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All Journal Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab ARABIYAT Shaut Al-'Arabiyah Abjadia, International Journal of Education Jurnal Penelitian Ilmiah INTAJ Al-Wijdan : Journal of Islamic Education Studies Arabi : Journal of Arabic Studies Arabiyatuna : Jurnal Bahasa Arab IJ-ATL (International Journal of Arabic Teaching and Learning) Al-Ma'rifah : Jurnal Budaya, Bahasa dan Sastra Arab Madinah: Jurnal Studi Islam alfazuna: Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Iqtishodia: Jurnal Ekonomi Syariah Ilmuna: Jurnal Studi Pendidikan Agama Islam Asatiza: Jurnal Pendidikan Insyirah: Jurnal Ilmu Bahasa Arab dan Studi Islam MAQASHID : Jurnal Hukum Islam Tarbiyatuna: Jurnal Pendidikan Ilmiah Al-Lahjah : Jurnal Pendidikan, Bahasa Arab dan Kajian Linguistik Arab Asalibuna ANWARUL: Jurnal Pendidikan dan Dakwah Jurnal Penelitian Ilmu Pendidikan Indonesia Kitaba : Journal of Interdisciplinary Arabic Learning ARKHAS: Journal of Arabic Language Teaching Al-Wasil: Journal of Arabic Education Konstruktivisme : Jurnal Pendidikan dan Pembelajaran JURNAL PUSAKA: Media Kajian dan Pemikiran Islam
Qomari, Nur
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Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Taḥdīd Mi‘yār al-Kafā’ah li-al-Ḥadd al-Adná (KKM) li-Māddat al-Lughah al-‘Arabīyah fī al-Madrasah al-Ibtidā’īyah Ainiy, Nurul; Al-Husna, Alif Saida; Ngarifah, Imroatul; Bahtiyar, Fadhli Hakim; Qomari, Nur
Al-Ma‘rifah Vol 19 No 2 (2022): Al-Ma'rifah: Jurnal Budaya, Bahasa, dan Sastra Arab
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/almakrifah.19.02.03

Abstract

Defining the Minimum Completeness Criteria (KKM) is the first stage of implementing learning outcome assessment as part of curriculum development. Students are said to succeed in a subject if they achieve the minimum completeness criteria specified in the syllabus. This research aims to study the procedures and the method used to defining the minimum completeness criteria for Arabic lessons at Al-Fattah Elementary School, Batu, Malang. This study used the descriptive-qualitative method. Data collection methods include observation, interviews, and documentation. The results indicate that defining the minimum completeness criteria for Arabic lessons in Al-Fattah Elementary School follows two procedures. First, the Subject Teachers’ Consultation Council (MGMP) defines the minimum completeness criteria at the beginning of the school year, and for each basic competency (KD), its standard is 67, and Arabic language lesson have a standard of 71. Secondly, the minimum completeness criteria that have been defined are published for all Arabic teachers. The process of defining minimum completeness criteria in this school uses the value range method to assign the level of complexity, level of students’ absorption capacity, and efficiency level of auxiliary resources, and then calculates it using the appropriate formula to get the exact score.
Test Evaluation Techniques in Arabic Language Learning: Theory and Practice at SDIT Insan Mulia Pekalongan Nidhomillah, Abd Rofi Fathoni; Fithtriyah, Aidah; Rosyada, Amrina; Qomari, Nur
Insyirah: Jurnal Ilmu Bahasa Arab dan Studi Islam Vol. 7 No. 2 (2024): December 2024
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/insyirah.v7i2.11863

Abstract

Arabic language learning at the elementary level is crucial for understanding Islamic values and developing general language skills. Evaluation plays a key role in ensuring effective teaching and learning, especially with the increasing diversity of assessment methods. This study aims to analyze the implementation of Arabic language evaluation at SDIT Insan Mulia Pekalongan, focusing primarily on test evaluation techniques. The research employs a qualitative approach with a case study design, involving interviews, observations, and documentation. The results indicate that evaluations are systematically conducted through various types of tests, including Daily Summative Tests (SH) and End-of-Semester Summative Assessments (ASAS), which assess students' abilities in reading, writing, listening, and speaking. Additionally, oral assessments and memorization practices using songs are implemented to provide constructive feedback. This study also identifies that the use of Item Response Theory (IRT) and Classical Test Theory (CTT) in evaluations can offer a more comprehensive understanding of students' abilities. The findings are expected to contribute to the development of more effective teaching strategies and improve the quality of Arabic language learning at the primary school level.
Teaching Arabic Using the Language Immersion Method at University: Approaches and Implementation Soleha, Siti; Agustin, Berlian Nestya; Huda, Mokhammad Miftakhul; Abdullahi, Zakariyya Muhammad; Dasuki, Moh.; Qomari, Nur
Al-Wasil Vol. 2 No. 2 (2024): December
Publisher : Program Studi Pendidikan Bahasa Arab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/alwasil.v2i2.3930

