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All Journal LiNGUA: Jurnal Ilmu Bahasa dan Sastra El-HARAKAH : Jurnal Budaya Islam Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan ARABIYAT Jurnal Adabiyah OKARA: Jurnal Bahasa dan Sastra Al-Ta'rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Arabi : Journal of Arabic Studies Arabiyatuna : Jurnal Bahasa Arab Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Dinamika Ilmu Ijaz Arabi Journal of Arabic Learning JETL (Journal Of Education, Teaching and Learning) Istawa: Jurnal Pendidikan Islam NOTION: Journal of Linguistics, Literature, and Culture Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Alsina : Journal of Arabic Studies DINAMIKA ILMU: Jurnal Pendidikan Asalibuna Alsinatuna
Hamid, M. Abdul
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Interpretation of I’rāb Rules in Naẓam Alfiyah Based on Jumlah Ismiyah and Jumlah Fi’liyah Sulaikho, Siti; Hamid, M. Abdul; Machmudah, Umi
Asalibuna Vol. 9 No. 01 (2025): Volume 09, Nomor 01, Juni 2025
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v9i01.5338

Abstract

Abstract: This study aims to analyze interpretation of i’rāb in both ism and fi'il within the context of naẓam Alfiyah. Specifically, it explores how this uncertainty is influenced by the arrangement of jumlah ismiyah (nominal sentences) and jumlah fiʿliyah (verbal sentences) in naẓam Alfiyah. Adopting a qualitative descriptive approach grounded in classical Arabic grammar analysis, the methodology involves data collection, classification, and subsequent analysis. The theoretical framework for this analysis is based on the concept of الجملة الاسمية تفيد بأصل وضعها ثبوت شيء لشيء ليس غير، وأمّا الجملة الفعلية فموضوعة أصلا لإفادة الحدوث في زمن معيّن. The findings of this study demonstrate that naẓam Alfiyah employs the structure of jumlah fi'liyah when explaining the sign of i’rāb in ism. This indicates that the sign of i’rāb in ism is not permanent and may change. The reasons for these changes in the i’rāb sign include: 1) the adjustment based on the type of ism, 2) the presence of additional huruf at the end of the ism, and 3) under certain conditions, the i’rāb sign may change even if the ism remains of the same type. In contrast to ism, naẓam Alfiyah utilizes two distinct structures for explaining fi'il. Jumlah ismiyah is used when discussing fi'il māḍi and fi'il amar, while jumlah fi'liyah is employed to explain fi'il muḍāri’. The reasons for naẓam Alfiyah applying the structure of jumlah fi'liyah to fi'il muḍāri’ are as follows: 1) in addition to possessing the mu'rab rule, fi'il muḍāri’ also follows the mabnī rule; 2) the sign of i’rāb is not determined by the type of fi'il, but rather by the additional huruf that follow fi'il muḍāri’; 3) The sign of i’rāb on fi'il muḍāri’ is influenced by the āmil that precedes it; 4) a fi'il muḍāri’ that is governed by the mabnī rule can revert to mu'rab when separated by alif taṡniyah, wāw jama', or ya' mukhāṭabah from nũn taukīd.   Abstrak: Penelitian ini bertujuan untuk menganalisis interpretasi hukum i’rāb ism dan fi’il dalam naẓam Alfiyah. Secara khusus, penelitian ini menyelidiki bagaimana ketidakpastian i’rāb ism dan fi’il terkait dengan susunan jumlah ismiyah (kalimat nominal) dan jumlah fiʿliyah (kalimat verbal) dalam naẓam Alfiyah. Penelitian ini menggunakan pendekatan deskriptif kualitatif yang berakar pada analisis tata bahasa Arab klasik. Langkah metodologis meliputi pengumpulan data, klasifikasi, dan analisis data. Teori yang digunakan sebagai pisau analisis adalah الجملة الاسمية تفيد بأصل وضعها ثبوت شيء لشيء ليس غير، وأمّا الجملة الفعلية فموضوعة أصلا لإفادة الحدوث في زمن معيّن. Hasil penelitian menunjukkan bahwa naẓam Alfiyah menggunakan susunan jumlah fiʿliyah saat menjelaskan tanda i’rāb pada ism. Artinya, tanda i’rāb pada ism tidak bersifat tetap dan dapat berubah. Alasan tanda i’rāb pada ism dapat berubah, antara lain: 1) menyesuaikan jenis ism, 2) terdapat huruf tambahan di akhir ism, dan 3) pada kondisi tertentu, tanda i’rāb dapat berubah meski dari jenis ism yang sama. Berbeda dengan ism, naẓam Alfiyah menggunakan dua jumlah ketika menjelaskan fi’il. Jumlah ismiyah digunakan saat menjelaskan fi’il māḍi dan fi’il amar, sementara jumlah fi’liyah digunakan untuk menerangkan fi’il muḍāri’. Alasan naẓam Alfiyah menerapkan susunan jumlah fiʿliyah pada fi’il muḍāri’ adalah: 1) selain memiliki hukum mu’rab, fi’il muḍāri’ juga memiliki hukum mabnī, 2) tanda i’rāb tidak berhubungan dengan jenis fi’il, melainkan berkaitan dengan huruf tambahan yang terletak setelah fi’il muḍāri’, 3) tanda i’rāb pada fi’il muḍāri’ juga dipengaruhi oleh āmil yang terletak sebelumnya, dan 4) fi’il muḍāri’ yang berhukum mabnī dapat kembali menjadi mu’rab ketika terdapat alif taṡniyah, wāw jama’, dan ya’ mukhāṭabah yang memisahkan antara fi’il muḍāri’ dan nũn taukīd.
The Eclectic Method of Teaching Arabic According to Mahmud Yunus: Its Application at the Darus Salam Islamic Boarding School, Gontor Salam, Muhammad Yusuf; Asrori, Imam; Hamid, M. Abdul
ISTAWA Vol 7 No 1 (2022): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ijpi.v7i1.5143

