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All Journal Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab Jurnal Al-Maqayis Empirisma; Jurnal Pemikiran dan Kebudayaan Islam Arabiyatuna : Jurnal Bahasa Arab Journal of Islamic Education Management Asalibuna Jurnal Pendidikan Islam Al-Wasil: Journal of Arabic Education Aktualisasi Pengabdian Masyarakat: Jurnal Pengabdian Kepada Masyarakat Proceeding International Conference on Education AL-ADABIYAH: Jurnal Pendidikan Agama Islam MANAGIERE: Journal of Islamic Educational Management Naatiq: Journal of Arabic Education
Zunairoh, Yuyun
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Religion Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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The Effect of Learning Strategies According to O’Malley and Chamot On The Learning Outcomes of Arabic Students : تأثير استراتيجيات تعلم الطلاب عند أومالي وتشاموت في نتائج تعلم اللغة العربية Fitriah, Feni; Zunairoh, Yuyun; Khamidah, Nur
Al-Wasil Vol. 1 No. 2 (2023): December
Publisher : Program Studi Pendidikan Bahasa Arab, Fakultas Tarbiyah, IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/alwasil.v1i2.1534

Abstract

Arabic is often considered difficult by most students therefore an appropiate strategy is needed so that students do not find it difficult. In this case, the student learning strategy is one of components that must be considered carrefully by the teacher in improving student’s Arabic learning outcomes. Student learning strategies according to O’Malley and Chamot are divided in to 3 categories, namely metacognitive, cognitive, and affective social. The purpose of this research is to find out what strategies are used by student in learning, and the influence the student learning strategies on student learning outcomes of MAN 5 Kediri. This study used a quantitative method with an ex-post facto design. The population of this study was 230 students. While the number of samples is this  study were 58 students. Sampling was determined by means of Random Sampling. The results of this study reveated that the learning strategies that were mostly used by students were cognitive strategies with an average score of 57,28. While student learning outcomes belong to the medium category. The effect of metacognitive learning strategies on learning outcomes was 4,8%, the effect of cognitive learning strategies on learning outcomes was 8,3%, and the effect of affective social learning strategies on learning outcomes was 7.1%.
Analisis Butir Soal Bahasa Arab Perspektif Anderson dan Krathwohl Zulfa, Alfiyyatuz; Zunairoh, Yuyun; Baity, Anggi Nurul
Al-Wasil Vol. 2 No. 1 (2024): June
Publisher : Program Studi Pendidikan Bahasa Arab, Fakultas Tarbiyah, IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/alwasil.v2i1.3537

Abstract

Evaluation is an important role in education to assess the extent to which learning objectives have been achieved. In this context, the role of the teacher is crucial in designing evaluations. According to the Law of the Republic of Indonesia Year 2005 Article 10 Paragraph 1, evaluating the assessment tools that have been prepared is part of the teacher's pedagogical competence. This means that teachers must be able to design and assess evaluation tools to ensure that learning objectives are effectively achieved. In drafting test items, there are various levels of difficulty. Anderson and Krathwohl divide them into three levels: LOTS, MOTS, and HOTS. The type of research used is library research. The data source for this research is the final exam questions for the odd semester of the Arabic language subject for the 2023/2024 academic year on 7th grade in Islamic Junior High School 5 Nganjuk, East Java. The analysis method used to analyze this discussion is a qualitative analysis method using content analysis. The results of the study show that: 1) some questions still focus on LOTS and MOTS levels, with more LOTS and MOTS questions included than HOTS questions, thus requiring re-formulation. 2) From the analysis conducted, it was found that there are 25 LOTS questions, 23 MOTS questions, and 2 HOTS questions, and it was noted that the included HOTS questions lack variety.
Teachers' Efforts to Overcome Anxiety When Learning Arabic in Grade 8 MTSN 3 Nganjuk Zunairoh, Yuyun; Fauzi, Eidil
Asalibuna Vol. 5 No. 02 (2021): Volume 05, Nomor 02, Desember 2021
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v5i02.585