Abstract

Teaching Arabic in Indonesia often challenges fostering practical language skills, particularly at Islamic boarding schools (pesantren) and universities. The Language Immersion method, which involves intensively using the target language in natural situations, offers an appealing alternative to enhance Arabic proficiency. While several studies have discussed this method, there remains a gap in its systematic application in academic settings. This study aims to explore the approach and implementation of the Language Immersion method in Arabic teaching at UIN Kiai Haji Achmad Siddiq Jember. It employs a qualitative approach with a case study design. The research locus is the Arabic Language Education Program at UIN Kiai Haji Achmad Siddiq Jember, with lecturers and students as subjects. Data were collected through in-depth interviews, classroom observations, and documentation. Data analysis was conducted using data reduction, presentation, and conclusion-drawing techniques. The findings reveal that the language immersion method significantly improves Arabic students' speaking, reading, and listening skills. Through discussions, role-playing, and presentations, students learn contextually. However, challenges such as lecturer consistency, limited resources, and the need for Arabic-speaking environments outside the classroom must be addressed for optimal results.
Analisis Butir Soal Bahasa Arab di Madrasah Ibtida’iyyah Bengkulu Tengah Menggunakan Metode Distinguishing, Difficulty, dan Dispersion Dwi Dinanti, Syintia; Saputa, Prayoga; Aprilia, Risda; Qomari, Nur
Shaut al Arabiyyah Vol 12 No 2 (2024): JURNAL SHAUT AL-'ARABIYAH
Publisher : Jurusan Pendidikan Bahasa Arab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/saa.v12i2.52901

Abstract

This research aims to analyze the questions with a focus on validity, reliability, level of difficulty, distinguishing power, and distractor analysis of the questions. The method used is a quantitative approach by collecting data from the answer sheets of class IV Semester 1 students at MIN 1 Central Bengkulu. The evaluation results showed that of the 25 questions tested, 21 questions were declared valid based on Product Moment analysis, while 4 questions were invalid. Furthermore, of the 25 questions, 21 questions were rated as reliable, while 4 questions were unreliable based on the Cronbach Alpha coefficient. The level of difficulty of the questions shows that most of the questions are at medium difficulty (3 questions) and difficult (22 questions), while there are no questions that are classified as easy. Discriminative power analysis shows that most of the items have good discriminating power. Analysis of question item distractions shows that most of the question items have distractors that are well accepted, but there are some question items that need to be revised. From the results of this evaluation, it was concluded that the evaluation of Arabic language questions at Madrasah Ibtida'iyyah needed to be improved. It is hoped that this evaluation will provide in-depth insight into the weaknesses and potential improvements needed to improve the quality of Arabic language education at MI level.
Implementasi Pedagogik Guru dalam Kurikulum Merdeka: Studi Literatur Langkau, Mifta Huljannah; Nurhadi, Nurhadi; Qomari, Nur
Konstruktivisme : Jurnal Pendidikan dan Pembelajaran Vol 17 No 1 (2025): Januari 2025
Publisher : Universitas Islam Balitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35457/konstruk.v17i1.4169

Abstract

Penelitian ini bertujuan mendeskripsikan implementasi kompetensi pedagogik pendidik dalam kurikulum merdeka. Kurikulum Merdeka memberikan kebebasan dan fleksibilitas dengan tujuan mengembangkan keterampilan abad Ke-21 yang dibutuhkan peserta didik. Kompetensi pedagogik sangat penting dalam mendukung keberhasilan implementasi kurikulum merdeka yang menjadi salah satu faktor dasar yang bergantung pada kemampuan kompetensi pendidik. Penelitian ini menggunakan pendekatan library research dengan cara dengan cara mengumpulkan, menganalisis, dan menyintesis sumber literatur ilmiah yang terkait dengan kajian penelitian. Hasil penelitian menunjukkan bahwa kompetensi pedagogik pendidik dalam pelaksanaan kurikulum merdeka yang dilakukan pada beberapa sekolah sudah terpenuhi dan cukup baik. Pendidik mampu mengelola kegiatan belajar-mengajar dengan baik dan sesuai dengan indikator yang harus dicapai dalam kurikulum.Namun demikian, tetap dibutuhkan upaya dalam meningkatkan dan mengembangkan kompetensi pedagogik melalui evaluasi sertapengembangan lebih lanjut.
REORIENTASI PEMAHAMAN PENDIDIKAN ISLAM DI SEKOLAH Qomari, Nur
JURNAL PUSAKA : Media Kajian dan Pemikiran Islam Vol. 1 No. 1 (2013): Edisi 1
Publisher : LPPI Universitas Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/ps.v1i1.3