Abstract

This study aims to reveal: 1) Mahmud Yunus' thoughts on the application of the Eclectic Method to teaching Arabic language material, 2) the reflection of Mahmud Yunus' thoughts on the implementation of the Eclectic method of teaching Arabic material at the Darus Salam Gontor Islamic boarding school. This study used a qualitative design, with two approaches; 1) literature study on Mahmud Yunus's thoughts on the Eclectic Method and 2) case study on discussing the implementation of the Eclectic Method in Mahmud Yunus' perspective. The research data were obtained using documentation, observation, and in-depth interviews. The data is then validated for correctness, suitability and reliability through data triangulation. The findings of this study illustrate that; (1) according to Mahmud Yunus that each branch of the Arabic language material is taught with various methods while still centered on one method (direct method), (2) The implementation of Arabic teaching methods at Pondok Gontor Sembilan shows conformity with Mahmud Yunus's thoughts on aspects of combining methods which is in line with the direct method in a systematic and tiered manner.
Kahoot Gamification: Fostering Critical Thinking in Arabic Listening Comprehension Hikmawati, Sholihatul Atik; Fatim, Al Lastu Nurul; Hamid, M. Abdul; Ma’arif, A. Samsul; Bakhiet, Bakri Muhammad
Alsina : Journal of Arabic Studies Vol. 7 No. 1 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.7.1.28086