Abstract

Learning Arabic as a second language requires effort and a high idea, especially for the novice learner. Students feel difficulty and fear of linguistic errors. This feeling of anxiety is said when learning Arabic. The objectives of the research are to know the level of students' anxiety (anxiety), to find out the reasons for students' anxiety, and to know the teacher's efforts to solve students' anxiety when learning the language. This research is a mixed research between quantitative and qualitative in a squential explanatory design. The method of data collection is: questionnaire, interview, documents. A sample of 67 students. Research results: Two students had no anxiety when learning Arabic, 10 students felt mild anxiety, 4 students felt moderate anxiety, 25 students felt severe anxiety, and 26 students felt most anxious when learning Arabic. The reasons mean that some of them memorize a few vocabulary, do not understand the subject of the Arabic language, and feel difficulty in interpreting the Arabic sentence, and they do not like to learn the Arabic language. The teacher’s efforts to solve students’ anxiety when learning the Arabic language is that the teacher knows the types of students’ learning background, uses simplified learning conditions, the teacher develops language games, and gives the teacher a separating factor as an ice break game when teaching, and the teacher gives the study material according to the students’ competence, and the teacher maintains social relations Close with students when teaching
الذكاء الروحي وعلاقتو باستراتيجية تعلم المستخدمة لطلاب قسم تدريس اللغة العربية بجامعة الإسلامية الحكومية كديري Zunairoh, Yuyun
Asalibuna Vol. 1 No. 01 (2017): Volume 01, Nomor 01, Juni 2017
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asa.v1i1.295

Abstract

تهدف ىذه الدراسة لدعرفة مستوى الذكاء الروحي، واستًاتيجية الدستخدة، وعلاقة بتُالذكاء الروحي مع استًاتيجية التعلم الدستخدمة لطلاب الجامعة الإسلامية الحكومية كديري. ىذاالبحث على منهج الوصفي الارتباطي. لرتمع ىذا البحث فهو 74طالبا من قسم تدريس اللغةالعربية بجامعة الإسلامية الحكوامية كديري. للحصول على البيانات استخدمت الباحثة الاستبيان(SISRI-24و )SILLنتيجة ىذا البحث تدّل على درجات الذكاء الروحي لدي الطلاب الجامعةالإسلامية الحكومية كديري في مستوى متواسط ( ،)64،09وتستخدم الطلاب استًاتيجية ما وراءالدعرفية أكثر، وجرى بعد ذلك استًاتيجية الذاكرة، واستًاتيجية الاجتماعية والعاطفية، واستًاتيجيةالدؤثرة، واستًاتيجية الدعرفية، واستًاتيجيات التعويضية. وليس ىناك علاقة بتُ ارتفاع درجات ذكاءالروحي واستًاتيجية التعلم الدستخدمة
Tanmiyatu Mustawa al-Dzakaa’ al-Ruuhi Bistikhdami al-Tafkir al-Dzati ‘ala Dhaui “Kolb Self Reflection” bi Jamiah Kediri al-Islamiyah al-Hukumiyah Zunairoh, Yuyun; Permata, Bagus Andrian; Afyuddin, Moh Sholeh
Asalibuna Vol. 5 No. 02 (2021): Volume 05, Nomor 02, Desember 2021
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v5i02.910

Abstract

Zohar dan Marshall mengatakan bahwa Kecerdasan Spiritual adalah kecerdasan tertinggi dari semua kecerdasan yang dimiliki manusia. Oleh karenanya membangun dan meningkatkan kecerdasan spiritual menjadi sangat penting, karena dengan kecerdasan spiritual seseorang dapat menyelesaikan masalah-masalah yang dihadapi dengan nilainilai positif yang dimilikinya, mahasiswa lebih rajin, bertanggung jawab dan menjauhkan diri dari rasa malas belajar. Penelitian ini bertujuan untuk mengetahui tingkat kecerdasan mahasiswa IAIN Kediri dan bagaimana cara meningkatkan kecerdasan spiritualnya dengan menggunakan refleksi diri yang dikembangkan oleh Kolb. Jenis Penelitian ini Quasi experiment dengan desain pre-test post-test. Populasi adalah mahasiswa semester 5 fakultas Tarbiyah, Syariah, Ekonomi dan Bisnis Islam, dan Ushuludin IAIN Kediri. Sample penelitian berjumlah 228 responden dengan teknik cluster sampling. Instrument penelitian menggunakan Angket kecerdasan spiritual oleh King dan templet Reflektif Kolb. Dan untuk mengetahui hasil eksperimen menggunaakan pre-test dan post-test. Hasil penelitian menunjukkan bahwa rata rata kecerdasan spiritual mhs IAIN kediri adalah sedang, dengan rincian mahasiswa yang memiliki kecerdasan spiritual tinggi 126 Mahasiswa (55,3%), kecerdasan spiritual sedang 101 mahasiswa (44,2%) dan kecerdasan spiritual rendah 1 orang (0,5%). Meningkatkan kecerdasan spiritual dengan menggunakan Kolb’s self Reflection adalah efektif, terbukti dari meningkatnya skor dari pre-test ke pos-tes sebanyak 26, 62% atau disebut dengan meningkat hampir separuhnya.
Implementasi Program Penyuluhan Stop Bullying sebagai Strategi Peningkatan Pemahaman dan Pencegahan Tindak Bullying Pada Anak di Desa Sambirobyong Kabupaten Kediri Aprilia, Nirma Putri; Zunairoh, Yuyun; Florensia A; Naufal, Demas; Faza, M. Dihqon
Aktualisasi Pengabdian Masyarakat Vol. 3 No. 1 (2025)
Publisher : Fakultas Tarbiyah IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/akdimas.v3i1.7117

