and 1st grade student of Ma'had Tahfidz Al-Qur'an Al-Amien Prenduan. Data analysis techniques used in this study were data collection, problem identification, problem classification, problem explanation, and problem evaluation. The results of this study in imla writing problem were writing hamzah washal and qath'i, lam syamsiyah and qomariyah, alif layyinah, and tanwin fathah. While there were two factors for the occurrence of imla writing problems: 1) Internal factors: lack of understanding of the imla theory, poor hearing, unfocused, poor of  mufradat, and unable to distinguish letters, long and short. 2) External factors: unfavorable classroom conditions, teacher dictation, unclear teacher's voice and the teacher's explanation of the imla theory were not detailed. The effective solution to reduce these problems is Ishlah Mubasyir (direct improvement) and repeat the explaination for the wrong material. Keywords: Writing Problem Analysis, Imla Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2020-06-24 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2020.061.08 10.14421/almahara.2020.061.08 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 6 No. 1 (2020); 133-154 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2020.061.08/1855 Copyright (c) 2020 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/3051 2020-12-30T17:28:24Z almahara:ART

Pengembangan Kurikulum Bahasa Arab di Sekolah Islam Terpadu SMP Luqmanul Hakim Aceh Mardliyyah, Aisyam Musthofa, Tulus Curriculum Development Arabic Curriculum Integrated Islamic School Sekolah Islam Terpadu (SIT) or Integrated Islamic Schools are essentially schools that implement concepts. Islamic education is based on the Qur'an and Sunnah and is based on the National Education System Law. This article aims to describe and find out the curriculum components and curriculum organization in the Integrated Islamic School, especially in Arabic subjects at Luqmanul Hakim Aceh Integrated Islamic Middle School. The research method used was literature study (library research) with documentation and interview collection techniques and for its analysis using descriptive analysis. The results showed that the curriculum components in SIT are Objectives, Content, Process and Evaluation of Curricula that have TERPADU characteristics (Telaah/Study, Eksplorasi/Explore, Rumuskan/Formulate, Presentasikan/Present, Aplikasikan/Apply, Duniawi/Worldly, Ukhrowi/Divinity). Overall curriculum organization under the auspices of the JSIT institute of Arabic subjects at all levels and general subjects at elementary through junior high level can be classified in the curriculum organization of broad field curriculum, while general subjects at the level of senior high school belong to the curriculum organization of separated-subject. In its implication the SIT curriculum can be categorized into Integrated Curriculum. Keywords: Curriculum Development, Arabic Curriculum, Integrated Islamic School. Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2020-06-24 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2020.061.04 10.14421/almahara.2020.061.04 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 6 No. 1 (2020); 59-76 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2020.061.04/1823 Copyright (c) 2020 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/3089 2020-12-30T17:28:24Z almahara:ART

al-Kafā’atu al-Żātiyyatu Ladā al- Ṭalabati fī Tanfīżi Istirātījiyyāti Ta’līmi ISSO (al-Ta’līmi al-Żātīy wa al-Iyhāiyyati wa al-Muţaşhili al-Mubāsyiri) Deviana, Ade Destri Self-Efficacy Kitābah Independent Study Suggestopedia Online Covid-19 Arabic Learning Concentration centered on writing skills (kitābah) is the teacher's step to perfect the student’s mastery of mahāratu al-lughawiyyah. Its achievement is in accordance with the 2013 curriculum and the needs of students are able to make sentences and practice of qawāid nahwiyah (imlā'), compile simple paragraphs (insha'), and translate (tarjamah). The teacher is also able to direct students to be confident in their ability to do the kitābah assignment which is considered difficult and monotonous by using learning strategies during the government policy for conducting e-learning at home because of the Covid-19 virus. This study uses questionnaires, interviews, and direct participant observation with a qualitative descriptive approach.  The sample is 10 grade students in their second semester of MANPK-MAN 4 Banjar Indonesia academic year 2019-2020, aiming to determine students' self-efficacy in the implementation of the kitābah learning strategy, so that students are able to maintain their confidence. The results of the study were students' self-efficacy at a high level with an average value of 3.10 and the kitābah learning strategy used was ISSO (Independent Study, suggestopedia with Online). Independent Study makes students actively study and try to be independent. Suggestopedia as a process of generating student motivation uses sound, film and games. Most students (14%) enjoy online learning because they do not have to go to school, references are available on Google and learning can be done while relaxing. Other students (86%) prefer offline or in class learning because they could meet face to face, interact, understand clearly, be focused and effective. Keywords: Self-Efficacy, Kitābah, Independent Study, Suggestopedia, Online, Covid-19 Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2020-06-24 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2020.061.07 10.14421/almahara.2020.061.07 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 6 No. 1 (2020); 119-132 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2020.061.07/1826 Copyright (c) 2020 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/3146 2021-02-13T04:38:29Z almahara:ART

The Implementation of Sharf Learning Using KH. Muhammad Yusuf's Method at Terbuka Junior High School Wanar Lamongan / Penerapan Pembelajaran Sharf dengan Menggunakan Metode KH Muhammad Yusuf di SMP Terbuka Wanar Lamongan Fivi Nur Alifah Muhammad Thohir Learning Arabic Sharf KH Muhammad Yusuf Method Pembelajaran Bahasa Arab A lot of sentence changes in Arabic make it difficult for students to interpret Arabic texts, students lack understanding about the meaning of words that have changed from the original form to another form. The purpose of this study is to find out in depth about the sharf learning process at The Open Junior High School by using the KH Muhammad Yusuf sharf method, and also to find out the supporting factors and inhibiting factors in this method. This study used a descriptive qualitative method with data sources, namely direct interviews with teachers at SMP located in the village of Wanar, Lamongan Regency. The results of this study are the students required to memorize a wazan along with examples in one day. The focus of the material on the four bina’ which are most often found in Arabic texts. The supporting factors in this study are sharf books, teachers, and boarding schools. While the inhibiting factors in this study are student motivation and student background at the previous level of education. Keywords: Learning Arabic, Sharf,  KH Muhammad Yusuf Method   Abstrak Perubahan kalimat yang banyak dalam bahasa Arab membuat siswa kesulitan dalam mengartikan teks yang berbahasa Arab, siswa kurang memahami tentang arti kata yang telah berubah dari bentuk asal ke bentuk lain. Tujuan dari penelitian ini adalah ingin mengetahui secara mendalam tentang proses pembelajaran sharf di SMP Terbuka dengan menggunakan metode sharf KH Muhammad Yusuf, dan ingin mengetahu faktor-faktor pendukung serta factor penghambat dalam metode ini. Penelitian ini menggunakan metode kualitatif desrkriptif dengan sumber data yaitu wawancara langsung terhadap guru di SMP Terbuka yang terletak di desa Wanar Kabupaten Lamongan. Hasil dari penelitian ini adalah siswa di wajibkan menghafalkan satu wazan beserta contohnya dalam waktu satu hari. Serta fokus materi pada empat bina’ yang paling sering di temukan di tek-teks berbahasa Arab. Adapun faktor pendukung dalam pembelajaran ini adalah kitab sharf, guru, dan asrama pesantren. Sedangkan faktor penghambat dalam pembelajaran ini adalah motivasi siswa serta latar belakang siswa pada jenjang sebelumnya. Kata Kunci: Pembelajaran Bahasa Arab, Sharf, Metode KH Muhammad Yusuf Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2020-12-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2020.062.04 10.14421/almahara.2020.062.04 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 6 No. 2 (2020); 217-240 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2020.062.04/1930 Copyright (c) 2020 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/3261 2020-12-30T16:46:29Z almahara:ART

Ahdāfu Ta’līmi al-lughah al ‘arabiyāh fī manhaji alfaīn wa tsalātsata ‘asyara (dirāsah tahlīlīyah ‘ala ma’āyīr ‘ālamīyah: aurūbīyah wa amrīkīyah) Hanifah, Umi Zainal Abidin Hajib 2013 Curriculum Indonesia and the West Learning Arabic Learning Objectives Indonesia dan Barat Kurikulum 2013 Pembelajaran bahasa Arab Tujuan Pembelajaran One of the determinants of the success of learning Arabic for non-Arabic is the clarity of learning objectives according to their level. In this study, the reseacher described the goal of learning Arabic for non-Arabic in the West (Europe and America), and in Indonesia according to the 2013 curriculum. This paper uses a qualitative approach. Data obtained from various sources of literature and related documents. After describing the goal of learning Arabic for non-Arabic in European, American and Indonesian, the reseacher analyzed it with descriptive analysis. The results show that the purpose of learning Arabic in Indonesia as stated in the 2013 curriculum has not yet referred to a certain level, while the goal of learning Arabic in the West has been formulated according to its position as a foreign language and according to each level. It is hoped that this study will initiate curriculum developers in Indonesia, to formulate the objectives and standards of learning Arabic in accordance with its position as a foreign language in Indonesia according to its level. So that learning Arabic in Indonesia can be equal to learning Arabic at the international level as in Europe and America. Keywords: 2013 Curriculum, Indonesia and the West, Learning Arabic, Learning Objectives   Abstrak Salah satu faktor penentu suksesnya pembelajaran bahasa Arab untuk non-Arab-adalah tujuan pembelajaran yang jelas dan sesuai dengan levelnya. Problematika yang terjadi di Indonesia selama ini adalah, rendahnya kemampuan para pendidik dalam merumuskan tujuan pembelajaran bahasa Arab untuk non-Arab secara tepat. Dalam kajian ini, penulis mendeskripsikan tujuan pembelajaran bahasa Arab untuk non-Arab, di Barat (Eropa dan Amerika), dan di Indonesia (kurikulum 2013). Dengan demikian, kajian ini sangat penting bagi para pendidik bahasa Arab dalam memahami bagaimana merumuskan tujuan pembelajaran bahasa Arab untuk non-Arab. Tulisan ini menggunakan pendekatan kualitatif. Setelah mendeskripsikan tujuan pembelajaran bahasa Arab untuk non-Arab di Barat (Eropa dan Amerika) dan di Indonesia, penulis menganalisisnya dengan deskripstif analisis. Hasilnya menunjukkan bahwa tujuan pembelajaran bahasa Arab di Indonesia sebagaimana tertera dalam kurikulum 2013 belum mengacu pada tingkatan atau level tertentu. Sedangkan tujuan pembelajaran bahasa Arab di Barat, telah dirumuskan sesuai dengan posisinya sebagai bahasa Asing dan sesuai dengan level masing-masing. Diharapkan kajian ini dapat menginisiasi para pengembang kurikulum di Indonesia, untuk merumuskan tujuan pembelajaran bahasa Arab dan standarisasinya sesuai dengan posisinya sebagai bahasa Asing di Indonesia dan sesuai dengan levelnya, sehingga pembelajaran bahasa Arab di Indonesia dapat sejajar dengan pembelajaran bahasa Arab level internasional sebagaimana di Eropa dan Amerika. Kata Kunci:  Indonesia dan Barat, Kurikulum 2013, Pembelajaran bahasa Arab, Tujuan Pembelajaran Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2020-12-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2020.062.01 10.14421/almahara.2020.062.01 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 6 No. 2 (2020); 155-174 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2020.062.01/1927 Copyright (c) 2020 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/3267 2020-12-28T12:27:12Z almahara:ART

The Material Analysis and Learning Method of Nahwu in the Book of Qawa'id Al-Asasiyyah Li Al-Lughah Al-'Arabiyyah Muhammad Iqbal Zamzami Dailatus Syamsiyah Materi Metode Pembelajaran Nahwu Kitab Qawa’id al-Asasiyyah li al-Lughah al-‘Arabiyyah The learning materials Nahwu learning method Book Qawa 'id Al-Asasiyyah Li Al-LughahAl-Arabiyyah The learning materials are knowledge, behavior, and competence that students must learn to achieve the established standards of competence. A learning method is used as lesson materials presented to students in the class, both individually and in groups. These are essential learning components to discuss, for the right learning methods will make it easier for students to receive the given learning materials. It aims to know the material's content and the methods of learning Nahwu book Qawa 'id Al-Asasiyyah Li Al-Lughah Al-Arabiyyah. The study is a library study (library research), a descriptive-analytical nature, Focusing on the aspects of selection, graduations, presentations, and repetitions in the material presented. The study's result is that the book Qawa 'id Al-Asasiyyah Li Al-Lughah Al-Arabiyyah uses deductive methods in its Nahwu learning methods. From the selection aspect, the book's vocabulary has a purpose to Apply Nahwu to Arabic verse, verse The Quran, and specific themed readings. From the gradations' aspect, in the gradations aspect typology of straight gradations, only a few subchapters use varying shades. As for the aspect of the presentation, the learning representation aspects more on an I 'rab analysis on a fair reading text of a manuscript, a magazine newspaper, a Qur 'an, and so on. Then on the aspect of the rehearsal, using a matter of evaluation tools. There is a supplement of I 'rab to reinforce the subject of qawa'id. Keywords:The learning materials, Nahwu learning method, Book Qawa 'id Al-Asasiyyah Li Al-LughahAl-Arabiyyah.   Abstrak Materi pembelajaran merupakan pengetahuan, perilaku, dan kemahiran yang harus dipelajari oleh siswa untuk mencapai standar kompetensi yang ditetapkan. Metode pembelajaran dimanfaatkan guru sebagai alat penyajian materi pelajaran kepada siswa di dalam kelas baik secara individu maupun kelompok.  Dua hal tersebut merupakan komponen pembelajaran yang penting untuk dibahas, karena metode pembelajaran yang tepat akan memudahkan siswa dalam menerima materi pembelajaran yang diberikan. Penelitian ini bertujuan untuk mengetahui isi materi dan metode pembelajaran Nahwu kitab Qawa’id al-Asasiyyah li al-Lughah al-‘Arabiyyah. Jenis penelitian adalah kajian pustaka (library research) yang bersifat deskriptif – analitis, dengan fokus kajian pada aspek seleksi, gradasi, presentasi dan repetisi dalam penyajian materi. Hasil dari penelitian ini adalah bahwa kitab Qawa’id al-Asasiyyah li al-Lughah al-‘Arabiyyah menggunakan metode deduktif (qiyasi) dalam metode pembelajaran Nahwunya. Dari aspek seleksi, kosakata kitab memiliki tujuan untuk mengaplikasikan ilmu Nahwu pada syair Arab, ayat Al-Qur’an dan bacaan bertema tertentu. Dari aspek gradasi, secara umum kitab ini menggunakan tipologi gradasi lurus, hanya pada beberapa sub bab menggunakan gradasi putar. Sedangkan dari aspek presentasi, strategi pembelajaran yang digunakan pada kitab lebih berfokus pada analisis i’rab pada sebuah teks bacaan baik berupa naskah, koran majalah, Al-Qur’an, dan lain lain. Kemudian pada aspek repetisi, menggunakan alat evaluasi yang berupa soal-soal dan latihan. Selain berupa soal dan latihan, ada suplemen berupa i’rab untuk menguatkan materi tentang qawa’id. Kata kunci: Materi, Metode Pembelajaran Nahwu, Kitab Qawa’id al-Asasiyyah li al-Lughah al-‘Arabiyyah. Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2020-12-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2020.062.06 10.14421/almahara.2020.062.06 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 6 No. 2 (2020); 257-278 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2020.062.06/1924 Copyright (c) 2020 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/3294 2020-12-28T12:27:12Z almahara:ART

Development of E-Module Media in Learning Arabic for Class X Students of MAN 4 Ngawi Muarifatul Maulidiana Nasiruddin, Nasiruddin Pengembangan Media E-Modul Pembelajaran Bahasa Arab Development Electronic Module Media Arabic Learning Learning Arabic at MAN , Ngawi only uses LKS or student worksheets as a learning media and uses the lecture method. The students are bored, sleepy, and lack understanding of the material delivered by the teacher. This study aims to develop Arabic electronic module media, find out the media's quality, and determine students' responses to the media. This study uses the type of research and development of the Borg and Gall model. The quality of the product was assessed by one material expert, one media expert, one Arabic teacher, and responded by five students in a limited trial and 26 students in an extensive trial. The instrument used in this study was a questionnaire to see product quality and student questionnaire responses to the product. Data analysis techniques using qualitative and quantitative. The results of this research and development are in the form of Arabic electronic module media. The quality of Arabic electronic module according to material expert, media expert, Arabic teacher successively got a percentage of 88,00%(Very Good), 91,25% (Very Good) and 86,66% (Very Good). While the students' responses to the Arabic electronic module in the limited trial and the extensive trial successively got a percentage of 80,00% (Agree) and 90,23% (Strongly Agree).  Based on these results, it can be concluded that Arabic electronic module media is suitable for use as a media for learning Arabic.   Keywords: Development, Electronic Module Media, Arabic Learning   Abstrak : Pembelajaran bahasa Arab di MAN 4 Ngawi hanya menggunakan LKS sebagai media pembelajaran dan menggunakan metode ceramah. Hal ini membuat peserta didik cenderung bosan, ngantuk, dan kurang memahami materi yang disampaikan guru. Penelitian ini bertujuan untuk mengembangkan media e-modul bahasa Arab, mengetahui kualitas media, dan mengetahui respon siswa terhadap media tersebut. Penelitian ini menggunakan jenis penelitian dan pengembangan model Borg and Gall. Kualitas produk dinilai oleh satu ahli materi, satu ahli media, satu guru bahasa Arab dan direspon oleh 5 siswa pada uji coba terbatas dan 26 siswa pada uji coba luas. Instrumen yang digunakan dalam penelitian ini berupa angket untuk melihat kualitas produk dan angket respon siswa terhadap produk tersebut. Teknik analisa data menggunakan kualitatif dan kuantitatif. Hasil penelitian dan pengembangan ini berupa media ­e-modul bahasa Arab. Kualitas e-modul bahasa Arab menurut ahli materi, ahli media dan guru bahasa Arab secara berturut-urut memperoleh persentase sebesar 88,00% (kategori Sangat Baik), 91,25% (kategori Sangat Baik), dan 86,66% (kategori Sangat Baik). Sedangkan respon siswa terhadap e-modul bahasa Arab pada uji coba terbatas dan uji coba luas secara berturut-urut memperoleh persentase sebesar 80,00%(kategori Setuju) dan 90,23% (kategori Sangat Setuju). Berdasarkan hasil penelitian tersebut dapat disimpulkan bahwa media e-modul layak digunakan sebagai media pembelajaran bahasa Arab. Kata Kunci : Pengembangan, Media E-Modul, Pembelajaran Bahasa Arab. Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2020-12-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2020.062.07 10.14421/almahara.2020.062.07 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 6 No. 2 (2020); 279-292 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2020.062.07/1925 Copyright (c) 2020 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/3404 2020-12-28T12:27:12Z almahara:ART

Development and Maintenance of Arabic through Education in Islamic Education Institutions in Indonesia/ Pengembangan Dan Pemertahanan Bahasa Arab Melalui Pendidikan Di Lembaga Pendidikan Islam Di Indonesia Widodo, Sembodo Ardi Progress development maintenance Arabic Perkembangan Pengembangan Pemertahanan Bahasa Arab Arabic grew and developed in various parts of Indonesia along with the entry of Islam into the archipelago. The entry of Islam in Indonesia brought Islam's teachings as contained in Arabic, which was integrated into Islamic law. This research is oriented to describe the development of the Arabic language, spread and maintain it in various educational institutions, both formal and non-formal in Indonesia, and map it anthropologically. This research is library research using a descriptive-qualitative approach. Sources of data in this study come from classical and contemporary books related to the development of Arabic in Indonesia. This research data analysis technique refers to Miles and Huberman's analysis model, which consists of several stages, starting from data reduction, data presentation, and verification or concluding. The results of this study indicate that the entry of Islam and scholars in Indonesia has contributed significantly to Arabic use. Besides, madrasah, pesantren, and course institutions as formal and non-formal institutions substantially contribute to the spread and maintenance of Arabic in Indonesia. Pesantren emphasizes two development functions, namely the development of a comprehensive academic aspect through various sciences related to Arabic and cultural aspects through the lives of students and kyai in the pesantren. Meanwhile, madrasas tend to play a role in developing and disseminating Arabic in an academic-communicative manner. Meanwhile, learning Arabic in a language village as implemented in Pare Kediri emphasizes the practical aspects of mastering Arabic in everyday life. The Arabic learning process is taught by including language skills, which include listening skills, speaking skills, reading skills, and writing skills. Anthropologically, it is known that the development of Arabic through cultural teaching occurs in Islamic boarding schools and madrasas, which are now included in formal education. Through cultural learning, it occurs in community-managed language villages that fall into the category of non-formal education. Keywords: Progress, development, development, maintenance, Arabic   Abstrak Bahasa Arab tumbuh dan berkembang di berbagai wilayah Indonesia seiring dengan masuknya agama Islam ke Nusantara. Masuknya agama Islam di Indonesia membawa ajaran Islam di mana terkandung di dalamnya bahasa Arab yang menyatu dalam syariat Islam. Penelitian ini diorientasikan untuk mendeskripsikan perkembangan bahasa Arab, upaya penyebaran dan pemertahannya di berbagai lembaga pendidikan baik formal maupun non formal di Indonesia sekaligus memetakannya secara antropologis. Penelitian ini merupakan penelitian kepustakaan dengan menggunakan pendekatan deskriptif-kualitatif. Sumber data dalam penelitian ini bersumber pada kitab klasik dan kontemporer yang berkaitan dengan perkembangan bahasa Arab di Indonesia. Teknik analisis data yang digunakan dalam penelitian ini mengacu pada model analisis   Miles dan Huberman yang terdiri dari beberapa langkah yang dimulai dengan proses reduksi data, penyajian data dan verifikasi  data atau penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa masuknya agama Islam dan ulama di Indonesia turut membawa andil yang besar pada eksistensi penggunaan bahasa Arab. Selain itu, madrasah, pesantren dan lembaga kursus sebagai lembaga formal dan non formal yang memiliki kontribusi yang kuat pada penyebaran dan pemertahanan eksistensi bahasa Arab di Indonesia. Pesantren menekankan pada dua fungsi pengembangan, yaitu pengembangan pada aspek akademis secara komprehensif melalui berbagai ilmu yang terkait dengan bahasa Arab dan aspek budaya melalui kehidupan santri dan kyai di pesantren. Sedangkan madrasah cenderung berperan dalam pengembangan dan penyebaran bahasa Arab secara akademis-komunikatif. Sementara itu, pembelajaran bahasa Arab di kampung bahasa seperti yang dilaksanakan di kampung Pare Kediri lebih menekankan pada aspek penguasaan bahasa Arab secara praktis dalam kehidupan sehari-hari. Dalam proses pembelajarannya, bahasa Arab diajarkan dengan mencakup unsur keterampilan berbahasa yang meliputi keterampilan menyimak, keterampilan berbicara, keterampilan membaca dan keterampilan menulis. Adapun secara antropologis, diketahui bahwa pengembangan bahasa Arab melalui teaching cultures terjadi di pesantren dan madrasah yang sekarang ini masuk dalam kategori pendidikan formal, sedangkan lewat learning cultures terjadi di kampung bahasa yang dikelola masyarakat yng masuk dalam kategori pendidikan non-formal. Kata Kunci: Perkembangan, Pengembangan, Pemertahanan, Bahasa Arab Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2020-12-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2020.062.03 10.14421/almahara.2020.062.03 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 6 No. 2 (2020); 195-216 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2020.062.03/1921 Copyright (c) 2020 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/3410 2020-12-30T16:50:28Z almahara:ART

Al Mahārah At Tawāshuliyyah Ladā At-Thalabah Bī Ma’hadi Dāril Qur’ān Wal Hadīst Al Majīdiyyah Asy Syāfi‘iyyah Fansyuūr (Musykilātu Tathbīqiha Wa Istirātijiyyātu Hulūliha) Doni Handriawan Abd Rauf Tan Sri Hassan Nurul Jum’ah Communicative Skill Language Environment Problems Strategies Keterampilan Berbicara Lingkungan Berbahasa This research aims to analyze the problems in implementing communicative skill in this Institution and finds out its strategies to solve the problem. This research is a field research, using the observation method, interview and documentary data collection. In analyzing the data, researcher established several analytical stages; data collection, reduction, review and evaluation. The results of this research indicated problems that students face in practicing speaking skill; 1) Today, the Sheikhs are rare in using Arabic in teaching, and 2) the students themselves were eager to learn Arabic language than communication. They were shy in practicing it because of concerning about making mistakes, and worried about criticism. As for the challenges in training communicative skill are encouraging students and motivating them to prefer using actual language (speech and writing skill) over non-actual language (listening and reading skill). Researcher obtained some suggested strategies in building linguistic environment for Arabic speaking skill, which motivate students to practice and encourage them to speak in Arabic without worry of making errors in grammar, as well as building and reviving the Arabic Communities program. Keywords: Communicative Skill, Language Environment, Problems, and Strategies.   Abstrak Penelitian ini bertujuan untuk menganalisis berbagai problem yang dihadapi dalam meningkatkan keterampilan komunikasi di Ma’had ini dan mengungkap berbagai strategi yang ditempuh untuk mengatasinya. Penelitian ini merupakan penelitian lapangan menggunakan metode observasi, wawancara dan dokumentasi dalam pengumpulan datanya. Adapun dalam menganalisis data, maka peneliti menempuh beberapa tahapan analisis mulai dari koleksi data, reduksi, review dan evaluasi. Hasil penelitian ini menunjukkan bahwa beberapa masalah yang dihadapi oleh para mahasantri dalam mengembangkan keterampilan berkomunikasi bahasa Arab mereka antara lain; Saat ini beberapa Masyaikh justru jarang menggunakan bahasa Arab dalam menjelaskan materi, para mahasantri lebih gandrung mempelajari Qowa’id (gramatika) dan mengabaikan aspek komunikasi. Selain itu, mereka cendrung malu karena khawatir melakukan kesalahan dalam berbahasa dan mereka takut dikritik. Sehingga tantangan terbesar melatih kemampuan komunikasi bahasa Arab di Ma’had ini adalah bagaimana mendorong dan memotivasi mereka untuk menggunakan bahasa yang produktif (keterampilan berbicara dan menulis) daripada keterampilan yang reseptif (keterampilan mendengar dan membaca). Peneliti mengemukakan beberapa rekomendasi tentang strategi membangun lingkungan berbahasa untuk menunjang kemampuan berbicara bahasa Arab di Ma’had ini yaitu memotivasi mahasantri untuk terus berlatih dan tidak takut salah (keliru gramatikal) dalam berkomunikasi. Kemudian membentuk kembali kelompok atau komunitas bahasa Arab sebagai wadah sharing dan diskusi serta praktik berkomunikasi. Kata Kunci: Keterampilan Berbicara, Lingkungan Berbahasa, Permasalahan, and Strategi. Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2020-12-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2020.062.02 10.14421/almahara.2020.062.02 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 6 No. 2 (2020); 175-194 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2020.062.02/1928 Copyright (c) 2020 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/3502 2020-12-30T16:54:27Z almahara:ART

Character Education Model in Arabic Learning at Madrasah Aliyah / Model Pendidikan Karakter dalam Pembelajaran Bahasa Arab di Madrasah Aliyah Noza Aflisia Aan Hasanah Education Character Arabic Pendidikan Karakter Bahasa Arab Character education that is integrated in learning changes the mindset towards learning that is only in the cognitive realm. The emergence of character education makes character an important aspect of learning. Besides the material presented, there are characters that are formed and the expectations of the behavior of students that change for the better. This research aims to analyze the character education model in Arabic learning materials and Arabic learning activities at Madarsah Aliyah. This library research uses references from various data, books and journal articles. Data collection techniques by reviewing and analyzing data by collecting data, identifying and understanding, analyzing, presenting and concluding. The results showed that the character education model in Arabic learning materials: kalām material in the form of the story of the Prophet's shahabah, figures who have influence in the development of Islam, science, heroes, kitābah material by asking students to write texts related to the morals of parents, morals towards the environment, respect for teachers, qira’ah material taken from the reality of social life that occurs in the community, inspiring young figures, motivational stories, istimā 'material in the form of stories of prophets and clerical figures, poetry, Arabic songs. The characters education model in learning Arabic at Madarsah Aliyah are inculcation, role model, facilities, and skills development. Keywords: Education, Character, Arabic Abstrak Pendidikan karakter yang diintegrasikan dalam pembelajaran mengubah pola pikir terhadap pembelajaran yang hanya pada ranah kognitif saja. Kemunculan pendidikan karakter menjadikan karakter salah satu aspek penting yang dituju dalam pembelajaran. Disamping materi yang disampaikan ada karakter yang terbentuk dan harapan tingkah laku peserta didik yang berubah ke arah lebih baik. Penelitian ini bertujuan untuk menganalisis  model pendidikan karakter dalam materi pembelajaran bahasa Arab dan kegiatan pembelajaran Bahasa Arab di Madarsah Aliyah. Penelitian kepustakaan (Library Research) ini menggunakan rujukan dari berbagai data, buku dan artikel Jurnal. Teknik pengumpulan data dengan penelaahan dan analisis data dengan mengumpulkan data, mengidentifikasi dan memahami, menganalisis, penyajian dan penyimpulan. Hasil penelitian menunjukkan bahwa model pendidikan karakter dalam materi pembelajaran bahasa Arab : materi kalām berupa kisah sahabat Nabi SAW, tokoh yang memiliki pengaruh dalam pekembangan Islam, ilmu pengetahuan, pahlawan, materi kitābah dengan meminta siswa menuliskan teks terkait akhlak terhadap orang tua, akhlak terhadap lingkungan, hormat pada guru, materi qira’ah diambil dari realitas kehidupan sosial yang terjadi ditengah masyarakat, tokoh muda menginspirasi, cerita motivasi, materi istimā’ berupa kisah para nabi dan tokoh ulama, puisi, lagu Arab. Model pendidikan karakter dalam pembelajaran bahasa Arab di Madarsah Aliyah  yaitu inkulkasi, teladan, fasiliti, dan pengembangan keterampilan. Kata Kunci: Pendidikan, Karakter, Bahasa Arab Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2020-12-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2020.062.05 10.14421/almahara.2020.062.05 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 6 No. 2 (2020); 241-256 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2020.062.05/1929 Copyright (c) 2020 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/3540 2021-01-03T04:24:17Z almahara:ART

What is the Effect of Learning from Home Policy on the Perspectives of Islamic Boarding School Graduates (Pesantren) on Digital Learning in Higher Education ? Mufidah, Nuril Khan, Lubna Farah Learning from Home online digital learning students perspective higher education Belajar dari rumah pembelajaran digital perspektif mahasiswa pendidikan tinggi This article aims to describe the impact of government policies on learning from home and the effects on student perspectives on learning Online learning. The method used is descriptive qualitative with observation instruments, online surveys, discussion group forums with the research subjects of students majoring in Arabic language education graduates of Islamic boarding schools in 2019 at UIN Maulana Malik Ibrahim Malang, Indonesia. Research results are utilized on campus e-learning, which is integrated with SIAKAD and other applications such as WhatsApp and Zoom as well as Google Meet for teleconference facilities during student presentations and discussions. Islamic boarding school graduate students can take online lectures well. The student's perspective on online lectures after the learning from home policy is not suitable due to internet connection constraints and lectures using the assignment method only. Keywords: Learning from Home; online; digital learning; students perspective, higher education   Abstrak Artikel ini bertujuan untuk mendeskripsikan dampak kebijakan pemerintah pada pembelajaran dari rumah dan pengaruhnya terhadap perspektif mahasiswa dalam pembelajaran Online. Metode yang digunakan adalah deskriptif kualitatif dengan instrumen observasi, survei online, forum diskusi kelompok dengan subjek penelitian mahasiswa jurusan bahasa Arab lulusan pesantren tahun 2019 di UIN Maulana Malik Ibrahim Malang, Indonesia. Hasil penelitian menunjukkan kampus memanfaatkan e-learning kampus yang terintegrasi dengan SIAKAD dan aplikasi lain seperti WhatsApp dan Zoom serta fasilitas Google Meet untuk telekonferensi untuk presentasi dan diskusi. Mahasiswa alumni pondok pesantren bisa mengikuti perkuliahan online dengan baik. Perspektif mahasiswa terhadap perkuliahan online setelah kebijakan belajar dari rumah kurang baik. Hal ini karena kendala koneksi internet dan perkuliahan hanya menggunakan metode tugas.   Kata Kunci: Belajar dari rumah; online; pembelajaran digital; perspektif mahasiswa, pendidikan tinggi Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2020-12-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2020.062.08 10.14421/almahara.2020.062.08 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 6 No. 2 (2020); 293-304 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2020.062.08/1941 Copyright (c) 2020 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/3620 2021-12-08T15:25:33Z almahara:ART

Analysis of The Final Exam of Odd Semester Grades in Arabic for Fifth Grade Students of MI Kebomlati Tuban / Taḥlīl Bunūd Al Ikhtibār Al Nihā’i Limādati Al Lugah Al Arabiyah Fi Al Madrasah Al Ibtidā’iyah Al Islāmiyah Kebomlati Tūban Lailina Hidayah, Reni Saadatud Darain Ahmad Zainun Yusuf Nur Qomari Faisal Mahmoud Adam Ibrahim Analisis butir soal Bahasa Arab Evaluasi Kualitas Soal Arabic Evaluation Item Analysis Question Quality The purpose of this study was to analyze the final grade assessment items in the odd semester of Arabic for fifth-grade students at MI Kebomlati Tuban for the 2020/2021 academic year. This study uses a quantitative approach. The data in this study were obtained through question sheet documents and answers to the fifth-grade students of MI Kebomlati Tuban and were analyzed using formulas according to classical test theory (CTT) by using test validity based on the difference in power, the level of difficulty, and the question fraud. The results of this study are: (1) the results of the different power test show that there are 2 items with very good quality of difference, 19 good items, 7 medium items and 7 other items that do not have different power, even 1 of them has a value negative. So that the 7 items cannot be used; (2) at the level of difficulty, 9 items were found in the "difficult" category, 19 items were in the "medium" category and 14 items were in the "easy" category; (3) As for the quality of distractors in the final assessment questions of this semester, on average, they function well. Keywords: Questions, Question Quality, Evaluation, Arabic Abstrak Tujuan dari penelitian ini adalah untuk menganalisis butir soal penilaian akhir semester ganjil (PAS) mata pelajaran Bahasa Arab siswa kelas V di MI Kebomlati Tuban Tahun Pelajaran 2020/2021. Penelitian ini menggunakan pendekatan kuantitatif. Data dalam penelitian ini diperoleh melalui dokumen lembar soal dan jawaban siswa kelas V MI Kebomlati Tuban, dan dianalisis menggunakan rumus-rumus sesuai teori tes klasik (TTK) dengan menggunakan validitas tes berdasarkan daya beda, tingkat kesukaran, dan pengecoh soal. Adapun hasil dari  penelitian ini adalah: (1) hasil uji daya beda menunjukkan terdapat 2 butir soal dengan kualitas daya beda sangat baik, 19 butir soal baik, 7 butir soal sedang dan 7 butir soal lainya tidak memiliki daya beda, bahkan 1 soal diantaranya bernilai negatif. Sehingga 7 butir soal tersebut tidak dapat digunakan; (2) pada tingkat kesukaran ditemukan terdapat 9 butir soal masuk dalam kategori “sukar”, 19 butir soal dengan kategori “sedang” dan 14 butir soal dalam kategori “mudah”; (3) adapun kualitas pengecoh dalam soal penilaian akhir semester ini rata-rata berfungsi dengan baik. Kata kunci: Butir soal, Kualitas soal, Evaluasi, Bahasa Arab Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2021-06-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2021.071.01 10.14421/almahara.2021.071.01 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 7 No. 1 (2021); 1-26 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2021.071.01/2209 Copyright (c) 2021 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/3672 2021-06-30T14:41:09Z almahara:ART