Abstract

Pengembangan Pendidikan Agama Islam di Indonesia dibedakan menjadi empat; pesantren, majlis ta’lim, madrasah, dan lembaga akademik (perguruan tinggi). Masing-masing kelembagaan tersebut tentunya memiliki karakteristik sesuai dengan porfermen masing-masing. Pesantren merupakan lembaga yang mengembangkan ilmu-ilmu keislaman paling tua di Indonesia, yang hingga kini masih eksis sesuai dengan model pembelajaran kyai pengasuh yang sekaligud penguasa tunggal masing-masing dan tetap dibuthkan oleh masyarakat dimana pesantren berada. Model pembelajarannya mengikuti karakter kyai-nya dan kyai-nya mengikuti kyai-nya begitu seterusnya. Majlis ta’lim merupakan lembaga yang sifatnya non formal, dengan tujuan utama mensosialisasikan pendidikan agama Islam di tengah-tengah masysrakat. Sementara Madrasah merupakan lembaga pendidikan agama Islam yang berusaha mengkompromikan sistem pendidikan pesantren dan sistem pendidikan Nasional dengan misi utama memadukan pengetahuan agama dan pendidika umum yang notabena diasusmsikan bersumber dari negara barat. Sedangkan perguran tinggi Islam merupakan lembaga akademik yang misi utamanya mencetak intlektual muslim.Pendidikan Agama Islam saat ini di sekolah sedang menghadapi tantangan yang cukup serius, sebagaimana upaya pemerintah menyelenggarakan pendidikan agama pada semua jenis, jalur dan jenjang pendidikan yang semuanya itu mendapatkan apresiasi posisitif dari berbagai fihak. Orientasi pendidikan Agama Islam di Sekolah adalah untuk mencetak hamba Allah di muka bumi ini menjadi khalifah fi al-ardl sekaligus untuk lebih memberikan penajaman potensi fitrah manusia secara maksimal menuju kedewasaan intelektual (intellectual ability), kematangan emosional (emotional ejurity).Kata Kunci: Reorientasi,  Pendidikan Agama Islam, tarbiyah.
SKETSA HISTORIS POSISI KITAB KUNING DALAM LEGISLASI HUKUM ISLAM DI INDONESIA Qomari, Nur; Roihanah, Roihanah
JURNAL PUSAKA : Media Kajian dan Pemikiran Islam Vol. 4 No. 1 (2016): Edisi 7
Publisher : LPPI Universitas Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/ps.v4i1.50

Abstract

Kitab kunings have significant influence on positive law in Indonesia, especially those with Syafi’ite school. Since the 13th century, in the beginning of the Syafi'ite school tradition come to Nusantara, the position of the kitab kunings had fluctuated until the final third of the 20th century, in which this tradition is absorbed into positive law in KHI. However, only private law that is politically acceptable in the Indonesian legal system. The Islamic criminal law, since the colonial period, could not be reserved well. Being codified in KHI, the influence of the kitab kunings, indirectly, be a source of law and the legal basis for the determination by the judge in the Religious court Keywords: kitab kuning, syafi’iyyah, law, Indonesia
Pembentukan Pendidikan Karakter Santri melalui Kegiatan Keagamaan di PP An Nur 1 Putri Bululawang Mudhofar; Qomari, Nur
JURNAL PUSAKA : Media Kajian dan Pemikiran Islam Vol. 12 No. 2 (2022): Edisi 19
Publisher : LPPI Universitas Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/ps.v12i2.912

Abstract

Character education is an education system that aims to instill certain character values in students in which there are components of knowledge, awareness or will, as well as actions to carry out these values. This is because many see the behavior of teenagers in behavior, speech, and manners that are increasingly eroded so that the sense of responsibility is not good. This research is included in the qualitative descriptive research. In the course of collecting data, researchers used the method of observation, interviews, and documentation. Meanwhile, data analysis uses qualitative descriptive analysis techniques, namely in the form of written or oral data of people or observed behavior so that in this case the author seeks to conduct research that describes the actual situation. The results of this study indicate that the formation of character education for students using religious activities at the An-Nur I Islamic boarding school Putri Bululawang, Malang. Activities include congregational prayers, midnight prayers, congregational prayers, reciting the Koran, reciting the yellow book of the weton system, ratibul haddad, and khitabah. There are driving and inhibiting factors in the process of forming character education for students through religious activities and how are the solutions from various parties ustadzah, musrifah, students and parents to overcome the factors that hinder the formation of character education for students through religious activities at the An-Nur I Islamic boarding school Putri Bululawang Malang. Key words: education; characters; pesantren; qualitative; Islam.
Instilling Ulul Albab Values ‘Spiritual Depth’ Through Conversational Texts in the Al Arabiya Lil Hayah Book Kirom, Makhiulil; Qomari, Nur; Bakhiet, Bakri Mohommed
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol 12, No 1 (2025)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v12i1.38713

