Al-Muktamar As-Sanawi li Al-Lughah Al-'Arabiyyah (MUSLA)

Kemampuan Abad 21 Siswa Pendidikan Menengah di Sumatera Selatan: Sebuah Tinjauan Pembelajaran Menulis Berbahasa Arab di Madrasah

2024-09-10T23:59:35+00:00

إحدى مهارات القرن الحادي والعشرين التي يحتاجها الطلاب اليوم هي الكفاءة على التواصل كتابيًا. تعد هذه الكفاءة مهمة جدًا للطلاب في مرحلة التعليم الثانوي لأن الطلاب مطالبون بامتلاك القدرة على التفكير النقدي والتحليلي وتدريبهم على تكوين حجج متعمقة باستخدام اللغة العربية كلغة لتسليم الأفكار. استخدم الباحث المنهج المنهج الوصفي والملاحظة والمقابلة والتوثيق كطريقة جمع البيانات. نتائج البحث من المدارس هي أن الطلاب يتدربون على صناعة الإنشاءات صناعة الجمل وفقًا لقواعد اللغة المدروسة، ويمكن ملاحظة ذلك من خلال تعيين أهداف التعيلم المصممة وعملية التعليم والتقييم في نهاية التعيلم. ولكن، من خلال عملية التعليم، إن قدرة الطلاب في كتابة اللغات الأجنبية هي فقط في عملية تأليف الجمل السردية وليس في المجال التواصلي الجدلي.

Pengembangan E-Module Pembelajaran Bahasa Arab Berbasis TPACK bagi Siswa Madrasah Ibtidaiyah Muhammadiyah 14 Talang Ulu

2024-09-10T23:50:36+00:00

The main problem in education today is the weakness of the learning process due to teachers' limited mastery of strategies, methods, teaching materials, and learning resources. Arabic language learning in Indonesia still faces challenges such as students' readiness, the complexity of the material, and the low creativity of teachers. Arabic requires an effective and innovative approach, as well as the integration of technology in the learning process. This research is designed as Research and Development (R&D), which is a development research design. The steps of this research process are referred to as the R&D cycle, consisting of studying research findings related to the product to be developed, developing the product based on these findings, field testing in settings where it will eventually be used, and revising it to address deficiencies found during the testing stage.The research results indicate that the TPACK-based Arabic learning E-Module developed meets the feasibility criteria with improvements based on feedback from validators. The findings show that the developed E-Module can serve as an effective and engaging alternative learning medium, accessible anytime and anywhere. Through this module, students gain an interactive learning experience, enhanced understanding, and technology utilization. The research results demonstrate an improvement in the quality of Arabic learning at MIM 14 Talang Ulu and make a significant contribution to the development of innovative teaching materials.

Analysis of Arabic Language Student Activities in Arabic Language Camp DPW IV ITHLA Period 2023-2024

2024-09-11T01:13:32+00:00

This study examines the activities of Arabic language students at the DPW IV ITHLA 2023-2024 Arabic language camps, aiming to understand the effectiveness and impact of these camps on language acquisition. Employing a qualitative descriptive research method, data were gathered through observations, interviews, and document analysis to capture a comprehensive picture of the students' experiences and progress. The results indicate significant improvements in language proficiency, particularly in speaking and comprehension skills, attributed to immersive and interactive activities such as debates, storytelling, and cultural exchanges. Additionally, the camps fostered a sense of community and motivation among students, enhancing their engagement and enthusiasm for learning Arabic. The findings underscore the importance of experiential learning environments in language education, highlighting how structured yet flexible activities can significantly bolster language skills. This study concludes that Arabic language camps provide a valuable complement to traditional classroom instruction, offering practical insights for educators seeking to enrich their teaching methodologies and improve student outcomes in language learning.

Implementasi Metode Sorogan dalam Meningkatkan Kemampuan Membaca Santri Pondok Pesantren Al-Maqbul Rejang Lebong Bengkulu

2024-09-11T01:23:09+00:00

طريقة سوروغان هي طريقة تدريس حيث يقرأ كل طالب مباشرة الحفظ الذي تم حفظه أمام المعلم واستمع إليه لفترة زمنية معينة. لا تزال طريقة سوروغان هذه مستخدمة على نطاق واسع، خاصة في تعلم اللغة العربية. وذلك لأن المعلمين يشعرون أن طريقة سوروغان لا تزال مناسبة جدا للطلاب، خاصة في المدارس الداخلية الإسلامية. في هذه الدراسة سيتم شرح كيفية تطبيق طريقة سوروغان في تحسين قدرة الطلاب على القراءة وخاصة في قراءة كتاب نحو في هذه الدراسة، يستخدم نوعا من البحث النوعي الوصفي ويستخدم أدوات البحث في شكل مقابلات وملاحظات. ذكرت نتائج هذه الدراسة أن طريقة سوروغان كان لها تأثير جيد جدا في تحسين كفاءة الطلاب في قراءة كتاب نهوو، إلى جانب أن الطلاب لم يقرأوه فحسب، بل حفظوه أيضا. بهذه الطريقة، سيتم تحسين قدرات الطلاب عند استخدام طريقة سوروغان هذه. تم إجراء هذا البحث في مدرسة القبول الإسلامية الداخلية، بعدة مراحل، وهي: الإعداد والتنفيذ والتقييم.