Development of Comic in Qiroah Learning Introduction Material for VII Grade at Mts Muallimin NW Pancor / Pengembangan Media Komik Pada Pembelajaran Qiroah Materi Perkenalan Kelas VII Mts Muallimin NW Pancor Hidayat Agusvian Asep Sopian Nunung Nursyamsiah Development Arabic language learning Comic media Pengembangan Media Komik Pembelajaran Bahasa Arab Learning the Arabic language at Mts Muallimin NW pancor using the standard textbooks without any improvisation in presenting Arabic language learning materials, the author tries to develop Arabic language learning media with comic media aimed at presenting new media that are more attractive to students Mts Muallimin NW Pancor, the methodology used in this research is the research method of development R&D ( Research and Development) Borg and Gell. One media expert lecturer and one material expert lecturer reviewed product feasibility and responded by 30 students of grade VII MTS Muallimin NW Pancor; the instrument in this research is a questionnaire to see the quality of products and students' responses media. The assessment results from both experts obtained a value of 52 for the assessment of material experts in the range of 44.16 < X_(<) 54.48, which means comic media can be said to be valid and 65 for the assessment of media experts and is in the range of 54.36 < X_(<) 67.08. It means comic media can be said to be valid. Moreover, the questionnaire's response with respondents who answered 'Yes' in the school MTS Muallimin NW Pancor was about 94.8% compared to students who answered "no," namely 5.2%. The comic media product developed is worthy of being used to learn the Arabic language from the research. Keywords: Development, Arabic language learning, Comic media. Abstrak Pembelajaran bahasa Arab di MTS Muallimin Nw pancor menggunakan buku pelajaran  yang biasa tanpa ada imvropisasi dalam menyajikan materi pembelajaran bahasa Arab, penulis mencoba untuk mengembangkan media pembelajaran bahasa Arab dengan media komik yang bertujuan untuk memeberikan media baru yang lebih menarik bagi siswa Mts muallimin nw Pancor, metodologi yang digunakan dalam penelitian ini adalah metode penelitian pengembangan R&D ( Research And Depelopement) Borg and Gell. Kelayakan produk ditinjau oleh satu dosen ahli media, dan satu dosen ahli materi,. Dan direspon oleh 30 peserta didik kelas VII Mts Muallimin NW Pancor, dalam penelitian ini menggunakan instrument berupa angket untuk melihat kualitas produk dan respon siswa terhadap media. Hasil penilaian dari kedua ahli diperoleh nilai 52 untuk penilaian ahli materi yang berada pada rentang 44,16 < X  54,48 yang berarti media komik dapat dikatakan valid dan  65 untuk penilian ahli media dan berada pada rentang 54,36 < X  67,08. Yang berarti media komik dapat dikatakan valid. Dan respon angket siswa dengan hasil responden yang menjawab ‘Ya’ di sekolah Mts Muallimin NW Pancor, sekitar 94,8% dibandingkan dengan siswa yang menjawab “tidak”yaitu 5,2%.dari hasi penelitian tersebut maka produk media komik yang dikembangkan layak untuk dijadikan sebagai media pembelajaran bahasa Arab . Kata Kunci: Pengembangan, Pembelajaran Bahasa Arab, Media Komik. Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2021-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2021.071-03 10.14421/almahara.2021.071-03 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 7 No. 1 (2021); 45-63 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2021.071-03/2124 Copyright (c) 2021 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/3728 2021-12-08T15:28:00Z almahara:ART

The Use of Student Worksheets on Arabic Learning Outcomes / Istikhdām Waraqah al-Tadrībāt ‘Alā Natījah Ta’allum al-Lughah al-Arabiyyah Hikmah Nur Fitriani Learning Arabic Result of Learning Worksheet Student ورقة التدريبات نتيجة التعلم تعليم اللغة العربية This research aims to know the effectiveness of using the worksheet student on learning Arabic and revealing the motivating and obstacle factors for eighth-grade students at Darul Ulum Islamic Junior High School Ngaliyan Semarang. The type of this research is descriptive qualitative research. The researcher calculated using simple symbols to know the worksheet student's effectiveness by the student's results in the final exam. As a result of this research, the percentage of the successful student in the 8th grade "A" is 11.5 percent, and the student who has not achieved the minimum completeness criteria is 88.4%. The percentage of the successful student in the 8th grade “B” is 4%, and the student who has not achieved the minimum completeness criteria is 96%. And the 8th grade "C," there is no student who has completed minimum completion. Therefore, from the data of the previous three chapters, it is indicated that the high percentage of students who did not pass and the lower percentage the successful student. The researcher considers that using the exercises sheet on the result of learning the Arabic language at Dar Al Ulum Islamic Junior High School Ngaliyan Semarang is ineffective. The success of learning depends on using the worksheet student and many factors that affect the result of learning in terms of objectives, educational method, teacher, students, material, teaching aids, and everything that defends education to obtain success. Keywords: Learning Arabic, Result of Learning, Worksheet Student. الملخص يهدف هذا البحث لمعرفة فعالية استخدام ورقة التدريبات على نتيجة تعلم اللغة العربية وكشف العوامل الدافعة والعائقة في استخدام ورقة التدريبات في تعليم اللغة العربية لدى طلاب الصف الثامن بمدرسة دار العلوم المتوسطة الإسلامية سمارانج. نوع هذا البحث هو البحث الوصف الكيفي. وقامت الباحثة بإجراء العمليات الحسابية باستخدام الرموز البسيطة لمعرفة فعالية استخدام ورقة التدريبات بنتيجة الامتحان في آخر السنة الدراسية. ونتيجة هذا البحث نسبة الطالب الناجح  في الفصل الثامن أ هي 11,5 بالمائة، والطالب الذي لم يحصل على الكمال حد الأدنى هو 88,4 بالمائة. ونسبة الطالب الناجح في الفصل الثامن ب هي 4 بالمائة، والطالب الذي لم يحصل على الكمال حد الأدنى هو 96 بالمائة. وأما في الفصل الثامن ج فلا طالب الذي حصل على كمال حد الأدنى. فلذلك، من بيانات ثلاثة فصول السابقة تدل أن النسبة المئوية المرتفعة على الطالب الذي لم ينجح وبالنسبة المئوية السفيلة على الطالب الناجح. تعتبر الباحثة أن استخدام ورقة التدريبات على نتيجة تعلم اللغة العربية بمدرسة دار العلوم المتوسطة الإسلامية نجاليان سمارانج غير فعال. ليس نجاح التعليم من ناحية استخدام ورقة التدريبات فقط، ولكن كثيرا من العوامل التى تؤثر على نتيجة التعليم من ناحية الأهداف والطريقة التعليمية والمدرس والطلاب والمادة والوسائل التعليمية وكل ما يدافع التعليم للحصول على النجاح. الكلمات الرئيسية: ورقة التدريبات، نتيجة التعلم، تعليم اللغة العربية. Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2021-06-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2021.071-05 10.14421/almahara.2021.071-05 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 7 No. 1 (2021); 86-105 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2021.071-05/2126 Copyright (c) 2021 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/3799 2021-06-30T14:45:30Z almahara:ART

Development of Arabic Learning Design Based on Higher Order Thinking Skill With Discovery Learning Model / Pengembangan Desain Pembelajaran Bahasa Arab Berbasis Higher Order Thinking Skill Dengan Model Discovery Learning Pada Siswa Kelas X SMKM 8 Paciran Arif Widodo Zakiyatul Abidah Nurul Fahmi Hana Chebaiki Discovery Learning Higher Order Thinking Skill Learning Design التعلم بالاكتشاف التفكير العالي تصميم التعليم The implementation of the 2013 curriculum demands the ability of teachers to train students to improve high-level thinking skills or higher-order thinking skills (HOTS), where students are required to be critical, creative, and innovative students in exploring complex experiences. To help students have high-level thinking skills, or HOTS needs to be supported by various learning models and expected to make the learning atmosphere enjoyable and change the learning conditions to be active and creative. This development research aims to: 1) Produce the design of learning Arabic based on Higher Order Thinking Skills with the Discovery Learning Skill; 2) Analyzing the effectiveness of the design. This research uses the research and development (R & D) method. The results of the study are as follows: 1) Discovery learning model on fiqh subjects based on cognitive learning theory through three stages: sensory representation (enactive), concrete representation (iconic), abstract (symbolic) representation, and constructivist theory with the student-centered learning approach. 2) The study results indicate that the discovery learning model meets the effective criteria seen from the point of view of achieving academic competencies. The results of the t-test showed significant differences between the pretest and posttest values of 12,05. As for the average of all validation instruments, 3,57 good categories and the average score of the observations in the first meeting of 3,48 were practical. Keywords: Discovery Learning, Higher Order Thinking Skill, Learning Design. مستخلص البحث يتطلب تنفيذ منهج 2013 قدرة المعلمين على تدريب الطلاب على تحسين مهارات التفكير العليا حيث يُطلب من الطلاب أن يكونوا طلابًا ناقدين ومبدعين ومبتكرين في استكشاف التجارب المعقدة. لمساعدة الطلاب على اكتساب مهارات تفكير عالية المستوى ومن المتوقع أن يكون الطالب قادرًا على جعل بئية التعلم ممتعًا ويمكنه تغيير ظروف التعلم ليكون نشطًا ومبدعًا. يهدف هذا البحث إلى: 1) إنتاج تصميم تعليم اللغة العربية بناءً على مهارات التفكير العالي باستخدام مهارة التعلم الاستكشافي, 2) تحليل فاعلية التصميم. يستخدم هذا البحث نموذج البحث التطويري.  وأما نتائج البحث فهي : 1) نموذج التعلم بالاكتشاف في الفقه القائم على نظرية التعلم المعرفي من خلال ثلاث مراحل: التمثيل الحسي (النشط) ، التمثيل الملموس (الأيقوني) ، التمثيل المجرد (الرمزي) والنظرية البنائية مع التركيز على الطالب, 2) تشير نتائج البحث إلى أن نموذج التعلم بالاكتشاف يلبي المعايير الفعالة من جهة نظر تحقيق الكفاءات الأكاديمية. وأظهرت نتائج الاختبار t وجود فروق ذات دلالة إحصائية بين الاختبار القبلي والبعدي  وذلك في 12.05. أما بالنسبة لتحقيق ​​جميع الأدوات، فقد كانت 357 فئة صالحة وكانت ​​درجات الملاحظات في الاجتماع الأول هي 3،48 وكانت في فئة عملية. الكلمات الرئيسية: التعلم بالاكتشاف ، التفكير العالي، تصميم التعليم Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2021-06-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2021.071-02 10.14421/almahara.2021.071-02 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 7 No. 1 (2021); 27-44 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2021.071-02/2122 Copyright (c) 2021 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/3815 2021-07-01T15:25:47Z almahara:ART

XRecorder Application As Arabic Online Learning / Aplikasi XRecorder Sebagai Media Pembelajaran Daring Bahasa Arab Majidatun Ahmala Dewi Nur Masitho Tri Aulia Aisyatur Raoudhotul Jannah XRecorder Application Arabic Learning Online Learning Instructional Media Pembelajaran Daring Media Pembelajaran Aplikasi XRecorder The covid-19 pandemic has forced educational institutions to implement the teaching and learning process using an online learning system. One of the technologies used in learning Arabic is the Xrecorder application. This screen recording application can be used to edit videos and make it easier for teachers and students to learn Arabic. Therefore, the purpose of this study is to determine the effectiveness of using the XRecorder application in Arabic learning that supports the implementation of online learning. This study uses an experimental quantitative method by giving treatment to subjects about the use of the Xrecorder application in Arabic learningthen calculate its effectiveness using numbers. The data collection techniques used were questionnaires, interviews, tests, and observations. This research was conducted at SD Ma'arif YPM Wonocolo with grade IV as the sample. The results of this study indicate that the use of the Xrecorder application in Arabic online learning has a high criterion effect in Arabic online learning, with 75% of students getting a high criterion effect, 18% of students getting a moderate impact on criteria, and only 7% of students getting low criterion effect. Keywords: Online Learning, Instructional Media, XRecorder Application, Arabic Learning Abstrak Pandemi covid-19 telah memaksa institusi pendidikan melaksanakan proses belajar mengajar berjalan dengan sistem pembelajaran dalam jaringan (daring). Salah satu teknologi yang digunakan dalam pembelajaran bahasa Arab adalah aplikasi XRecorder, sebuah aplikasi rekam layar yang dapat digunakan untuk mengedit video dan mempermudah guru dan siswa dalam pembelajaran bahasa Arab. Oleh sebab itu, tujuan dari penelitian ini adalah untuk mengetahui efektivitas penggunaan aplikasi XRecorder dalam pembelajaran bahasa Arab yang menunjang implementasi pembelajaran daring. Penelitian ini menggunakan metode kuantitatif eksperimen yaitu dengan memberikan treatment kepada subyek tentang penggunaan aplikasi XRecorder pada pembelajaran bahasa Arab, untuk kemudian dihitung dengan menggunakan angka akan keefektifannya. Teknik pengumpulan data yang digunakan adalah kuesioner, wawancara, tes, dan observasi. Penelitian ini dilakukan di SD Ma’arif YPM Wonocolo dengan kelas IV sebagai sampel. Hasil penelitian ini menunjukkan bahwa penggunaan aplikasi XRecorder dalam pembelajaran daring bahasa Arab memiliki pengaruh kriteria yang tinggi dalam pembelajaran daring bahasa Arab, dengan rincian 75% siswa mendapatkan pengaruh kriteria yang tinggi, 18% siswa mendapatkan pengaruh kriteria yang sedang dan hanya 7% siswa yang mendapatkan pengaruh kriteria rendah. Kata Kunci: Pembelajaran Daring, Media Pembelajaran, Aplikasi XRecorder  Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2021-06-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2021.071-04 10.14421/almahara.2021.071-04 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 7 No. 1 (2021); 64-85 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2021.071-04/2125 Copyright (c) 2021 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/4175 2021-12-20T06:24:38Z almahara:ART

Fa‘āliyyah Biṭaqah Būb Ab (Kartu Pop Up) Fī Tarqiyyati al-Dāfi‘u wa Aṡaruhu ila mahārah al-Kalām Fī al-Madrasah al-Ibtida’iyyah ar-Roudhoh Jember / The Influence of Pop Up Cards (Kartu Pop Up) towards Motivation and It’s Effectiveness on Speaking Skill in Shaleh, Ahmad Faiz Pop Up Cards Effectiveness Motivation Speaking Skills MI Ar-Roudhoh بطاقة بوب أب فعالية الدافع مهارة الكلام لمدرسة الإبتدائية الروضة The purpose of this study was to reveal the effectiveness of PopUp Cards in increasing motivation at MI Ar-Roudhoh Jember and to determine the effect of motivation on speaking skills at MI Ar-Roudhoh Jember. Moreover, from the research results, Pop Up cards have a high level of effectiveness for students, with 82.62%. This is very effective because Pop-Ups are moving cards, and the resulting pictures are liked and liked by students. It helps teachers in student learning activities to facilitate the application of more concrete examples. We also learn that the motive variable has a significant result (0.000) and significantly affects the speaking skill variable. According to the table, because it is smaller than 0.05, we learned that the motivational variable had a vital outcome (0.289) and affected 28.9% of speaking skills. This is because motivation is the key to successful learning, a keeper of enthusiasm, and many studies prove it. Keywords: Pop Up Cards, Effectiveness, Motivation, Speaking Skills, MI Ar-Roudhoh. ملخص  كانت أهداف هذا البحث لكشف فعالية بطاقة بوب أب (Kartu PopUp) في ترقية الدافع في المدرسة الإبتدائية الروضة جمبر ولكشف أثر الدافع إلى مهارة الكلام في المدرسة الإبتدائية الروضة جمبر. ونتائج البحث فإن بطاقة بوب أب يتمتع بمستوى عالٍ من الفعالية للتلاميذ بنسبة 82.62٪. وهذه الفعالية الكبيرة لأن بوب أب هي البطاقة المتحركة ونشأت الصور منها التي تعجب التلاميذ وتفرح لهم، وإنها تساعد المعلمين في أنشطة تعلم التلاميذ لتسهيل تنفيذ المزيد من الأمثلة الملموسة. وكذلك استفدنا أن المتغير الدافع له النتيجة الهامية (0،000) وهو يؤثر بشكل هام إلى المتغير مهارة الكلام. لأنه أصغر من 0،05. واستفدنا أن المتغير الدافع له النتيجة الهامية (0،289) وهو يؤثر إلى  مهارة الكلام 528،9%. نظرا للجدول. وهذا لأن الدافع هو مفتاح نجاح التعليم، فينبغي علينا أن نرقي دافع التلاميذ أو الناشئين ونحفظهم من الملل الكلمات المفاتحية : بطاقة بوب أب، فعالية، الدافع ،مهارة الكلام، المدرسة الإبتدائية الروضة Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2021-12-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2021.072-05 10.14421/almahara.2021.072-05 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 7 No. 2 (2021); 254-268 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2021.072-05/2246 Copyright (c) 2021 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/4281 2021-09-28T03:05:00Z almahara:ART

Interactive Arabic Learning Media based on Articulate Storyline 3 to Increase Students' Motivation / Pemanfaatan Articulate Storyline 3 sebagai Media Pembelajaran Interaktif untuk meningkatkan Motivasi Belajar Bahasa Arab Siswa Fitri Sukmarini Mauludiyah, Lailatul Muhammad Ainur Roziqi Nurdianto, Talqis Articulate Storyline Interactive Learning Media Learning Motivation Media Pembelajaran Interaktif Motivasi Belajar One of the efforts to overcome the problem of Arabic language learning is to increase the motivation of learning using learning media. The learning media today is very diverse depending on how teachers make good use of it. The research is based on articulate storyline 3 application. The purpose of this study is to find out how articulate storyline 3 application is used and the effectiveness of its application. This study uses quantitative approach, a type of experimentation research with pre-experimental research design one group pre-test post-test. Data collection method with observation, interview, and questionnaire. The method of data analysis with validity test, reliability test, normality test, hypothesis test, and effectiveness test. The results of the study in class VIII Ibnul Jazari at SMP Ar-Rohmah Putri, Dau Malang district showed that Articulate Storyline 3 can increase learning motivation based on four indications of increased motivation including, 1) Students' interest in Arabic; 2) Students are active and responsive in Arabic language learning; 3) Students pay attention to the teacher's explanation; 4) Students dare to ask and answer the questions given. The indication is supported by the data from the paired sample T-Test obtained by 0.000 ≤ 0.05 which shows a difference in motivation level before and after the application of the media with the result of gain calculation obtained results of 0.71 which means high effectiveness. So it can be concluded that the use of Articulate Storyline 3 as an interactive learning medium to increase the motivation of learning Arabic students in Ar-Rohmah Putri, Dau Malang district is declared effective because it is at a high level of effectiveness. Keywords: Articulate Storyline, Interactive Learning Media, Learning Motivation    Abstrak Salah satu upaya mengatasi permasalahan pembelajaran bahasa Arab yaitu dengan meningkatkan motivasi belajar menggunakan media pembelajaran. Media pembelajaran saat ini sudah sangat beragam tergantung bagaimana guru memanfaatkannya dengan baik. Penelitian ini berbasis Articulate Storyline 3. Tujuan penelitian ini adalah untuk mengetahui bagaimana penggunaan Articulate Storyline 3 dan tingkat efektivitas penerapannya. Penelitian ini menggunakan pendekatan kuantitatif, jenis penelitian ekperimen dengan desain penelitian Pre-Eksperimental One Group Pre-test Post-test. Metode pengumpulan data dengan observasi, wawancara, dan angket/kuesioner. Adapun metode analisis data dengan uji validitas, uji reliabilitas, uji normalitas, uji hipotesis, dan uji efektivitas. Hasil penelitian di kelas VIII Ibnul Jazari di SMP Ar-Rohmah Putri, Dau Kabupaten Malang menunjukan bahwa Articulate Storyline 3 dapat meningkatkan motivasi belajar didasarkan pada empat indikasi peningkatan motivasi meliputi, 1) Ketertarikan siswa terhadap bahasa Arab; 2) Siswa aktif dan responsif dalam pembelajaran bahasa Arab; 3) Siswa memperhatikan penjelasan guru; 4) Siswa berani bertanya dan menjawab soal yang diberikan. Indikasi tersebut didukung oleh hasil data dari uji T sampel berhubungan (Paired Sample T-Test) diperoleh hasil sebesar 0,000 ≤ 0,05 yang menunjukan adanya perbedaan tingkat motivasi sebelum dan sesudah penerapan media dengan hasil penghitungan Gain diperoleh hasil sebesar 0,71 yang berarti efektivitas tinggi. Maka dapat disimpulkan bahwa pemanfaatan Articulate Storyline 3 sebagai media pembelajaran interaktif untuk meningkatkan motivasi belajar bahasa Arab siswa di Ar-Rohmah Putri, Dau Kabupaten Malang dinyatakan efektif karena berada pada tingkat efektivitas tinggi. Kata Kunci: Articulate Storyline, Media Pembelajaran Interaktif, Motivasi Belajar   Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2021-06-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2021.071-06 10.14421/almahara.2021.071-06 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 7 No. 1 (2021); 106-121 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2021.071-06/2176 Copyright (c) 2021 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/4498 2021-12-08T15:50:59Z almahara:ART

Pengembangan Bahan Ajar Bahasa Arab Berbasis CEFR Untuk Meningkatkan Keterampilan Bahasa Arab Siswa / Development of Arabic Teaching Materials Based on the Common European Framework of Reference (CEFR) to Improve Students' Arabic Language Skills Habibur Rohman Faiq Ilham Rosyadi Common European Framework of Reference (CEFR) Teaching Materials Development Pengembangan Bahan Ajar Bahasa Arab Arabic In the learning process, teaching materials are one component that has a substantial role in supporting the success of learning. This study aims to develop Arabic teaching materials based on the Common European Framework of Reference (CEFR) level A1 to improve Arabic language skills at MI Darussolihin and to find out how students respond to these teaching materials. This study uses the Borg and Gall model of R & D research which consists of 10 steps, namely potential and problems, data collection, product design, design validation, design revision, product testing, product revision, usage trial, product revision, and mass production. . This teaching material product was validated by supervisors, teaching materials experts, CEFR experts, and material experts and responded by 14 students of MI Darussolihin Yogyakarta. The quality of CEFR-based Arabic textbooks based on the assessment of the validator team is in the Good (B) category, with a score of 74.47% of the maximum score of 100%. Students' responses to the quality of these teaching materials are included in the good category (B) with an average score of 10.73 from a maximum score of 12 and an ideal percentage of 89.4% from a maximum score of 100%. The results of product implementation in the broad group also have a positive impact with an average pre-test score of 58 and a post-test score of 69. Based on the results of the study, it can be concluded that this CEFR-based teaching material is feasible to be used as an Arabic language teaching material and is effective for improving students' Arabic language skills. Keywords: Development, Teaching Materials, Common European Framework of Reference (CEFR), Arabic Abstrak             Proses dalam pembelajaran, bahan ajar merupakan salah satu komponen yang memiliki peran substansial dalam menunjang keberhasilan pembelajaran. Penelitian ini bertujuan untuk mengembangkan bahan ajar bahasa Arab berbasis Common European Framework of Reference (CEFR) tingkat A1 untuk meningkatkan keterampilan bahasa Arab di MI Darussolihin dan untuk mengetahui bagaimana respon siswa terhadap bahan ajar ini. Penelitian ini menggunakan penelitian R & D model Borg and Gall yang terdiri dari 10 langkah yaitu potensi dan masalah, pengumpulan data, desain produk, validasi desain, revisi desain, uji coba produk, revisi produk, uji coba pemakaian, revisi produk, dan produksi masal. Produk bahan ajar ini divalidasi oleh dosen pembimbing, ahli bahan ajar, ahli CEFR, dan ahli materi serta direspon oleh 14 peserta didik MI Darussolihin Yogyakarta. Kualitas buku ajar bahasa Arab berbasis CEFR berdasarkan penilaian tim validator termasuk dalam kategori Baik (B), dengan skor 74,47% dari skor maksimal 100%. Respon tanggapan murid pada kualitas bahan ajar ini termasuk dalam kategori baik (B) dengan skor rata rata 10,73 dari skor maksimal 12 dan persentase keidealan 89,4% dari nilai maksimal 100%. Adapun hasil implementasi produk pada kelompok luas juga berdampak positif dengan nilai rata rata pre test 58 dan nilai post test 69. Berdasarkan hasil penelitian dapat disimpulkan bahwa bahan ajar berbasis CEFR ini layak digunakan sebagai bahan ajar bahasa Arab dan efektif untuk meningkatkan kemampuan bahasa Arab peserta didik. Kata Kunci: Pengembangan, Bahan Ajar, Common European Framework of Reference (CEFR), Bahasa Arab Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2021-10-14 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2021.072-01 10.14421/almahara.2021.072-01 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 7 No. 2 (2021); 163-183 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2021.072-01/2198 Copyright (c) 2021 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/4505 2021-12-01T15:31:37Z almahara:ART

The Problems of Reading Arabic Text in Terms of Phonological Aspects (Case Study in Fifth Grade Students of SD Qurrota A’yun Babadan Bantul DIY Academic Year 2020/2021): Problematika Membaca Teks Arab Ditinjau dari Aspek Fonologi (Studi Kasus Pada Siswa Kelas V SD Qurrota A’yun Babadan Bantul DIY Tahun Ajaran 2020/2021) Arina Nur Sofiana Nur Hapsari Paramitha Nurul Huda Reading Problems Arabic Language Arabic Text Phonology Problematika Membaca Bahasa Arab Teks Arab Fonologi This study aims to determine the problems of fifth-grade students of SD Qurrota A'yun in reading Arabic texts in terms of phonological aspects, to find out the efforts made by Arabic teachers in overcoming these problems, and to find out the ideal concept of learning Arabic phonology at the elementary school level. This research is a case study and field research conducted at SD Qurrota A'yun, Babadan, Bantul, DIY. The data collection used is the acquisition of qualitative data. The research subjects were the principal, Arabic teacher, and fifth-grade students of SD Quurota A'yun. Sampling was carried out using non-probability sampling in the form of purposive samples (purposed samples). They are collecting data using the method of observation, interviews, and documentation. The results of the study indicate that there are problems with reading Arabic text in students' Arabic learning in terms of phonology, are consists of phonetic aspects (in the form of vocal and consonant problems) and phonemic aspects (in the form of incorrect phonological pronunciation so that it can change the meaning of Arabic vocabulary). For this reason, teachers try to overcome this by collaborating Arabic lessons with Al-Qur'an lessons. The ideal concept of learning Arabic phonology at the elementary school level is inseparable from learning the Qur'anic tahsin. Keywords: Reading Problems, Arabic Language, Arabic Text, Phonology. Abstrak Penelitian ini bertujuan untuk mengetahui problematika siswa kelas V SD Qurrota A’yun dalam membaca teks Arab ditinjau dari aspek fonologi, untuk mengetahui usaha yang dilakukan guru bahasa Arab dalam mengatasi problematika tersebut, dan untuk mengetahui konsep ideal pembelajaran fonologi bahasa Arab pada tingkat sekolah dasar. Penelitian ini merupakan penelitian studi kasus dan lapangan yang dilakukan di SD Qurrota A’yun, Babadan, Bantul, DIY. Pemerolehan data yang digunakan yaitu dengan pemerolehan data kualitatif. Subjek penelitian yaitu kepala sekolah, guru bahasa Arab, dan peserta didik kelas V SD Quurota A’yun. Pengambilan sampel dilakukan dengan menggunakan non probability sampling berup purposive sample (sampel bertujuan). Pengumpulan data menggunakan metode observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa  terdapat problematika membaca teks Arab dalam pembelajaran bahasa Arab siswa ditinjau dari segi fonologi yaitu terdiri dari aspek fonetik (berupa problematika vokal dan konsonan) dan aspek fonemik (berupa pengucapan fonologi yang kurang tepat sehingga bisa merubah makna dari kosakata bahasa Arab). Untuk itu, guru berupaya mengatasi  hal tersebut dengan mengkolaborasikan pelajaran bahasa Arab dengan pelajaran Al-Qur’an. Konsep ideal pembelajaran fonologi bahasa Arab pada tingkat sekolah dasar yaitu tidak lepas dari pembelajaran tahsin Al-Qur’an. Keywords: Problematika Membaca, Bahasa Arab, Teks Arab, Fonologi. Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2021-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2021.071-08 10.14421/almahara.2021.071-08 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 7 No. 1 (2021); 138-162 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2021.071-08/2206 Copyright (c) 2021 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/4506 2021-10-14T06:42:47Z almahara:ART

Abaza’s Learning Method (Tamyiz) in Students' Mufradāt Mastery: Is It Effective? How Does It Work?/ Metode Pembelajaran Abaza (Tamyiz) dalam Penguasaan Mufradāt Siswa: Apakah Efektif ? Bagaimana cara kerjanya? Nurkamariah Zaimatuz Zakiyah Abaza Arabic Learning method Mufradāt Tamyiz Metode Pembelajaran Bahasa Arab More than half a percent of fifth-grade students of SD Muhammadiyah 1 Palopo lack mastery of mufradāt, so that it affects the quality of language skills to be achieved. Therefore, the researcher tries to overcome this problem by applying the Tamyiz method which aims to (1) observe and report on the implementation of the Tamyiz method, (2) describe students' mastery of mufradāt, and ( 3) determine the effect of applying the Tamyiz method on the mastery of mufradāt of fifth-grade students of SD Muhammadiyah 1 Palopo. This type of research is experimental research designed using one group pre-test post-test. The data needed for this study were collected through participant observation, tests, closed questionnaires, structured interviews, and documentation collected from Arabic teachers and fifth-grade students of SD Muhammadiyah 1 Palopo, totaling 25 students. The result showed that  the value of sig. (2 tailed) from the pre-test and post-test data is <0.05, which is 0.000. That is, the hypothesis is accepted. In other words, there is a significant difference between the pre-test and post-test mean score. Thus, the mastery of students' mufradāt has increased after the implementation of the Tamyiz method. Keywords : Abaza, Arabic Learning method, Mufradāt, Tamyiz Abstrak             Lebih dari setengah persen siswa kelas V SD Muhammadiyah 1 Palopo kurang menguasai mufradāt, sehingga berpengaruh pada kualitas keterampilan berbahasa yang hendak dicapai. Oleh sebab itu, peneliti mencoba untuk mengatasi problematika lingusitik dan non-linguistik tersebut dengan menerapkan metode pembelajaran Tamyiz sebagai upaya pembentukan suasana baru bagi siswa yang bertujuan untuk (1) Mengamati dan melaporkan pelaksanaan metode pembelajaran Tamyiz, (2) Mendeskripsikan penguasaan mufradāt siswa, dan (3) Mengetahui pengaruh penerapan metode pembelajaran Tamyiz terhadap penguasaan mufradāt siswa kelas V SD Muhammadiyah 1 Palopo. Jenis penelitian ini adalah penelitian eksperimen yang di desain menggunakan one group pre-test post-test. Data dikumpulkan melalui teknik observasi, wawancara, tes, kuisioner, dan dokumentasi kepada guru bahasa Arab dan siswa kelas V SD Muhammadiyah 1 Palopo yang berjumlah 25 siswa. Hasil penelitian menunjukkan nilai sig. (2 tailed) dari data pre-test dan post-test adalah < 0,05, yaitu sebesar 0,000.  Artinya, hipotesis diterima. Dengan kata lain, terdapat perbedaan yang signifikan antara nilai rerata pre-test dan post-test. Jadi, penguasaan mufradāt siswa mengalami peningkatan setelah diterapkannya metode Tamyiz. Kata Kunci : Abaza, Metode Pembelajaran Bahasa Arab, Mufradāt, Tamyiz Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2021-06-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2021.071-07 10.14421/almahara.2021.071-07 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 7 No. 1 (2021); 122-137 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2021.071-07/2188 Copyright (c) 2021 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/4513 2021-12-20T05:51:05Z almahara:ART

Tathwīr al-Mādatu an-Nahwiyah bi al-Madkhal Tafā ‘ulī li Tarqiati Fahmi Jumalu al-Lughoh al-‘Arobiyyah / The Developing of Nahwu in The Interactive Approach to Improve The Understanding of The Structure of The Arabic Language Lailatul Zuhriyah Arwan Rifa’i Development Nahwu Interactive Approach The Sentence’s Of Arabic Language تطوير المادة النحوية المدخل التفاعلي جمال اللغة العربية Nahwu learning model in many educational  institutions, including at islamic schools level, is still traditional based on theory of behaviorism in which students are passive in the learning process so that it affects students' low motivation and ability to apply the Nahwu theory learned to Arabic language skills. Therefore, Nahwu learning should be designed based on the interactive methode to make students more active in the learning process so that their learning motivation and outcomse can increase,   especially to improve learning in science and social studies majors in reading text Arabics discourse by nahwu at Madrasah Ibtidaiyah 3 Kandangan Kediri. The research and development methode used the Borg and Gall development model.  Produce the design of learning nahwu on high order  the understanding text skills with concept maps, songs, and  sentence of arabic  games.  And the results of the research: based on the evaluation of experts, the teacher and the students that the validity of the model is “very good” (94.03% and 91.47%) for the design expert, the book and the compiler of the result is the grammar expert “good” (82.85% and 80.71), 83 , 03% of the students, then the t-statistic result = 4,021 and the result from the t-cound found that the result = 1,998 at the 5% moral level, and 2,655 at the 1% level. And because the statistic result of 4,021 is greater than the result at the moral level 5%. Keywords: Development, Nahwu, Interactive Approach, The Sentence’s Of Arabic Language. ملخص  نموذج تدريس النحو في كثير من  التربوية بما في ذلك المستوى المدارسي  الإسلامي لا يزال تقليديا القائم على النظرية السلوكية حيث أن موقف الطلبة غير متفاعلين في عملية التعليم والتعلم، حتى يؤثر إلى انخافض دافعية الطلبة وقدراتهم في تطبيق علوم النحو التي تمت دراستها لمهارتهم العربية. ثم لابد من أن يصمم تدريس النحو القائم على المدخل التفاعلي ي يكون الدارس أكثر تفاعلا في علمية التعليم والتعلم حتى ترفع دافعية الطلبة وتحصيلهم الدراسي، الأفضال ترقية فهم النص العربي  للطلبة الأولى بقسم  العلوم الطبعية والعلوم الإجتماعية  بألة علم النحو في المدرسة الإسلامية الحكومية 3 كاندانجان كديري.  يسخدم  هذا البحث والتطوير  نموذج تطوير Borg & Gall. وإنتاج تصميم تعليم النحو العربي بناء على مهارات فهم النصوص العربية  بإستخدام جدوال النحو  والغناء ولعبة النحو أولا.  وأما نتائج البحث: بناء على تقييم الخبراء والمدرس ولطلبة أن صدق النموذج "جيد جدا" (94،03% و 91،47%) لخبير التصميم الكتاب ومعدو النتيجة خبير مادة النحو "جيد" (82،85% و 80،71) و 83،03% من الطلاب، ثم وجدت نتيجة   t الإحصائ = 4,021 والنتيجة من t-table  أن نتيجة = 1،998 في المستوى المعنوي 5%، و 2،655 في المستوى 1%. ولأنه نتيجة الإحصائي 4,021 أكبر من نتيجة في المستوى المعنوي 5%. الكلمات المفاتحية : تطوير، المادة النحوية، المدخل التفاعلي،  جمال اللغة العربية Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2021-12-16 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2021.072-03 10.14421/almahara.2021.072-03 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 7 No. 2 (2021); 207-230 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2021.072-03/2232 Copyright (c) 2021 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/4526 2022-06-09T02:14:46Z almahara:ART