Abstract

In the era of digital transformation, education increasingly demands innovative pedagogical approaches that not only enhance language proficiency but also cultivate students’ critical thinking skills. This study explores how Kahoot gamification supports the development of critical thinking in Arabic listening comprehension. The research employed a qualitative approach with a single instrumental case study design to examine the integration of Kahoot-based learning activities and their cognitive outcomes. Data were collected through participant observation, documentation, and interviews involving 39 undergraduate students from the Faculty of Sharia, UIN Maulana Malik Ibrahim Malang, class of 2024. The data were analyzed using the interactive model of Miles and Huberman to identify indicators of critical thinking based on Facione’s six dimensions: interpretation, analysis, evaluation, inference, explanation, and self-regulation. The findings revealed that Kahoot gamification was implemented through four learning activities: song playback, simple dialogue, short film, and short story. Each activity stimulated distinct aspects of critical thinking, with song and short film activities generating the most active responses. The study suggests that Kahoot gamification may serve as an effective pedagogical tool to foster engagement and higher-order thinking in Arabic listening instruction, particularly for beginner-level learners.
Arabic Teachers Pedagogical Competence: Cultural Approach in Enhancing the Students' Communicative Skills Sanusi, Anwar; Hamid, M. Abdul; Nurbayan, Yayan; Ismail, Zawawi bin; Maulia, Lia Nurasriah
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 11 No. 1 (2024)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v11i1.39919

Abstract

This research aims to discuss the pedagogical competence of Arabic teachers at the senior high school level (Madrasah Aliyah), focusing on cultural approaches to improve students' Arabic communicative skills. The research method used is a qualitative approach with a phenomenological type. This research involved classroom observations, in-depth interviews with the two teachers, and analysis of documents related to learning materials. The research results highlight two important things: First, the importance of selecting learning materials that suit students' needs and their level of understanding and paying attention to diverse learning interests and learning styles. Teacher 1 (T1) combines a book published by the Ministry of Religion of the Republic of Indonesia, Kurikulum Menteri Agama (KMA) 183 textbooks, with the silsilah ta'lim al-Lughah al-Arabiyyah pedigree to overcome the leading textbook's lack of Arabic cultural content. In contrast, teacher 2 (T2) integrates theoretical principles of language teaching with online learning resources and audiovisual materials. Second, this research shows that creating interactive, collaborative and communicative learning situations is essential in improving students' communicative competence. T1 uses question-and-answer techniques, discussions and group work, while T2 combines modern technology with learning videos, interactive applications and guided discussions. This research implies the importance of a cultural approach in improving students' Arabic communicative skills in Madrasah Aliyah. These findings can be the basis for developing a more inclusive and relevant curriculum in Arabic language learning at the high school level by paying attention to cultural aspects as an integral part of Arabic language teaching.
PENGEMBANGAN BAHAN AJAR BAHASA ARAB BERBASIS TEORI BELAJAR KONSTRUKTIVISME UNTUK MAHASISWA Hamid, M. Abdul; Hilmi, Danial; Mustofa, M. Syaiful
Arabi : Journal of Arabic Studies Vol. 4 No. 1 (2019)
Publisher : IMLA (Arabic Teacher and Lecturer Association of Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24865/ajas.v4i1.107

Abstract

Teaching materials are very important in the process of learning Arabic; therefore, the teaching and learning process requires motivation to increase student language competence. With regard to the material taught in higher education, the urgency of constructivism theory has not yet fulfilled in the success of learning. As a result, the theory becomes a necessity for the development of teaching material to strengthen their interest in developing language competencies. This study intended to develop Arabic teaching materials for students in Islamic Religious Colleges so that they do not depend on books sourced from Arab countries that have different cultures than local cultures. Based on the results of the needs analysis, the textbook product was produced, which is named al-Arabia li al-Hayah along with inputs from experts. The results of this book trial showed that this book was effective to meet the needs of students in improving Arabic competence through mastery of vocabulary in their environment.
Innovative Thinking Approach in Designing Teaching Materials for Ilm Badi Course: A Comprehensive Framework for Enhancing Students' Writing Skills Dalle, Muhammad; Jundi, Muhammad; Hamid, M. Abdul; Machmudah, Umi
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 12 No 1 (2024)
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v12i1.7944