Integrasi 10 Kategori Aristoteles dalam Pembelajaran Ilmu Nahwu: Sebuah Analisis Interdisipliner

2024-09-11T01:58:16+00:00

Artikel ini mengeksplorasi penerapan 10 kategori Aristoteles dalam pembelajaran ilmu nahwu (tata bahasa Arab). Melalui analisis mendalam, studi ini memetakan kesesuaian antara konsep-konsep filosofis Aristoteles dengan struktur dan elemen-elemen dalam ilmu nahwu. Pendekatan interdisipliner ini bertujuan untuk memberikan perspektif baru dalam memahami dan mengajarkan tata bahasa Arab. Metodologi penelitian melibatkan analisis komparatif antara kategori-kategori Aristoteles (substansi, kuantitas, kualitas, relasi, tempat, waktu, posisi, kepemilikan, tindakan, dan penderitaan) dengan konsep-konsep dalam ilmu nahwu. Hasil penelitian menunjukkan adanya paralelisme yang signifikan antara kedua sistem pemikiran ini, yang dapat dimanfaatkan untuk mengembangkan strategi pembelajaran yang lebih efektif dan mendalam. Implikasi teoretis dari penelitian ini mencakup potensi pengembangan kerangka metakognitif baru dalam pembelajaran bahasa Arab, serta kontribusi pada dialog antara tradisi intelektual Barat dan Arab. Secara praktis, temuan ini dapat diaplikasikan untuk meningkatkan metode pengajaran nahwu dengan pendekatan yang lebih filosofis dan sistematis. Integrasi pemikiran Aristotelian ke dalam analisis nahwu membuka jalan bagi pengembangan teori linguistik baru dan pendekatan inovatif dalam studi dan pengajaran bahasa Arab.

Learning Arabic in the Era of Society 5.0

2024-09-11T02:07:15+00:00

The existence and need to learn Arabic remains a strategic issue in the midst of the dynamics of the evolving times, especially in the current Society 5.0 era. This era has a basic concept in the form of transforming the conventional way of life to digital-based. This has an impact on all aspects of human life including Arabic education and learning. Among the challenges that await the world of education in the Society 5.0 era is how to bring together science and technology without sacrificing students. Therefore, through this literature study, the author wants to conduct a theoretical and factual analysis of the Arabic language learning paradigm in the era of society 5.0. From the results of the research, it was found that there was a significant shift in the Arabic learning paradigm in various aspects, starting from the learning orientation, the demands of educator qualifications and the learning model, the demands of students' competencies

Pembelajaran Bahasa Arab untuk Kurikulum Merdeka

2024-09-11T03:55:50+00:00

Arabic in addition to serving as a means of communication, is also used as a language for knowledge, business, diplomacy, arts and culture, technology, academics, and tourism. Therefore, learning Arabic is crucial for students in Indonesia as a preparation for the future. In recent years, there has been a significant increase in Umrah pilgrimage among millennials, which means that students who are proficient in Arabic can become young Umrah guides. This supports the mission of Indonesian students to be religious, forward-thinking, and competitive in the global era. As part of the Merdeka Curriculum, Arabic is a very important subject. This language is not only a tool for communication but also holds significant cultural, historical, and religious value for Indonesian society, particularly for Muslims. In the context of Arabic language learning using the Merdeka Curriculum, there is a greater opportunity for students to be active subjects in the learning process, with teachers serving as facilitators. This principle is highly relevant for teaching Arabic because it is a subject that requires active student participation in writing, listening, understanding, and speaking. By using a student-centered learning approach, Arabic teachers can enhance student engagement and facilitate their communication skills in the language. The development of the Arabic curriculum for elementary, middle, and high schools should align with the components of the Merdeka Curriculum implemented in Indonesia since 2022. The Merdeka Curriculum has two main components: core components and supplementary components. The core components of the Merdeka Curriculum include learning achievements, learning principles, and assessment, while the supplementary components consist of projects for strengthening the Pancasila student profile and extracurricular activities.

Konsep Pengembangan Kurikulum Pembelajaran Bahasa Arab untuk non-Arab

2024-09-24T00:59:14+00:00

The development of an Arabic language learning curriculum for non-Arabs, especially in Indonesia, is very important to be implemented continuously to be able to answer the challenges of development and progress over time. This article presents a study related to the concept of developing an Arabic language curriculum for non-Arabs, especially in Indonesia. In this article, it is found that developing an Arabic language learning curriculum for non-Arabs must take into account psychological and socio-cultural foundations. The psychological basis is to pay attention to the similarities and differences between the first language and the second language. Meanwhile, the social and cultural foundation is based on the divine source of Islamic culture, namely the Qur'anul Karim, which has advantages and privileges, including strong principles, eternal principles, solid aqidah, a broad, comprehensive view covering various aspects of life, one goal and noble, and oriented towards charity and legal justice as the basis for curriculum development. In the next process, curriculum development is carried out by paying attention to the principles of curriculum development, namely, relevance, effectiveness, efficiency, continuity and flexibility. Curriculum development processes in language teaching consist of needs analysis, goal setting, syllabus design, methodology, testing and assessment.

Review of Arabic Language Books Independent Curriculum in Madrasah Ibtidaiyah: Materials, Methods, Advantages, and Disadvantages

2024-10-28T04:10:05+00:00

This research aims to analyze the content, methods, and advantages and disadvantages of the Independent Curriculum Arabic language book for class IV Madarasah Ibtidaiyah written by Agus Wahyudi. This research is library research with data analysis using content analysis, namely Arabic language books for class IV Madarasah Ibtidaiyah. The research results show that the Arabic textbook by Agus Wahyudi presents various materials with topics that are relevant to students' daily lives by emphasizing increasing competence and skills which is the application of the independent curriculum. Learning methods that can be used in using this book are singing methods, game methods, contextual learning methods, and audio-visual methods. This book has advantages in terms of method, presentation and material. This book also contains shortcomings in terms of question difficulty and errors in the writing aspect.