Ta‘līm al-Lugah al-‘Arabiyyah ‘ala Asasi al-Madkhali al-Ittiṣali Khilāli Ja’iḥah Covid fī Madrasah al-Ma’arif Singosari Malang / Learning Arabic Based on Communicative Approach During the Covid Pandemic in MA Al-Ma'arif Singosari Malang Anita Andriya Ningsih Muhammad Mubasysyir Munir Language Skills Communicative Approach Barriers to the Learning Process Keterampilan Berbahasa Pendekatan Komunikatif Hambatan Proses Pembelajaran This study describes learning Arabic based on a communicative approach during the covid pandemic in four language skills and the obstacles faced in implementing a communicative strategy in learning Arabic. By using the research method used is the descriptive qualitative method with data collection through interviews and observation. The results of this study show that first, Arabic learning activities with a communicative approach can be implemented in four language skills by forming activities that refer to the teacher's principle only as a facilitator to provide direction and guidance to students to be more active during the learning process. Second, the obstacles in its implementation are the lack of quality of students' confidence in speaking skills, difficulty in finding materials that suit students' interests, and taking a long time to implement. Keywords: Language Skills, Communicative Approach, Barriers to the Learning Process Abstrak Penelitian ini bertujuan untuk mendeskripsikan pembelajaran Bahasa Arab berbasis pendekatan komunikatif pada masa pandemic covid dalam empat ketrampilan berbahasa serta hambatan yang dihadapi dalam mengimplementasikan pendekatan komunikatif dalam pembelajaran Bahasa Arab. Dengan menggunakan metode penelitian yang digunakan adalah metode deskriptif kualitatif dengan pengumpulan data melalui wawancara dan observasi. Hasil penelitian ini menunjukkan pertama, aktivitas pembelajaran bahasa arab dengan pendekatan komunikatif dapat diimplementasikan pada empat ketrampilan Bahasa dengan membentuk kegiatan yang mengacu pada asas guru hanya sebagai fasilitator guna memberikan pengarahan dan pembimbingan kepada siswa agar lebih aktif selama proses pembelajaran. Kedua, hambatan dalam pengimplementasiannya adalah kurangnya kualitas percaya diri siswa dalam keterampilan berbicara, kesulitan dalam mencari materi yang sesuai minat siswa, dan membutuhkan waktu yang cukup lama dalam penerapannya. Kata Kunci: Keterampilan Berbahasa, Pendekatan Komunikatif, Hambatan Proses Pembelajaran Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2022-03-05 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2022.081-01 10.14421/almahara.2022.081-01 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 8 No. 1 (2022); 1-26 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2022.081-01/2321 Copyright (c) 2022 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/4567 2021-12-16T16:30:51Z almahara:ART

Neuroscience Media in Arabic Teaching: Fun and Easy for Students / Media Neuroscience Dalam Pengajaran Bahasa Arab: Menyenangkan dan Mudah Bagi Siswa Mohammad Jailani Djamaludin Perawironegoro Yoyo Arabic COVID-19 Theacing Media Neuroscience Bahasa Arab Media Pengajaran Neurosains The development of the Arabic language curriculum is increasingly following the Ministry of Religion curriculum. On the one hand, the teacher has not been innovative in teaching the material to students. This study aims to analyze neuroscience-based Arabic learning media at SMK Muhammadiyah 3 Yogyakarta. This type of research uses qualitative methods, and the nature of this research is to seek accurate and total information at SMK Muhammadiyah 3 Yogyakarta. The subjects of this study consisted of students and teachers of class X. The object of this research was teaching Arabic at SMK Muhammadiyah 3 Yogyakarta. Data collection techniques were carried out by interview, observation, and documentation methods. data validity using triangulation. Data analysis uses the Miles and Huberman model, namely data reduction, data display, and conclusion drawing/verification data. The results of the study prove that Neuroscience-based Arabic learning media responds to students in facilitating learning Arabic, accelerating vocabulary memorization (mufrodat), and practicing reading, writing, listening, and speaking (muhadasah), during the COVID-19 period. The implications of this learning media, as an alternative to understanding mufrodat and muhadasah online learning during the COVID-19 period and in the face-to-face period. Because the media that is taught to students makes it easy, and fun. Keywords: Arabic, COVID-19, Theacing Media, Neuroscience. Abstrak Pengembangan kurikulum bahasa Arab semakin maju mengikuti kurikulum Kemenag. Di satu sisi guru belum berinovatif dalam mengajarkan materi kepada siswa. Penelitian ini bertujuan menganalisis media pembelajaran bahasa Arab berbasis neurosains di SMK Muhammadiyah 3 Yogyakarta. Jenis penelitian ini menggunakan metode kualitatif, serta sifat penelitian ini mencari informasi secara akurat dan totalitas di SMK Muhammadiyah 3 Yogyakarta. Subjek penelitian ini terdiri dari siswa dan guru kelas X. Objek penelitian ini adalah pengajaran bahasa Arab di SMK Muhammadiyah 3 Yogyakarta. Teknik pengumpulan data dilakukan dengan metode wawancara, observasi, dan dokumentasi. keabsahan data menggunakan triangulasi. analisis data menggunakan model Miles dan Huberman, yaitu dengan data reduction, data display, dan data conclusion drawing/verification.  Hasil penelitian membuktikan bahwa media pembelajaran Bahasa Arab berbasis Neurosains merespons peserta didik dalam memudahkan belajar Bahasa Arab, mempercepat penghafalan kosa kata (mufrodat) dan praktek membaca, menulis, mendengar, serta berbicara (muhadasah), di masa COVID-19. Implikasi media pembelajaran ini, sebagai alternatif pemahaman mufrodat dan muhadasah pembelajaran online di masa COVID-19 dan di masa tatap muka. Karena media yang adiajarkan kepada siswa memudahkan, dan menyenangkan. Kata kunci: Bahasa Arab, COVID-19, Media Pengajaran, Neurosains. Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2021-12-16 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2021.072-04 10.14421/almahara.2021.072-04 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 7 No. 2 (2021); 231-253 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2021.072-04/2233 Copyright (c) 2021 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/4583 2021-12-08T16:06:15Z almahara:ART

Taḥlīl Al-Akhtā’ Al-Lughawiyyah Fī Al-Muhādaṡah Al-Yaumiyyah Ladā Aṭ- Ṭālibāt bi Maskani Al-Madrasah Aṡ-Ṡānawiyyah Ad-Dīniyyah Al-Ḥukūmiyyah Al-Khāṣṣah Sūrākartā / Analysis Of Muhādasah Yaumiyyah Errors in MAPK MAN 1 Surakarta Students Khoiriyah , Hidayatul Shodiq, Muhammad Jafar Language Error Analysis Muhādasah Yaumiyyah MAPK MAN 1 Surakarta Analisis Kesalahan Berbahasa This study aims to determine the forms of muhādasah yaumiyyah errors, determine the factors that cause these errors and efforts to reduce muhādasah yaumiyyah errors that occur in the MAPK MAN 1 Surakarta Girls Dormitory. This is qualitative research and is descriptive-analytic. Data collection techniques were carried out using observation, interviews, and documentation methods. The results of this study indicate that: (1) The forms of language errors that occur in muhādasah yaumiyyah consist of 3 kinds, namely: morphological errors as much as 10.8%, syntactic errors as much as 48.6%, and language interference errors or daily dialects. day as much as 40.5%. (2) The factor causing the muhādasah yaumiyyah error is low motivation in Arabic. This is shown from the statistical results of the students' lack of interest in Arabic as much as 43.75%. As for the lack of mastery of students' mufrādat. This is shown from the statistical results as much as 62.5% of students lack mastery of Arabic mufrādat. (3) Efforts made to reduce muhādasah yaumiyyah errors are to increase interest and motivation in Arabic for students, teachers, and musyrīfah. In addition, according to the researcher, additional intensive efforts are needed, namely by holding regular Islāh al-lughah every week. Keywords: Language Error Analysis, Muhādasah Yaumiyyah, MAPK MAN 1 Surakarta Abstrak Penelitian ini bertujuan untuk mengetahui bentuk-bentuk kesalahan muhādasah  yaumiyyah,  mengetahui faktor-faktor penyebab terjadinya kesalahan tersebut dan upaya untuk mengurangi kesalahan muhādasah yaumiyyah yang terjadi di Asrama Putri MAPK MAN 1 Surakarta. Penelitian ini merupakan penelitian kualitatif dan bersifat deskriptif analitik. Teknik pengumpulan data dilakukan dengan metode observasi, wawancara, dan dokumentasi. Adapun hasil dari penelitian ini menunjukkan bahwa : (1) Bentuk-bentuk kesalahan berbahasa yang terjadi dalam muhādasah yaumiyyah terdiri dari 3 macam yaitu : kesalahan morfologi sebanyak 10,8%, sintaksis sebanyak 48,6%, dan kesalahan interferensi bahasa atau dialek sehari-hari sebanyak 40,5%. (2) Faktor penyebab kesalahan muhādasah yaumiyyah adalah motivasi yang rendah dalam berbahasa Arab. Hal ini ditunjukkan dari hasil statistik kurangnya minat siswa terhadap bahasa Arab sebanyak 43,75%. Adapun kurangnya penguasaan mufrādat siswa. Hal ini ditunjukkan dari hasil statistik sebanyak 62,5% siswa kurang menguasai mufradat bahasa Arab. (3) Upaya yang dilakukan untuk mengurangi kesalahan muhādasah yaumiyyah  adalah dengan meningkatkan minat dan motivasi berbahasa Arab bagi siswi, guru, dan musyrifah. Selain itu, menurut peneliti juga diperlukan upaya intensif tambahan yaitu dengan mengadakan Islāh al-lughah rutin setiap minggunya. Kata Kunci: Analisis Kesalahan Berbahasa, Muhādasah Yaumiyyah, MAPK MAN 1 Surakarta Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2021-10-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2021.072-02 10.14421/almahara.2021.072-02 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 7 No. 2 (2021); 184-206 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2021.072-02/2199 Copyright (c) 2021 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/4764 2021-12-26T03:48:11Z almahara:ART

Development of Qawā‘id Learning Media Based on H5P Applications to Increase Student Enthusiasm for Learning at MTsN 1 Pringsewu / Pengembangan Media Pembelajaran Qawā‘id Berbasis Aplikasi H5P untuk Meningkatkan Antusiasme Belajar Siswa MTsN 1 Pringsewu Ahmat Sultoni Riswandi Muallimin Fetri Yeni J Development H5P Aplication Learning Media Jumlah Ismiyyah Jumlah Fi‘liyyah Media Pembelajaran Aplikasi H5P Methods and media are two essential elements in the learning process. The phenomenon found in qawā‘id learning at MTsN 1 Pringsewu shows that interactive learning media are still rarely used by teachers; even teachers are only fixated on textbooks and use videos and powerpoints that are not interactive. This causes students to not be enthusiastic in participating in learning. This research specifically aims to develop interactive qawā‘id learning media to increase learning enthusiasm. This research is development research using the Borg and Gall model with ten steps of development, and only this research is limited to the seventh step only. The results of the media expert's assessment of the H5P application learning media obtained a percentage value of 88% and was in the range of 70%-89%, which means that the media developed was categorized as feasible/good. Meanwhile, based on the results of field trials by giving questionnaires to 32 students of MTs Negeri 1 Pringsewu, student responses to the product developed were obtained with a score of 93.75%. This product in the form of H5P application learning media is very feasible to help students learn qawā‘id. However, this research is limited to the jumlah ismiyyah  and the jumlah fi‘liyyah. Based on the results of observations in learning and questionnaire responses to the developed media, it appears that students are very enthusiastic about participating in learning. This is because the learning media produced is exciting and interactive so that students are excited to learn Keywords: Development, Learning Media, H5P Application, Jumlah Ismiyyah  and Jumlah Fi‘liyyah. Abstrak Metode dan media merupakan dua unsur yang sangat penting dalam proses pembelajaran. Fenomena yang ditemukan dalam pembelajaran qawā‘id di MTsN 1 Pringsewu menunjukkan bahwa media pembelajaran interaktif masih jarang digunakan oleh guru,  bahkan guru hanya terpaku pada buku teks dan penggunaan video dan powerpoint yang tidak interaktif. Keadaan ini menyebabkan siswa tidak antusias dalam mengikuti pembelajaran. Penelitian ini secara khusus bertujuan untuk mengembangkan media pembelajaran qawā‘id yang interaktif untuk meningkatkan antusisme belajar. Penelitian ini merupakan penelitian pengembangan dengan menggunakan model Borg and Gall dengan sepuluh langkah pengembangan, hanya saja penelitian ini terbatas sampai pada langkah ketujuh saja. Hasil penilaian ahli media terhadap media pembelajaran aplikasi H5P diperoleh nilai persentase sebesar 88% dan berada pada kisaran 70%-89% yang berarti media yang dikembangkan dikategorikan layak/baik. Sedangkan berdasarkan hasil uji coba lapangan dengan pemberian angket kepada 32 siswa MTs Negeri 1 Pringsewu diperoleh hasil respon siswa terhadap produk yang dikembangkan dengan skor 93,75%. Produk berupa media pembelajaran aplikasi H5P ini sangat layak untuk membantu siswa belajar qawā‘id. Namun penelitian ini terbatas pada jumlah ismiyyah  dan jumlah fi‘liyyah. Berdasarkan hasil observasi dalam pembelajaran dan angket tanggapan terhadap media yang dikembangkan, terlihat bahwa siswa sangat antusias mengikuti pembelajaran. Hal ini dikarenakan media pembelajaran yang dikembangkan menarik dan interaktif sehingga siswa antusias untuk belajar. Kata Kunci: Pengembangan, Media Pembelajaran, Aplikasi H5P, Jumlah Ismiah, Jumlah Fi’liyyah. Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2021-12-25 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2021.072-07 10.14421/almahara.2021.072-07 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 7 No. 2 (2021); 285-300 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2021.072-07/2258 Copyright (c) 2021 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/4786 2022-02-10T07:05:49Z almahara:ART

Penerapan, Kelebihan, dan Kelemahan Teka-teki Silang sebagai Instrumen Penilaian Formatif Kemampuan Pasif-Reseptif Kosakata Bahasa Arab Siswa/The Application, Strengths, and Weaknesses of Crossword Puzzles as a Formative Assessment Instrument for Students Ummi Nafi'ah Afdhal Fikri Mirma Zera Ilhami Crossword Puzzle Teka-Teki Silang Instrumen Penilaian Formatif Kosakata bahasa Arab Arabic Vocabulary Formative Assessment Instrument This study examines the application of crossword puzzles as an assessment instrument because, researchers have the assumption that crossword puzzles have the potential as a formative assessment instrument for elementary school (SD) level. In this study, the authors use a mixed method research which begins with quantitative research and is refined with qualitative research. Quantitative in the form of experiments while qualitative uses descriptive analysis to support the experiments carried out. The research steps were carried out in three stages, namely the preparation, implementation and data analysis stages. Furthermore, there are five kinds of assessment instrument feasibility tests in this study, namely validity, reliability, objectivity, practicality, and economic tests. For the validity test there are some that are invalid so that they become a reference for researchers to see student competence and improve learning for the future, and the reliability test gets a high score of 0.825. Thus, Crossword Puzzle as  formative assessment instrument in this research is said to be feasible as a formative assessment instrument in assessing students' passive-receptive vocabulary skills. Keywords: Crossword Puzzle, Formative Assessment Instrument, Arabic Vocabulary   Abstrak Penelitian ini mengkaji tentang pengaplikasian teka-teki silang sebagai instrumen penilaian  karena peneliti memiliki asumsi bahwa media teka-teki silang berpotensi sebagai instrumen penilaian formatif untuk tingkat Sekolah Dasar (SD). Pada penelitian ini penulis menggunakan jenis penelitian mix method yang diawali dengan penelitian kuantitatif dan disempurnakan dengan penelitian kualitatif. Kuantitatif dengan bentuk eksperimen sedangkan kualitatif menggunakan analisis deksriptif untuk mendukung eksprimen yang dilakukan. Langkah-langkah penelitian yang dilakukan sebanyak tiga tahap, yaitu tahap persiapan, pelaksanaan, dan analisis data. Lebih lanjut, terdapat lima macam uji kelayakan instrumen penilaian dalam penelitian ini, yaitu uji validitas, reliabilitas, objektivitas, praktikalitas, dan ekonomis. Untuk uji validitas terdapat beberapa yang tidak valid, sehingga menjadi acuan peneliti untuk melihat kompetensi siswa  dan memperbaiki pembelajaran untuk kedepannya dan uji reabilitas mendapatkan nilai yang tinggi yaitu 0,825. Maka, Teka-teki Silang (TTS) sebagai instumen penilaian formatif dalam penelitian ini diyatakan layak sebagai instrumen penilaian formatif dalam menilai kemampuan pasif-reseptif kosakata siswa. Kata Kunci: Teka-Teki Silang, Instrumen Penilaian Formatif, Kosakata Bahasa Arab Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2021-12-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2021.072-08 10.14421/almahara.2021.072-08 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 7 No. 2 (2021); 301-317 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2021.072-08/2313 Copyright (c) 2021 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/4805 2021-12-25T15:36:37Z almahara:ART

Ībistīmūlūjiyya Al-Manāhij al-Dirāsiyyah fī Pesantren: Ru’yah Tajdīdiyyah li Ta‘limi al-Lugah al-‘Arabiyyah / Epistemology Curriculum in Pesantren Indonesia: A New Vision for Arabic Learning Muhajir, Muhajir Curriculum Arabic Learning Pesantren Competencies المنهج الدراسي تعليم اللغة العربية المعهد (باسانترين) الكفاية This article aims to know the development of Arabic language education and the formation of the new epistemological curriculum. This goal appears to treat after the problems facing institutes in designing the curriculum in teaching the language of the Qur'an. After reviewing the data, analyzing it, and discussing it with the appropriate theories, the researcher concluded the following: The first was teaching the Arabic language in the Pesantren using the grammar method and the efficiency of reading religious texts. The second type, which focuses on the Arabic language as a communication tool, is widely used in institutes: modern Islamic education and many modern Islamic educational institutions. The third type of Arabic language education has been used in formal education (public schools and religious schools). It continues to be supplemented, whether in terms of curricula, educational goals, materials, method, or teaching strategies as methods used. Teaching the Arabic language needs to develop a new curriculum that focuses on teaching competencies, namely specific and specific competencies, language competencies, and communicative competencies. These competencies are linked to each other, especially in linguistic and communicative competencies. Keywords: Curriculum, Arabic Learning, Pesantren, Competencies.       ملخص الأهداف المنشودة لهذه المقالة هي معرفة تطوير في تعليم اللغة العربية وتكوين المنهج الابستيمولوجي الجديد فيه. يظهر هذا الهدف لعلاج بعد المشاكل التي تواجه المعاهد في تصميم المنهج الدراسي فى تعليم لغة القرأن. بعد مراجعة  البيانات وتحليلها ومناقشتها  بالنظريات المناسبة  استخلص الباحث فيما يلي: الأول  تم تعليم اللغة العربية في الـمعاهد الإسلامية السلفية (باسانترين) بإستخدام طريقة القواعد وكفاءة قرأة النصوص الدينية. وأما النوع الثاني الذي يركز على أن اللغة العربية أداة الاتصال فيستخدم على نطاق واسعفي الـمعاهد الإسلامية الـعصرية، وعدد كبير منالـمؤسسات التعليمية الإسلامية الحديثة. وأما النوع الثالثلتعليم اللغة العربيةفيستخدم حتى الآن فيالتعليم الرسمي (الـمدارسالعامة والـمدارس الدينية) ويستمر تكميله، سواء من حيث الـمناهج أو أهداف التعليم أو الـمواد أو الطريقة أو استراتيجيات التعليم،وكذلك الوسائل الـمستخدمة.تعليم اللغة العربية تحتاج إلي تطوير المنهج الجديد الذي يتركز فى تعليم الكفاءات وهي الكفاءات النوعية والخاصة و الكفاءات اللغوية والكفاءات التواصلية.هذه الكفاات مرتبطة بعضها من بعض ولاسيما فى الكفاات اللغوية والتواصلية. الكلمات المفاتحية : المنهج الدراسي، تعليم اللغة العربية، المعهد (باسانترين)، الكفاية Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2021-12-25 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2021.072-06 10.14421/almahara.2021.072-06 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 7 No. 2 (2021); 269-284 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2021.072-06/2257 Copyright (c) 2021 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/5017 2022-06-09T02:14:46Z almahara:ART

Taṭbīq aṭ-Ṭarīqah al-Istijābah al-Jasadiyyah al-Kulliyyah li at-Tarqiyyati Quwwah Istiżkāri aṭ-ṭalabah fii Ta‘allumi al-Mufradāti al-Arabiyyati Nissa Bela Nurussalma 'Aabidah Ummu 'Aziizah Mohammad Syaifuddin Muqowim Muhammad Fahri Kholid Total Physical Response Student’s Memory Learning Arabic Vocabulary الاستجابة الجسدية الكلية ذاكرة الطالب تعلم المفردات العربية This research is important to do because the effectiveness of learning in Indonesian informal educational institutions, especially Student's Education Parks is still quite low. This study aims to determine the effect of Total Physical Response (TPR) on improving Arabic vocabulary memory for TPQ students at the Nurul 'Ilmi Mosque in Semarang City and find new variations in learning methods for TPQ students who have various ages at each level. This research uses Non Equivalent Control Group Design. The participants in this study were 30 students at the TPQ Nurul 'Ilmi Mosque, Semarang City. The data analysis technique used is quantitative data analysis. The findings in this study stated that TPR was proven to be effective in improving the memory of Arabic vocabulary in the TPQ students of the Nurul 'Ilmi Mosque in Semarang City in terms of response indicators, processes and results. This can be seen from the difference in the results of the comparison test between the control class and the experimental class with an N-Gain of 3.86 which indicates a significant level of gain in the high category. This TPR method provides an alternative for TPQ teachers in providing activities in learning that are more interesting than usual so that they can spur the development of various student's abilities and the creativity of TPQ teachers in innovating in each lesson. Keywords: Total Physical Response, Student’s Memory, Learning Arabic Vocabulary     ملخص هذا البحث مهم للقيام به لأن فعالية التعلم في المؤسسات التعليمية غير الرسمية الإندونيسية ، وخاصة حدائق تعليم الطلبة لا تزال منخفضة للغاية . تهدف هذه الدراسة إلى تحديد تأثير الاستجابة البدنية الكلية (TPR) على تحسين ذاكرة المفردات العربية لطلبة TPQ في مسجد نورل العلم في مدينة سيمارانج والعثور عليها  جديد  الاختلافات في طرق التعلم لطلبة TPQ الذين لديهم أعمار مختلفة في كل مستوى. يستخدم هذا البحث تصميم مجموعة التحكم غير المكافئ. كان المشاركون في هذه الدراسة 30 طالبا في مسجد TPQ Nurul 'Ilmi ، مدينة سيمارانج. تقنية تحليل البيانات المستخدمة هي تحليل البيانات الكمية. ذكرت النتائج في هذه الدراسة أن TPR أثبتت فعاليتها في تحسين ذاكرة المفردات العربية في أطفال TPQ من مسجد نورالعلم في مدينة سيمارانج من حيث مؤشرات الاستجابة والعمليات والنتائج. يمكن ملاحظة ذلك من خلال الاختلاف في نتائج اختبار المقارنة بين فئة التحكم والفئة التجريبية مع N-Gain 3.86 مما يشير إلى مستوى كبير من الكسب في الفئة العالية. توفر طريقة TPR هذه بديلاً لمعلمي TPQ في توفير أنشطة في التعلم أكثر إثارة للاهتمام من المعتاد حتى يتمكنوا من تحفيز تنمية قدرات الطلبة المختلفة وإبداع معلمي TPQ في الابتكار في كل درس. الكلمات الاساسية:  الاستجابة الجسدية الكلية، ذاكرة الطالب، تعلم المفردات العربية Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2022-05-18 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2022.081-03 10.14421/almahara.2022.081-03 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 8 No. 1 (2022); 53-72 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2022.081-03/2342 Copyright (c) 2022 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/5031 2022-06-09T02:14:46Z almahara:ART

Implementation of Student Team Achievement Divisions (STAD) Learning Methods to Improve Nahwu Learning Outcomes for Class 4 Students at KMI Darussalam Gontor Modern Islamic Boarding School for Girls Ihwan Mahmudi Alfi, Sammay Azhar Nor Learning Methods Student Team Achievement Divisions (STAD) Learning Outcomes Naḥwu Metode Pembelajaran Hasil Belajar This study aims to determine the effectiveness of the Student Team Achievement Divisions (STAD) method in improving the learning outcomes of Naḥwu for KMI Islamic Boarding School Darussalam Gontor Students. The research subjects were students of KMI class 4E. This research uses classroom action research (CAR) with Kemmis and McTaggart models. The research was conducted in three cycles, and each cycle consisted of four stages: planning, action, observation, and reflection. The results of the study showed that the application of theStudent Team Achievement Divisions (STAD) method couldimprove the learning outcomes of Naḥwu students of Kulliyyatu l-Mu'allimat Al-Islamiyah (KMI) Islamic Boarding School Darussalam Gontor for Girls campus onethe academic year 1440-1441 H. Although there was a decline at the cycle stage 2 after being developed and improved again, the Student Team Achievement Divisions (STAD) method can significantly increase the value of student learning outcomes. It can increase student activity in the learning process. Student learning outcomes in the first cycle with an average of 85, in the second cycle with an average of 83.1, and in the third cycle with an average of 90.45. These results indicate that the average cycle I to cycle II decreased and increased after the third cycle was held. Keywords: Learning Methods, Student Team Achievement Divisions (STAD), Learning Outcomes, Naḥwu.   Abstrak Penelitian ini bertujuan untuk mengetahui efektifitas metode Student Team Achievement Divisions (STAD) dalam meningkatkan hasil belajar Naḥwu pada Siswi KMI Pondok Modern Darussalam Gontor. Subjek penelitian adalah siswi KMI kelas 4E. Penelitian menggunakan jenis penelitian tindakan kelas (PTK) dengan model Kemmis dan McTaggart. Penelitian dilakukan dalam tiga siklus, dan setiap siklus terdiri dari empat tahapan yaitu: perencanaan, tindakan, observasi, dan refleksi. Hasil dari penelitian menunjukkan bahwa penerapan metode Student Team Achievement Divisions (STAD) dapat meningkatkan hasil belajar Naḥwu siswi Kulliyyatu-l-Mu’allimat Al-Islamiyah (KMI) Pondok Modern Darussalam Gontor Putri kampus 1 tahun ajaran 1440-1441 H. Meskipun terjadi penurunan pada tahap siklus 2 namun setelah dikembangkan dan diperbaiki kembali metode Student Team Achievement Divisions (STAD) dapat meningkatkan secara signifikan nilai hasil belajar siswa dan dapat meningkatkan keaktifan siswa dalam proses pembelajaran. Hasil belajar siswi pada siklus I dengan rata-rata 85, pada siklus II dengan rata-rata 83,1, dan pada siklus III  dengan rata-rata 90,45. Dari hasil tersebut menunjukan bahwa rata-rata siklus I ke siklus II menurun, dan setelah diadakan siklus III mengalami peningkatan. Kata Kunci: Metode Pembelajaran, Student Team Achievement Divisions (STAD), Hasil Belajar, Naḥwu. Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2022-05-11 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2022.081-02 10.14421/almahara.2022.081-02 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 8 No. 1 (2022); 27-52 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2022.081-02/2341 Copyright (c) 2022 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/5155 2022-06-09T02:14:46Z almahara:ART

Barnāmaj Ta’līm Al-Lughah Al-‘Arabiyyah fi Mu`assasah Al-Ma’had Al-Islāmiy Miftāh Al-‘Ulūm Al-Yāsīnī Pasūruwān (`Idārah Tākhtītihi) Rahmatillah, Ramadhani Durrotus Tsaminah Zakiyah Arifa Mohd. Jaisar Raju Management Program Planning Arabic Teaching الإدارة تخطيط البرنامج تعليم اللغة العربية Every educational institution is increasingly improving its quality as the Al-Yasini Islamic Institute Foundation Pasuruan with program in the Foreign Language Development Foundation (LPBA) that existsand continues forward along with other international institutions. This research had three purposes which are to know: 1) the arabic language planning model that are using at LPBA Al-Yasini; 2) the elements in planning the program; 3) the planning process of it’sprogram. The research method is evaluative analysis withinformation from interview, obervation, and documentation. Collected data are analyzed through three activities which are data collection, data reduction, data presentation, and conclusion. The research results are: 1) Planning of the program uses the Long Range Planning type in micro amount with repeated use and Hybrid Planning process; 2) The planning included all the elements except the control element; 3) The planning program include in every step of the education program except the advanced planning step. Moreover, the research stresses to provide its planning by completing the monitoring component and implementing the  planning human resources such as directives for teachers until the program implementation is in accordance with planning and achieving goals effectively. Keywords: Management, Program Planning, Arabic Teaching   ملخص إن معظم المؤسسات التعليمية متزايد في تحسين جودة التعليم الذي تطوره كمعهدالياسيني فاسوروانالذي يكون معهدا تقليديا أو سلافيا يتمسك لفترة طويلة ببرنامجهفي مؤسسة تطوير اللغات الأجنبية (Lembaga Pengembangan Bahasa Asing/LPBA)ويستمر قدمًا جنبًا مع المؤسسات الدولية الأخرى. وهذ البحث ثلاثة الأهداف: 1)لمعرفة نموذج التخطيط المستخدم في تخطيط برنامج تعليم اللغة العربية فيLPBA Al-Yasini؛ 2)لمعرفة عناصر في تخطيط برنامج تعليم اللغة العربية فيه 3) لمعرفة عملية تخطيط برنامج تعليم اللغة العربية فيه. ونهجه تحيلل تقويمي ومكانه فيLPBA Al-Yasiniبأن يكون مصداره الوثائق المعهدية ومدير المعهد مع موظفيه ومتعلمين فيه.وكان البيانات تجمع بأسلوب المقابلة والملاحظة والتوثيق وطريقة تحليل البيانات المستخدمة هي جمع البيانات وتقليلها وعرضها ثم استخلاص البحث في آخره. ونتائج البحث هي: 1) التخطيط يستخدم مدخل القوىالبشرية بالاستخدام المكرر، ونوعه تخطيط على المدىالمتوسط (Intermediate Planning) بالمقدار الصغير (micro) وتعتمد عمليته على التخطيط الهجين (Hybrid Planning)؛2) التخطيط قد اشتمل على جميع العناصر إلا عنصر المراقبة؛ 3) عمليته لايجري بمرحلة تخطيط لتخطيط. والاقتراحات للبرنامج أن يزود على تحسين تخطيطه باستكمال عنصر المراقبة ومرحلة تخطيط لتخطيط فيه وتنفيذ التخطيط المتعلق بالموارد البشري حتى يكون تنفيذه وفقا على التخطيط وتحقيق الأهداف بفعالة. الكلمات المفاتحية : الإدارة، تخطيط البرنامج، تعليم اللغة العربية Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2022-06-09 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2022.081-05 10.14421/almahara.2022.081-05 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 8 No. 1 (2022); 101-122 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2022.081-05/2361 Copyright (c) 2022 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/5173 2022-06-09T02:14:46Z almahara:ART

Ta‘zῑz Al-Qayyim al-Akhlāqiyyah Bi Istirātijiyyah Al-Tawāṣul Asnā’a Ta‘lῑm Al-Lugah Al-‘Arabiyyah Fi ‘Asr Al-Ta‘allumi Al-Mustaqilli Bi Ma‘had Dāru as-Salām Jombang Qomariyah, Lailatul Akhmad Sauqi Ahya Adam Ibrahim, Faishol Mahmud Character Value Independent Learning Speaking Strategies Nilai Karakter Merdeka Belajar Strategi Bertutur The aim of this study is to describe the speaking strategies in strengthening character values at learning arabic at the independent learning’s era in Darus Salam Islamic Boarding School.This research was designed with a qualitative approach, with the type of case study. A method for collecting data by observations in teaching Arabic language, and documenting the teacher's speech act’s strategy, and interviewing the context of these teacher’s actsand is analyzed by interactive model analysis. The results of this research are, strengthening character values by the communication strategy with two strategies: A) the direct strategy with five functions, 1) the request, 2) the command, 3) the invitation, 4) The hope, 5) The advice; b) the indirect strategy has two functions, 1) The request, and 2) The command. The results of this study contribute to the teacher's communication strategy in using appropriate verbal verbs as an attempt to build students who have a moral character and become more interactive and communicative learning while teaching Arabic. Therefore, it is necessary to conduct the following research to understand moral values through the educational materials for writing skill that include moral values in them in Arabic learning. Keywords: Character Value, Independent Learning, Speaking Strategies Abstrak Penelitian ini bertujuan untuk mendeskripsikan strategi bertutur dalam penguatan nilai karakter Pada pembelajaran Bahasa Arab di Pondok Pesantren Darus Salam Jombang di era Merdeka Belajar. Penelitian ini dirancang dengan pendekatan kualitatif, dengan jenis studi kasus. Metode pengumpulan data dengan observasi pembelajaran bahasa Arab, dan mendokumentasikan strategi tindak tuturnya, dan mewawancarai kontekstersebut dan Kemudian dianalisis dengan analisis model interaktif. Hasil penelitian ini adalah, penguatan nilai karakter melalui strategi bertutur dengan dua strategi: A) strategi langsung dengan enam fungsi, 1) permintaan, 2) perintah, 3) ajakan, 4) Harapan, 5 ) Nasihat; b) strategi tidak langsung memiliki dua fungsi, 1) Permintaan, 2) Perintah. Hasil penelitian ini berkontribusi pada strategi bertutur guru dalam menggunakan tindak tutur yang tepat sebagai upaya untuk membentuk siswa yang memiliki nilai karakter dan menjadi pembelajaran yang lebih interaktif dan komunikatif. Oleh karena itu, perlu dilakukan penelitian berikut untuk memahami nilai-nilai karakter melalui materi pendidikan keterampilan menulis yang memuat nilai-nilai karakter di dalamnya pembelajaran bahasa Arab. Kata kunci: Nilai Karakter, Merdeka Belajar, Strategi Bertutur Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2022-05-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2022.081-04 10.14421/almahara.2022.081-04 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 8 No. 1 (2022); 73-100 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2022.081-04/2344 Copyright (c) 2022 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/5424 2022-07-24T16:31:37Z almahara:ART

