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All Journal Al Ibrah Journal of Arabic Language Education
Nurjannah Harahap
Universitas Islam Negeri Sultan Syarif Kasim Riau
Religion Arts Education Languange, Linguistic, Communication & Media Other

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Strategi Guru Dalam Pembelajaran Bahasa Arab Bagi Siswa ADHD: Studi Kualitatif Nurjannah Harahap; Riko Andrian
Al Ibrah: Journal of Arabic Language Education Vol. 9 No. 1 (2026): Al Ibrah: Journal of Arabic Language Education
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/jale.v9i1.10996

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) merupakan gangguan perkembangan saraf yang berdampak pada konsentrasi, pengendalian diri, dan performa akademik peserta didik. Dalam pembelajaran bahasa Arab, siswa ADHD menghadapi tantangan kompleks karena penguasaan empat keterampilan (istima, kalam, qiraah, dan kitabah) menuntut fokus dan kemampuan kognitif yang berkelanjutan. Penelitian ini bertujuan mendeskripsikan strategi adaptif guru bahasa Arab dalam membelajarkan siswa ADHD, mengeksplorasi respons dan keterlibatan siswa, serta mengidentifikasi tantangan yang dihadapi guru. Pendekatan kualitatif dengan desain studi kasus diterapkan di SMP IT Al Hikmah Kota Pekanbaru. Data dikumpulkan melalui observasi partisipatif, wawancara semi terstruktur, dan dokumentasi, lalu dianalisis menggunakan model interaktif Miles, Huberman, dan Saldana. Hasil penelitian mengungkapkan tiga temuan utama: (1) individualisasi pembelajaran melalui diferensiasi konten, proses, dan produk: (2) penggunaan media visual dan interaktif yang terbukti meningkatkan keterlibatan aktif siswa: serta (3) penguatan positif dan pengelolaan kelas adaptif yang berkontribusi pada peningkatan motivasi dan kepercayaan diri siswa. Temuan ini memperkuat teori fungsi eksekutif Barkley, teori Dual Coding Paivio, dan prinsip pembelajaran berdiferensiasi Tomlinson. Penelitian menyimpulkan bahwa pembelajaran bahasa Arab yang efektif bagi siswa ADHD memerlukan pendekatan berpusat pada siswa, lingkungan belajar yang mendukung, dan kolaborasi antara guru, sekolah, dan keluarga.
TRANSFORMASI ILMU DILALAH DAN ILMU MU'JAM DALAM LINGUISTIK ARAB: ANALISIS KRITIS PENDEKATAN KLASIK DAN KONTEMPORER DALAM PERSPEKTIF HISTORIS Reni Dwita Putri; Lilis Suryani; Nurjannah Harahap; Husnatul Hamidiyyah; Riko Andrian
Al Ibrah: Journal of Arabic Language Education Vol. 9 No. 1 (2026): Al Ibrah: Journal of Arabic Language Education
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/jale.v9i1.11000

Abstract

This study aims to analyze the historical development of Ilm al-Dilālah (semantics) and Ilm al-Mu'jam (lexicography) within the Arabic linguistic tradition, and to identify the epistemological relationship between the two disciplines from the classical to the contemporary era. A qualitative method with a historical-analytical-comparative approach was employed through library research. Data were collected from primary sources comprising classical Arabic linguistic texts and secondary sources including relevant academic journals and books, then analyzed using a descriptive-analytical method. The findings reveal that Ilm al-Dilālah evolved from meaning analysis rooted in the need to understand sacred texts during the classical era into a multidisciplinary field encompassing cognitive, computational, and neuro-semantics in the contemporary period. Meanwhile, Ilm al-Mu'jam developed from phonetics-based and root-based lexicographic systems in its early stages, through root-based classical dictionaries, to alphabetical and digital systems in the modern era, including its development in Indonesia through Arabic-Malay to multilingual digital dictionaries. This study concludes that Ilm al-Dilālah and Ilm al-Mu'jam share a close epistemological relationship: semantic theory of meaning provides the theoretical foundation for definitional systems in lexicography, making both disciplines mutually complementary as central pillars in the preservation, comprehension, and development of the Arabic language.
Co-Authors Husnatul Hamidiyyah Lilis Suryani Reni Dwita Putri Riko Andrian