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Rahmawati, Nailur
Universitas Negeri Semarang
Religion Arts Humanities Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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MABAR : PENGEMBANGAN MEDIA PEMBELAJARAN BERBASIS ADOBE FLASH PROFESSIONAL CS 6 UNTUK KETERAMPILAN MENYIMAK BAHASA ARAB KELAS VIII MTS Romi, Yeyen Febrianti Sekar; Rahmawati, Nailur; Amrullah, Nafis Azmi
Lisanul Arab: Journal of Arabic Learning and Teaching Vol 9 No 1 (2020): Lisanul Arab
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/la.v9i1.39314

Abstract

Dalam proses pembelajaran membutuhkan media pembelajaran untuk menarik minat siswa. Salah satu software yang dapat digunakan adalah adobe flash. Adobe flash dapat digunakan sebagai media pembelajaran karena sifatnya yang dinamis dan interaktif, sehingga menambah ketertarikan siswa dalam belajar. Purwarupa dari media pembelajaran berbasis adobe flash professional CS 6 adalah 1) bagian awal yang berupa animasi opening 2) halaman utama yang terdiri dari tombol KI, KD, dan Indikator, tombol petunjuk penggunaan dan petunjuk tombol dalam media, tombol profil, tombol tema 1, tombol tema 2, dan tombol tema 3. 3) setiap tema terdiri dari 12 kosakata, 3 kosakata untuk evaluasi berupa permainan hangman, dialog sederhana, 4 dialog rumpang berupa permainan metal ball, dan 2 pertanyaan berupa pilihan ganda untuk evaluasi. Media pembelajaran MABAR yaitu sebagai sarana belajar siswa di dalam dan di luar kelas untuk keterampilan menyimak bahasa Arab karena dapat menarik minat siswa dan melatih kemandirian siswa dalam belajar bahasa Arab. Hasil penilaian validasi dari para ahli dan guru dari berbagai aspek meliputi aspek rekayasa perangkat lunak dengan nilai rata-rata 87,65; aspek komunikasi memperoleh nilai rata-rata 88,30; aspek audio memperoleh nilai rata-rata 80; dan aspek visual memperoleh nilai rata-rata 86,71 dari ahli media dan guru. Sedangkan penilaian ahli materi dan guru yang meliputi aspek kelayakan isi memperoleh nilai rata-rata 88,30; aspek kelayakan penyajian memperoleh nilai rata-rata 88,25; dan pada aspek kelayakan bahasa memperoleh nilai rata-rata 88,43; sehingga dari seluruh aspek mendapatkan nilai rata-rata 85 sehingga dapat dikatakan media MABAR layak digunakan.
EFEKTIVITAS METODE MIM-MEM (MIMICRY MEMORIZATION) UNTUK MENINGKATKAN KETERAMPILAN BERBICARA DAN MEMBACA BAHASA ARAB SISWA KELAS VIII MTS MAARIF NU 04 TAMANSARI PURBALINGGA Nurrohmah, Nurrohmah; Rahmawati, Nailur; Busri, Hasan
Lisanul Arab: Journal of Arabic Learning and Teaching Vol 9 No 2 (2020): Lisanul Arab
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/la.v9i2.42651

Abstract

penerapan suatu metode pembelajaran yang melibatkan peran aktif siswa dalam proses interaksi belajar mengajar, salah satunya dengan penerapan metode Mim-Mem (Mimicry Memorization). Masalah yang dikaji dalam penelitian ini adalah bagaimana efektivitas metode Mim-Mem (Mimicry Memorization) untuk meningkatkan keterampilan berbicara dan membaca bahasa Arab siswa kelas VIII MTs Maarif NU 04 Tamansari Purbalingga. Jenis dan desain penelitian ini adalah kuantitatif dan quasi eksperimen dengan pola nonequivalent control group design. Teknik pengumpulan data menggunakan tes dan non tesTeknik analisis data adalah uji hipotesis. Hasil penelitian menunjukkan adanya peningkatan kelas eksperimen lebih besar dibanding kelas kontrol. Hal ini terbukti dengan rata-rata nilai pre-test dan post-test keterampilan berbicara kelas eksperimen yaitu 68,9 dan 75,16. Sedangkan diketahui pada kelas kontrol rata-rata dari nilai pre-test dan post-test adalah 66,98 dan 65,56. Pada keterampilan membaca kelas eksperimen rata-rata dari nilai pre-test dan post-test adalah 68,43 dan 75,33. Sedangkan pada kelas kontrol rata-rata dari nilai pre-test dan post-test adalah 71,16 dan 71,50. Dari perhitungan menggunakan t-test diperoleh thitung = 9,7 dan thitung = 3,24, sedangkan ttabel untuk N=30 dan derajat kebebasan dk=30-1=29 adalah 2,045 dengan taraf signifikansi 5%. Karena thitung > ttabel maka hipotesis yang diterima adalah Ha. Dengan demikian penerapan metode Mim-mem (Mimicry Memorization) efektif untuk meningkatkan keterampilan berbicara dan membaca bahasa Arab siswa kelas VIII MTs Maarif NU 04 Tamansari Purbalingga.
ASMAUL HUSNA DALAM AL QUR’AN Mubarok, M.Zaki; Nawawi, Muchlisin; Rahmawati, Nailur
Lisanul Arab: Journal of Arabic Learning and Teaching Vol 10 No 1 (2021): Lisanul Arab
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/la.v10i1.48208