Exploring of Arabic Text Book for MA KMA 183 in 2019 Based on Mackey’s Theory and ACTFL Standards Siregar, Husnatul Hamidiyyah Moh. Ainin Muassomah Dadang Firdaus Rendi Pramadi ACTFL Arabic Language Text Book Mackey's Theory Bahasa Arab Buku Teks Teori Mackey This study aims to explore Arabic textbooks by looking at four elements, namely selection (material selection), gradation (ordering), presentation, and repetition in Arabic textbooks for Class XI MA Curriculum KMA 183 in 2019 according to the theory of William Francis Mackey and explore Arabic language skills on textbook content according to the ACTFL standard perspective. This study uses qualitative research methods with descriptive analysis techniques and content analysis sourced from documentation data in Arabic textbooks for Class XI MA Curriculum KMA 183 in 2019, related books, articles, and journals. The results of the study show that the Arabic language textbooks for class XI KMA 183 in 2019 as a whole have met the criteria of Mackey's theory in four aspects. In the element of selection, the book has met three criteria for validity in the content and components of the book, including the parts of learning objectives, the level of students' abilities, and the type of language used. Furthermore, the gradation aspect of each subject matter in chapters 1 to 6 consists of listening, speaking, reading, writing, and tarākib skills, each related to and supporting one another with deductive and inductive sequencing methods. In the presentation aspect, three procedures are used in the book: differentiation, intensive and pictorial procedures. Each stage of the book presentation uses two languages, Arabic and Indonesian, utilizing the help of image object media to make it easier for students to understand the material. In the aspect of repetition, several tadribāt and materials are presented repeatedly with different themes in each chapter in the four Arabic language skills. The analysis of Arabic skills on Arabic books for class XI KMA 183 in 2019 according to the ACTFL standard perspective is divided into three levels: intermediate, low, mid, and high. Each group is classified according to the content of the material, indicators, and evaluation of learning in each of the four mahārah in six chapters, namely mahārah istimā', kalām, qirā’ah, and kitābah. Keywords: ACTFL, Arabic Language, Text Book, Mackey's Theory Abstrak Penelitian ini bertujuan untuk untuk mengeksplorasi buku ajar bahasa Arab dengan cara melihat empat unsur yaitu seleksi (pemilihan materi), gradasi (pengurutan), presentasi, repetisi dalam buku ajar bahasa Arab Kelas XI MA Kurikulum KMA 183 tahun 2019 menurut teori William Francis Mackey dan mengeksplorasi keterampilan bahasa Arab pada isi buku ajar menurut perspektif standar ACTFL. Penelitian ini menggunakan metode penelitian kualitatif dengan teknik analisis deskriptif dan analisis konten yang bersumber dari data dokumentasi pada buku ajar bahasa Arab Kelas XI MA Kurikulum KMA 183 tahun 2019, buku, artikel dan jurnal yang terkait. Hasil dari penelitian menunjukkan bahwa buku ajar bahasa Arab kelas XI KMA 183 tahun 2019 secara keseluruhan telah telah memenuhi kriteria teori Mackey dalam empat aspek. Pada aspek seleksi, buku telah memenuhi tiga kriteria keabsahan pada isi dan komponenen buku diantaranya pada komponen tujuan pembelajaran, tingkat kemampuan siswa, tipe bahasa yang digunakan. Selanjutnya pada aspek gradasi setiap materi pelajaran pada bab 1 sampai 6 terdiri dari keterampilan menyimak, berbicara, membaca, menulis dan tarākib yang masing-masing setiap keterampilan berkaitan dan mendukung satu sama lain dengan matode pengurutan deduktif dan induktif.Pada aspek presentasi ada tiga prosedur yang digunakan pada buku yaitu prosedur differensiasi, ontensive dan piktorial. Setiap tahapan presentasi buku menggunakan dua bahasa yaitu bahasa Arab dan bahasa Indonesia dengan menggunakan bantuan media obyek gambar untuk memudahkan siswa dalam memahami materi. Pada aspek repetisi, ada beberapa tadribāt dan materi yang disajikan secara berulang dengan tema yang berbeda pada setiap babnya dalam empat keterampilan bahasa Arab.  Adapun analisis keterampilan berbahasa Arab terhadap buku bahasa Arab kelas XI KMA 183 tahun 2019 menurut perspektif standar ACTFL terbagi menjadi tiga tingkatan yaitu intermediate low, mid dan high. Setiap tingkatan diklasifikasikan sesuai muatan materi, indikator, dan evaluasi pembelajaran pada setiap empat mahārah dalam enam bab, yaitu mahārah istimā’, kalām, qirā’ah, and kitābah. Kata Kunci: ACTFL, Bahasa Arab, Buku Teks, Teori Mackey Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2022-06-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2022.081-06 10.14421/almahara.2022.081-06 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 8 No. 1 (2022); 123-152 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2022.081-06/2405 Copyright (c) 2022 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/5684 2022-07-25T06:07:15Z almahara:ART

Analysis of the Textbook "Aku Cinta Bahasa Arab" for Grade 1 Elementary School in the Perspective of Cognitive Developmental Psychology Dudung Hamdun Rafika Rizkinia Mufida Pradnya Paramita, Nurhapsari Textbooks Aku Cinta Bahasa Arab Content Analysis Cognitive Development Buku Teks Analisis Konten Perkembangan Kognitif This study aims to determine the feasibility of the textbook "Aku Cinta Bahasa Arab" for grade 1 elementary school published by Tiga Serangkai in terms of the psychology of children's cognitive development. This research is library research with content analysis method. The data collection technique in this research is documentation. Sources of data used in this study are books, journals, documents, articles, and other scientific works relevant to the study's object of study. The main topics of this research are theories related to textbook assessment and cognitive development of elementary-age children. The data collection technique in this research is documentation. Furthermore, to process and analyze the data, the author uses the method of content analysis, which is an analysis of the content that focuses on interpretation in terms of assessing the feasibility of textbooks and reviewing theories of cognitive development for elementary-age children. The results of this study indicate that there is a suitability of the assessment of texts with children's cognitive development. However, there are still errors both in terms of technique and substance of the book. Various improvements are needed to be used as learning materials in accordance with the cognitive development of children in the grade 1  elementary school. Keywords: Textbooks, Aku Cinta Bahasa Arab, Content Analysis, Cognitive Development.   Abstrak Penelitian ini bertujuan untuk mengetahui kelayakan buku teks “Aku Cinta Bahasa Arab” untuk Kelas I Madrasah Ibtidaiah yang diterbitkan oleh Tiga Serangkai ditinjau dengan psikologi perkembangan kognitif anak. Penelitian ini merupakan penelitian pustaka (library research) dengan metode analisis konten. Teknik pengumpulam data pada penelitian ini adalah dokumentasi. Sumber data yang digunakan dalam penelitian ini yaitu buku, jurnal, dokumen, artikel, dan karya ilmiah lainnya yang relevan dengan objek kajian pada penelitian ini. Pokok bahasan dalam penelitian ini yaitu teori-teori yang berkaitan dengan penilaian buku teks dan perkembangan kognitif anak usia dasar. Teknik pengumpulam data pada penelitian ini adalah dokumentasi. Selanjutnya, untuk mengolah dan menganalisis data, penulis menggunakan metode content analysis, yaitu analisis terhadap kandungan isi yang berfokus pada interpretasi dari segi penilaian kelayakan buku teks dan ditinjau teori-teori perkembangan kognitif anak usia dasar. Hasil penelitian ini menunjukkan bahwa terdapat kesesuaian penilaian buku teks dengan perkembangan kognitif anak, namun masih terdapat kesalahan baik dari sisi teknik maupun substansi buku, dan diperlukan berbagai upaya perbaikan supaya dapat dijadikan bahan belajar yang sesuai dengan perkembangan kognitif anak pada usia kelas satu sekolah dasar. Kata Kunci: Buku Teks, Aku Cinta Bahasa Arab, Analisis Konten, Perkembangan Kognitif Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2022-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2022.081-07 10.14421/almahara.2022.081-07 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 8 No. 1 (2022); 153-173 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2022.081-07/2408 Copyright (c) 2022 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/5685 2022-07-25T06:10:43Z almahara:ART

Character Education in Arabic Learning in the Covid-19 Era at Madrasah Aliyah Nurul Ummah /Pendidikan Karakter dalam Pembelajran Bahasa Arab pada Era Covid-19 di Madrasah Aliyah Nurul Ummah Amin Arifin Maksudin تعليم الشخصية تعلم اللغة العربية جائحة كوفيد -19 Pendidikan karakter Pembelajaran bahasa Arab Pandemi Covid-19 امين عارفين, تعليم الشخصية فى تعليم اللغة العربية أثناء جائحة كوفيد -19  فى XI-MIPA 2 بالمدرسة العالية نور الأمة عام الدراسي 2021/2020. البحث العلمى. يوكياكرتا: قسم تعليم اللغة العربية بكلية علوم التربوية وتأهيل المعلمين بجامعة سونان كاليجاكا الإسلامية, 2021. إن خليفة المشكلة لهذا البحث العلمى هي الافتقار إلى الحد الأقصى من تعليم الشخصية أثناء جائحة كوفيد-19.يواجه المعلمون صعوبة فى تطبيق تعليم الشخصية في هذه الجائحة. من اجل ذلك يهدف هذه البحث ليفيض مدى تطبيق تعليم الشخصية في تعلم اللغة العربية أثناء حقبة جائحة كوفيد -19 فى XI-MIPA 2 بالمدرسة العالية نور الأمة عام الدراسي 2021/2020. نوع البحث الذي يستخدم فى هذا البحث هو بحث كيفي يعني بحث ميداني بنهج الظواهر. ويستخدم طريقة جمع البيانات بالمقابلة والملاحظة والتوثيق. بعد ان تتم البيانات فتحليلها بالمرحلتين. المرحلة الأولى هي تحليل قبل الميدان، المرحلة الثانية هي تحليل بطريق Milles and Huberman. ونتائج هذا البحث تدل على القيم التي تطبق في المدرسة العالية نور الأمة هي قيم اجتماعية وقيم روحية وقيم معرفية وقيم مهارية. بالنسبة لتطبيق ذلك، لم ينتظم تطبيق تعليم الشخصية بعدم اعداد عملية التدريس وفي الميداني، المعلم قادر على ارشاد الطلاب وتحضيضهم. وفي التقويم، المعلم يلاحظ مواقف الطلاب فيستخلص النتائج. ولو كان تعليم الشخصية لم يتم لكنه يستطيع ان يجعل طلاب على استمرار نشاطهم فى تعلم خاصة فى تعليم قواعد وعندهم صبر وديني وابتكار وتعطف. الكلمات الرئيسية : تعليم الشخصية, تعلم اللغة العربية, جائحة كوفيد -19     Abstrak Pandemi Covid-19 telah menyebabkan pendidikan menjadi berlangsung secara daring. Hal ini membuat pendidikan karakter kurang maksimal. Oleh karena ituو penelitian ini bertujuan untuk membahas sejuah mana pendidikan karakter diterapkan dalam pembelajaran bahasa Arab pada era pandemi Covid-19 di XI-MIPA 2 Madrasah Aliyah Nurul Ummahtahunajaran 2020/2021. Penelitian ini adalah penelitian kualitatif berupa lapangan (field research) dengan pendekatan fenomenologi. Pengumpulan data menggunakan teknik observasi, wawancara, dan dokumentasi. Setelah data terkumpul lalu dianalisis dengan dua tahap. Tahap pertama menggunakan analisis sebelum lapangan serta tahap kedua menggunakan analisis model Miles dan Huberman. Hasil penelitian ini menunjukkan nilai-nilai yang diterapkan di MA Nurul Ummah berupa nilai sosial, nilai spiritual, nilai pengetahuan, dan nilai keterampilan. Dalam penerapan lapangan, pendidikan karakter belum terlaksana secara sistematis karena belum ada RPP, namun dalam pelaksanaanya guru mampu membimbing dan memotivasi peserta didik. Sedangkan untuk evaluasi, guru hanya melakukan observasi sikap peserta didik lalu menarik kesimpulan. Meski pendidikan karakter belum terlaksana secara maksimal, pendidikan tersebut mampu membuat peserta didik tetap semangat dalam belajar khususnya dalam pembelajaran kaidah bahasa. Peserta didik juga memiliki kesabaran, religius, kreatif, dan simpati. Kata Kunci: Pendidikan karakter, Pembelajaran bahasa Arab, Pandemi Covid-19 Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2022-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2022.081-08 10.14421/almahara.2022.081-08 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 8 No. 1 (2022); 174-191 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2022.081-08/2409 Copyright (c) 2022 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/5703 2022-12-30T13:45:11Z almahara:ART

Material Analysis of Al-Hiwar and Al-Qira'ah on Arabic Text-books for Senior High School Grade 10 MGMP East Java Based on Curriculum of Ministry of Education, Culture, Research, and Technology : Analisis Materi Al-Hiwar dan Al-Qira’ah pada Buku Teks Bahasa Arab SMA Kelas 10 MGMP Jawa Timur Berdasarkan Kurikulum KEMENDIKBUD Linda Ayu Khuroidah Mirwan Akhmad Taufiq Mochammad Indra Yumanto Text Analysis Arabic Textbook Arabic Writing Skills Arabic Reading Skills Learning Arabic Analisis Teks Buku Teks Bahasa Arab Keterampilan Menulis Bahasa Arab Keterampilan Membaca Bahasa Arab Pembelajaran Bahasa Arab Textbooks have an essential role in the success of the learning process, as well as teaching materials in learning Arabic. Selecting the correct text is the primary key to implementing the curriculum. This study examines the suitability of the Arabic student book for 10th grade of SMA (Senior High School) by Subject Teacher Conference (MGMP) East Java to the curriculum of the ministry of education and culture, focusing on Al-Hiwar and Al-Qira'ah materials. This study used a qualitative approach. It was analyzed using content analysis techniques according to the perspective of Abdur Rohman bin Ibrahim Al Fauzi with the primary source material Al-Hiwar and Al-Qira'ah from the Arabic student book for 10th grade of SMA by MGMP East Java and other documentation sources as secondary data. The results of the research have found that the Arabic student book for 10th grade of SMA by MGMP East Java based on the 2017 Ministry of Education and Culture curriculum is explained as follows; first, the suitability of the Al-Hiwar and Al-Qira'ah materials to the curriculum can be seen in the appropriate social, spiritual, and cognitive values ​​contained in the material. Second, Al-Hiwar's material is under the intellectual power of students, far from linguistic errors and the meaning of life. Third, the lack of good quality scores on the variation of questions (At-Tadribat) on Al-Hiwar and Al-Qira'ah material, no clear indicators or instructions according to the Theme, and no pictures are provided on Al-Hiwar or Al-Qira'ah material. So from the results of this analysis, it is necessary to revise the Arabic student book for the 10th grade of SMA by MGMP East Java. Keywords: Text Analysis, Arabic Textbook, Arabic Writing Skills, Arabic Reading Skills, Learning Arabic. Abstrak Buku pelajaran memiliki peran penting dalam keberhasilan proses pembelajaran, begitu juga dengan bahan ajar dalam pembelajaran bahasa Arab. Memilih teks yang benar adalah kunci utama untuk mengimplementasikan kurikulum. Kajian ini mengkaji tentang kesesuaian buku siswa bahasa Arab kelas X SMA oleh Musyawarah Guru Mata Pelajaran (MGMP) Jawa Timur dengan kurikulum Kementerian Pendidikan dan Kebudayaan, dengan fokus pada Al-Hiwar dan Al-Qira'ah. Penelitian ini menggunakan pendekatan kualitatif. Dianalisis menggunakan teknik analisis isi menurut perspektif Abdur Rohman bin Ibrahim Al Fauzi dengan sumber utama materi Al-Hiwar dan Al-Qira'ah dari buku siswa bahasa Arab kelas X SMA oleh MGMP Jawa Timur dan sumber dokumentasi lainnya sebagai data sekunder. Hasil penelitian menemukan bahwa buku siswa bahasa Arab Kelas X SMA Karya MGMP Jawa Timur Berdasarkan Kurikulum Kementerian Pendidikan dan Kebudayaan Tahun 2017 dijelaskan sebagai berikut; pertama, kesesuaian materi Al-Hiwar dan Al-Qira'ah dengan kurikulum dapat dilihat dari kesesuaian nilai-nilai sosial, spiritual, dan kognitif yang terkandung dalam materi tersebut. Kedua, materi Al-Hiwar berada di bawah daya intelektual siswa, jauh dari kesalahan bahasa dan makna hidup. Ketiga, Kurangnya skor kualitas yang baik pada variasi soal (At-Tadribat) pada materi Al-Hiwar dan Al-Qira'ah, tidak ada indikator atau petunjuk yang jelas sesuai tema, dan tidak disediakan gambar pada Al-Hiwar maupun Al-Qira'ah. Maka dari hasil analisis tersebut, perlu adanya revisi buku siswa bahasa Arab kelas X SMA oleh MGMP Jawa Timur. Kata Kunci: Analisis Teks, Buku Teks Bahasa Arab, Keterampilan Menulis Bahasa Arab, Keterampilan Membaca Bahasa Arab, Pembelajaran Bahasa Arab. Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2022-12-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2022.082-01 10.14421/almahara.2022.082-01 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 8 No. 2 (2022); 192-213 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2022.082-01/2577 Copyright (c) 2022 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/5717 2022-12-27T07:18:23Z almahara:ART

The Phonics Method in Aṣwat Learning and Its Influence on the Reading Ability of Ibtidaiyyah Madrasah Students : Metode Fonetik dalam Pembelajaran Aswat dan Pengaruhnya Terhadap Kemampuan Membaca Siswa Madrasah Ibtidaiyyah Irfan Hania Muhammad Sya'dullah Fauzi Suteja Era Sastra Pangestu Faiqotussana Moh. Faza Rosyada Phonic Method Aṣwat Student Ability Reading Skills Metode Fonik Kemampuan Siswa Keterampilan Membaca The application of traditional methods in learning Arabic is considered less successful, especially in introducing hijaiyyah letters, which results in stronger students' reading skills at the beginning level. The phonics method in Aṣwat learning is one of the many innovative language learning methods. A phonics method is a sound-based approach to teaching reading. This study aimed to see how much influence the phonics method had in teaching Aṣwat on students' reading skills at MIN Al-Muawanah Karawang. This research is an experimental one-group pretest-posttest design with the type of one-shot case study experiment. The research data were obtained from the pretest and posttest results, which who tested on a sample of 21 students at MIN Al-Muawanah Karawang. Data analysis and hypothesis testing used the normality test, one sample t-test, and paired sample t-test. The results of this study indicate that the difference in the average score of students before and after using the phonics method reached a difference of 55.89, where the initial, middle score was 7.22, and the average post-treatment score was 63.11.  The difference in the mean scores was tested using a paired sample t-test with a significance value of 0.00 <0.05, which means that the use of the phonics method for nine fourth-grade students significantly affected students' beginning reading ability. Therefore, the results of this study can be used as an alternative to solving student problems in Aṣwat learning by educators, which has implications for increasing students' reading skills at the beginning level. Keywords: Phonic Method, Aṣwat, Student Ability, Reading Skills Abstrak Penerapan metode tradisional dalam pembelajaran bahasa Arab dianggap kurang berhasil, terutama materi pengenalan huruf-huruf hijaiyyah yang berakibat pada lemahnya kemampuan membaca siswa pada level permulaan. Metode fonik dalam pembelajaran Aṣwat merupakan satu dari sekian banyak inovasi metode pembelajaran lingusitik. Metode fonik merupakan metode dengan pendekatan berbasis suara untuk mengajar membaca. Tujuan dari penelitian ini adalah untuk melihat seberapa besar pengaruh metode fonik dalam pembelajaran Aṣwat terhadap kemampuan membaca siswa di MIN Al-Muawanah Karawang. Penelitian ini merupakan penelitian eksperimental one group pretest-porstest design dengan jenis ekperimen one-shot case study. Data penelitian diperoleh dari hasil pretest dan posttest yang diujikan pada sampel penelitian yang berjumlah 21 siswa MIN Al-Muawanah Karawang. Analisis data dan uji hipotesis menggunakan uji normalitas, uji t Satu Sampel, dan Uji T Sampel Berpasangan. perbedaan nilai rata-rata siswa sebelum dan sesudah menggunakan metode fonik mencapai selisisih sebesar 55,89, di mana rata-rata nilai awal sebesar 7,22, dan rata-rata nilai pasca treatment sebesar  63,11. Hasil penelitian ini menunjukkan bahwa perbedaan nilai rata-rata tersebut diuji menggunakan paired sample t-test dengan nilai signifikansi sebesar 0,00 < 0,05 yang berarti penggunaan metode fonik kepada 9 siswa kelas IV tersebut memiliki pengaruh yang signifikan dalam kemampuan membaca permulaan siswa. Oleh karena itu, dari hasil penelitian ini agar dapat dijadikan sebagai alternatif pemecahan masalah siswa dalam pembelajaran Aṣwat oleh para pendidik yang berimplikasi pada meningkatnya kemampuan membaca siswa pada level permulaan. Kata Kunci: Metode Fonik, Aṣwat, Kemampuan Siswa, Keterampilan Membaca Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2022-12-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2022.082-03 10.14421/almahara.2022.082-03 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 8 No. 2 (2022); 231-247 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2022.082-03/2578 Copyright (c) 2022 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/5943 2022-12-27T08:16:42Z almahara:ART

The Effect Of Using Memrise On Maharah Qira'ah Among The Seventh Grade Students At Mtsn 1 Malang City: Pengaruh Penggunaan Memrise Terhadap Maharah Qira'ah Pada Siswa Kelas VII Mtsn 1 Kota Malang Aulia Subita Mohammad Ahsanuddin Romyi Morhi Reading Skill Memrise مهارة القراءة ميمريس This present research was aimed at describing (1) the learning of reading Arabic using Memrise and (2) the effect of the use of Memrise on the reading skills among the seventh-grade students at MTsN (State Islamic Junior High School) 1 Malang City. Reading in this present research is learning to read vocabulary and sentences. This research adopted a quantitative approach where the subjects were the seventh grades E and H students at MTsN 1 Malang City in learning Arabic using Memrise. The students were asked to learn online independently. The data were obtained from the test results. The data source was respondents from the students of seventh Grades E and H. The research instruments were pretests and posttestsposttests. The data analysis technique used was the t-test. The results showed the following: (1) the learning of reading Arabic using Memrise was carried out through the following steps: learning the material, pronouncing words, interpreting words according to pictures, and doing quizzes. (2) Based on the results of the t-test, it can be concluded that using Memrise in learning Arabic can positively affect students' reading skills.  Keywords: Reading skills, Memrise.   الملخص يهدف هذا البحث الحالي إلى وصف (1) تعلم قراءة اللغة العربية باستخدام ميمريس و (2) تأثير استخدام ميمريس على مهارات القراءة بين طلاب الصف السابع في المدرسة الثانوية الحكومية الأولى مالانج. تعلم القراءة المشار إليه في هذا البحث هو قراءة المفردات والجمل. اعتمد هذا البحث نهجًا كميًا حيث كان الموضوع طلاب الصف السابع E و H في المدرسة الثانوية الحكومية الأولى مالانج في تعلم اللغة العربية باستخدام ميمريس. طُلب من الطلاب التعلم عبر الإنترنت بشكل مستقل. تم الحصول على البيانات من نتائج الاختبار. كان مصدر البيانات عبارة عن مستجيبين من طلاب الصف السابع E و H. كانت أدوات البحث عبارة عن اختبارات تمهيدية وبعدية. كانت تقنية تحليل البيانات المستخدمة هي اختبار T. أظهرت النتائج ما يلي: (1) تم تعلم قراءة اللغة العربية باستخدام ميمريس من خلال الخطوات التالية ، وهي تعلم المادة ، ونطق الكلمات ، وتفسير الكلمات وفقًا للصور ، وإجراء الاختبارات القصيرة. (2) بناءً على نتائج اختبار t ، يمكن استنتاج أن استخدام ميمريس في تعلم اللغة العربية يمكن أن يكون له آثار إيجابية على مهارات القراءة لدى الطلاب. الكلمات الرئيسية: مهارة القراءة,  ميمريس Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2022-12-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2022.082-04 10.14421/almahara.2022.082-04 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 8 No. 2 (2022); 248-266 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2022.082-04/2583 Copyright (c) 2022 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/5968 2022-12-29T07:51:41Z almahara:ART

The Development of a Communicative Arabic Exercise Book Based on Madarij Al-Durus Al-Arabiyah Book using Quick Response Code (QR-Code) Technology: Pengembangan Buku Latihan Bahasa Arab Komunikatif Berbasis Buku Madarij Al-Durus Al-Arabiyah Menggunakan Teknologi Quick Response Code (QR-Code) Ahmad Faizul Walida Ismani Imam Asrori Mohammad Ahsanuddin Najmah Alhinduan Fakhrur Rozi Madarij al-Durus al-Arabiyah Exercise Book QR-Code Buku Latihan The book of Madarij al Durus al Arabiyah, written in 1950, is the legendary Arabic language teaching book of Kyai Bashori Alwi. He is a famous figure in Arabic and the knowledge of the Quran. Scholars still use the book today. But several sections of it need to be updated. One of which is in the language skill aspect. The book focuses on speaking, writing, and reading skills but not listening. According to the current standardization, its physical form and organization need to be updated. The study's purpose is to develop a communicative Arabic exercise book based on Madarij al-Durusn al-Arabiyah using QR-Code technology. The method used is research and development using the ADDIE model. The researcher obtained the data through interviews, observations, and questionnaires. The result of this research and development study is an exercise book validated by material and media experts. It has been applied to 20 students and gained feasibility with 89,95% in percentage. It shows that the exercise book is ready to be used and get an excellent score. Therefore, we can conclude that the material of a communicative Arabic exercise book based on madarij al-durus al-arabiyah using QR-Code technology is ready to be used and has excellent quality. Keywords: Madarij al-Durus al-Arabiyah, Exercise Book, QR-Code Abstrak Kitab Madarij al Durus al Arabiyah yang ditulis pada tahun 1950 merupakan kitab pengajaran bahasa Arab legendaris Kyai Bashori Alwi. Beliau adalah tokoh terkenal dalam bahasa Arab dan pengetahuan tentang Al Qur’an. Para sarjana masih menggunakan buku itu sampai sekarang. Tetapi beberapa bagian perlu diperbarui. Salah satunya dalam aspek keterampilan berbahasa. Buku ini berfokus pada keterampilan berbicara, menulis, dan membaca tetapi tidak mendengarkan. Sesuai dengan standarisasi saat ini, bentuk fisik dan organisasinya perlu diperbarui. Tujuan penelitian adalah mengembangkan buku latihan bahasa Arab komunikatif berbasis Madarij al-Durusn al-Arabiyah dengan menggunakan teknologi QR-Code. Metode yang digunakan adalah penelitian dan pengembangan dengan menggunakan model ADDIE. Peneliti memperoleh data melalui wawancara, observasi, dan kuesioner. Hasil penelitian dan pengembangan ini berupa buku latihan yang telah divalidasi oleh ahli materi dan media. Telah diterapkan pada 20 siswa dan memperoleh kelayakan dengan persentase 89,95%. Hal tersebut menunjukkan bahwa buku latihan siap digunakan dan mendapatkan nilai yang sangat baik. Dengan demikian dapat disimpulkan bahwa materi buku latihan bahasa Arab komunikatif berbasis madarij al-durus al-arabiyah dengan menggunakan teknologi QR-Code siap digunakan dan memiliki kualitas yang sangat baik. Kata Kunci: Madarij al-Durus al-Arabiyah, Buku Latihan, QR-Code Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2022-12-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2022.082-02 10.14421/almahara.2022.082-02 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 8 No. 2 (2022); 214-230 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2022.082-02/2576 Copyright (c) 2022 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/6083 2022-12-29T05:36:06Z almahara:ART

Taṭwīru Wasāili Ta’allumi Fīdiyū Ar-Rusūmu Al-Mutaħarrikatu ‘Alā As-Sabbūrati Al-Baiḍāi Fī Taħsīni Natāiji Ta’allumi Aṭ-Ṭullābi Bimadrasati Aṡ-Ṡānawiyati Al-Ħukūmiyyati Tis’atun Bāntūl Yūkyākārtā: Development of Whiteboard Animation Video Learning Media in Improving Student Learning Result at MTs N 09 Bantul Wahyu Dwi Taryanto Nurhadi Desi Rahmania Zulfa Ibnu Fikri Ghozali Learning Result Learning Media Whiteboard Animation Videos مخرجات التعلم وسائط التعلم فيديو الرسوم المتحركة على السبورة البيضاء Covid 19 pandemic is the background of this research related to the development of whiteboard animation video learning media. All types of community activities, including teaching and learning activities in schools, get affected and must be stopped due to the pandemic hitting this country. This has caused Arabic language learning, carried out face-to-face between teachers and students (offline), now has to be limited to only the internet network (online). Therefore, teachers need help delivering learning materials, providing learning materials which cause the purpose of learning cannot be obtained optimally—likewise, students who begin to decrease their interest and motivation in learning to reduce student academic results. Hence, based on the problems, researchers developed video-based learning media whiteboard animation to increase student interest and motivation in learning and show the decline of their academic results to achieve the Arabic learning goals properly. This research uses the Reseacrh and Development (R&D) research design as the media development process. It continues with a trial process using three cycles to determine the improvement of each current cycle. This study uses a saturated sampling technique by using the entire population as a sample of all class IX B MTsN 09 Bantul Yogyakarta students. Based on the results of data analysis, there is an increase in the overall average score of students from cycles I, II, and III, which are 77,80, and 86, respectively. Thus, who can conclude that the development of whiteboard animation video learning media is effective and practical in improving the academic result of all students of class IX B MTs N 09 Bantul Yogyakarta. Keyword: Learning Result, Learning Media, Whiteboard Animation Videos ملخص البحث المتعلق بتطوير وسائط تعلم الفيديو الرسوم المتحركة على السبورة البيضاء هو خلفية مع المشكلة الرئيسية ، وهي جائحة Covid-19. ومع الوباء الذي يضرب هذا البلد حاليا، فإن له تأثيرا على تجميد جميع أنواع الأنشطة المجتمعية، بما في ذلك أنشطة التعليم والتعلم في المدارس. وقد تسبب ذلك في أن يقتصر تعلم اللغة العربية، الذي يتم في الواقع وجها لوجه بين المعلمين والطلاب (في وضع عدم الاتصال)، على شبكة الإنترنت فقط (عبر الإنترنت). لذلك ، يواجه المعلمون صعوبات في عملية تقديم المواد التعليمية ، بحيث لا يمكن تحقيق أهداف التعلم على النحو الأمثل. وبالمثل ، فإن الطلاب ، الذين يبدأون في تقليل اهتمامهم وتحفيزهم في التعلم لتقليل نتائج تعلم الطلاب. وبعيدا عن هذه المشكلات، طور الباحثون الرسوم المتحركة القائمة على وسائط التعلم القائمة على الفيديو كمحاولة لزيادة اهتمام الطلاب وتحفيزهم على التعلم وتحسين نتائج تعلم الطلاب بحيث يمكن تحقيق أهداف تعلم اللغة العربية بشكل صحيح. يستخدم هذا البحث تصميم أبحاث Research and Development (R & D) كعملية تطوير الوسائط ويستمر في عملية تجريبية باستخدام 3 دورات ، لتحديد تحسين كل دورة موجودة. استخدمت هذه الدراسة تقنية أخذ العينات المشبعة باستخدام جميع السكان كعينة ، وهي طلاب لصفّ التاسعة ب بمدرسة الثانوية الحكومية 9 بانتول يوكياكارتا. استنادا إلى نتائج تحليل البيانات ، يمكن ملاحظة أن هناك زيادة في المتوسط العام لدرجة الطلاب من الدورة الأولى ، وهي 77 ، والدورة الثانية بنسبة 80 ، والدورة الثالثة بنسبة 86. وبالتالي ، يمكن الاستنتاج أن تطوير وسائط تعلم الفيديو بالفيديو للرسوم المتحركة البيضاء فعال وممكن للاستخدام في تحسين نتائج التعلم الطلاب لصفّ التاسعة ب بمدرسة الثانوية الحكومية 9 بانتول يوكياكارتا. الكلمات الرئيسية : مخرجات التعلم, وسائط التعلم، فيديو الرسوم المتحركة على السبورة البيضاء Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2022-12-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2022.082-05 10.14421/almahara.2022.082-05 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 8 No. 2 (2022); 267-292 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2022.082-05/2606 Copyright (c) 2022 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/6351 2022-12-29T06:37:30Z almahara:ART

Analysis of Learning Calligraphy in the Perspective of the Domain of Bloom-Revised Taxonomy: Analisis Pembelajaran Kaligrafi Dalam Perspektif Ranah Taksonomi Bloom-Revisi Huda, Nurul Fadhel Izanul Akbar Learning calligraphy Bloom-Revised Taxonomy Pembelajaran Kaligrafi Taksnonomi Bloom Revisi Learning calligraphy is not just the art of beautiful Arabic writing; it includes other aspects of cognitive, affective, and psychomotor. This study aims to determine calligraphy learning from the revised Bloom's Taxonomy perspective and whether calligraphy learning improves learning abilities according to the revised Bloom's Taxonomy realm. This research uses a qualitative approach with the type of library research (library research). The data source comes from the book Silsilatu Ta‘lῑm al-Khat al-‘ Arabiy Dalῑl al-Mu‘allim by Fauzi Salim Afifi, translated by Sirojuddin AR into How to Teach Calligraphy Teacher Guidelines, 40 supporting journal articles and eight theses that are still relevant to the research. Data collection techniques in this study use documentation techniques, data analysis using data reduction, data presentation in the form of descriptions, and concluding. The results of this study indicate that: First, there are three aspects contained in calligraphy learning, namely cognitive, which relates to intelligence and thinking skills, affective which relates to emotional control, attitudes, behaviour, and character of students; and psychomotor, which describes handing skills in writing calligraphy, flexibility. Hand movements and abilities related to limbs, especially the hands. Second, calligraphy learning can improve students' learning abilities according to the revised Bloom's Taxonomy, namely students' cognitive, affective, and psychomotor. Keywords: Learning calligraphy, Bloom-Revised Taxonomy.   Abstrak Pembelajaran kaligrafi tidak hanya sekedar seni keindahan tulisan Arab saja, akan tetapi terdapat aspek lain berupa kognitif, afektif, dan psikomotorik di dalamnya. Sehubungan dengan itu, penelitian ini bertujuan untuk mengetahui pembelajaran kaligrafi dari perspektif Taksonomi Bloom revisi dan mengetahui pembelajaran kaligrafi dalam meningkatkan kemampuan belajar sesuai ranah pada Taksonomi Bloom revisi.  Penelitiaan ini menggunakan pendekatan kualitatif dengan jenis penelitian studi pustaka. Sumber data berasal dari buku Silsilatu Ta‘lῑm al-Khat al-‘ Arabiy Dalῑl al-Mu‘allim karya Fauzi Salim Afifi yang diterjemahkan oleh Sirojuddin AR menjadi Cara Mengajar Kaligrafi Pedoman Guru, 40 artikel jurnal pendukung, dan 8 skripsi yang masih relevan dengan penelitian. Teknik pengumpulan data pada penelitian ini menggunakan teknik dokumentasi. Adapun analisis datanya menggunakan reduksi data, penyajian data dalam bentuk deskripsi, dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa: Pertama, terdapat tiga aspek terkandung dalam pembelajaran kaligrafi, yaitu kognitif yang berhubungan dengan kecerdasan dan kemampuan berpikir, afektif yang kaitannya dengan kontrol emosi, sikap, perilaku dan karakter siswa, serta psikomotorik yang berhubungan keterampilan tangan dalam menulis kaligrafi, keluwesan gerakan tangan, dan keterampilan yang berkaitan dengan anggota gerak, terutama tangan. Kedua, pembelajaran kaligrafi dapat meningkatkan kemampuan belajar siswa sesuai dengan ranah Taksonomi Bloom revisi yaitu kognitif, afektif, dan psikomotorik siswa. Kata Kunci: Pembelajaran Kaligrafi, Taksnonomi Bloom Revisi. Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2022-12-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2022.082-06 10.14421/almahara.2022.082-06 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 8 No. 2 (2022); 293-318 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2022.082-06/2607 Copyright (c) 2022 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/6353 2023-02-10T06:46:48Z almahara:ART