Abstract

The Stop Bullying counseling program in Sambirobyong Village, Kayen Kidul, Kediri was implemented by KKN UIN Sheikh Wasil Kediri Year 2025 students as an effort to increase community awareness and understanding, especially children, about the dangers of bullying. Using a Participatory Action Research (PAR) approach, this activity involved parents and children in the planning, implementation, and evaluation stages. The counseling methods included interactive lectures, discussions, simulations, and the showing of educational media in the form of animated videos. The material presented included understanding, forms, impacts, and bullying prevention strategies. The results of the activity showed a significant increase in understanding, children no longer viewed bullying as limited to physical violence, but also verbal, psychological, and social. Participants became more sensitive, dared to refuse, and were able to take the right steps when facing or witnessing bullying. Parents' support and children's active participation were important factors in the success of the program. This counseling has proven to be effective in shaping a safe, inclusive, and bullying-free social environment, and can be replicated in other communities facing similar problems.
Transforming Arabic Academic Writing Competence through ADDIE-Based Instructional Design: A Developmental Study Mirza, Aidha Zalidar; Zunairoh, Yuyun; Ahid, Nur
Jurnal Pendidikan Islam 2026: Article in Press
Publisher : Research Departement of Darullughah Wadda'wah International Islamic University Bangil, Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/jpi.4232

Abstract

Despite mastering foundational grammar, non-native Arabic learners in higher education frequently encounter severe cognitive and structural paralysis when attempting to produce peer-reviewed academic research articles. This study aims to develop, validate, and evaluate the empirical effectiveness of specialized ADDIE-based instructional materials tailored for Arabic academic writing. Employing a Research and Development (R&D) design, the study involved an exhaustive sample of 37 sixth-semester students at KH. Abdul Wahab Hasbullah University. The developmental phase produced a comprehensive seven-chapter module focusing on the anatomical structure of scientific papers, pre-writing operations, and academic metadiscourse. Instructional efficacy was measured using a one-group pretest-posttest experimental design. Inferential statistical analysis revealed a highly significant improvement in students’ academic writing competencies (p < 0.001), with mean scores surging from a baseline of 37.84 to 86.43 following the intervention. Furthermore, the Normalized Gain (N-Gain) analysis yielded a score of 0.77 (76.99%), definitively classifying the module’s pedagogical impact as “High.” In conclusion, the systematic scaffolding provided by the ADDIE framework successfully dismantles students’ writing apprehension, bridging the critical gap between mechanical language acquisition and rigorous academic knowledge production.
Co-Authors Abd. Syakur Adawiyah, Siti Afifah Afifuddin, Muhammad Haikal Afyuddin, Moh Sholeh Ahmad Zubaidi Al Akiti, Ayman Aprilia, Nirma Putri Bagus Andrian Permata Baity, Anggi Nurul Dailatus Syamsiyah, Dailatus Fauzi, Eidil Faza, M. Dihqon Finurika, Isna Fitriah, Feni Florensia A Hidayati, Lilis M. Syamsul Ma’arif Mirza, Aidha Zalidar Moh Sholeh Afyuddin Muhammad Abdur Rozaq Muhammad Iqbal Muslimah, Maziyyatul Naufal, Demas Nur Ahid Nur Khamidah Permata, Bagus Andrian Robi'ah, Siti Rohim, Syaifur Rohman, M. Fathor Rohmawati, Rosalina Sofi, Niswatus Sulalah, Iin Anis Syamsul Huda Zulfa, Alfiyyatuz