Abstract

Students face several challenges in learning Ilm Badi, including difficulty understanding learning objectives, a lack of comprehension regarding the classification in Ilm Badi materials, insufficient visual stimuli in teaching materials, and challenges in generating new sentences. These issues indicate a mismatch between theoretical understanding and practical language skills. Therefore, this study aims to design teaching materials for Ilm Badi with an innovative thinking approach to stimulate students' writing creativity. The research method employed is Research and Development (R&D), integrating the instructional material design procedure by Sa'ud with the ADDIE model. Data were collected through interviews, observations, and questionnaires. The results indicate that the innovative thinking approach is relevant in strengthening creative thinking processes in general and supports the teaching of Ilm Badi with a more progressive and contextual approach. The teaching materials produced through detailed design stages involve composing content in Arabic and Indonesian, utilizing additional visualizations, and designing exercises to encourage students' innovative thinking abilities. The teaching materials design process includes collaboration with relevant experts. It undergoes expert assessments, resulting in teaching materials that meet standards for use in Ilm Badi learning, emphasizing innovative thinking. Further studies are necessary to test the designed teaching materials' effectiveness empirically.
AL-BALAGHAH; ANTARA PENGETAHUAN DAN DISIPLIN ILMU (PERSPEKTIF SEJARAH BAHASA DAN SASTRA ARAB) Hamid, M. Abdul
LiNGUA: Jurnal Ilmu Bahasa dan Sastra Vol 3, No 1 (2008): LiNGUA
Publisher : Laboratorium Informasi & Publikasi Fakultas Humaniora UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ling.v3i1.574

Abstract

At first, the study of al balaghah was focused on the study of al ma’nani, that functions to remove lahn similar with nahwu.  The history of al balaghah is divided into four stages, 1) marhalah al-nasy’ah  (growth), (2) marhalah al-numuw (development), (3) marhalah al-izdizar (glory), and (4) marhalah al-dhubul (decline). In Jahiliyah era, the Arabs used al fashahah and al balaghah in their language. They were proud much on their language style in orang language, however the al-balaghah was not constructed as a field of knowledge yet. During Bani Ummaya era, there were many khitabaat, asy’ar and natsr contributing to the development al-balaghah as a field of study. Furthermore, in Bani Abbasiyyah era, al balaghah as a field of study was well formed so that mustholahaat on the discussion of balaghah was defined and well ordered. In the following era, al balaghah declined without significant development.
Kontroversi Seputar Naskh Al-Quran Hamid, M. Abdul
el Harakah: Jurnal Budaya Islam Vol 1, No 3 (1999): EL HARAKAH
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/el.v1i3.4702

Abstract

Naskh which is an urgent and principal problem, has a wide and high complication in Islamic theology and fiqh. There are at least two types of naskh accepted by the majority of Muslim jurists, namely Alhukm wa Attilawah (the abolition of law and recitations) and naskh al hukm duna al tilawah (abolition of the law but no text). Knowledge of the naskh and manssukh is one of the urgent things to understand the Quran as part of the ulumu of the Qur'an. The clerical controversy surrounding the Quranic verse, the question of naskh - mansukh may remain a controversial issue. However, he should not reduce faith to the characteristics of the Qur'an that should be positioned proportionally by everyone who claims to believe in the Qur'an. For instance one should not reduce Mujadalab and shahadab to actualize its values in all things. Indeed, the Koran is not enough just to be a moral foundation. Naskh yang merupakan masalah yang urgen dan pokok, memiliki komplikasi yang luas dan tinggi dalam teologi dan fikih Islam. Paling tidak ada dua jenis naskh yang diterima oleh mayoritas ahli hukum muslim, yaitu naskh Alhukm wa Attilawah (penghapusan hukum maupun tilawah) dan naskh al hukm duna al tilawah (penghapusan hukum tetapi tidak ada teksnya). Pengetahuan tentang naskh dan manssukh adalah salah satu hal yang urgen untuk memahami al Quran sebagai bagian dari ulumu al Quran. Kontroversi ulama seputar naskb al Quran, persoalan naskh - mansukh boleh jadi tetap sebagai persoalan kontroversal. Tetapi, ia tidak boleh mengurangi keimanan kepada karakteristik al Quran yang harus diposisikan secara proporsonal oleh setiap orang yang mengaku mengimani al Quran. Sebagai contoh tidak bolehnya mengurangi Mujadalab dan syahadab untuk mengaktualisasikan nilai-nilainya dalam segala hal. Memang al Quran tidak cukup hanya dijadikan landasan moral.
Asy-Syekh Adam Abdullah Al-Ilwari Wa Manhajuhu fi I'dad Asy-Syu'ara' Hamid, M. Abdul; Ibraheem, Lateef Onireti
el Harakah: Jurnal Budaya Islam Vol 9, No 1 (2007): EL HARAKAH
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/el.v9i1.4666