Ta’līmu al-Kitābi al-Aṣfari Fī al-‘Aṣri al-Ḥadīṡ (Ta’līmu Qawāidi al-Lugati al-Arabiyyati bi Kitābi Alfiyyah ibn Mālik Fī Faṣli Alfiyyah Ṡāniyah Bi Ma’hadi Al-Luqmāniyyah al-Islāmiy as-Salafiy Yogyakarta): The Learning of the Yellow Book in The Modern Era (The Learning Arabic Grammar of Alfiyyah ibn Mālik Book in Second Grade of Alfiyyah at Al-Luqmaniyyah Islamic Boarding School, Yogyakarta) Didin Rojudin Mohammad Zaelani Musonif Grammar Islamic Boarding School Learning التعليم القواعد المعهد الإسلامي In reality, learning Arabic grammar is seen as something difficult because of the complexity of the nahwu and ṣaraf. This study aims to describe learning design models, processes, supporting andinhibiting factors in learning Arabic grammar using the Alfiyyah ibn Mālik in Alfiyyah II class at al-Luqmaniyyah Islamic Boarding School, Yogyakarta. This research is included in the qualitative research which is descriptive analysis. Data obtained through interviews, observation, and documentation. Data analysis is done by reduction, presentation, and conclusion. The validity of the data is done through source triangulation techniques. The result of this research is the learning design model used is an active learning model and a behavioral system learning model that focuses on students with presentation, discussion, question and answer, lecture, memorization, and bandongan methods. The learning process has three stages, with a learning process that is centered on students and the innovation of obligatory questioners and obligatory answerers in learning. Internal supporting factors includelove for nahwu science, students' interest in learning nahwu, preparation before entering class, high motivation, and ustāż competence. External supporting factor covers learning system centered on students, friends who invite discussion, learning outside the classroom, punishment and munāqosyah Alfiyyah ibn Mālik. Internal inhibiting factor covers the diversity of students' abilities, unpreparedness before entering class, laziness, low knowledge of nahwu, and lack of self-confidence. External inhibiting factorscoversInsufficient time allocation, clashes between Islamic boarding schools and campus activities, difficult materials, methods that are not suitable for students, and mufrodat. Keywords: Grammar, Islamic Boarding School, Learning ملخص يعتبر تعليم قواعد اللغة العربية في الواقع بأمر صعب بسبب تعقيدات علم النحو والصرف. هدف هذا اللبحث وصف تصميم النماذج والعمليات والعوامل الداعمة والمثبطة لتعليم قواعد اللغة العربية باستخدام كتاب ألفية بن مالك في فصل ألفية الثانية بمعهد اللقمانية الإسلامي السلفي يوكياكرتا. هذا البحث من ضمن البحث النوعي وهو تحليل وصفي بطبيعته . حصلت البيانات من المقابلات والملاحظة والدراسة التوثيقة . تحليل البيانات يقام بطريق الاختزال والعرض والاستنتاج. وتم تحقق صحة البيانات بطريقة تثليث المصادر. أما النتائج على الشكل التالى: تصميم نماذج التعليم المستخدمة في التعليم التعلم النشط و النظام السلوكي الذي يركز على الطلاب من خلال العرض والمناقشة والسؤال والجواب والمحاضرة ونظام الحفظ وباندونغان. تتكون عملية التعليم من ثلاث مراحل تتركز على الطلاب وهناك عملية ابتكارية وهي أسئلة إلزامية وإجابات إلزامية في التعليم . العوامل الداعمة الداخلية للتعليم وهي حب علم النحو ورغبة الطلاب في تعلم النحو ووجود الاستعداد قبل دخول الفصل والدافع العالي وكفاءة المعلم. والعوامل الداعمة الخارجية له هي نظام تعليمي يرتكز على الطلاب والأصدقاء الذين يدعون للمناقشة والتعلم الإضافي خارج الفصل والعقاب وامتحان المناقشة  لألفية بن مالك. العوامل المثبطة الداخلية للتعليم هي تنوع قدرات الطلاب وعدم الاستعداد قبل دخول الفصل والكسل ، وقلة المعرفة بعلم النحو وانعدام الثقة بالنفس. العوامل المثبطة الخارجية للتعليم هي نقص توزيع الوقت واشتباك الأنشطة بين المعهد والجامعة وصعوبة المواد وعدم موافقة الطلاب بالطريقة  والمفردات . الكلمات الرئيسية: التعليم، القواعد، المعهد الإسلامي Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2022-12-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2022.082-08 10.14421/almahara.2022.082-08 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 8 No. 2 (2022); 338-366 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2022.082-08/2716 Copyright (c) 2022 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/6554 2023-02-01T04:23:36Z almahara:ART

Ta’ṡīru al-Wasīlah at-ta‘līmiyyah Barnamaj Macromedia Director ‘ala Mahā rah al-Kalāmu (Baḥṡu Tajriby fī al-Madrasah aṡ-ṡānawiyyah al-Islāmiyyah al-Ḥukūmiyyah 2 Tanah Datar): The Effect of Macromedia Director Learning Media Toward Speaking Ability (Experimental Study at State Madrasah Aliyah 2 Tanah Datar) Fitria, Aida Eri Ramadona Ayang Nofitri Learning Media Macromedia Director Speaking skills وسيلة التعليم مكروميديا مهارة الكلام This study aims to determine the effect of learning media in the Macromedia Director program on speaking skills. This research was conducted at Madrasah Aliyah Negeri 2 Tanah Datar. To find out these problems, the authors use field research using experiments. This research design is a True Experimental Design with the type of The Pre Test-Post-test Control Group Design. After the writer conducted a speaking skills test on students in the experimental and control groups, the maximum result in the experimental group was 98, and the lowest result was 80. Meanwhile, the maximum result in the control group was 87, and the lowest was 40. Therefore, the writer found that the t0 result was more significant than the result of tt, namely the result of t (to = 5.62). Thus, the null hypothesis is rejected, and the reciprocal hypothesis is accepted, intended to look for differences between the results of the first test (results of speaking skills using the usual method) and the results of the second test (results of speaking skills using Macromedia Direct). The conclusion from this study is that the Macromedia Director program influences speaking skills at Madrasah Aliyah Negeri 2 Tanah Datar.  Keywords: Learning Media, Macromedia Director, Speaking skills ملخص الغرض من هذا البحث هو لمعرفة تأثير الوسيلة التعليمية ببرنامج مكروميديا ديركطر (Macromedia Director) على مهارة الكلام بحث تجريبي في المدرسة الثانوية الإسلامية الحكومية الثانية تانه داتر. ولمعرفة هذه المشكلة، فاستعملت الكاتبة البحث الميداني بالطريقة التجربية. وتصميم البحث هوTrue Eksperimental Design، بنوعThe Pre Test- Post-test Control Group Design . وبعد ما أن تقوم الكاتبة امتحان مهارة الكلام على التلاميذ في المجموعة التجريبية والضابطة، فتوجد أن أقصى النتائج المجموعة التجريبية 98 وأدنى النتائج 80. وأما أقصى النتائج في المجموعة الضابطة 87 ووأدنى النتائج 40. ولذلك، وجدت الكاتبة أن نتيجة to أكبر من نتيجة tt، فهي نتيجة t (to = 5,62) و نتيجة t في الجدوال t (و في الدراجة 5% = 2,03 و في الدرجة 1%= 2,73) فوجدت الكاتبة أن نتيجة toأكبر من نتيجة tt. و هي2,03<5,62>2,73. بناء على ذلك فالفروض العدمية مردودة والفروض التبادلية مقبولة، المراد بها إيجاد الفرق بين نتيجة امتحان الأول (نتيجة مهارة الكلام بطريقة السمعية والشفهية)  ونتيجة امتحان الثانى (نتيجة مهارة الكلام ببرنامج مكروميديا ديركطر). والخلاصة من هذا البحث، يوجد تأثير ببرنامج مكروميديا ديركطر على مهارة الكلام في المدرسة الثانوية الإسلامية الحكومية الثانية تانه داتر. الكلمات الر ئيسية: وسيلة التعليم، مكروميديا، مهارة الكلام Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2022-12-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2022.082-07 10.14421/almahara.2022.082-07 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 8 No. 2 (2022); 319-337 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2022.082-07/2687 Copyright (c) 2022 al Mahāra: Jurnal Pendidikan Bahasa Arab

oai:ojs.pkp.sfu.ca:article/6559 2023-07-29T14:33:17Z almahara:ART

The Influence of Arabic Teacher Professional Competence in the Use of Electronic-Based Learning Media: Pengaruh Kompetensi Profesional Guru Bahasa Arab dalam Penggunaan Media Pembelajaran Berbasis Elektronik Kaynan Haffat Jehian Achmad Tito Rusady Anisatu Thoyyibah* E-learning Learning Media Professional Competence Teacher Guru Kompetensi Profesional Media Pembelajaran This study aims to determine how the professional competence of Arabic teachers affects the use of e-learning-based learning media and its constraints. This type of research is descriptive qualitative that aims to explore a phenomenon in the field, specifically with the research subjects of Arabic teachers and students class VIII students of Islamic Junior High in Sukun, Malang City. Data collection methods are carried out through observation, interviews, questionnaires and documentation. Analysis of the data presented in this study using techniques according to Miles and Huberman, which used the following steps: data collection, data reduction, display data and conclusion. The results of this study show that the professional competence of Arabic teachers in using e-learning-based learning media needs to be improved, affecting student enthusiasm and participation in learning. This is because teachers must still fully develop and utilize e-learning-based learning media.Besides that, there are obstacles in the field, namely the lack of adequate facilities, such as not all classes available LCD, so using electronic-based learning media in the learning process is impossible. This makes teachers only use conventional learning media such as student worksheet books (LKS), package books and books in Islamic boarding schools. Keywords: E-learning, Learning Media, Professional Competence, Teacher Abstrak Penelitian ini bertujuan untuk mengetahui bagaimana pengaruh kompetensi profesional guru bahasa Arab dalam penggunaan media pembelajaran berbasis e-learning dan kendalanya. Penelitian ini menggunakan pendekatan kualitatif. Jenis penelitian ini adalah kualitatif deskriptif yang bertujuan untuk mendalami suatu fenomena yang ada di lapangan dengan lebih spesifik dengan subyek penelitian guru bahasa Arab dan siswa kelas VIII MTs sekecamatan Sukun Kota Malang. Metode pengumpulan data dilakukan melalui observasi, wawancara, angket dan dokumentasi. Analisis data yang disajikan dalam penelitian ini menggunakan analisis Miles dan Huberman yang menggunakan langkah-langkah sebagai berikut: pengumpulan data atau data collection, reduksi data atau data reduction, penyajian data atau display data dan kesimpulan atau conclusion. Hasil dari penelitian ini yaitu kompetensi profesional guru bahasa Arab dalam penggunaan media pembelajaran berbasis e-learning dinyatakan kurang, sehingga berpengaruh pada antusias dan partisipasi siswa dalam pembelajaran. Hal ini karena guru masih belum mengembangkan dan memanfaatkan media pembelajaran berbasis e-learning secara maksimal Selain itu, adanya kendala di lapangan yaitu minimnya fasilitas yang memadai seperti tidak semua kelas tersedia LCD, sehingga tidak memungkinkan penggunaan media pembelajaran e-learning dalam proses pembelajaran. Hal ini menjadikan guru hanya menggunakan media pembelajaran konvensional seperti buku lembar kerja siswa (LKS), buku paket dan kitab-kitab yang ada di pondok pesantren. Kata Kunci : E-learning, Guru, Kompetensi Profesional, Media Pembelajaran Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2023-06-22 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2023.091-01 10.14421/almahara.2023.091-01 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 9 No. 1 (2023); 1-15 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2023.091-01/2824

oai:ojs.pkp.sfu.ca:article/6593 2023-07-05T08:56:30Z almahara:ART

Lu‘bah Tarkīb al-Qiṣah: Wasīlah Ta‘alīmiyyah Fa‘ālah li Tarqiyyati Mahārah al-Qirā’ah ladā Ṭalabah al-Madrasah al-Tsānawiyyah al-Islāmiyyah: Game Sequencing Stories: Effective Language Learning Media to Improve Reading Skills of Madrasah Aliyah Students Fudhaili, Achmad Maswani Siti Maisaroh Language Learning Media Story Sequence Games Reading Skills الوسائل التعليمية اللغوية لعبة تركيب القصة مهارة القراءة This study aims to determine the effectiveness of "Sequencing Stories" as a medium of language games in improving the reading ability of MA AnnuqayahSumenep students. This type of research is quantitative, using a pre-experimental design with one group pre-test and post-test. The sample of this study amounted to thirty first-grade students. Data analysis was performed using paired sample T-Test. The results of this study indicate: (1) The procedure for applying the language game media "Sequencing Stories" consists of opening, core, and closing activities. Learning is carried out three times: delivery of vocabulary, reading, and practice. (2) The T-Test results show that the T-Count value is higher than the T-Table value. This shows that the alternative hypothesis (H1) is accepted, and the game is quite effective. This study's findings indicate that using the Sequencing Stories language game effectively improves students' reading skills. Keywords: Language Learning Media, Story Sequence Games, Reading Skills ملخص تهدف هذه الدراسة إلى تحديد فاعلية استخدام "تركيب القصة" كوسيلة للعبة اللغوية لترقية مهارة القراءة لدى طلبة مدرسة النقاية الثانوية الإسلامية سومنب. هذا النوع من البحث الكمي باستخدام تصميم ما قبل التجربة مع مجموعة واحدة قبل الاختبار وبعد الاختبار. بلغت عينة هذه الدراسة ثلاثين طالبا في الصف الأول. وتم إجراء تحليل البيانات باستخدام اختبار "ت" للعينة المزدوجة. تشير نتائج هذه الدراسة إلى أن: (1) إجراء تطبيق لعبة اللغة "تركيب القصة" يتكون من الأنشطة الافتتاحية والأساسية والختامية. ويتم عملية التعليم بثلاثة لقاءات وهي: توصيل المفردات، والقراءة، والتدريبات. (2) نتائج اختبار "ت" من النتيجة الحسابية أكبر من النتيجة الجدولية، هذا يدل على أن الفرضية البديلة (H1) مقبولة، وأن اللعبة فعالة للغاية. والحاصل إن نتائج هذه الدراسة تقول بأن استخدام لعبة "تركيب القصة" يحفز الطلبة على تعزيز تفاعلهم ومشاركتهم في عملية التعليم والتعلم. بالإضافة إلى ذلك، فقد أظهرت الدراسة فعالية هذه اللعبة في تعزيز كفاءة الطلبة في مهارة القراءة بشكل ملحوظ الكلمات المفتاحية: الوسائل التعليمية اللغوية، لعبة تركيب القصة، مهارة القراءة Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2023-06-24 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2023.091-06 10.14421/almahara.2023.091-06 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 9 No. 1 (2023); 95-121 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2023.091-06/2828

oai:ojs.pkp.sfu.ca:article/6690 2023-07-05T08:56:30Z almahara:ART

Implementation of Think Pair and Share (TPS) Learning Method to Improve Muṭ āla’ah Learning Outcomes at Junior High School Institute of Darul Istiqomah Balong: Penerapan Metode Pembelajaran Think Pair and Share (TPS) untuk Meningkatkan Hasil Belajar Muṭ āla’ah di SMP Darul Istiqomah Balong M. Syahrul Anwar Abdul Hafidz Zaid Bakri Mohammad Bkheet Ahmad Nur Qomari Learning Activeness Learning Outcomes Keaktifan Belajar Hasil Belajar Pembelajaran Think Pair and Share Think Pair and Share Learning Junior High School Institute of Darul Istiqomah is one of the schools in Balong Ponorogo and uses the Darussalam Gontor Modern Islamic Boarding School and the general curriculum. Because of the large amount of material that must be studied in the learning process, the teacher should already have a fixed learning method in school. Also, due to the lack of variety in teaching, some students got low marks after exams. Thus, there must be a change in learning methods; one of the learning methods to increase student learning activities and outcomes is the Think Pair and Share (TPS) learning method. The objectives of this research are: To explain and improve the learning activities of class 2B students in the mutolaah subject by applying the Think Pair and Share method and to describe and improve the learning outcomes of class 2B students in the muṭ āla’ah subject using the Think Pair and Share method. This study uses Classroom Action Research (CAR). This research was conducted at SMP Darul Istiqomah Balong Ponorogo, and samples were taken from 14 students of class 2B. The results of this study indicate that (I) the application of the Think Pair and Share method can increase activeness and (2) student learning outcomes in the learning process. The first cycle of student activity reached 50%, then increased in the second cycle to 92.85%. Student learning outcomes in cycle I reached 7I.42% and increased in cycle II by 100%. Thus, the researcher hopes that all teachers will apply appropriate learning methods in the learning process. Keywords: Learning Activeness, Learning Outcomes, Think Pair and Share Learning   Abstrak SMP Darul Istiqomah merupakan salah satu sekolah yang berada di Balong Ponorogo dan menggunakan kurikulum Pondok Modern Darussalam Gontor dan umum. Karena banyaknya materi yang harus dipelajari maka dalam proses pembelajaran guru seharusnya memiliki metode belajar yang tetap dan telah ada di sekolah. Selain itu karena kurangnya variasi dalam mengajar, beberapa siswa mendapat nilai rendah setelah ujian. Dengan demikian, harus ada perubahan metode pembelajaran, salah satu metode pembelajaran untuk meningkatkan aktivitas dan hasil belajar siswa yaitu dengan menerapkan metode pembelajaran Think Pair and Share (TPS). Adapun tujuan penelitian ini adalah: Untuk menjelaskan dan meningkatkan aktivitas belajar siswa kelas 2B pada mata pelajaran muṭ āla’ah  dengan menerapkan metode Think Pair and Share, dan untuk menjabarkan serta meningkatkan hasil belajar siswa kelas 2B pada mata pelajaran muṭ āla’ah dengan metode Think Pair and Share. Penelitian ini menggunakan Penelitian Tindakan Kelas (CAR). Penelitian ini dilakukan di SMP Darul Istiqomah Balong Ponorogo, dan sampel diambil sebanyak I4 siswa yang merupakan siswa kelas 2B. Hasil penelitian ini menunjukkan bahwa dengan (I) penerapan metode Think Pair and Share dapat meningkatkan keaktifan dan (2) hasil belajar siswa dalam proses pembelajaran. Pada siklus I aktivitas siswa mencapai 50% kemudian meningkat pada siklus II sebesar 92,85%. Hasil belajar siswa pada siklus I mencapai 7I,42% dan meningkat pada siklus II sebesar I00%. Dengan demikian, peneliti berharap kepada semua guru untuk menerapkan metode pembelajaran yang tepat dalam proses pembelajaran. Kata Kunci: Keaktifan Belajar, Hasil Belajar, Pembelajaran Think Pair and Share Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2023-06-22 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2023.091-04 10.14421/almahara.2023.091-04 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 9 No. 1 (2023); 56-76 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2023.091-04/2826

oai:ojs.pkp.sfu.ca:article/6788 2023-07-05T08:56:30Z almahara:ART

Assessing the Effectiveness of Arabic Language Learning During the Pandemic: A Case Study Of 9th Grade Students at Madrasah Tsanawiyah Al-Inayah Bandung City: Evaluasi Efektivitas Pembelajaran Bahasa Arab Selama Pandemi: Studi Kasus pada Siswa Kelas 3 di Madrasah Tsanawiyah Al-Inayah Kota Bandung Indah Syafitri, Arini Nunung Nursyamsiah Hikmah Maulani Nalahuddin Saleh Arabic Language Learning COVID-19 Post-Pandemic Learning Outcomes Pembelajaran Bahasa Arab Pasca Pandemi Hasil Belajar This study examines the learning outcomes of Arabic language learning during and after the COVID-19 pandemic at Madrasah Tsanawiyah Al-Inayah in Bandung City, Indonesia. Qualitative research methods, including interviews, observations and documentation, were used to analyze the effectiveness of learning methods and factors influencing student learning outcomes. Purposive sampling was employed to select 15 ninth-grade students studying Arabic. The findings of the study reveal several important points. First, there were differences in the learning situation between home and school. Students must help understand Arabic material during online learning and catch up when returning to face-to-face classes. Second, students preferred to learn at school due to a more engaging and interactive environment, while online learning was associated with distractions and reduced motivation. Third, students perceived online methods as monotonous and less effective than post-pandemic methods. Fourth, various learning media were utilized during online learning. Additionally, students reported that even the online platforms couldn't help them study the Arabic language. The study emphasizes the importance of interactive and engaging methods to enhance student learning outcomes. The results contribute to a broader understanding of the impact of the COVID-19 pandemic on Education and provide valuable insights for educators and policymakers. Keywords: Arabic Language Learning, COVID-19, Post-Pandemic, Learning Outcomes   Abstrak Studi ini menguji hasil belajar dalam pembelajaran bahasa Arab selama dan setelah pandemi COVID-19 di Madrasah Tsanawiyah Al-Inayah di Kota Bandung, Indonesia. Metode penelitian kualitatif, termasuk wawancara, observasi serta dokumentasi, digunakan untuk menganalisis efektivitas metode pembelajaran dan faktor-faktor yang memengaruhi hasil belajar siswa. Pengambilan sampel secara purposive dilakukan untuk memilih 15 siswa kelas 9 yang sedang mempelajari bahasa Arab. Temuan penelitian mengungkapkan beberapa poin penting. Yang pertama, terdapat perbedaan dalam situasi pembelajaran antara di rumah dan di sekolah. Siswa menghadapi kesulitan dalam memahami materi bahasa Arab selama pembelajaran daring dan kesulitan mengejar ketertinggalan ketika ke pembelajaran tatap muka. Kedua, siswa lebih memilih pembelajaran di sekolah karena lingkungan yang lebih menarik dan interaktif, sedangkan pembelajaran daring dikaitkan dengan gangguan dan motivasi yang menurun. Ketiga, siswa menganggap metode pembelajaran daring lebih monoton dan kurang efektif dibandingkan dengan metode pasca pandemi. Keempat, berbagai media pembelajaran digunakan selama pembelajaran daring, akan tetapi siswa mengaku bahwa platform daring pun tidak dapat membantu mereka dalam memahami pembelajaran bahasa Arab. Studi ini menekankan pentingnya metode yang interaktif dan menarik untuk meningkatkan hasil belaja siswa. Hasil penelitian ini berkontribusi pada pemahaman yang lebih luas tentang dampak pandemic COVID-19 pada penddikan dan memberikan wawasan berharga bagi pendidik dan pembuat kebijakan. Kata kunci: Pembelajaran Bahasa Arab, COVID-19, Pasca Pandemi, Hasil Belajar Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2023-06-22 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2023.091-02 10.14421/almahara.2023.091-02 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 9 No. 1 (2023); 16-33 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2023.091-02/2825

oai:ojs.pkp.sfu.ca:article/6836 2023-07-05T08:56:30Z almahara:ART

Study Of The Basrah And Kuffah Schools In The Book Of Syarh Ibn Aqil: A Comparative Perspective: Kajian Mazhab Basrah dan Kuffah Dalam Kitab Syarh Ibnu Aqil: Perspektif Komparatif Dailatus Syamsiyah Muhammad Iqbal Zamzami Izzah Naelun Nikmah Syahrul Fauzi Kajian Madzhab Basrah Kuffah Ibnu Aqil Pembelajaran Bahasa Arab Arabic Learning The Alfiyyah book is a book of naḥwu used in various institutions in Indonesia, from Islamic boarding schools to universities. This book is recommended by many scholars, one of which is the book of Syarh Ibn Aqil. This book contains an explanation of Alfiyyah's naẓams in great detail. In addition to explaining the material in naẓams, Ibn Aqil also reviewed various opinions of naḥwu experts. The two significant schools of thought in the development of naḥwu science are often used as a benchmark for comparison, namely the Basrah and Kuffah schools. This study aims to discover the different opinions between these two schools in the book of Syarh Ibn Aqil and the factors that cause the differences. The method used in this research is descriptive qualitative through a literature study using documentation. The results of this study state that these two schools have different views in determining the rules of naḥwu, such as amil who recites multiday, taqdῑmul khabar, taqdῑmul fā‘il, etc. This is based on the different methods used in determining the rules. With the sima‘i method, the Basrah School is more selective in retrieving data. At the same time, Kuffah is more flexible and often uses the qiyas method to determine the rules.The purpose of learning naḥwu in the context of learning Arabic in Indonesia is as a wasῑlah (language learning tool), not as a gayah (final goal). Therefore learning naḥwu in the context of teaching Arabic needs to be done tajdid by looking at the importance of facilitating, simplifying, and reforming naḥwu material. Learning naḥwu should avoid philosophical analysis such as that developed by Basrah and accommodate all Arabic languages as developed by Kufah. Keywords: Schools in Basrah, Kuffah, Ibn Aqil, and Arabic Learning.    AbstrakKitab Alfiyyah merupakan kitab naḥwu yang digunakan berbagai lembaga di Indonesia, mulai dari pesantren hingga perguruan tinggi. Buku ini direkomendasikan oleh banyak ulama, salah satunya adalah kitab Syarh Ibnu Aqil. Buku ini memuat penjelasan tentang nama-nama Alfiyyah dengan sangat detail. Selain menjelaskan materi naẓams, Ibnu Aqil juga mengulas berbagai pendapat dari para ahli naḥwu. Dua mazhab penting dalam perkembangan ilmu naḥwu yang sering dijadikan tolok ukur pembanding, yaitu mazhab Basrah dan Kuffah. Kajian ini bertujuan untuk mengetahui perbedaan pendapat antara kedua mazhab tersebut dalam kitab Syarh Ibnu Aqil dan faktor-faktor yang menyebabkan perbedaan tersebut. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif melalui studi pustaka dengan menggunakan dokumentasi. Hasil penelitian ini menyatakan bahwa kedua mazhab ini memiliki pandangan yang berbeda dalam menentukan aturan naḥwu, seperti amil yang membaca multiday, taqdῑmul khabar, taqdῑmul fā'il, dll. Hal ini didasarkan pada perbedaan metode yang digunakan untuk menentukan aturan. Dengan metode sima'i, Mazhab Basrah lebih selektif dalam pengambilan data. Sedangkan Kuffah lebih fleksibel dan sering menggunakan metode qiyas untuk menentukan aturannya. Tujuan pembelajaran naḥwu dalam konteks pembelajaran bahasa Arab di Indonesia adalah sebagai wasῑlah (alat pembelajaran bahasa), bukan sebagai gayah (tujuan akhir). ). Oleh karena itu pembelajaran naḥwu dalam konteks pengajaran bahasa Arab perlu dilakukan secara tajdid dengan melihat pentingnya kemudahan, penyederhanaan, dan pembenahan materi naḥwu. Pembelajaran naḥwu harus menghindari analisis filosofis seperti yang dikembangkan oleh Basrah dan mengakomodasi semua bahasa Arab seperti yang dikembangkan oleh Kufah. Kata kunci : Kajian Madzhab Basrah, Kuffah, Ibnu Aqil, Pembelajaran Bahasa Arab Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2023-06-22 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2023.091-05 10.14421/almahara.2023.091-05 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 9 No. 1 (2023); 77-94 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2023.091-05/2823

oai:ojs.pkp.sfu.ca:article/6854 2023-07-05T09:19:55Z almahara:ART

Atta’zīz Al-Lafdzī wa Ghair Al-Lafdzī fī Ta’lim Al-Lughah Al-‘Arabiýah lil-Makfūfīn: Verbal and Non-Verbal Reinforcement in Arabic Language Learning for Visual Disabilities Rahil Ayu Na Ziihah M. Sobir Kubbaro Agung Setiyawan Verbal Reinforcement Non-Verbal Reinforcement Learning Arabic Blind People التعزيز اللفظي تعلم اللغة العربية الأعمى التعزيز غير اللفظي This study aims to analyze the forms of verbal and non-verbal reinforcement by Arabic teachers at Mts.LB Yaketunis Yogyakarta for students with visual disabilities in the process of learning Arabic. The research is based on the complex problems of learning Arabic for students with visual disabilities, which come from external students such as the lack of accessible learning facilities and infrastructure for students with visual disabilities. This qualitative research model is a case study pattern analysis, where data was obtained from interviews with Arabic teachers, field observations as well as questionnaires. The research results show that the forms of verbal reinforcement given by the teacher are directive utterances, commissive utterances, interrogative utterances, and expressive utterances. While the non-verbal include gestural movements and haptic movements. With this research, it is hoped that LB school teachers can pay attention to verbal and non-verbal reinforcement, especially in language learning. Keywords: Verbal Reinforcement, Non-Verbal Reinforcement, Learning Arabic, Blind People ملخص تهدف هذه الدراسة إلى تحليل أشكال التعزيز اللفظي وغير اللفظي من قبل معلمي اللغة العربية في  Mts.LB Yaketunis Yogyakarta للطلاب ذوي الإعاقات البصرية في عملية تعلم اللغة العربية. يعتمد البحث على المشكلات المعقدة لتعلم اللغة العربية للطلاب ذوي الإعاقات البصرية ، والتي تأتي من طلاب خارجيين مثل عدم وجود مرافق تعليمية سهلة الوصول وبنية تحتية للطلاب ذوي الإعاقات البصرية. نموذج البحث النوعي هذا هو تحليل نمط دراسة الحالة، حيث تم الحصول على البيانات من المقابلات مع معلمي اللغة العربية ، والملاحظات الميدانية وكذلك الاستبيانات. وأظهرت نتائج البحث أن أشكال التعزيز اللفظي التي يقدمها المعلم هي الكلام التوجيهي، والألفاظ التبادلية، والألفاظ الاستفهام، والألفاظ التعبيرية. بينما تشمل الحركات غير اللفظية الحركات الإيمائية والحركات اللمسية. من خلال هذا البحث ، من المأمول أن يتمكن مدرسو مدرسة الخاصة من الانتباه إلى التعزيز اللفظي وغير اللفظي ، خاصة في تعلم اللغة. الكلمات الرئيسية:  التعزيز اللفظي، التعزيز غير اللفظي ، تعلم اللغة العربية ، الأعمى Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2023-06-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2023.091-08 10.14421/almahara.2023.091-08 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 9 No. 1 (2023); 135-148 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2023.091-08/2851

oai:ojs.pkp.sfu.ca:article/6929 2023-09-13T15:03:40Z almahara:ART

The Application Make Match Teaching Method in Improving the Speaking Skill of Students at Arabic Language Center Al-Qodiri 1 Jember: Penerapan Metode Pengajaran Make a Match dalam Meningkatkan Keterampilan Berbicara Santri di Pusat Bahasa Arab Al-Qodiri 1 Jember Akhmad Irsyad Asshiddiqi Moh. Hesbi Suhadak Miftakhul Huda Learning Method Make a Match Speaking Skills Metode Pembelajaran Keterampilan Berbicara This research has urgency as a way to solve the problem of difficulties in developing Arabic speaking skills for students of the Arabic Language Development Institute (LPBA) Al-Qodiri Islamic Boarding School 1 Jember. The aims of this study are as follows: 1) to explain how the Make a Match Method is used to improve the Arabic speaking skills of students at the Arabic Language Development Institute (LPBA) Al-Qodiri Islamic Boarding School 1 Jember, 2) to find out the obstacles that hinder the Use of the Make a Method Match to improve Arabic speaking skills of students of the Arabic Language Development Institute (LPBA) Al – Qodiri Islamic Boarding School 1 Jember. The Method used by researchers is descriptive qualitative. This study uses observation, interviews, and documentation in the data collection stage. This study uses data analysis with data reduction, presentation, and conclusion. Students of the Arabic Language Development Institute (LPBA) Al - Qodiri Islamic Boarding School 1 Jember were used as research subjects. The results showed that the Arabic speaking skills of students at the Al-Qodiri 1 Jember Islamic Boarding School (LPBA) could be improved through the Use of Make a-Match learning materials. While students who like to joke, students who do not understand the material, and students who are sleepy during learning are obstacles for teachers in using this learning method. Meanwhile, the ustadz's solutions include guiding the students who make jokes, class classifications, and yelling in Arabic to revive the spirit of the students. Keywords: Learning Method, Make a Match, Learning Method, Speaking Skills   Abstrak Penelitian ini memiliki urgensi sebagai cara untuk memberikan solusi dari masalah kesulitan mengembangkan kemampuan berbicara bahasa Arab siswa Lembaga Pengembangan Bahasa Arab (LPBA) Pondok Pesantren Al-Qodiri 1 Jember. Tujuan penelitian ini adalah sebagai berikut: 1) Untuk menjelaskan bagaimana Metode Make a Match digunakan untuk meningkatkan keterampilan berbicara Bahasa Arab siswa Lembaga Pengembangan Bahasa Arab (LPBA) Pondok Pesantren Al-Qodiri 1 Jember, 2) Untuk mengetahui hambatan yang menghalangi penggunaan Metode Make a Match untuk meningkatkan keterampilan berbicara bahasa Arab siswa  Lembaga Pengembangan Bahasa Arab (LPBA) Pondok Pesantren Al – Qodiri 1 Jember. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Penelitian ini menggunakan observasi, wawancara, dan dokumentasi dalam tahap pengumpulan data. Penelitian ini menggunakan analisis data dengan reduksi data, penyajian data, dan penarikan kesimpulan. Siswa  Lembaga Pengembangan Bahasa Arab (LPBA) Pondok Pesantren Al - Qodiri 1 Jember dijadikan sebagai subjek penelitian. Hasil penelitian menunjukkan bahwa keterampilan berbicara bahasa Arab siswa  Lembaga Pengembangan Bahasa Arab (LPBA) Pondok Pesantren Al - Qodiri 1 Jember dapat ditingkatkan melalui penggunaan materi pembelajaran Make a Match. Sedangkan siswa yang suka bercanda, siswa yang kurang memahami materi, dan siswa yang mengantuk pada saat pembelajaran menjadi kendala bagi guru dalam menggunakan metode pembelajaran ini. Sementaraitu, solusi ustaz antara lain membimbing santri yang membuat lawakan, klasifikasi kelas, dan yel-yel bahasa Arab untuk membangkitkan kembali semangat santri. Kata kunci: Metode Pembelajaran, Metode Pembelajaran, Make a Match, Keterampilan Berbicara Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2023-06-22 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2023.091-03 10.14421/almahara.2023.091-03 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 9 No. 1 (2023); 34-55 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2023.091-03/2827

oai:ojs.pkp.sfu.ca:article/7014 2023-07-05T08:56:30Z almahara:ART

Tauzī‘ wa Tanwī‘ Bunūd As'islah Ikhtibār An-Nahw li-shaff Ats-Tsālis Al-mutawašithah: Distribution and Diversification of Arabic Grammar Test Items for The Third Grade of Junior High School Ibnu Hafid Alfarisy Moh. Ainin Moh. Khasairi Arabic Grammar Difersification Evaluation Items Test Nahwu Syntax In preparing the test items, the test maker must take care of using suitable type of test items and diversifying it. Each test item has criteria, advantages, and disadvantages that need to be considered. This research aims to reveal the distribution and diversification of Arabic grammar test items for the third grade in the Junior High School in Batu City. The research is qualitative and descriptive, as it describes the research sample according to a theory and reveals the hidden phenomena. The primary research sample is the Arabic grammar test items for the third grade of Junior High School in the 2019-2020 school year that include the contents taken from the textbook "An-nahwu Al-wadih". The research concluded that the teacher diversified the test with some types of tests. The test is divided into four types of test that include objective and subjective tests such as multiple choice, short answer, completion or filling the blank, and essay. The comprehensive preparation prepared by the evaluation administrations, such as the test item outline, will help the question maker develop the skills of preparing test items. Keywords: Arabic Grammar, Diversification, Evaluation, Items Test, Nahwu, Syntax.   ملخص عند إعداد بنود الاختبار ، يجب على معد الاختبار أن يعتني باستخدام النوع المناسب من بنود الاختبار وتنويعه. لكل بوع الاختبار معايير ومزايا وعيوب يجب مراعاتها.  يهدف هذا البحث إلى الكشف عن توزيع وتنويع بنود اختبار النحو للصف الثالث بالمدرسة المتوسطة بمدينة باتو. يعتبر البحث بحثا نوعيًا ووصفيًا حيث أنه يصف عينة البحث وفق نظرية ويكشف الظواهر الخفية. عينة البحث الأولية هي بنود اختبار النحو للصف الثالث المتوسط للعام الدراسي 2019-2020 ومحتوياتها مأخوذة من الكتاب المقرر "النحو الواضح". وخلصت الدراسة أنه قد قام المدرس بتنويع الاختبارات التي تنقسم إلى أربعة أنواع من الاختبارات التي تشمل الاختبار الموضوعي وغير الموضوعي مثل الاختيار من متعدد والإجابة القصيرة والتكملة والمقال. والإعداد الشامل من إداريات التقويم، مثل مخطط بنود الاختبار لأنه يساعد معدّ الاختبار على تطوير مهارات إعداد بنود الاختبار. الكلمات الرئيسية: نحو ، تنويع ، تقويم ، بنود الاختبار Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2023-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2023.091-07 10.14421/almahara.2023.091-07 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 9 No. 1 (2023); 122-134 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/2023.091-07/2847