Abstract

Character is a reflection of the person; positive character reflects the positive values that one possesses. The attempt to teach this positive character continues, one of which is through Al Arabiyah's Lil Hayah textbook, which claims to contain the values of Ulul Albab. This research aims to analyze the Ulul Albab values contained in the text of the textbook's conversation and discuss them in depth. The Al Arabiya Lil Hayah book became the primary source of learning for students at one of the universities in East Java. This research uses a qualitative research method with a descriptive analysis of Harold D. Lasswell's approach to the Al Arabiya Lil Hayah textbook, 1st volume. The analysis is carried out systematically, objectively, and qualitatively. The analysis's findings demonstrate that Ulul Albab's values are distributed pretty equally across the textbook. It is seen from the text of the conversation that it contains spiritual values evenly and is designed to instill those values in the student's subconscious. This research contributes to the understanding of character development through Arabic textbooks. The results of this research can be beneficial to developers, teachers, and Arabic language learners to instill the spiritual depth values of Ulul Albab. 
The Utilizing Suno.Ai Technology to Enhance Arabic Listening Skills in Foreign Language Education Sa'diyah, Khusnul Khotimah Halimatus; Muassomah, Muassomah; Qomari, Nur; Sulaiman, Sulaiman Hasan
Journal of Arabic Language Teaching Vol 5 No 1 (2025): ARKHAS ~ Journal of Arabic Language Teaching
Publisher : Postgraduate Study Programme of Universitas Islam Negeri KH. Achmad Siddiq Jember, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/arkhas.v5i1.2260

Abstract

This study explores using Suno.Ai, an AI-powered platform, to teach maharah istima' (listening comprehension) at Thursina International Islamic Boarding School (IIBS). While previous research on digital media has focused mainly on English instruction, few studies have explored the use of AI in Arabic listening education, particularly within Islamic boarding schools. This research addresses that gap by analyzing how Suno.Ai supports Arabic vocabulary acquisition and student engagement. This study employs a qualitative case study design; data were collected through classroom observations and teacher-student interviews and then analyzed thematically and interpretively. Findings show that Suno.Ai enhances students' motivation and comprehension with adequate facilities and teacher guidance, although challenges like internet instability and low digital literacy persist. The novelty of this study lies in its contextual application of AI tools in Arabic language pedagogy. It contributes theoretically by expanding discourse on AI in language learning and offering insights into AI's effective integration in Arabic listening instruction.
Co-Authors Abdul Hamid Abdullahi, Zakariyya Muhammad Adib, Muhammad Agustin, Berlian Nestya Al Haddad , Ali Al Haqiqy, Muhammad Syihabul Ihsan Al-Husna, Alif Saida Amalia, Jessica Noer Amrina Rosyada Anshori, Muhammad Ridho Anwar, Mohammad Sofi Anwar, Zaky Aprilia, Risda Bahrun, Muhammad Farhan Bahtiyar, Fadhli Hakim Bakheet Ahmed, Bakri Mohammed Bakhiet, Bakri Mohommed Dahlan, Ahmad Zaini Dasuki, Moh. Dwi Dinanti, Syintia Fajri, Shafrul Fatimatur Rohmah, Siti Fatimatuz Zahro Fithtriyah, Aidah Fitri Amelia Hamid, M Abdul Hamidah, Husnul Hasbi, Muharam Huda, Mokhammad Miftakhul Ibrahim, Fikri Haikal Istiqomah, Dhia Kasuwi Saiban Khoirul Musthofa Kholilulloh, Habib khusnul khotimah KIROM, MAKHIULIL Langkau, Mifta Huljannah M. Abdullah Charis Mizan, Khairul Muassomah Muassomah Mubin, Ufuqil Mudhofar Mufidha, Ulfatul Muhammad Ardiansyah Muhammad Husni Muhammad Ihsan Naziha, Sakinah Ngarifah, Imroatul Nidhomillah, Abd Rofi Fathoni Nur Ila Ifawati Nur, Hilwa Wafin Nurhadi Nurul Ainiy Prasetya Utama, Panji R. Rusli Rahmat Iswanto, Rahmat Razida, Mirdawati Risna Wardani Roihanah Roihanah Roihanah, Roihanah Sa'diyah, Khusnul Khotimah Halimatus Saputa, Prayoga Sari, Devi Rafika Shidiq, Fauzie Muhammad Shofura, Syifa Sholehuddin, Hilman Soleha, Siti Suaibi, Andini Nuur Janah Sulaiman, Sulaiman Hasan Syamsiar, Syamsiar Tsaminah, Durrotus Ubaidillah , Moch Uril Bahruddin, Uril Wadi , Namlul Wahhab, Abdul