Abstract

The development and spread of Arabic literary works cannot be separated from the founder and its figures both from Arabic spoken-country and non-Arabic one. Syaikh Adam Abdullah al Ilori is one of the figures in Nigeria that has significant role in spreading Arabic literary works and at once educating the next generation as litterateur and the expert of Arabic literature in Nigeria. In line with the aim, there are five strategies developed by Syaikh Adam al Ilori; 1) memorization, b) direct teaching of Arabic literary works, c) teaching the principles of aruud, d) training to create the Arabic poems, and e) holding competition to encourage young poets. These five strategies are effective to be applied in Nigeria in aiming for spreading Arabic literature and creating the expert of it so that many writers were born in Nigeria such as Abu Bakar Umar, Roji Suliman, Abdul Baqi Syuaib, and many more. Perkembangan dan penyebaran karya sastra Arab tidak bisa dilepaskan dari para pelopor dan para tokohnya baik dari negara Arab sendiri maupun dari negara non Arab. Syaikh Adam Abdullah al Ilori adalah salah satu tokoh sastra Arab di Nigeria yang punya peran signifikan dalam penyebaran karya sastra Arab dan sekaligus mencetak generasi penerus sebagai sastrawan dan ahli di bidang sastra Arab di Nigeria. Dalam membentuk generasi sastrawan di bidang sastra Arab (syair), ada lima startegi yang dikembangkan Syaikh Adam al Ilori, yaitu a) dengan cara hafalan, b) mengajarkan karya-karya sastra Arab, c) mengajarkan kaidah-kaidah aruud, d) melatih membuat syair-syair Arab, e) mengadakan kontes-kontes pada momen-momen penting sebagai ajang kreativitas para penyair muda. Lima strategi ini sangat efektif digunakan di Nigeria dalam menyebarkan karya sastra Arab dan membentuk generasi yang ahli di bidang sastra Arab sehingga telah banyak melahirkan sastrawan-sastrawan di Nigeria yang ahli di bidang sastra Arab seperti: Abu Bakar Umar, Roji Suliman, Abdul Baqi Syuaib, dan lain sebagainya.
Co-Authors Abdul Wahab Rosyidi Ainin, Moh. Ainin Bakhiet, Bakri Muhammad Baklizi, Mai Khalied Mahmoud Bisri Mustofa Dalle, Muhammad Danial Hilmi Daroini, Slamet Dewi Chamidah Djuaeni, M. Napis ENJANG BURHANUDIN YUSUF, ENJANG BURHANUDIN Erlina Erlina Fatim, Al Lastu Nurul Fattah, Abd Hamzah Hamzah Hikmawati, Sholihatul Atik Ibraheem, Lateef Onireti Imam Asrori Ismail, Zawawi Bin Jundi, Muhammad K., Agustang M. Abdullah Charis Mamluatul Hasanah Maulia, Lia Nurasriah Ma’arif, A. Samsul Mia Nurmala Moh. Ainin Muassomah Muassomah Mubasyiroh, Mubasyiroh Muhammad Tareh Aziz Muhammad Yusuf Salam Muis, Muhsin Musdalifah Musdalifah Mustofa, M. Syaiful Nurhadi Nurul Hadi, Nurul Nurul Wahdah, Nurul Saniyyah, Azzah sanusi, Anwar Siti Fatimah Sugirma, Sugirma Sulaikho, Siti Syuhadak, Syuhadak Ulil Amri Umi Machmudah Wahyuddin Wahyuddin Wiwik Prasetiyo Ningsih Yayan M.A Nurbayan Zubaidah R, Zubaidah