oai:ojs.pkp.sfu.ca:article/7030 2023-12-22T10:35:54Z almahara:ART

At-Taṣnīf al-Lugawiy Tahlīlu al-Akhṭāʾi aṣ-Ṣautiyyah fī Mahārah Kalām Fatḥul Huda al-Islāmiyyah ad-Dākhiliyyah Yogyakarta: Linguistic Taxonomy; Analysis of Phonological Errors in Maharah Kalam at the Fathul Huda Islamic Boarding School Yogyakarta Amrina Rosyada Agung Setiyawan Didin Rojudin Error Analysis Phonology Islamic Boarding School تحليل الأخطاء علم الأصوات المدرسة الداخلية الإسلامية Purpose of this study is to analyse the phonological errors of students at the Yogyakarta Fathul Huda Islamic Boarding School in Mahārah Kalām of Arabic. This research is a qualitative descriptive. The data collection techniques such as structured interviews and observations. And the data analysis techniques are using data logging, anecdotes, vignettes, data coding. The results of this study indicate that student’s phonological errors are in three aspects, such as the phonetic change in the letters ق-غ-خ-ع-ط-ث-ظ-ص-د-ذ-ه-ب-ش-ض-ج. Meanwhile, the phonological errors in the aspect of phoneme reduction are in the pronunciation of the words فَاكِهَةٌ - فَكِهَةٌ, ضَارٌّ - ضَرٌّ, قَامُوْسٌ  - قَمُوْسٌ, صَارُوْخٌ - صَرُوْخٌ , عَالَمٌ - عَلَمٌ, غَابَةٌ - غَبَةٌ,  حَاسُوْبٌ - حَاسُبٌ, رَحِيْمٌ - رَحِم, قَصِيْر - قَصِر, زُجَاجٌ - زُجَجٌ. And the phonological errors in the aspect of phonemes addition are in the words مَطَرٌ - مَاطَر, يَضْحَكُ - يَضْحَاكُ, ذُرَةٌ - ذُرَاةٌ, lafal ذَهَبٌ - ذَاهَبٌ, lafal بَطَّةٌ – بَطَاةٌ. This paper contributes to knowing and understanding the forms of phonological errors that arise in Arabic learning.   Keywords: Error Analysis, Phonology, Islamic Boarding School   ملخص تهدف هذه الدراسة إلى تحليل الأخطاء اللغوية في الجوانب الصوتية لدى طلاب معهد فتح الهدى الإسلامية السلفية يوجيا كارتا باللغة العربية محارة كلام. يتم تضمين هذا البحث في البحث النوعي الوصفي. تقنيات جمع البيانات في شكل مقابلات منظمة وملاحظات ل 6 طلاب من معهد فتح الهدى الإسلامية السلفية. تستخدم تقنيات تحليل البيانات تسجيل البيانات والحكايات والمقالات القصيرة وترميز البيانات. أظهرت نتائج هذه الدراسة أن الخطأ الصوتي لدى الطلاب يكمن في ثلاثة جوانب وهي تغير الصوتيات وتحديدا في الحروف ق-غ-خ-ع-ط-ث-ظ-ص-د-ذ-ه-ب-ش-ض-ج. في حين أن الأخطاء الصوتية في جانب اختزال الصوت هي في نطق (فَاكِهَةٌ) يصبح فَكِهَةٌ، النطق من ضَارٌّ يصبح ضَرٌّ، النطق من قَامُوْسٌ إلى قَمُوْسٌ, النطق صَارُوْخٌ إلى صَرُوْخٌ, النطق عَالَمٌ يصبح عَلَمٌ، النطق غَابَةٌ يصبح غَبَةٌ، النطق حَاسُوْبٌ يصبح حَاسُبٌ، النطق رَحيمٌ يصبح رَحِمٌ، النطص قصير يصبح قَصِرٌ،  النطق زُجَاجٌ يصبح زُجَجٌ.  بينما الأخطاء الصوتية في جانب إضافة الصوتيات هي في نطق مَطَرٌ يصبح مَاطَرٌ، النطق يَضْحَكُ يصبح يَضْحَاكُ، النطق ذُرَّةٌ يصبح ذُرَّاةٌ, النطق ذَهَبٌ يصبح ذَاهَبٌ، النُطْقِ بَطَةٌ يصبح بَطَاةٌ. تساهم هذه المقالة في معرفة وفهم شكل الأخطاء الصوتية التي تحدث في اللغة العربية. يساهم هذا البحث كمرجع جديد لأهمية تعلم اللغة العربية من الجانب الصوتي الذي يعمل كتمييز للمعنى. الكلمات المفتاحية: تحليل الأخطاء، علم الأصوات، المدرسة الداخلية الإسلامية Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2023-12-22 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/7030 10.14421/almahara.2023.092-07 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 9 No. 2 (2023); 269-290 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/7030/3054

oai:ojs.pkp.sfu.ca:article/7129 2023-12-22T10:35:54Z almahara:ART

Utilization of Wordwall Media to Improve Learning Outcomes of Madrasah Aliyah Students in Arabic Language Learning in Cianjur, West Java: Pemanfaatan Media Wordwall untuk Meningkatkan Hasil Belajar Siswa Madrasah Aliyah pada Pembelajaran Bahasa Arab di Cianjur Jawa Barat Enok Milhah Malihatusolihah Etri Suryanti Melin Yulia Hasanah Fany Farkhatun Nisa Dedih Wahyudin Hasil Belajar Wordwall Bahasa Arab Arabic Learning Outcomes Media Tarkīb The results of learning Arabic in Tarkīb learning for grade X students at MAN 2 Cianjur generally have yet to reach the Minimum Completeness Criteria (KKM) set by the madrasah. This is due to the monotonous learning process and the need for more student activity in the learning process. Therefore, using innovative learning media that can make students actively ask questions and provide feedback in the learning process, including word wall learning media, is very important. This study aims to improve the Arabic learning outcomes of grade X MAN 2 Cianjur students on the rule material (tarkīb) using wordwall media. The research method used is classroom action research with data collection techniques in the form of observation, tests, and documentation. The results of this study show that word wall media can improve student learning outcomes in Arabic language subjects and rule material (tarkīb) for grade X students at MAN 2 Cianjur. Thus, word wall learning media can be an alternative solution for Arabic teachers who face problems related to low student learning outcomes on the rule material (tarkīb). Keywords: Arabic, Learning Outcomes, Media, Tarkīb, Wordwall     Abstrak Hasil pembelajaran bahasa Arab pada pembelajaran Tarkīb siswa kelas X MAN 2 Cianjur secara umum belum mencapai Kriteria Ketuntasan Minimal (KKM) yang ditetapkan oleh pihak madrasah. Hal ini disebabkan proses pembelajaran yang monoton dan perlunya lebih banyak keaktifan siswa dalam proses pembelajaran. Oleh karena itu, penggunaan media pembelajaran inovatif yang dapat membuat siswa aktif bertanya dan memberikan feedback dalam proses pembelajaran, termasuk media pembelajaran Wordwall, sangatlah penting. Penelitian ini bertujuan untuk meningkatkan hasil belajar bahasa Arab siswa kelas X MAN 2 Cianjur pada materi kaidah (tarkīb) dengan menggunakan media Wordwall. Metode penelitian yang digunakan adalah penelitian tindakan kelas dengan teknik pengumpulan data berupa observasi, tes, dan dokumentasi. Hasil penelitian ini menunjukkan bahwa media Wordwall dapat meningkatkan hasil belajar siswa pada mata pelajaran bahasa arab dan materi kaidah (tarkīb) siswa kelas X MAN 2 Cianjur. Dengan demikian, media pembelajaran Wordwall dapat menjadi alternatif solusi bagi guru bahasa Arab yang menghadapi permasalahan terkait rendahnya hasil belajar siswa pada materi kaidah (tarkīb). Kata Kunci: Bahasa Arab, Hasil Belajar, Media, Tarkīb, Wordwall Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2023-12-22 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/7129 10.14421/almahara.2023.092-02 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 9 No. 2 (2023); 194-209 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/7129/3034

oai:ojs.pkp.sfu.ca:article/7171 2024-06-13T15:45:54Z almahara:ART

The Effectiveness of RADEC Learning Model to Improve HOTS (Higher Order Thinking Skill) in Insya’ Learning: Efektivitas Model Pembelajaran RADEC untuk Meningkatkan HOTS (Higher Order Thinking Skill) pada Pembelajaran Insya’ Etri Suryanti Muhammad Ihsan Anwar Ridwan Nulloh Arief Yahya Sulaeman Isop Syafei Usup Suparman Menerjemahkan Teks Model Pembelajaran RADEC Pembelajaran Insya HOTS (Higher Order Thinking Skill) Translating Text RADEC Learning Model Insya’ Learning HOTS (Higher Order Thinking Skill) is necessary for living in the 21st century. In this century, routine work will be charged to robots, while humans will be charged with creative work. In order to avoid being eroded by the times, HOTS needs to be developed even since elementary school. Therefore, there is a need for methods, strategies, or learning models that can improve student HOTS. Researchers conducted a study to test the effectiveness of implementing the RADEC learning model in improving students' HOTS in learning Insya’; the material translates the text, and how students respond to the learning model. The research method used is quasi-experimental, with the research design of a nonequivalent Control Group. The results showed that it took 135 minutes to implement the RADEC learning model in learning Insya’ material translating text in PP Darussalam. The improvement in higher-order thinking skills (HOTS) after receiving treatment is reported to be 49%, which is classified as a sufficient category. Nevertheless, the RADEC learning model is still considered more effective in enhancing HOTS than the classical model, and the participants' response to this model is highly positive, reaching 81%. Further research on the RADEC learning model, using an equivalent comparative model, is needed to strengthen its effectiveness in enhancing HOTS. Keywords: HOTS (Higher Order Thinking Skill), Translating Text, RADEC Learning Model, Insya’ Learning.   Abstrak HOTS (Higher Order Thinking Skill) merupakan keterampilan yang diperlukan untuk hidup di abad 21. Pada abad ini, pekerjaan rutinitas akan dibebankan kepada robot, sedangkan manusia akan dibebankan pekerjaan kreatif. Agar tidak tergerus oleh zaman, HOTS perlu dikembangkan bahkan sejak duduk di bangku sekolah dasar. Karena itu, perlu adanya metode, strategi, atau model pembelajaran yang dapat meningkatkan HOTS peserta didik. Peneliti melakukan sebuah penelitian untuk menguji efektivitas implementasi model pembelajaran RADEC dalam meningkatkan HOTS peserta didik pada pembelajaran Insya’ materi menerjemahkan teks serta bagaimana respon peserta didik terhadap model pembelajaran tersebut. Metode penelitian yang digunakan adalah metode kuasi eksperimen dengan desain penelitian The Nonequivalent Control Group. Hasil penelitian menunjukkan bahwa diperlukan waktu 135 menit untuk mengimplementasikan model pembelajaran RADEC pada pembelajaran Insya’ materi menerjemahkan teks di PP Darussalam Kersamanah Garut. Kemudian peningkatan HOTS peserta didik setelah diberikan treatment adalah sebesar 49% yang termasuk kategori cukup. Namun demikian, model pembelajaran RADEC tetap dipandang lebih efektif dalam meningkatkan HOTS dibanding model klasik dan respon peserta didik terhadap model ini sangat positif, yaitu sebesar 81%. Perlu dilakukan penelitian lanjutan tentang model pembelajaran RADEC dengan model pembanding yang ekuivalen untuk lebih memperkuat bukti efektivitas model pembelajaran RADEC dalam meningkatkan HOTS. Kata Kunci: HOTS (Higher Order Thinking Skill), Menerjemahkan Teks, Model Pembelajaran RADEC, Pembelajaran Insya. Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2024-06-10 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/7171 10.14421/almahara.2024.0101-01 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 10 No. 1 (2024); 1-15 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/7171/3246

oai:ojs.pkp.sfu.ca:article/7172 2023-07-24T03:10:47Z almahara:ART

Taṭwīru Wasīlah at-Ta‘līmu Limahārati al-Qirā’ah ‘Abru Nizāmi Idārati at-Ta‘allumi (LMS) Moodle Fī al-Madrasah aṡ-Ṡanāwiyyah al-Hukūmiyyah al-’Ula Situbondo: Development of Learning Media for Maharah Kalam Through LMS Moodle at Man 1 Situbondo Ahmad Fajri Fadhili Muhammad Syaiful Bahri Hidayat Learning Media Reading LMS Moodle E-Learning مهارة القراءة الوسائل التعليمية Learning during the pandemic demands to be more creative and innovative. However, the problem at school is that teachers have not been able to realize optimal learning because there is no adequate media. In connection with this, the researchers intend to develop learning media. This study aims 1) to describe the development of learning media-based (LMS Moodle) in learning reading skills through E-learning at MAN 1 Situbondo, 2) to analyze the feasibility of developing learning media based (LMS Moodle) in learning reading skills through E-learning at MAN 1 Situbondo, 3) to measure the effectiveness of the use of media-based learning (LMS Moodle) in learning reading skills through E-learning at MAN 1 Situbondo.This study uses a research and development (R&D) approach. The development steps used in this research are research steps according to "Borg and Gall". Data collection techniques are observation, interviews, questionnaires, tests. While the data sources are teachers and students, with a sample of 24 students.The results of this study are: 1) the development process in this study produces products that are in accordance with the needs of the MAN 1 Situbondoschool, especially learning Arabic. 2) validation was carried out on media and materials expert validators and showed that the developed media obtained values of 95% and 82%, respectively. This the developed media meets the valid category. 3) Wilcoxson test results show that Asymp. Sig. (2-tailed) is 0.000. This shows that the developed media is suitable for use in the learning process at school. Keywords: Learning Media, Reading, LMS Moodle, E-Learning                                                                                                        ملخص يتطلب التعليم أثناء الوباء أن يكون أكثر إبداعًا وابتكارًا. ومع ذلك، فإن المشكلة في المدرسة هي أن المعلمين لم يتمكنوا من تحقيق التعلم الأمثل بسبب عدم وجود وسائل مناسبة. في هذا الصدد، يعتزم الباحث تطوير وسائل التعليم. تهدف هذه الدراسة إلى 1) وصف تطوير وسائل التعلمي القائمة على التعليم (LMS Moodle) في تعليم مهارات القراءة من خلال التعليم الإلكتروني في المدرسة الثانوية الحكومية الأولى سيتوبوندو، 2) لتحليل صلاحية تطوير وسائل التعليم القائمة على التعليم (LMS Moodle) في تعلم مهارات القراءة من خلال التعلم الإلكتروني في المدرسة الثانوية الحكومية الأولى سيتوبوندو،3) لقياس فعالية التعليم القائم على الوسائل (LMS Moodle) في تعليم مهاراة القراءة من خلال التعليم الإلكتروني في المدرسة الثانوية الحكومية الأولى سيتوبوندو. تستخدم هذه الدراسة منهج البحث والتطوير (R & D). خطوات التطوير المستخدمة في هذا البحث هي خطوات بحث حسب "Borg and Gall". أسلوب جمع البيانات هي الملاحظة والمقابلات والاستبيانات والاختبارات. في حين أن مصادر البيانات هي المعلم  والطلاب بعينة من 24 طالبًا. نتائج هذه الدراسة هي: 1) تنتج عملية التطوير في هذه الدراسة منتجات تتوافق مع احتياجات مدرسة الثانوية الأولى سيتوبوندو ، وخاصة تعليم اللغة العربية. 2) تم إجراء التحقق من صحة الوسائط والمواد المدققة وأظهر أن الوسائط المطورة حصلت على قيم 95٪ و 82٪ على التوالي. وبالتالي فإن الوسائط المتطورة تلبي الفئة الصالحة. 3) تظهر نتائج اختبار ويلكوكسون أن Asymp. سيج. (2-tailed) تساوي 0.000. هذا يدل على أن الوسائل المطوّرة مناسبة للاستخدام في عملية التعلّم في المدرسة. الكلمات المفتاحية: الوسائل التعليمية، مهارة القراءة Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2023-06-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/7172 10.14421/almahara.2023.091-09 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 9 No. 1 (2023); 149-161 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/7172/2861

oai:ojs.pkp.sfu.ca:article/7295 2023-12-23T05:58:35Z almahara:ART

Material Analysis of al-Mahārah al-Kalām in Class XII Madrasah Aliyah Teaching Books with ACTFL Standars: Analisis Materi al-Mahārah al-Kalām dalam Buku Ajar Madrasah Aliyah Berstandar ACTFL Mahmudah Tulus Mushtofa Analysis ACTFL Speaking skill Textbook Analisis al-Mahārah al-Kalām Buku Ajar Arabic language learning textbooks have fulfilled the elements of the learning system. However, the textbooks for Arabic language learning are considered inadequate to meet students' needs and contemporary social changes. This article describes the analysis of al-mahārah al-kalām material in the Madrasah Aliyah (MA) class XII Arabic language textbook published by the Indonesian Ministry of Religion based on the American Council on the Teaching of Foreign Languages (ACTFL) guidelines. This research uses research procedures and qualitative methods. Based on a content analysis approach, this research seeks to reveal al-mahārah al-kalām learning materials for class XII MA students. al-Mahārah al-kalām was chosen as the object of study because Arabic speaking skills are highly important in a person's motivation to learn Arabic. The data analysis technique used in this research follows the content analysis method, which emphasizes a set of procedures for making valid inferences from text. Methodically, the analysis used in this research is qualitative content analysis in discourse analysis, semiotic analysis, and hermeneutic analysis. This research found three things, namely (1) the use of ACTFL as a basis for standardizing Arabic textbooks necessitates harmonization of textbook material, which so far has not been fully oriented towards ACTFL; (2) confirmation of the standardization of Arabic language learning based-on ACTFL has an impact on restructuring the curriculum for Arabic language learning. ACTFL standardization is also seen as an effort to increase Arabic language mastery globally and (3) redefinition of Arabic language learning using teaching materials for class XII MA students. This redefinition is possible to prepare students to enter the higher education market at a global level. This research confirms the significance of using ACTFL in preparing Arabic language learning textbooks at all levels of Islamic education. Future research can utilize ACTFL to analyze various basic Arabic language skills, especially in each Islamic education unit and Islamic boarding school education. Keywords: Analysis, Speaking skill, Textbook, ACTFL   Abstrak Kehadiran buku ajar pembelajaran bahasa Arab dalam beberapa hal dianggap telah memenuhi unsur-unsur sistem pembelajaran, namun demikian buku-buku ajar yang saat ini berlaku dianggap kurang memadai lagi untuk memenuhi kebutuhan siswa dan kontemporarisasi perubahan sosial. Artikel ini mendeskripsikan tentang analisis materi al-mahārah al-kalām dalam buku ajar bahasa Arab Madrasah Aliyah (MA) kelas XII yang diterbitkan oleh Kementerian Agama RI berdasarkan pedoman American Council on The Teaching of Foreign Languages (ACTFL). Penelitian ini menggunakan prosedur dan cara kerja penelitian kualitatif. Dengan mendasarkan pada pendekatan content analysis, penelitian ini berupaya mengungkap materi-materi pembalajaran al-mahārah al-kalām untuk siswa MA kelas XII. al-Mahārah al-kalām dipilih sebagai objek kajian dengan pertimbangan bahwa keterampilan berbicara bahasa Arab memiliki posisi yang tinggi dari sudut motivasi seseorang belajar bahasa Arab. Teknik anlisis data yang digunakan penelitian ini mengikuti prosedur metode content analysis yang menekankan seperangkat prosedur untuk membuat inferensi yang valid dari teks. Secara metodis, analisis yang digunakan penelitian ini yaitu analisis isi kualitatif, berupa analisis wacana, analisis semiotik dan analisis hermeneutika. Penelitian ini menghasilkan tiga temuan, yaitu (1) penggunaan ACTFL sebagai basis standarisasi buku ajar bahasa Arab meniscayakan penyelarasan-penyelarasan materi buku ajar yang selama ini belum sepenuhnya beroirientasi pada ACTFL; (2) konfirmasi standarisasi pembelajaran bahasa Arab berbasis ACTFL berdampak pada penyusunan ulang kurikulum untuk pembelajaran bahasa Arab. Standarisasi ACTFL juga dipandang sebagai upaya peningkatan penguasaan bahasa Arab dalam konteks global; dan (3) redefinisi terhadap pembelajaran bahasa Arab yang menggunakan bahan ajar untuk siswa kelas XII MA. Redefinisi ini dimungkinkan dilakukan untuk menyiapkan peserta didik memasuki pasar perguruan tinggi pada tataran global.  Hasil penelitian ini mengonfirmasi tentang signifikansi penggunaan ACTFL dalam penyusunan buku ajar pembelajaran bahasa Arab pada semua jenjang pendidikan Islam. Penelitian berikutnya dapat memanfaatkan penggunaan ACTFL sebagai basis analisis pada berbagai kemampuan dasar bahasa Arab, terutama pada setiap satuan pendidikan Islam dan pendidikan pesantren.  Kata Kunci: Analisis, al-Mahārah al-Kalām, Buku Ajar, ACTFL Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2023-12-22 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/7295 10.14421/almahara.2023.092-03 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 9 No. 2 (2023); 210-226 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/7295/3039

oai:ojs.pkp.sfu.ca:article/7313 2023-09-22T14:03:48Z almahara:ART

Development of Leaflet Media in Arabic Learning for Second Grade at MTs Al Falaah Pandak Bantul : Pengembangan Media Leaflet dalam Pembelajaran Bahasa Arab pada Siswa Kelas VIII di MTs Al Falaah Pandak Bantul Nurhadi, Nurhadi Hamdan Hadi Purnomo البحث والتطوير وسيلة تعليمية اللغة العربية Leaflet Research and Development Arabic Learning Media Abstract The lack of usage of Arabic learning media at MTs Al Falaah Pandak is the background for this study. Therefore, this study aims to develop Leaflet learning media, determine the feasibility of Leaflet media, the practicality of Leaflet, and the effectiveness Leaflet media in learning Arabic for second grade at MTs Al Falaah Pandak Bantul. The type of this study is Research and Development using Borg & Gall development model adapted and developed by Sugiono. The development model consists of potentials and problems, information gathering, product design, design validation, design revision, prooduct trial, product revision, and usage trial or field trial. Validation was carried out by media expert and material expert. The trial usage of product was carried out on 27 students, second grade of MTs Al Falaah Pandak Bantul. The Instrument used in collecting data consisted of feasibility testing instrument in form of expert validation sheets on instructional media, practically testing instrument in the form of students’ response questionnaire, and effectiveness testing instrument in the form of student learning achievement test. Referring to feasibility trial data, the revised learning media is in the proper criteria. This is based on the assessment of material expert with a total score percentage of 94,5% and the assessment of media expert with a total score percentage of 92%. Meanwhile, the assessment of the level of practicality of learning media developed got the practical criteria with a percentage of total average test score of 90%. Then, the assessment of student learning outcome, it showed an average score of 84,81%, the number of students who completed the learning process was 24 people or 89% and 3 people or 11% of students was uncompleted. Keyword: Research and Development, Arabic Learning Media, Leaflet ملخص خلفية المسألة في هذا البحث أقل استخدام وسيلة تعليمية اللغة العربية في مدرسة المتوسطة الإسلامية الفلاح فنداك. و لذلك، أهداف هذا البحث هو تطوير وسيلة تعليمية Leaflet، لتعريف أهليّة وسيلة تعليمية Leaflet، لتعريف عمليّة وسيلة تعليمية   Leaflet، ولتعريف فعالية وسيلة تعليمية  Leafletفي تعلم اللغة العربية في الفصل الثامن بمدرسة المتوسطة الإسلامية الفلاح فنداك بنتول. كان نوع من هذا البحث هو البحث والتطوير على  طرز سوغييونو  والذي تطويره بورك & كال. وكان طرز التطوير يتكوّن من قوة ومسائل،جمع البيانات، تصميم المنتج، تصديق التصميم، تحسين التصميم، مجاربة المنتج، تحسين المنتج، ومجاربة الإستهلاك. التصديق على أهل المادة وأهل الوسيلة. ومجاربة الإستهلاك للمنتج تعقد على ٢٧ طالبًا في الفصل الثامن  بمدرسة المتوسطة الإسلامية الفلاح فنداك . تتكون الأدوات المستخدمة في جمع بيانات البحث من أداة اختبار التصديق بشكل أوراق تحقق لأهال عن الوسيلة التعليمية ، و أداة اختبار التطبيق العملي بشكل استبيانات استجابة الطلاب، و أداة اختبار الفعالية بشكل إختبار التحصيل التعليمي للطالب .أشارت إلى بيانات تجربة التحقيق، فإن وسيلة التعلم المنقحة قد كان في معيار الحقّ. وذالك يعتمد هذا على تقييم أهل المواد بنسبة إجمالية تبلغ ٩٤،٥٪ وتقييم أهل الإعلامي بنسبة إجمالية تبلغ ٩٢٪  . بينما تقييم التطبيق العملي لوسيلة التعليمية المطورة قد كان في معاير عملي من خلال الحصول على نسبة إجمالية من متوسط ​​قيمة التجربة بنسبة ٩٠٪ ثم لتقييم نتائج تعلم الطلاب أظهر بمتوسط ​​قيمة٨٤،٨١٪، كان عدد الطلاب الذين أكملوا في عملية التعلم ٢٤ شخصًا أو ٨٩٪ ولم يكملوا ما يصل إلى ٣ أشخاص أو ١١٪ من الطلاب. الكلمات الأساسية : البحث والتطوير ، وسيلة تعليمية اللغة العربية Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2023-06-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/7313 10.14421/almahara.2023.091-10 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 9 No. 1 (2023); 162-179 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/7313/2945

oai:ojs.pkp.sfu.ca:article/7415 2023-12-26T14:01:02Z almahara:ART

Tahlīlu Akhṭāʾi Mutaʿallimi al-ʿArabiyyah Min al-ʾIndūnīsiyyīn fī Istikhdāmi al-ʾAfʿāli al-Mutaʿaddiyah biḥurūfi al-Jarr : Analisis Kesalahan Para Pelajar Bahasa Arab yang Berasal dari Indonesia dalam Penggunaan Fi'il Muta'addi bi Hurufil Jarr Faisal Zaky Ibrahimi Mustain Nasaruddin Arabic Error Analysis Fi‘il Muta‘addi Bahasa Arab Analisi Kesalahan This study aimed to discover the mistakes made by second-grade students at Ma'had Ibad Ar-Rahman Surabaya in using fi‘il muta‘addi bi ḥarfi al-jarr in Arabic sentences and the underlying reasons. The research method used is descriptive analysis with a qualitative approach. The instruments used were observations and tests of ten students out of a total of 19 students. The test consists of 10 Indonesian sentences with transitive verbs with prepositions, and then these sentences are translated into Arabic in the form of fi‘il muta‘addi bi ḥarfi al-jarr. The results obtained are as follows: Forms of errors in using fi‘il muta‘addi bi ḥarfi al-jarr in students are subtracting and replacing the jarr letters that should be used. The factors that influence these mistakes are (1) ignorance of the boundaries of verb rules, (2) influences from the mother tongue, (3) little learning of Arabic rules, and (4) psychological factors such as haste, forgetfulness, laziness, and others.To address these factors, teachers can use methods that explain the rules of the Arabic language, such as the taqobuli method. This teaching method compares the rules of the Arabic language with those of the Indonesian language. By doing so, students can understand the differences and similarities in the rules of using the 'jarr' letters in 'fi'il muta'addi’ between the two languages. Keywords: Arabic, Error Analysis, Fi‘il Muta‘addi Abstrak Penelitian ini bertujuan untuk mengetahui kesalahan siswa kelas II Ma'had Ibad Ar-Rahman Surabaya dalam menggunakan fi'il muta'addi bi ḥarfi al-jarr dalam kalimat bahasa Arab dan alasan yang mendasarinya. Metode penelitian yang digunakan adalah analisis deskriptif dengan pendekatan kualitatif. Instrumen yang digunakan adalah observasi dan tes terhadap sepuluh siswa dari total 19 siswa. Tes terdiri dari 10 kalimat bahasa Indonesia verba transitif dengan preposisi, kemudian kalimat tersebut diterjemahkan ke dalam bahasa Arab dalam bentuk fi’il muta’addi bi ḥarfi al-jarr. Hasil yang diperoleh adalah sebagai berikut: Bentuk kesalahan penggunaan fi’il muta’addi bi ḥarfi al-jarr pada siswa adalah mengurangi dan mengganti huruf jarr yang seharusnya digunakan. Faktor yang mempengaruhi kesalahan tersebut adalah (1) ketidaktahuan akan batasan kaidah kata kerja, (2) pengaruh dari bahasa ibu, (3) sedikit mempelajari kaidah bahasa Arab, dan (4) faktor psikis seperti tergesa-gesa, lupa, malas, dan lain-lain. Untuk mengatasi faktor tersebut, guru dapat menggunakan metode yang menjelaskan kaidah bahasa Arab, seperti metode taqobuli. Metode pengajaran ini membandingkan kaidah bahasa Arab dengan kaidah bahasa Indonesia. Dengan begitu siswa dapat memahami perbedaan dan persamaan kaidah penggunaan huruf 'jarr' pada 'fi'il muta'addi’ antara kedua bahasa tersebut. Kata Kunci: Bahasa Arab, Analisis Kesalahan, Fi’il Muta’addi Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2023-12-22 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/7415 10.14421/almahara.2023.092-05 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 9 No. 2 (2023); 239-256 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/7415/3052

oai:ojs.pkp.sfu.ca:article/7422 2024-01-14T14:13:29Z almahara:ART

Taḥlīl Ikhtibār al-Mahārah al-Kalām fī Kitāb al-‘Arabiyyah Bayna Yadaika al-Mujalladu fī Ḍaw‘i Tashnīfi Bloom lī Mustawa al-Majal al-Ma‘rifiy (Dirāsah Taḥlīliyah): Analysis of the Speaking Skills Test in the Book al-Arabiya Bayna Yadaika Volume 1 in Perspective f Bloom’s Taxonomy for Cognitive Domain Levels (an Analysis Study) Ihwan Mahmudi Neda Azzah Saniyyah Dini Rofiatul Khoiriyah Item Analysis Speaking Skill Test تحليل اختبار الاختبار مهارة الكلام اللغة العربية Arabic In preparing for the test, teachers should be careful in using the appropriate type of test. Tests that are based on Bloom's taxonomy can help teachers measure students' deeper understanding of the material that has been studied. This study analyzes the speaking skill test in the Arabic book "Al-‘Arabiyah Bayna Yadaika," volume one, based on Bloom's theory of cognitive domains. This study aims to determine students' cognitive domain level in answering specific questions. The qualitative and descriptive research describes the sample according to the theory and reveals hidden phenomena. The initial research sample is the speaking skill test in the Arabic book "Al-‘Arabiyah Bayna Yadaika," volume 1. Data in this study was collected through documentation. The results indicate that the test aligns with Bloom's theory, with a predominance of questions falling under the level of knowledge, followed by comprehension and creativity. The results emphasize the importance of evaluating speaking skills in learning the Arabic language and promoting critical thinking and creativity among students. Therefore, it is necessary to develop a form of test for comprehension skills in this book. Keywords: Arabic, Item Analysis, Test, Speaking Skill.   ملخص عند إعداد الاختبار، يجب على المعلمين أن يعتني باستخدام النوع المناسب من الاختبار. الاختبارات التي تعتمد على تصنيف بلوم يمكن أن تساعد المعلمين في قياس فهم الطلاب الأعمق للمواد التي تم دراستها. تقدم هذه الدراسة تحليلًا لاختبار مهارة الكلام في كتاب العربية "بين يديك" المجلد الأول، على أساس نظرية البلوم لمستويات المجال المعرفي. تهدف هذه الدراسة إلى تحديد مستوى المجال المعرفي الذي يظهره الطلاب في الإجابة على أسئلة محددة. يعتبر البحث بحثا نوعيًا ووصفيًا حيث أنه يصف عينة البحث وفق نظرية ويكشف الظواهر الخفية. عينة البحث الأولية هي اختبار مهارة الكلام في كتاب العربية بين يديك المجلد 1 تم جمع البيانات في هذه الدراسة بطريقة التوثيق. تشير النتائج إلى أن الاختبار يتوافق مع نظرية البلوم، مع غالب. الأسئلة تندرج تحت مستوى الذكر، تليها مستوى الفهم ومستوى الإبداع. تؤكد النتائج على أهمية تقييم مهارات الكلام في تعلم اللغة العربية وتعزيز التفكير النقدي والإبداع بين الطلاب. لذلك من الضروري تطوير شكل من أشكال اختبار مهارات الكلام الاستيعابية في هذا الكتاب. الكلمات المفتاحية: تحليل اختبار، الاختبار، مهارة الكلام، اللغة العربية Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2023-12-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/7422 10.14421/almahara.2023.092-08 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 9 No. 2 (2023); 291-304 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/7422/3108

oai:ojs.pkp.sfu.ca:article/7453 2023-12-23T03:52:52Z almahara:ART

Application Of The Two Stay-Two Stray Cooperative Learning Model In Arabic Learning In Mts Fatihul Ulum Al-Mahfudz Manggisan Tanggul: Penerapan Metode Two Stay-Two Stray dalam Pembelajaran Bahasa Arab di Mts Fatihul Ulum Al-Mahfudz Manggisan Tanggul Fatullah, Iqbal Mohammad Ainun Rofiq Dzurratul Qomariyah M Uzaer Damairi Cooperative learning Two stay-two-stray method Arabic Learning Pembelajaran Kooperatif Metode two stay-two stray Pembelajaran Bahasa Arab This study's research focus is applying the two Stay-two-study methods in Arabic language learning at Mts Fatihul Ulum Al-Mahfudz Manggisan Tanggul. The research method used in this study is a descriptive qualitative approach. This type of research is a case study. The subjects of the study were selected in a Purposive way. Data collection uses three techniques, namely observation, interview, and documentation. The data analysis used is descriptive. The validity of the data uses triangulation of sources and techniques. Research Results: 1) Preparation for the application of the two stay-two stray method by a) Making a Learning Implementation Plan (RPP), b) Preparation of Media to be used in class, c) Preparation of teaching materials to be delivered in class d) Preparing learning strategies to be applied in class. 2) The process of applying the two stay-two-stray methods in Arabic Learning, namely, initial activities which include: a) conveying learning objectives, b) conveying the learning methods to be used, and c) explaining the introductory material about commendable morals. Core Activities are a) conveying information to students, b) forming students into groups, and c) guiding groups to work together. The closing activities convey conclusions and reflections on learning. Keywords: Cooperative learning, Two stay-two-stray method, Arabic Language Learning  Abstrak Penelitian ini adalah Bagaimana Proses Penerapan Metode Two Stay-Two Stray dalam Pembelajaran bahasa Arab di MTs Fatihul Ulum Al-Mahfudz Manggisan Tanggul. Metode Penelitian yang digunakan dalam penelitian ini adalah pendekatan kualitatif deskriptif. Jenis penelitian ini adalah studi kasus. Subjek penelitian dipilih dengan cara Purposive. Teknik pengumpulan data menggunakan tiga teknik yaitu observasi, wawancara dan dokumentasi. Analisis data yang digunakan adalah analisis deskriptif. Keabsahan datanya menggunakan triangulasi sumber dan teknik. Hasil Penelitian: 1) Persiapan penerapan metode two stay-two stray dengan cara: a) Pembuatan Rencana Pelaksanaan Pembelajaran (RPP) b) Persiapan Media yang akan digunakan dikelas c) Persiapan Materi ajar yang akan di sampaikan dikelas d) Mempersiapkan strategi pembelajaran yang akan diterapkan dikelas. 2) Proses Penerapan metode two stay-two stray dalam pembelajaran bahasa arab yaitu: kegiatan awal yang meliputi: a) menyampaikan tujuan pembelajaran, b) menyampaikan metode pembelajaran yang akan digunakan, c) menjelaskan materi dasar tentang akhlak terpuji. Kegiatan Inti, yaitu: a) menyampaikan informasi kepada siswa, b) membentuk siswa menjadi beberapa kelompok, c) membimbing kelompok untuk bekerjasama. kegiatan penutup yaitu: menyampaikan kesimpulan, refleksi terhadap pembelajaran. Kata Kunci: Pembelajaran Kooperatif, Metode two stay-two stray, Pembelajaran Bahasa arab Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2023-12-22 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/7453 10.14421/almahara.2023.092-01 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 9 No. 2 (2023); 180-193 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/7453/3033

oai:ojs.pkp.sfu.ca:article/7474 2024-06-11T08:08:13Z almahara:ART

Munāsabah al-Kitāb al-Madrasiy bi al-Mi’yār al-Marji’iy al-Waṭaniy (Dirāsah Tahlῑliyyah ‘an al-Muhtawa Wa al-Lugah): Suitability of the Textbook to the National Reference Standard (Analytical Study on Content and Language) Muhammad Nuruzzaman Syam R. Umi Baroroh Book Analysis Textbook Arabic Language تحليل الكتاب الكتاب المدرسي اللغة العربية The presence of textbooks in the learning process has a vital role in the teaching-learning process. However, in reality, there are still many things that could be improved in the writing of textbooks. This research aims to describe the suitability of the Arabic language textbook for primary school grade 1 written by Nur Hasaniyah and Choirul Ansori for the 2013 curriculum to the standards set by the National Educational Standards Authority (BSNP) in terms of content and language and to find out the advantages and disadvantages of this book in terms of content and language based on the BSNP. This research is qualitative, and the researcher used the type of library research, so the data collection method used is the documentation method. The data for this research comes from the Arabic language textbook for primary school grade 1 written by Nur Hasaniyah and Choirul Ansori in the 2013 curriculum as a primary data source and from other books, magazines, newspapers, and other things related to the topic of this research as a secondary data source. The data analysis technique used in this research was Content Analysis. The researcher made observations on the data obtained, then processed them, and then concluded. The results of this research indicate that the Arabic language book for the first-grade primary school written by Nur Hasaniyah and Choirul Ansori in the 2013 curriculum meets the standards set by the National Educational Standards Authority (BSNP) in terms of content and language and that this book has some advantages and disadvantages such as materials arranged systematically but written without colors, which leads to students' lack of interest in studying this book. Keywords: Arabic, Book Analysis, Textbook   ملخص إن وجود الكتب المدرسية في عملية التعلم له دور مهم للغاية في عملية التعليمية التعلمية. ولكن الواقع، لا يزال هناك العديد من الأخطاء والمشكلات في تأليف الكتب المدرسية. يهدف هذا البحث إلى وصف ملاءمة كتاب اللغة العربية للمدرسة الابتدائية الصف الأول ألفه نور حسانية وخير الأنصاري بالمنهج الدراسي 2013 للمعايير التي حددتها هيئة المعايير التربوية الوطنية (BSNP) من حيث المحتوى واللغة، وإلى معرفة مزايا وعيوب هذا الكتاب من حيث المحتوى واللغة بناءً على هيئة المعايير التربوية الوطنية (BSNP). هذا البحث هو بحث نوعي، واستخدم الباحث نوع البحث المكتبي (Library Research)، لذلك فإن طريقة جمع البيانات المستخدمة هي طريقة التوثيق. تصدر بيانات هذا البحث من كتاب اللغة العربية للمدرسة الابتدائية الصف الأول ألفه نور حسانية وخير الأنصاري بالمنهج الدراسي 2013 كمصدر بيانات أساسية، ومن الكتب الأخرى والمجلات والصحف وغيرها مما يتعلق بموضوع هذا البحث كمصدر بيانات ثانوية. وكانت تقنية تحليل البيانات المستخدمة في هذا البحث هي تقنية تحليل المحتوى (Content Analysis). فقام الباحث بالملاحظة على البيانات التي تم الحصول عليها ثم معالجتها ثم استنتاجها. تشير نتائج هذا البحث إلى أن كتاب اللغة العربية للمدرسة الابتدائية الصف الأول ألفه نور حسانية وخير الأنصاري بالمنهج الدراسي 2013 ملائم للمعايير التي حددتها هيئة المعايير التربوية الوطنية (BSNP) من حيث المحتوى واللغة، وأن لهذا الكتاب بعض المزايا والعيوب مثل المواد مرتبة بشكل منهجي ولكنها مكتوبة بدون الألوان مما يؤدي إلى عدم اهتمام الطلاب بدراسة هذا الكتاب. الكلمات المفتاحية: تحليل الكتاب، الكتاب المدرسي، اللغة العربية Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2024-06-10 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/7474 10.14421/almahara.2024.0101-07 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 10 No. 1 (2024); 94-112 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/7474/3257

oai:ojs.pkp.sfu.ca:article/7562 2023-12-23T04:59:04Z almahara:ART

Digital Literacy in Arabic Language Learning in Madrassas Aliyah 2 Tanah Datar : Literasi Digital dalam Pembelajaran Bahasa Arab di Madrasah Aliyah 2 Tanah Datar Eri Ramadona Aida Fitria Irwandi Arabic Digital Literacy Literacy Bahasa Arab Literasi Literasi Digital The research is to find out how digital literacy is applied to Arabic language learning in madrasas. The qualitative research method was used where the data was taken from interviews and observation. The informants of the research involved three Arabic language teachers and 30  grade 11 students selected randomly. The research showed that the use of digital literacy in Arabic language learning at State Madrasah Aliyah 2 had been used well and had a positive impact on students' interest in understanding Arabic language material provided by the teachers. Students are generally more enthusiastic, more creative, and more challenged to learn Arabic using digital learning media.  The digital media used in the madrasah are InFocus projectors, laptops, and Android cellphones using the applications available on the media platform. For example, WhatsApp, YouTube, TikTok, Kahoot, and Quiziz applications. The research recommended, Increasing the procurement of projectors in each classroom and increasing the internet connection in schools to make it more stable so that it can be easily accessed by teachers and students in the learning process. Keywords: Arabic, Digital Literacy, Literacy   Abstrak Penelitian ini bertujuan untuk mengetahui bagaimana literasi digital diterapkan dalam pembelajaran bahasa Arab di madrasah. Metode penelitian yang digunakan adalah kualitatif dimana data diambil dari wawancara dan observasi. Informan penelitian ini melibatkan tiga orang guru bahasa Arab dan 30 orang siswa kelas 11 yang dipilih secara acak. Hasil penelitian menunjukkan bahwa pemanfaatan literasi digital dalam pembelajaran bahasa Arab di Madrasah Aliyah Negeri 2 telah dimanfaatkan dengan baik dan memberikan dampak positif terhadap minat siswa dalam memahami materi bahasa Arab yang diberikan oleh guru. Siswa umumnya lebih antusias, kreatif dan tertantang untuk belajar bahasa Arab dengan menggunakan media pembelajaran digital. Media digital yang digunakan di madrasah adalah proyektor infocus, laptop, handphone android dengan menggunakan aplikasi yang tersedia pada platform media. Misalnya saja aplikasi WhatsApp, YouTube, Tiktok, Kahoot dan Quiziz. Penelitian ini merekomendasikan, menambah pengadaan alat proyektor di setiap kelas dan menambah koneksi internet disekolah agar lebih stabil, sehingga dapat dengan mudah di akses oleh guru dan siswa dalam proses pembelajaran. Kata Kunci: Bahasa Arab, Literasi, Literasi Digital Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2023-12-22 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/7562 10.14421/almahara.2023.092-04 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 9 No. 2 (2023); 227-238 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/7562/3049

oai:ojs.pkp.sfu.ca:article/7666 2024-02-03T05:56:49Z almahara:ART

Implementation of Descriptive and Prescriptive Theory in Mastery of Arabic at SDIT Vinca Rosea Tahfizh International: Implementasi Teori Deskriptif dan Preskriptif dalam Penguasaan Bahasa Arab di SDIT Vinca Rosea Tahfizh Internasional Ulfi Hayati Descriptive Prescriptive Mastery of Arabic Deskriptif Pengusaan bahasa Arab Preskriptif The process of learning and learning Arabic significantly affects students in mastering vocabulary that is obtained directly or indirectly. This study was conducted to know how descriptive and prescriptive theories apply to students' mastery of Arabic and the role of teachers in improving students' mastery of Arabic at Vinca Rosea Tahfizh International Integrated Islamic Elementary School. This descriptive qualitative research targets grade 4 students with data reduction, data display, and conclusion as data analysis. The instruments used were observation, interview, and documentation. The results show that implementing descriptive language in the morning briefing activities and prescriptive language in Arabic lessons can improve students' mastery of Arabic. Namely, students can explain the meaning of Arabic vocabulary, answer simple questions, and get report cards in Arabic lessons. Both activities support each other and encourage the practice of Arabic in the school environment. The teacher's skill in providing vocabulary and uslūb and persistence in practicing the language enables students to understand and use the language in the school environment. Therefore, the equivalence of material between the morning briefing and language lessons must be considered to help students master Arabic appropriately or correctly. Keywords: Descriptive, Prescriptive, Mastery of Arabic   Abstrak Proses belajar dan pembelajaran bahasa Arab sangat mempengaruhi siswa dalam penguasaan kosakata yang diperoleh secara langsung maupun tidak langsung. Penelitian ini dilakukan dengan tujuan mengetahui bagaimana penerapan teori deskriptif dan preskriptif terhadap penguasaan bahasa Arab siswa serta peran guru dalam meningkatkan penguasaan bahasa Arab pada siswa Sekolah Dasar Islam Terpadu Vinca Rosea Tahfizh Internasional. Penelitian ini merupakan penelitian kualitatif deskriptif dengan sasaran siswa kelas 4 dengan reduksi data, display data dan conclusion sebagai analisis data. Insturmen yang digunakan berupa observasi, wawancara dan dokumentasi. Hasil yang diperoleh menunjukkan bahwa implementasi deskriptif pada kegiatan birefing (pengarahan) pagi dan preskriptif pada pelajaran bahasa Arab dapat meningkatkan penguasaan bahasa Arab siswa yaitu siswa mampu menjelaskan arti kosakata bahasa Arab, melakukan tanya jawab sederhana dan memperoleh nilai rapor pada pelajaran bahasa Arab sangat baik. Kedua kegiatan tersebut saling mendukung dan mendorong praktik berbahasa Arab di lingkungan sekolah. Keterampilan guru dalam pemberian kosakata dan uslūb serta kegigihan dalam mempraktikkan bahasa mendorong siswa memahami dan menggunakan bahasa di lingkungan sekolah. Oleh karena itu, kesepadanan materi antara briefing pagi dan pelajaran bahasa perlu diperhatikan agar membantu siswa dalam menguasai bahasa arab secara tepat ataupun benar. Kata Kunci: Deskriptif, Pengusaan bahasa Arab, Preskriptif Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2023-12-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/7666 10.14421/almahara.2023.092-10 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 9 No. 2 (2023); 318-335 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/7666/3148

oai:ojs.pkp.sfu.ca:article/7702 2023-12-22T10:35:54Z almahara:ART

Tanfīż Barāmij Al-lugat Al-ʿArabiat li Taḥsīn Mahārah Kalām Ladayya At- Ṭullāb fi Maʿhad: Implementation of Arabic Program to Improve Speaking Skill of Students in Islamic Boarding School Mursyidatul Mahsunah M. Akmal Binashril Hadi Dyah Ayu Khoirunnisa Nuril Mufidah Arabic Language Environment Program Management Socio- Environment Speaking Skills إدارة برنامج اللغة العربية بيئة اللغوية مهارة الكلام الاجتماعية والبيئية Mastering a foreign language is very much needed in this modern era, so language programs can be used as an intermediary for students to master languages, especially in speaking skills, which are carried out in Islamic boarding schools. This research aims to analyze the management of the implementation of the Arabic language program to be able to form a language socio-environment for Islamic boarding school students. This research method is qualitative. The research was conducted at the Arabic Program for adults in an Islamic boarding school in Malang, Indonesia. The data collection method was carried out using observation instruments in-depth interviews and documentation. These two instruments were used to obtain data regarding the stages in implementing the Arabic language program in an Islamic boarding school Socio- environment. The data analysis technique is carried out in the stages of collecting data, reducing data, presenting data, and making conclusions. The results of the research show that there are three programs to form a  language environment, including Mufrodat Yaumiyah (memorize Arabic vocabulary) which is held once a week, with the Mufrodat Yaumiyah program being able to help expand the student's vocabulary in Arabic, which can improve understanding and language skills. Then the language day program is carried out for three days starting in the morning until the afternoon. The last program is the muhadharah (show attractions of students' language skills) program which is carried out once every three weeks. The muhadharah program is carried out to measure students regarding their development and ability to use Arabic in various contexts and functions, such as a master of ceremony using Arabic, khitobah (speech or lecture), and taqdimul qissoh (storytelling). The conclusion obtained is that Islamic boarding schools must create a language environment by consistently implementing the language program. Keywords: Arabic, Language Environment, Program Management, Socio- Environment, Speaking Skills.     ملخص إن إتقان لغة أجنبية أمر مطلوب للغاية في هذا العصر الحديث، لذلك يمكن استخدام برامج اللغة كوسيط للطلاب في إتقان اللغات، وخاصة في مهارات التحدث، والتي تتم في المدارس الداخلية الإسلامية. يهدف هذا البحث إلى تحليل إدارة تنفيذ برنامج اللغة العربية للتمكن من تكوين بيئة لغوية لطلاب في المعهد. طريقة البحث هذه نوعية. تم إجراء البحث في المعهد دار النون مالانج. تم استخدام طريقة جمع البيانات باستخدام أدوات الملاحظة والمقابلات المتعمقة. وقد تم استخدام هاتين الأداتين للحصول على بيانات تتعلق بمراحل تنفيذ برنامج اللغة العربية في المعهد دار النون مالانج. يتم تنفيذ تقنية تحليل البيانات في مراحل جمع البيانات وتقليل البيانات وعرض البيانات واستخلاص النتائج. تظهر نتائج البحث أن هناك ثلاثة برامج في المعهد دار النون مالانج لتكوين بيئة لغوية، منها مفردات يومية التي تقام مرة واحدة في الأسبوع، مع قدرة برنامج مفردات يومية على المساعدة في توسيع مفردات الطلاب في اللغة. اللغة العربية، والتي يمكن أن تحسن الفهم والمهارات اللغوية. ثم يتم تنفيذ برنامج يوم اللغة لمدة ثلاثة أيام تبدأ من الصباح وحتى بعد الظهر. البرنامج الأخير هو برنامج المحاضرة الذي يتم تنفيذه مرة كل ثلاثة أسابيع، ويتم تنفيذ برنامج المحاضرة لقياس الطلاب من حيث تطورهم وقدرتهم على استخدام اللغة العربية في سياقات ووظائف مختلفة، مثل استخدام اللغة العربية عند سيد الحفل، والخطابة، وتقديم القصة. الاستنتاج الذي تم التوصل إليه هو أن المدارس الداخلية الإسلامية يجب أن تخلق بيئة لغوية من خلال التنفيذ المستمر لبرنامج اللغة. الكلمات الرئيسية: إدارة برنامج، اللغة العربية، بيئة اللغوية، مهارة الكلام، الاجتماعية والبيئية Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2023-12-22 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/7702 10.14421/almahara.2023.092-06 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 9 No. 2 (2023); 257-268 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/7702/3053

oai:ojs.pkp.sfu.ca:article/7826 2024-06-11T07:36:58Z almahara:ART

Tanfīż Istirātījiyyah Numbered Heads Together (NHT) li Tarqiyah Nata'ij at-Ta'līm fī Mawdhu' al-Lugah al-'Arabiyyah : Implementing the Numbered Heads Together (NHT) Strategy to Upgrade Learning Outcomes in the Arabic Language Zainal Abidin Agus Yasin Learning Outcomes Numbered Heads Together Strategy نشاط تعلم نتائج تعلم الإستيراتيجية The Numbered Heads Together (NHT) strategy is one of the learning models of Cooperative Learning. The Numbered Heads Together strategy can increase student activity in the classroom, affecting student learning outcomes. Darul Fikri Islamic Institute is an Islamic educational institution affiliated to Darul Fikri Bringin, Kauman, Ponorogo, which combines two curricula, They are the curriculum of the Ministry of Religious Affairs and the curriculum of the Modern Islamic Institute Gontor Institute in the development of foreign languages, namely Arabic and English. Especially in Arabic subjects, teachers use the lecture method that makes students feel bored and inactive during the learning process in the classroom, affects student activity in the classroom, and makes student learning outcomes low with a grade point below KKM. In addition, in daily activities, students do not use Arabic vocabulary (conversation). Thus, there must be improvements and changes in the learning process using the Numbered Heads Together. Keywords: Learning Outcomes, Numbered Heads Together, Strategy ملخص معهد دار الفكر الإسلامية هي مؤسسة تعليمية إسلامية تابعة لمؤسسة دار الفكر برينجين، كومن، فونوروكو التي تجمع بين منهجين، هما: منهج الوزير الشؤون الدينية والمنهج الدراسي لمعهد دار السلام كونتور  في تطوير اللغات الأجنبية، وهي العربية والإنجليزية. خاصة في المواد العربية، يستخدم المعلمون طريقة المحاضرة التي تصبح الطلاب يشعرون بالملل ونقيص النشاط أثناء عملية التعلم في الفصل وتؤثر على نشاط الطلاب في الفصل وتجعل نتائج تعلم الطلاب منخفضة بمعدل درجات أقل من KKM. بالإضافة إلى ذلك، في الأنشطة اليومية، لا يستخدم الطلاب المفردات العربية (المحدثة). وبالتالي، يجب أن تكون هناك تحسينات وتغييرات في عملية التعلم باستخدام إستراتيجيةNumbered Heads Together Numbered Heads Together الكلمات المفتاحية: نشاط تعلم، نتائج تعلم، الإستيراتيجية  Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2024-06-10 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/7826 10.14421/almahara.2024.0101-04 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 10 No. 1 (2024); 51-60 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/7826/3251

oai:ojs.pkp.sfu.ca:article/8180 2024-01-29T14:38:58Z almahara:ART

I’rāb ar-Raf’ wa al-Jazm li al-Fi’l al-Muḍāri’ fī Āyāt al-Qur’āniyyah wa Fawā’iduh li Ta’līm al-Lugah al-‘Arabiyyah (Dirāsah Naḥwiyyah Ṣarfiyyah): I’rab Raf’ and Jazm of the Simple Present tense in Quranic verses and Those Functions in Teaching the Arabic language (Morphological and Grammatical Study) Holilulloh, Andi Essam Mustafa Ahmed Shalabi Azhar Ismail Hasibuan Grammatical study Present tense Qur’anic reading إعراب الرفع والجزم الفعل المضارع نحوية وصرفية This study aims to analyze the present tense verb in the frequent Qur'anic reading, the construction of grammatical study, and its function in learning the Arabic language. This study discusses the significant differences in visualism caused by differences in the customary forms that preceded them. The study also contributes to providing students with the skill of language fluency. The results of differences in the expression of the present tense verb for the difference in the form of the tool in this study include This study uses qualitative data with primary data sources from the original books such as Al-Qur'an, As-Sab'ah fil Qira'at, An-Nasyr fi al-Qira'at al-'Asyr and secondary data sources in the form of relevant books. The data collection methods are library research to collect some data with an Arabic linguistics approach. The results of the study are the difference in the syntax of the present tense in the frequent Qur’anic readings with linking the state of the case with the meanings, and the difference of I’rab raf’ and Jazm in the structure of the present tense in the frequent Qur’anic readings with an explanation of the impact of this difference in the noble verse that contributes to building the linguistic ability of the students. Keywords: Grammatical study, Present tense, Qur’anic reading;   ملخص تهدف هذه الدراسة إلى تحليل الفعل المضارع في القراءة القرآنية المتكررة وبناء الدراسة النحوية وعلاقتها في تعليم اللغة العربية. تناقش هذه الدراسة الاختلافات الكبيرة في التصور الناتجة عن الاختلافات في الأشكال العرفية التي سبقتها. كما تساهم الدراسة في تزويد الطلاب بطلاقة اللغة. تتضمن نتائج الاختلافات في التعبير عن الفعل المضارع للاختلاف في شكل الأداة في هذه الدراسة: تستخدم هذه الدراسة البيانات النوعية مع مصادر البيانات الأولية من الكتب الأصلية مثل القرآن، والصباح في القراءات، والنصير في القراءات، ومصادر البيانات الثانوية في شكل كتب ذات صلة. طرق جمع البيانات هي البحث المكتبي لجمع بعض البيانات باستخدام نهج اللغويات العربية. نتائج الدراسة هي الاختلاف في صيغة المضارع في القراءات القرآنية المتواترة مع ربط حالة الحالة بالمعاني، والاختلاف في بنية المضارع في القراءات القرآنية المتواترة مع شرح أثر هذا الاختلاف في الآية الكريمة التي تساهم في بناء القدرة اللغوية للطلاب. الكلمات المفتاحية : إعراب الرفع والجزم, الفعل المضارع, نحوية وصرفية Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2023-12-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/8180 10.14421/almahara.2023.092-09 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 9 No. 2 (2023); 305-317 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/8180/3136

oai:ojs.pkp.sfu.ca:article/8270 2024-06-11T07:26:11Z almahara:ART

Al-Ansyhiṭah al-Lugawiyyah fī Ḍaui al-Ma’āyir al-Khamsah ACTFL ladā al-Thalabah bi Ma‘had Darrullughah Wadda‘wah wa Ma‘had Sidogiri: Language Activities in the Perspective of Five ACTFL Standards for Students in Ma'had Darrullughah Wadda'wah wa Ma'had Sidogiri Syamfa Agny Anggara Alvia Putri Prima Sari Mustahar Ali Wardana ACTFL Language Activities Readiness Language الأنشطة اللغوية الاستعداد اللغوي Language activities have a significant role in shaping student language skills. Students' language competence is the standard for success in language activities in Islamic boarding schools. The objectives of this study include interpreting language activities inside and outside the classroom in Darullugah Wadda'wah (DALWA) and Sidogiri Islamic Boarding School. The researcher used a qualitative approach with a multi-case study method. The collected data includes primary data and secondary data. Data collection techniques include observation, interviews, and documentation. The data analysis technique used the Miles and Huberman model, starting from collecting data and analyzing, selecting, presenting, and concluding. The results of this study indicate that the language activities in DALWA include activities inside and outside the classroom. Activities in the classroom include morning and evening halaqah, speeches, dramas, memorization, and Arabic announcements. Meanwhile, activities outside the classroom include speeches, dramas, memorization, Arabic announcements, and wall magazines. All DALWA activities aim to create a language environment in the Islamic Boarding School. The language activities in Sidogiri include activities inside and outside the classroom. Activities in the classroom include halaqah, additional classes, discussion of language areas, and memorizing mufrodat. Meanwhile, activities outside the classroom include speeches, dramas, memorization, Arabic announcements, and wall magazines. All activities in Sidogiri aim to create a language environment in the Language Area. Language activities in DALWA and Sidogiri have standard language readiness, including communication, cultures, connections, comparisons, and communities. Keywords: ACTFL, Language Activities, Readiness Language   ملخص للأنشطة اللغوية لها دور مهم في تشكيل  المهارات اللغوية لدى الطلاب. كفاءات اللغوية الطلاب معيار  النجاح لأنشطة الغوية  في المعهد الإسلامي. يستهدف هذا البحث إلى شرح الأنشطة اللغوية داخل وخارج الفصل بمعهد دار اللغة والدعوة ومعهد سيدوجيري.  يُستخدم هذا البحث دراسة الحالة المتعددة. وتحتوي البييانات المحصولة  من  المصادر الأولى والثانوية. جمع البيانات بالملاحظة والمقابلة والوثائق. وأما تحليل البيانات عند مايلز وهوبرمان، وتبدأ من جمع البيانات والاختيار والعرض والاستنتاج. تشير نتائج هذه الدراسة إلى أن  الأنشطة اللغوية في دار اللغة والدعوة تتضمن على أنشطة داخل الفصل وخارجه. وأنشطة داخل الفصل هي   حلقات صباحية ومسائية والخطابة والمسرحية والحفظ والإعلانات العربية ، وخارج الفصل  الخطابة والمسرحية والحفظ والمجلات الحائطية. تهدف جميع أنشطة دار اللغة والدعوة إلى تكوين البيئة اللغوية في المعهد.  وكذلك لأنشطة اللغوية في سيدوجيري داخل الفصل هي الحلقة والفصول الإضافية ومناقشة اللغة  وحفظ لمفردات،  وخارج الفصل الخطابة والمسرحية والحفط والإعلانات العربية والمجلات الحائطية . وتهدف الأنشطة في سيدوجيري إلى تكوين البيئة. والأنشطة في دار اللغة والدعوة وسيدوجيري لها الاستعداد اللغوي، بما فيه الاتصال والثقافة والروابط والمقارنة والمجتمع الكلمات المفتاحية:  ACTFL، الأنشطة اللغوية، الاستعداد اللغوي Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2024-06-10 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/8270 10.14421/almahara.2024.0101-02 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 10 No. 1 (2024); 16-32 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/8270/3247

oai:ojs.pkp.sfu.ca:article/8317 2024-06-11T07:46:47Z almahara:ART

Educator's Perspective on the Implementation of an Independent Curriculum in Arabic Learning at MTs Negeri Malinau, North Kalimantan: Perspektif Pendidik terhadap Implementasi Kurikulum Merdeka dalam Pembelajaran Bahasa Arab di MTs Negeri Malinau, Kalimantan Utara Anis Fitriah Fitri Zakiyah Arabic Language Independent Curriculum Perception Bahasa Arab Kurikulum Merdeka Persepsi Implementing the Merdeka Independent Curriculum has evoked diverse reactions, particularly among teachers, giving rise to issues such as a lack of training or orientation, hasty adjustments, and various controversies, particularly affecting schools far from the central government. Consequently, these challenges have resulted in schools needing help seamlessly implementing the Curriculum. The controversies have triggered varied perceptions concerning the Independent Curriculum's implementation. This research aims to examine the implementation of the Independent Curriculum and elucidate teachers' perspectives on the implementation of the Independent Curriculum in Arabic language learning at MTs Negeri Malinau. The researcher used a qualitative method based on the Miles and Huberman framework to collect data through observations and interviews at MTs Negeri Malinau. The researcher treated educators and the Independent Curriculum's implementation as subjects and objects. The results show that instructors, including the curriculum coordinator and school principal, have generally positive opinions about applying the Independent Curriculum to Arabic language instruction. They state that the Curriculum is considered adequate and fits the needs of the students. Still, problems remain, chiefly related to inadequate infrastructure. Notwithstanding these challenges, MTs Negeri Malinau uses a variety of tactics to carry out the Independent Curriculum and is optimistic about its successful implementation. Keywords: Arabic Language, Independent Curriculum, Perception   Abstrak Penerapan Kurikulum Merdeka menimbulkan beragam tanggapan, terutama dari kalangan guru. Timbulnya persoalan bermula dari kurangnya pelatihan atau sosialisasi, waktu perubahan yang terkesan tergesa-gesa dan munculnya berbagai polemik terutama bagi sekolah-sekolah yang jauh dari pemerintahan pusat sehingga membuat sekolah harus terbata-bata dalam menerapkan kurikulum ini. Banyaknya permasalahan yang muncul memicu beragam persepsi terkait penerapan kurikulum merdeka. Penelitian ini bertujuan untuk mendeskripsikan persepsi guru terhadap implementasi Kurikulum Merdeka dalam pembelajaran bahasa Arab di MTs Negeri Malinau serta mengetahui bentuk penerapannya. Penelitian ini menggunakan metode kualitatif menggunakan pendekatan Miles and Huberman. Peneliti menggunakan observasi dan wawancara untuk mengumpulkan data yang bersumber dari guru-guru MTs Negeri Malinau dan penerapan kurikulim merdeka sebagai subjek dan objek penelitian. Hasil penelitian ini menunjukkan bahwa persepsi para guru, termasuk kepala sekolah dan waka kurikulum, terhadap penerapan KurikulumMerdeka dalam pembelajaran bahasa Arab, adalah positif. Mereka menyatakan bahwa kurikulum ini dianggap sudah cukup baik dan relevan dengan kebutuhan peserta didik. Meskipun demikian, terdapat kendala dalam penerapannya, terutama terkait dengan fasilitas yang kurang mencukupi. Bentuk penerapan Kurikulum Merdeka di MTs Negeri Malinau sangat beragam. Meski terdapat hambatan fasilitas, sekolah tetap optimis dapat melaksanakan Kurikulum Merdeka dengan baik. Kata Kunci: Bahasa Arab, Kurikulum Merdeka, Persepsi Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2024-06-10 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/8317 10.14421/almahara.2024.0101-03 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 10 No. 1 (2024); 33-50 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/8317/3249

oai:ojs.pkp.sfu.ca:article/8370 2024-06-14T15:07:49Z almahara:ART

Analysis of Arabic Reading Skills at Modern Islamic Boarding School Arafah Sungai Penuh, in The 12th Grade Of Aliyah : Analisis Kemampuan Membaca Bahasa Arab di Pondok Pesantren Modern Arafah Sungai Penuh, pada Kelas XII Aliyah Sindi Febria Fitri Musdizal Arabic Proficiency Reading Bahasa Arab Kemampuan Membaca Reading and understanding Arabic is crucial as it facilitates comprehension of texts, improves communication, and enhances reading skills. In Arabic, reading skills are known as "mahārah qirā’ah" This research aims to determine Arabic reading and comprehension proficiency among Modern Islamic Boarding School students, Arafah Sungai Penuh. The research method used is a case study with data collection techniques through a test of 14 multiple-choice questions. The population of this study consists of the 12th-grade students of Aliyah. The researcher employed the total sampling technique to collect data based on the population size, meaning all 12th-grade students were included as samples. The results of the study show that vocabulary meaning can be mastered by students with an average score of 52% in the "fair" category, while word position is at 87% in the "excellent" category, sentence translation at 94% in the "excellent" category, identifying the main idea at 88% in the "excellent" category, and identifying the title at 95% in the "excellent" category. Keywords: Arabic, Proficiency, Reading   Abstrak Kemampuan membaca dan memahami bahasa arab merupakan hal yang penting untuk dikuasai karena dapat memudahkan kita untuk memahami teks, menyampaikan ide, dan dapat meningkatkan keterampilan membaca. Dalam bahasa arab keterampilan membaca di kenal dengan istilah maharoh qiro’ah. Tujuan penelitian ini adalah untuk mengetahui tingkat kemampuan membaca dan memahami bahasa arab pada santri dan santriwati Pondok Pesantren Modern Arafah Sungai Penuh. Metode penelitian yang digunakan adalah studi kasus dengan teknik pengumpulan data melalui tes dalam bentuk soal pilihan ganda yang terdiri dari 14 soal. Populasi dari penelitian ini adalah santri dan santriwati kelas XII aliyah. Mengacu pada jumlah populasi, peneliti menggunakan teknik total sampling untuk mendapatkan data. Artinya, seluruh santri dan santriwati kelas XII aliyah dijadikan sampel. Hasil penelitian menunjukkan untuk arti kosa kata dapat dikuasai oleh siswa dengan rata-rata nilai 52% dengan kategori cukup, Sedangkan untuk kedudukan setiap kata 87% dengan kategori bagus sekali, menerjemahkan kalimat 94% dengan kategori bagus sekali, menemukan ide pokok 88% dengan kategori bagus sekali, dan untuk menemukan judul 95% dengan kategori bagus sekali. Kata Kunci: Bahasa Arab, Kemampuan, Membaca Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2024-06-13 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/8370 10.14421/almahara.2024.0101-08 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 10 No. 1 (2024); 113-127 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/8370/3260

oai:ojs.pkp.sfu.ca:article/8595 2024-06-11T07:57:45Z almahara:ART

Tahlīlu Qīmah al-Insāniyyah fī Mawādi Kitābi Taʿlīmi al-Lugah al-ʾArabiyyah li aṣ-Ṣaffi aṡ-Ṡāminu fī al-Marḥalah al-Mutawasiṭah as-Sanah 2020: Analysis of Humanistic Values in the Teaching Materials of Arabic Textbook for Eighth-Grade MTs in 2020 Arpin Aminuddin Hrp Khuntum Khaira Ummah Aisyah Petricia Abul Ma’ali Ahmad Nawirul Huda Arabic Educational Materials Humanistic values Teaching Book القيمة الإنسانية مواد التعليمية كتاب التعليم اللغة العربية The presence of humanistic values in educational materials has a significant positive impact on improving students' self-quality because humanistic values are one of the main objectives of learning. The objectives of this research are to identify humanistic values in Arabic language teaching materials in the middle stage for the eighth grade in 2020. The approach used in this research is qualitative with desk study. The data collection method in this research is observation and document analysis. The steps of data analysis in this research include data identification, analysis process, and conclusion. The results of this research contain Arabic language teaching materials in the middle stage for the eighth grade in 2020 with humanistic values such as (1) Responsibility, for example, present in Figure 1: Exercises, and Figure 2: Reading Lesson. (2) Sociability, present in Figure 3: Dialogue between two students. (3) Literature and ethics, present in Figure 4: Expressions of gratitude and apology. (4) Cooperation, present in Figure 5: Reading Lesson, and Figure 6: Exercises on converting nominal sentences to verbal sentences. (5) Creativity and innovation, present in Figure 7: Grammar Lesson. (6) Discipline, in Figure 8: Dialogue between two students. Keywords: Arabic, Educational Materials, Humanistic Values, Teaching Book ملخص إن وجود القيمة الإنسانية في المواد التعليمية له تأثير إيجابي كبير على تحسين الجودة الذاتية لدى الطلاب، لأن القيمة الإنسانية هي أحد الأهداف الرئيسية في التعلم. أما أهداف هذا البحث فهو لمعرفة القيمة الإنسانية في مواد كتاب تعليم اللغة العربية في المرحلة المتوسطة للصف الثامن السنة 2020. المدخل المستخدم في هذا البحث هو  المدخل النوعي بالدراسة المكتبية. أما طريقة جمع البيانات في هذا البحث هي ملاحظة والوثائق. وأما خطوات تحليل البيانات في هذا البحث، فهي تحديد البيانات وعملية التحليل والخلاصة. أما نتائج هذا البحث فهي تحتوي مواد كتاب التعليم اللغة العربية في المرحلة المتوسطة للصف الثامن السنة 2020 على قيمة إنسانية منها: (1) المسؤولية، على سبيل المثال موجودة في الصورة 1: التدريبات، والصورة 2: درس القراءة. (2) العشائرية، موجودة في الصورة 3: الحوار بين طالبين. (3) الأدب والأخلاق، موجودة في الصورة 4: عبارات الشكر والاعتذار. (4) المعاونة، موجودة في الصورة 5: درس القراءة، موجودة في الصورة 6: التدريبات على تحويل الجملة الاسمية إلى جملة فعلية. (5) الإبداع والابتكار، موجودة في الصورة 7: درس القواعد،  (6) الانضباط، في الصورة 8: الحوار بين طالبين. الكلمات المفتاحية: القيمة الإنسانية، مواد التعليمية، كتاب التعليم، اللغة العربية Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2024-06-10 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/8595 10.14421/almahara.2024.0101-05 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 10 No. 1 (2024); 61-76 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/8595/3255

oai:ojs.pkp.sfu.ca:article/8620 2024-06-13T15:49:00Z almahara:ART

Taḥlīl al-Akhṭāʾ an-Naḥwiyah fī al-ʿAdad wa Al-Maʿdūd li al-Faṣl aṡ-Ṡāliṡ bi Maʿhad Dārissalām Gontor Li al-Banāt: Analisis Kesalahan Nahwu dalam al-ʿAdad wa Al-Maʿdūd Kelas 3 di Pondok Modern Darussalam Gontor Putri Abdul Hafidz bin Zaid Nurlina Siregar Lubis, Rahmat Hidayat Ifa Rodifah Nur ‘Adad and Ma’dūd Errors Analysis Nahwu العدد والمعدود تحليل الأخطاء النحوية Analysis of nahwu errors is the linguistic analysis of errors in terms of nahwu by defining, describing, and explanation of those errors. Grammar errors occur due to ignorance of nahwu rules. One of the nahwu rules used by the students at Gontor for Girls is the rule of the ‘adad and the ma’dūd. The students understand numbers in Arabic but find it challenging to apply the correct rule of the 'adad and the ma’dūd due to a lack of understanding of that rule. This research aims to identify the forms of errors and analyze nahwu errors in the ‘adad and the ma’dūd for the third grade at Darussalām Islamic Institution Gontor for Girls for the academic year 2022-2023. In this research, the researcher uses qualitative research with a descriptive approach. The researcher uses the document method in collecting data taken from daily tests in the ‘adad and the ma’dūd to address the forms of nahwu errors in the ‘adad and the ma’dūd. The results of this research show that the forms of nahwu errors in the ‘adad and the ma’dūd for the third grade at Darussalām Islamic Institution Gontor for Girls for the academic year 2022-2023 consist of errors in tażkīr and ta’nīṡ, in iḍāfah, with tamyīz. As for the analysis of nahwu errors in the ‘adad and the ma’dūd for the third grade at Darussalām Islamic Institution Gontor for Girls for the academic year 2022-2023, after definition, description and explanation, there are some errors that occur 20 times in tażkīr and ta’nīṡ, 5 times in iḍāfah, and 9 times in tamyīz. To improve the quality of teaching the Arabic language to students, teachers should pay attention to the difficulties and problems faced by students in learning the Arabic language, especially in teaching the 'adad and the ma’dūd, and students should be given more exercises in the ‘adad and the ma’dūd. Keywords: ‘Adad and Ma’dūd, Errors Analysis, Nahwu Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2024-06-10 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/8620 10.14421/almahara.2024.0101-06 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 10 No. 1 (2024); 77-93 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/8620/3256

oai:ojs.pkp.sfu.ca:article/8747 2024-07-16T17:06:00Z almahara:ART

Implementation of the Think Pair Share Strategy and Drill Method in Mufradāt Learning at MTsN 1 Padang: Implementasi Strategi Think Pair Share dan Metode Drill dalam Pembelajaran Mufradāt di MTsN 1 Padang Ifkar Rasyid Muhammad Jafar Shodiq Hafid Arsyad Arabic Vocabulary Drill Method Think Pair Share The acquisition of Arabic vocabulary is crucial for the development of students' language proficiency. Therefore, educators must adopt effective strategies to facilitate vocabulary mastery. This study investigates the implementation of the Think Pair Share method combined with the Drill method in teaching Arabic vocabulary. Using a qualitative approach with a case study method, this research employs in-depth interviews and participatory observations, with data analyzed iteratively and comprehensively. The research subjects consisted of eighth-grade students at MTsN 1 Padang. Findings reveal a four-step process in applying the Think Pair Share model integrated with the Drill method for Arabic vocabulary learning. First, the instructor introduces new vocabulary and explains its meaning and usage in sentence contexts. Next, students engage in a cognitive processing phase to internalize the newly introduced vocabulary. Following this, a collaborative phase ensues where students pair up to exchange and reinforce vocabulary through reciprocal teaching. Finally, the synthesized knowledge is shared with the entire class, where the instructor randomly selects pairs to present their understanding of the vocabulary and its applications. This study emphasizes that combining these pedagogical strategies significantly enhances student engagement, both individually and in peer interactions. Additionally, findings indicate that integrating the Drill method as a complementary element to Think Pair Share substantially strengthens students' retention of the taught vocabulary. Keywords: Arabic Vocabulary, Drill Method, Think Pair Share Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2023-06-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/8747 10.14421/almahara.2024.0101-12 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 10 No. 1 (2024); 179-196 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/8747/3640

oai:ojs.pkp.sfu.ca:article/8753 2024-06-28T03:32:30Z almahara:ART

Kaifa Kuntūr Qāma Bitashjī‘ Nahwa Aṭ-Ṭullāb Al-Judud Min Qabā’il Mukhtalifah Fī Indūnīsiyā Litaḥadduth Bil-‘Arabīyah Fī Ḥayātihim Al-Yawmīyah? How Gontor Encouraged New Students From Different Tribes In Indonesia To Speak Arabic In Their Daily Lives? Yoke Suryadarma Muhammad Wahyudi Ahmad Gagah Gattuso Muhammad Zaki Arsyad Muhammad Ali Ridho Arabic Environment Gontor Linguistic System Language Activities This research explores Gontor's initiative to encourage new students from various tribes in Indonesia to integrate Arabic into their daily communication. The problem addressed is the linguistic diversity in Indonesia, which often poses challenges in achieving proficiency in a foreign language like Arabic. This study aims to understand how Gontor's strategies effectively motivate these students to adopt Arabic in their everyday lives. Using a descriptive qualitative research method, data were collected through interviews, observations, and documentation to analyze the students' progress and experiences. The results indicate that Gontor's approach, including interactive language sessions, cultural immersion activities, and peer support systems, has significantly improved the students' Arabic language skills and confidence in using the language outside the classroom. The impact of this research is substantial, as it highlights the potential for similar programs to enhance language acquisition among diverse student populations. The conclusion is that Gontor's methods effectively promote Arabic language use in daily life, contributing to broader educational and cultural integration within Indonesia. This study provides valuable insights for educators and policymakers aiming to implement successful language learning programs in multilingual settings. Keywords: Arabic Environment, Gontor, Linguistic System, Language Activities. Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2024-06-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/8753 10.14421/almahara.2024.0101-09 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 10 No. 1 (2024); 128-144 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/8753/3593

oai:ojs.pkp.sfu.ca:article/8757 2024-07-16T17:03:26Z almahara:ART

The Use of the Alef Education Platform as an Interactive Media in Arabic Language for Science and Technology Materials: Penggunaan Platform Alef Education Sebagai Media Interaktif Bahasa Arab Terhadap Materi Ilmu Pengetahuan dan Teknologi Yuyun Rohmatul Uyuni Nuroh Nuroh Siti Shalihah Alef Education Arabic Media Technology Alef Education is an interactive digital platform that offers various innovative learning tools and resources. Arabic language learning using the Alef platform is shown as technology-based learning to meet the needs of the learning system in madrasas. The technology used by students is mobile phones, computers, and laptops by having a good quota and network, students can bring one of these technologies to the madrasah for learning. The platform creates a personalized learning experience for students to play an important role as well as help students achieve better learning outcomes. The platform supports teachers by providing engaging content and games that are appropriate to the curriculum, aiding in student assessment and management. This study aims to find out how to use the Alef Education platform as an interactive media in Arabic, especially for Science and Technology (IPTEK) materials. The research method used is a literature review approach with a descriptive qualitative method. This research data was collected using the library research technique, which is a literature study by reading books, articles, and other data sources in the library. Also, in the form of documentation of the features of the Alef Education platform and various development tutorials on the use of Alef Education learning media available on the Website. The data analysis technique used in this study is content analysis, which is research that is an in-depth discussion of the content of written or printed information and then concludes based on the data that has been collected and analyzed. The results of this study show that Alef Education can be used as a medium and tool for learning Arabic for "Science and Technology" material, of course, it can be used by teachers and students with various features that the Alef Education platform can increase interactive learning skills and students' interest in learning Arabic. Keywords: Alef Education, Arabic, Media, Technology Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2024-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/8757 10.14421/almahara.2024.0101-11 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 10 No. 1 (2024); 159-178 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/8757/3636

oai:ojs.pkp.sfu.ca:article/8785 2024-07-02T04:40:06Z almahara:ART

Taḥlīl al-Akhṭa‘ aṣ-Ṣautiyyah fi Fidyuhāt al-Kalām bi al-Lugah al-`Arabiyyah `ala Qanaṭi al-Yūtūb MAPK Solo : Analysis of Phonological Errors in Arabic Speech Videos on the MAPK Solo YouTube Channel Hafidzotun Nafiah Tulus Musthofa Nasiruddin Arabic Error Analysis Phonology Phonology is a field of linguistics that investigates language sounds according to their function. This research aims to analyze the phonological errors made by students when they perform Arabic speech. This research uses a research design with content analysis. To collect research data, the method used was the listening method using the free listening-speaking technique. This research shows that students' phonological errors often occur in letters whose pronunciation is similar. Among them are  ع becomes ق , أ becomes, ك ض becomes ظ.  Several factors as follows: 1) In Arabic, some sounds or pronunciations are not found in Indonesian; 2) Students' limitations in producing speech (vocabulary) in Arabic; 3) Influence of first language habits/mother tongue (interlingual), 4) Inability (not yet used to) pronouncing several hija'iyah letters according to the makharijul huruf, and 5) Teaching Arabic, in this case, teaching skills speak less than perfect Arabic (maharah kalam From these factors, there are several solutions including students study the makhorijul huruf first before entering learning, hold language seminars or workshops or take language tests, and evaluate the syllabus or curriculum used. Therefore, this research hopes to help teachers and students correct various types of phonological errors so that they can learn Arabic well. Keywords: Arabic, Error Analysis, Phonology Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2024-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/8785 10.14421/almahara.2024.0101-10 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 10 No. 1 (2024); 145-158 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/8785/3625

oai:ojs.pkp.sfu.ca:article/8893 2024-12-05T15:55:21Z almahara:ART

The Effectiveness of Arabic Language Learning using the PAIKEM Method for Class V Students at MI Al-Ma'had An-Nur Bantul Yogyakarta Academic Year 2023/2024: Efektivitas Pembelajaran Bahasa ARAB Menggunakan Metode PAIKEM untuk Siswa Kelas V di MI MI Al-Ma'had An-Nur Bantul Yogyakarta Tahun Pelajaran 2023/2024 Budi Pratama Agung Setiyawan Boby Bagas Purnama Khairul Abdillah Harahap Arabic Learning Effectiveness PAIKEM Method Metode PAIKEM Pembelajaran bahasa Arab The background of this research is to minimize learning methods depending on the student's situation and situation. Therefore, studies aim to decide the impact of the PAIKEM method's effectiveness on Arabic language learning for class V students at MI Al-Ma'had An-nur Bantul Yogyakarta in the 2023/2024 academic year. This form of study is a test that uses a quantitative descriptive technique. The populace of this observation had been college students in training V A, B, and C at MI Al-Ma'had An-nur Bantul Yogyakarta. The study sample consisted of classes V, A, and B, every class numbering 15 students. The sample for this research was selected using a purposive sampling technique statistics series through tests, observations, interviews, and documentation. Hypothesis testing in this research uses the Independent Samples t-test, calculated using the SPSS version 25 application. Based on the research results, results of the Independent Samples T-test show the PAIKEM learning method has a success rate difference of 84.05 with the effective category, and Traditional learning methods have a difference in the success rate of 64.05 with the ineffective category existing. PAIKEM This approach is very suitable for use because it's miles more effective in improving student mastering results in Arabic language knowledge. It is an appropriate date for the situations and conditions of students within the magnificence. Keywords: Arabic Learning, Effectiveness, PAIKEM Method Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2024-12-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/8893 10.14421/almahara.2024.0102-03 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 10 No. 2 (2024); 244-258 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/8893/3742

oai:ojs.pkp.sfu.ca:article/9336 2024-11-30T05:15:41Z almahara:ART

Analysis of Syntactic Errors in the Arabic Learning Companion Book “Al Kamil” Based on the Independent Curriculum: Analisis Kesalahan SiAnalisis Kesalahan Sintaksis Buku Pendamping Pembelajaran Bahasa Arab MI Kelas IV Berbasis Kurikulum Merdekantaksis Buku Pendamping Pembelajaran Bahasa Arab “Al Kamil” Berbasis Kurikulum Merdeka Pradnya Paramita, Nurhapsari Aulia Zulfatun Akhda Sri Fatimah Syafia Romadhona HOTS (Higher Order Thinking Skill) Translating Text RADEC Learning Model Insya’ Learning Analisis Kesalahan Sintaksis Buku Pendamping pembelajaran There are still many things that could be improved in writing Arabic, especially in terms of syntax or the rules of nahwu and short in Arabic language learning companion books, which can affect the quality of learning for students. The method used is qualitative, with primary data collection techniques carried out through interviews and documentation. Meanwhile, secondary data was collected through documentation and literature study by reviewing books and articles. This book found many syntactic errors in the material, such as reading texts, titles, homework, and evaluation questions. The accompanying language learning book found as many as 36 syntactic errors. Arabic Al-Kamil. These errors are in the form of: errors in the use of dlomir, hamzah, i''rob which affect the harokat, mufrodat, idlofah structure and so on. Keywords: HOTS (Higher Order Thinking Skill), translating text, RADEC learning model, Insya’ learning. Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2023-06-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/9336 10.14421/almahara.2024.0101-13 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 10 No. 1 (2024); 197-212 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/9336/3739

oai:ojs.pkp.sfu.ca:article/9579 2024-12-05T15:55:21Z almahara:ART

Development of Arabic Teaching Modules Based on Constructivism with a Communicative Approach: Pengembangan Modul Ajar Bahasa Arab Berbasis Konstruktivisme dengan Pendekatan Komunikatif Fahmiyah Tsaqofah Islamiy Eni Fariyatul Fahyuni Communicative Approach Constructivism Teaching Module Arabic Bahasa Arab Pendekatan Komunikatif Konstruktivisme Modul Ajar As a tool that guides the learning process, the teaching module must contain all the essential components of teaching and learning stages oriented toward student progress. In Arabic language learning, the continuous integration of collaborative and feedback-oriented language learning strategies into language instruction in the teaching and learning process plays a vital role as stimulation that facilitates interaction experiences between students actively using the target language to improve the quality of learning. This research focuses on developing a constructivism-based Arabic teaching module with a communicative approach that is valid, effective, communicative, and contextual on one of the Arabic language materials for grade XI produced by the Ministry of Religion of the Republic of Indonesia in 2020. Product development of teaching modules is carried out using the 4D method, which is further modified into 3D. The results found that based on expert validation, the developed module met the criteria of being very feasible in the material aspect with a score of 97.3, very feasible in the language aspect with a score of 100, and very feasible in the media aspect with a score of 100. In the trial session, a score of 88.5 was obtained for the material component, 89.8 for the presentation component, and 97.2 for the language component. Thus, the module is categorized as feasible and effective for using Arabic and has been adapted to improve skills progress. Keywords: Arabic, Communicative Approach, Constructivism, Teaching Module Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2024-12-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/9579 10.14421/almahara.2024.0102-05 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 10 No. 2 (2024); 279-295 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/9579/3744

oai:ojs.pkp.sfu.ca:article/9617 2024-12-06T07:39:55Z almahara:ART

Istirātījiyyatu “‘Arḍu al-Kitāb” ka Taqyīmi Qirāah al-Kutub aṣ-Shafra’ fī Ta’līmi An-Naḥwiyyah lī Tahqīqi at-Ṭalabah ad-Dauliyah: Strategi “Demonstrasi Kitab” Sebagai Evaluasi Pembacaan Kitab Kuning dalam Pembelajaran Nahwu Guna Mencapai Kompetensi Internasional Shalihah Shalihah Umi Machmudah Ghina Hajidah Manaf Sumarni Sumarni International Competence Islamic Classical Books Kitab Demonstration Reading Books التنافس الدولي الكتب الصفراء عرض الكتاب قراءة الكتب The "Kitab Demonstration" strategy, used as the final evaluation of the entire learning process at Jam'iyah Ta'miq al-Kutub, is important to study because its process is engaging, offers numerous benefits, and generally increases the students' interest in maintaining the typical characteristic of Islamic boarding school students, which is the ability and habit of reading classical texts or Islamic classical books. The research data is sourced from interviews with participants of the Kitab institution, observations, and documentation. In addition, data is also gathered from internet sites and institutional documents. The data collection instruments include interview documents, observation guidelines, and documentation. The data analysis uses qualitative descriptive techniques to describe and reveal the original facts in the field. This study aims to identify the benefits of the "Kitab Demonstration" and to show how this strategy contributes to promoting the students of the Lubangsa Putri Annuqayah Islamic boarding school, under the Jam'iyah Ta'miq Al-Kutub institution, towards national and international recognition in Kitab reading skills. The research results indicate that the Kitab demonstration provides benefits for the students not only in terms of cognitive skills but also in psychological aspects. Furthermore, the contribution of Lubangsa Putri students in elevating the institution’s name on the international stage has been evident over the past ten years since the implementation of the "Kitab Demonstration." Keywords: International Competence, Islamic Classical Books, Kitab Demonstration, Reading Kitab. Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2024-12-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/9617 10.14421/almahara.2024.0102-09 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 10 No. 2 (2024); 338-354 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/9617/3748

oai:ojs.pkp.sfu.ca:article/9628 2024-12-05T15:55:20Z almahara:ART

Implementation of Visual Auditory Kinesthetic Learning Model in Mastering Arabic Vocabulary at MTsN 5 Pandeglang: Implementasi Model Pembelajaran Visual Auditory Kinestetik dalam Penguasaan Mufradāt di MTsN 5 Pandeglang Hani’atul Mabruroh Siti Nurfadlilah Ahmad Hidayatullah Zarkasyi Nia Hayati Nufus Arabic Learning Learning Model Visual Auditory and Kinesthetic Vocabulary Mastery Pembelajaran Bahasa Arab Model Pembelajaran Visual Auditory Kinestetik Penguasaan Kosa Kata This paper discusses the importance of education as a conscious and planned effort to create an effective learning environment, enabling students to develop their spiritual, intellectual, and linguistic potential. One of the challenges in learning foreign languages, particularly Arabic, lies in mastering vocabulary. The research focuses on implementing the Visual, Auditory, and Kinesthetic (VAK) learning model to address this issue, which integrates visual, auditory, and physical engagement in the learning process at State Junior High School 5 Pandeglang Banten. Researchers use quantitative-experimental research, Pre-Experimental with a Pretest-Posttest Group Design approach, and researchers use the Probability Sampling method. Using random sampling techniques, researchers chose a sample size of 20% from 200 students. The methods used to collect data are tests and documentation. The data analysis method in this study used the non-parametric Mann-Whitney t-test with the help of SPSS 25. The U or Mann-Whitney value is 0.000, and the Wilcoxon W value is 2296.00. The Z value is -6.709 with a significant Asymtop value of 0.000. Because the considerable value is less than 0.005 (0.000<0.005), Ha is accepted, and Ho is rejected. So, it can be concluded that using the VAK Learning Model influences the mastery of Arabic vocabulary at MTs Negeri 5 Pandeglang, Banten. With the results of this research, the researcher decided to make the following suggestion for all teachers to develop student learning efficiency, especially in mastering Arabic vocabulary with good models. Hopefully, this research will become a reference for future researchers, completing deficiencies and expanding knowledge. Keywords: Arabic Learning, Learning Model, Visual Auditory and Kinesthetic, Vocabulary Mastery Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2024-12-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/9628 10.14421/almahara.2024.0102-02 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 10 No. 2 (2024); 228-243 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/9628/3741

oai:ojs.pkp.sfu.ca:article/9634 2024-12-05T15:55:21Z almahara:ART

Taḥlīl Muḥtawa al-Mufradāt fī Kitāb “al-Lughah al-ʿArabiyyah” li al-Ṣhaf al-Tāsiʿ al-Tsānawī wifqa Maʿāyīr Jaudat al-Muḥtawa al-Lughawī lil-Khoulī: Analysis of Vocabulary Content In The Arabic Language Book for The Ninth Grade Of Secondary School According to The Quality Standards of The Linguistic Content Of Al-Khouli Jajang Komaludin Ma’rifah Munjiah Nuril Mufidah Vocabulary Analysis Al-Khouli Standards of Linguistic Content Quality Analysis Evaluation الخولي تحليل تقويم معايير جودة المحتوى اللغوي تحليل المفردات Vocabulary is a fundamental element in all languages, and there is no language without the evidence of vocabulary. However, the attention given to it in some educational materials has not met the required standards; instead, it needs to be reviewed, scrutinized, and addressed again. The study revealed the appropriateness of the vocabulary content in the "Arabic Language" textbook for the ninth grade from various aspects such as highlighting new vocabulary, selecting vocabulary, classifying new vocabulary, controlling vocabulary, vocabulary and the learner's age, and vocabulary and the learner's goals. The study adopted the descriptive-analytical method with a qualitative approach, and data was collected through documentation and then analyzed according to the Miles-Huberman model in four stages: data collection, classification, presentation, and conclusion. The study's result showed that the vocabulary content in the "Arabic Language" textbook for the ninth grade does not fully align with Al-Khawli's standards of linguistic content quality. It highlights new vocabulary in each lesson while meeting the learners' objectives, and the vocabulary selection is based on frequency, ease, utility, and relevance. The vocabulary is appropriate for the learners' age. However, the study also pointed out the lack of differentiation between active and passive vocabulary and the selection of vocabulary in each lesson. The vocabulary used in the texts is mostly not among the new vocabulary; there is no gradual introduction from one lesson to the next, and some vocabulary is uncommon, complex, and outdated. Keywords: Al-Khouli, Analysis, Evaluation, Standards of Linguistic Content Quality, Vocabulary Analysis Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2024-12-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/9634 10.14421/almahara.2024.0102-10 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 10 No. 2 (2024); 355-374 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/9634/3749

oai:ojs.pkp.sfu.ca:article/9661 2025-01-11T15:25:00Z almahara:ART

Tanfīż aṭ-Ṭarīqah (Buzz Group) lī at-Tarqiyyat Natāʾij at-Taʿallum lī aṭ-Ṭullāb fī Māddah al-Lugah al-ʿArabiyyah bī al-Madrasah aṡ-Ṡānawiyyah al-Ḥukūmiyyah: Application of Buzz Group Learning Method to Improve Learning Outcomes in Arabic Language Subjects at MTsN 3 Ngawi Siti Maharani Hasibuan Agus Yasin Azhar Amir Zaen Sri Wahyuni Utamy Buzz Group Learning method Learning outcomes نشاط تعلم نتائج تعلم طريقة Buzz Group Madrasah Tsanawiyah Negeri (MTsN) 3 Ngawi is a public madrasah that implements Arabic language learning for students using Arabic language textbooks from the Ministry of Religious Affairs (KEMENAG). However, there are several issues during the learning process in the teaching and learning program. The teacher still uses the lecture and translation methods, which cause students to become easily bored and less attentive to the teacher's explanations, making the learning process less than optimal and resulting in minimal student learning outcomes. In this study, the researcher used Classroom Action Research (CAR) with four stages: planning, action, observation, and reflection. Therefore, the researcher seeks to solve these issues by implementing the "Buzz Group" learning method, which can improve learning outcomes and student engagement. The results of this study are as follows: 1) the application of the Buzz Group method in Arabic language learning can improve student learning outcomes, as evidenced by the first cycle, where student learning outcomes reached an average score of 88.1 with an achievement rate of 86.66% from 32 students, and in the second cycle, student learning outcomes reached an average score of 93 with an achievement rate of 96.77% from 32 students. 2) Applying the Buzz Group method in Arabic language learning can increase student engagement, as evidenced by 84.58% student engagement in the first cycle and 93.14% in the second cycle from 32 students. Keywords: Buzz Group, Learning method, Learning outcomes Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2024-12-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/9661 10.14421/almahara.2024.0102-08 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 10 No. 2 (2024); 326-337 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/9661/3747

oai:ojs.pkp.sfu.ca:article/9668 2024-12-05T14:36:59Z almahara:ART

The Implementation of Think-Pair-Share (TPS) Strategy in Enhancing al-Mahārah al-Kalām in Grade 8 at MTsN 1 Madiun: Implementasi Strategi Think-Pair-Share dalam Meningkatkan al-Mahārah al-Kalām di Kelas 8 MTsN 1 Madiun Abdul Hafidz bin Zaid Zaki Abdul Muhaimin Akmal Faris Itsarrozan Think Pair Share (TPS) Learning Outcomes al-Mahārah al-Kalām نتائج التعلم مهارات الكلام التفكير ثم الشريك ثم المشاركة This inquiry makes a deliberate effort to harmonize students' latent instincts and cognitive faculties with the progressive refinement of their Arabic speaking proficiency while confronting pedagogical challenges and uplifting the standards of instruction within the al-Mahārah al-Kalām curriculum. At the heart of this endeavor lies the Think Pair Share (TPS) strategy, a collaborative educational method that encourages individual contemplation and facilitates dialectic engagement and communal reflection. Through such methodological precision, the study aspired to stimulate active participation, deepen comprehension, and enhance students' communicative competencies in the Arabic language. Focusing its gaze on Year Eight students of the State Islamic Junior High School (MTSN) 1 in East Java during the academic year of 2023-2024, the research unfolded through the paradigm of classroom action research (PTK), following the model posited by Kemmis and Taggart. This model, grounded in four distinct stages—planning, observation, implementation, and reflection—allowed the investigation to traverse a meticulously structured path. The process was executed across two cycles: the first cycle centered on "al-Hiwāyah" (aspirations), while the second gravitated towards "mihnah" (professions). Each cycle adhered rigorously to the procedural demands of planning, execution, observation, and subsequent reflection, thus ensuring the validity and reliability of the resultant data. The findings were revealing: there emerged a pronounced enhancement in the quality of instruction, with 75% of the cohort attaining commendable levels of achievement. The TPS strategy enriched the student's grasp of the material and fostered heightened engagement, greater confidence, and an evident fluency in their Arabic speech. In its broader implications, this study underscores the efficacy of the TPS method in furthering both the pedagogical quality and the linguistic proficiency of students within the al-Mahārah al-Kalām framework for Year Eight at MTSN 1  Madiun. Keywords: Learning Outcome, al-Mahārah al-Kalām, Think Pair Share (TPS) Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2024-12-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/9668 10.14421/almahara.2024.0102-01 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 10 No. 2 (2024); 213-227 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/9668/3740

oai:ojs.pkp.sfu.ca:article/9672 2024-12-05T15:23:04Z almahara:ART

Nāmūdhaj Ta'allum al-Khaṭ fī Mahārah al-Kitābah fī al-Ma'had al-'Aṣrī Dār al-Salām Kūntūr al-Sābi' Kālīandā Lāmbūng al-Janūbiyyah: The Teaching Model of Calligraphy in Writing Skills at Pondok Modern Darussalam Gontor 7 Kalianda South Lampung Alif Cahya Setiyadi Afin Al Aufi Pafi Rahmatullah Al Gifari Jalaluddin Calligraphy Learning Model Writing Skills الخط نموذج تعلم مهارة الكتابة Calligraphy at Pondok Modern Darussalam Gontor 7 Kalianda is a mandatory and extracurricular subject that teaches writing Arabic letters according to calligraphy (khat) rules. The lesson aims to train students from an early age to write correctly and adequately, preventing errors in reading and understanding texts. This extracurricular activity is also expected to improve students' writing skills through the Hamidi method in pesantren education. CalligraphyCalligraphy is an art form that holds high aesthetic and spiritual value in Islamic culture and can be an effective tool in Arabic language education. The research methodology used in this study includes: 1) The type of research is qualitative research, 2) The subjects of this study are calligraphy teachers and students of Darussalam Gontor 7 Kalianda, 3) Data collection using observation, interview, and documentation techniques, 4) Analytical techniques using qualitative descriptive analysis techniques. The results show that the structured and continuous implementation of the calligraphy learning model significantly enhances students' writing skills regarding the beauty of the writing and the accuracy of language usage. This model also positively impacts students' motivation and interest in learning. Therefore, the calligraphy learning model is recommended to be integrated into the Arabic language curriculum to improve maharah kitabah competencies. Keywords: Calligraphy, Learning Model, Writing Skills Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2024-12-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/9672 10.14421/almahara.2024.0102-07 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 10 No. 2 (2024); 316-325 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/9672/3746

oai:ojs.pkp.sfu.ca:article/9674 2024-12-31T16:08:32Z almahara:ART

Taṭbῑq Wasā’il al-ta’lῑm Educandy li Taḥsῑni Natā’ij at-Ta‘allum fῑ Mādda al-Lugah al-‘Arabiyah lῑ as-Saf al-Khāmis B fῑ al-Madrasah al-Ibtidā’iyyah Qurratu A‘yun: Penerapan Media Educandy Untuk Meningkatkan Hasil Belajar Dalam Materi Bahasa Arab Pada Kelas 5B MI Qurrota A’yun Yogyakarta Raihana Nur Azizah Ahmad Hidayatullah Zarkasyi Astuti Sifa’urrohmah Nur Izzah Humaira Hasyim Learning Enthusiasm Learning Outcomes Teaching Aids (Educandy) نشاط التعلم نتائج التعلم وسائل التعليم إيدوجندي Students in class 5B at MI Qurrota A’yun need help learning Arabic, which is considered problematic. The teaching method, limited to the teacher's guidebook, makes students feel less motivated and inactive during the learning process, negatively impacting their learning outcomes, which remain below the Minimum Completeness Criteria (KKM). Therefore, learning media that can improve students' interest and motivation is needed. One such media is Educandy, as its interactive form can attract students' attention and facilitate their understanding and memorization of vocabulary. Thus, this research aims to improve student's learning outcomes and enthusiasm in class 5B after applying Educandy media in Arabic language materials. The research method used in this study is Classroom Action Research (PTK), and the subjects are the students of class 5B at MI Qurrota A’yun. Data collected by the researcher from documentation, test results, observations, and interviews are analyzed through data reduction, data presentation, and conclusion drawing. This research shows that the application of educational learning media can improve students' learning outcomes in class 5B at MI Qurrota A’yun. The average score increased by 29% from 6.32 in the first round to 8.18 in the second round. Furthermore, the media also successfully increased the students' enthusiasm for learning, with an increase of 38% from 68% in the first round observation to 92% in the second round observation. Keywords: Learning Enthusiasm, Learning Outcomes, Teaching Aids (Educandy) Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2024-12-05 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/9674 10.14421/almahara.2024.0102-12 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 10 No. 2 (2024); 403-419 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/9674/3755

oai:ojs.pkp.sfu.ca:article/9744 2024-12-05T14:51:12Z almahara:ART

Implementation of Diagnostic Assessment in Learning Mahārah Qirā’ah Based on Technological Pedagogical and Content Knowledge Al-Kautsar Bintaro Middle School: Tatbīq Attaqwīm Attasykhīshī fī Ta’līmī Mahārah Qirāah alqāim ‘ala Alma’rifat Attarbawiyyah Attiknulujiyyah wa Almuhtaawa Alma’ruf (TPACK) fī Madrasati Alkautsar Alibtidāiyyah Alislāmiyyah Bintaro Alya Putri Septianti Ubaid Ridlo Raswan Diagnostic Assessment Mahārah Qirā’ah TPACK التقويم التشخيصي مهارة القراءة المعرفة التكنولوجية التربوية والمحتوى المعرفي The development of ICT (Information, communication, & technology) requires teachers to innovate and align themselves with technological developments, diagnostic assessment is vital in identifying students initial abilities, strengths, and weaknesses in Arabic text reading skills. With the integration of TPACK, teachers can utilize technology to design assessment instruments that are more effective, interactive, and relevant to students needs, as well as develop pedagogical approaches that match the characteristics of the content. This research aims to provide a deeper understanding of how technology, if appropriately integrated with pedagogical and language content understanding, can effectively improve Arabic language teaching and learning, particularly in the diagnostic assessment of mahārah qirā’ah.  The research method used is descriptive qualitative. The research data sources are divided into two sources: the first source of literary data and field data sources. Data were collected through classroom observations, interviews, and analysis of student assessment documents. The results showed that TPACK-based diagnostic assessment helped teachers map students abilities more thoroughly. Technology allows the presentation of more varied and exciting assessments, thus increasing student motivation in learning. In addition, integrating technology, pedagogy, and content makes it easier for teachers to design more targeted and practical knowledge. Keywords: Diagnostic Assessment, Mahārah Qirā’ah, TPACK Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2024-12-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/9744 10.14421/almahara.2024.0102-04 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 10 No. 2 (2024); 259-278 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/9744/3743

oai:ojs.pkp.sfu.ca:article/9747 2025-10-10T00:47:25Z almahara:ART

Psychological Factors in Arabic Writing Skills Al-Insya' Among Year 7 Students in Arabic Schools in Brunei Darussalam: Faktor Psikologi dalam Kemahiran Menulis Bahasa Arab Al-Insya’ di Kalangan Pelajar Tahun 7 di Sekolah Arab Negara Brunei Darussalam Noorhaizadatul Akmar Metamit Nur-Ashikin Petra Shamsinar Husain Writing Skills Teaching and Learning Student Attitudes Teacher Roles and Motivation مهارات الكتابة التعليم والتعلّم اتجاهات الطلاب أدوار المعلمين الدافعية This study aims to explore and analyze the influence of psychological factors on the mastery of Arabic writing skills, specifically in al-Insya’ (composition) among Year 7 students at an Arabic school in Brunei Darussalam. A mixed-method research approach was employed, incorporating both quantitative and qualitative methods. For the quantitative component, a questionnaire was distributed to 23 students of Year 7 to assess their level of motivation and attitudes toward al-Insya’ writing skills. Meanwhile, the qualitative method involved semi-structured interviews with four Arabic language teachers to gain in-depth insights into the psychological factors affecting students’ performance in al-Insya’ writing.The findings revealed that students’ attitudes toward writing skills were at a moderate level, with intrinsic motivation identified as a more dominant factor than extrinsic motivation in encouraging effective writing. Interviews with teachers further highlighted that factors such as self-confidence, learning environment, and teaching approaches play significant roles in shaping students’ al-Insya’ writing abilities. These findings carry important implications for Arabic language teachers in designing more comprehensive teaching strategies that not only focus on instructional aspects but also consider students’ psychological dimensions. This study also contributes to the growing body of literature in Arabic language education and opens avenues for more in-depth future research. Keywords: Writing Skills, Teaching and Learning, Student Attitudes, Teacher Roles and Motivation. Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga 2025-06-18 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/9747 10.14421/almahara.2025.0111-13 al Mahāra: Jurnal Pendidikan Bahasa Arab; Vol. 11 No. 1 (2025); 240-263 2477-5835 2477-5827 en https://ejournal.uin-suka.ac.id/tarbiyah/almahara/article/view/9747/4090 c5fea2308e09b13a119a2585eb6152d0