Abstract

The aims of this study are: (1) to describe the morphological formation of Asmaul Husna; (2) describe the Asmaul Husna slot; (3) describe the Asmaul Husna pattern model; (4) describe the case and the syntactic function of Asmaul Husna; (5) describe the grammatical markers on Asmaul Husna in the Qur'an. This research is an analysis of Asmaul Husna's morphosyntactic in the Qur'an. This research is a qualitative research with library research design. The data of this research are presented with the consideration sample technique. In this study, from 156 data of Asmaul Husna found 3 data ism jamid, and 153 data ism musytaq. There are 91 mubalaghah data slots, 21 ism fa'il data slots, 6 mashdar data slots, and 35 musyabbahah sifah data slots. There are 97 data on raf' cases, 31 data on nashb cases and 33 data on jar cases. There are 2 data as mubtada', 51 data for khabar case, 3 data for fa'il case, 28 data for khabar inna, 10 data for na't (marfu'), and 3 data for ma'thuf (marfu'), 21 data for khabar kana, 2 data as maf'ul bih, 1 data as munada, 6 data as tamyiz, and 1 data as na't (manshub), 8 data as majrur, 5 data as mudhaf ilaih, and 18 data as na't ( majrur), and 2 data as badal (majrur). There were 91 data marked with dhammah dhahirah, and 1 data marked with dhammah muqaddara, 31 data marked with fathah dhahirah, and 33 data marked with kasrah dhahirah. Asmaul Husna merupakan kumpulan 99 nama-nama Allah yang menunjukan keindahan dan keperkasaan Allah. Penelitian ini merupakan analisis morfosintaksis Asmaul Husna di dalam al-Qur’an menggunakan penelitian kualitatif dengan desain studi pustaka (library research). Data penelitian ini disajikan dengan teknik sampel pertimbangan. Dalam penelitian ini, dari 156 data Asmaul Husna ditemukan 3 data ism jamid, dan 153 data ism musytaq. Tedapat 91 data slot mubalaghah, 21 data slot ism fa’il, 6 data slot mashdar, dan 35 data slot sifah musyabbahah. Terdapat 2 data dengan model pola فَعَل, 5 data dengan فَعْل, 4 data dengan فَعِل, 79 data dengan فَعِيْل, 9 data dengan فَعْلَان, 15 data dengan فَعُوْل, 2 data dengan فُعُّوْل, 1 data dengan فَعَال, 17 data dengan فَاعِل, 15 data dengan فَعَّال, 1 data dengan مُفعِل, 1 data dengan مُفَيْعِل, 1 data dengan مُفَعِّل, 1 data dengan مُفْتَعِل 1 data dengan مُتَفَعِّل, dan 1 data dengan مُتَفَاعِل. Terdapat 97 data raf’, 31 data nashb dan 33 data jar. Terdapat 2 data sebagai mubtada’, 51 data khabar, 3 data fa’il, 28 data sebagai khabar inna, 10 data na’t (marfu’),dan 3 data ma’thuf (marfu’), 21 data khabar kana, 2 data maf’ul bih, 1 data munada, 6 data tamyiz, dan 1 data na’t (manshub), 8 data majrur, 5 data mudhaf ilaih, dan 18 data na’t (majrur), dan 2 data badal (majrur). Ditemukan 91 data berpenanda dhammah dhahirah, dan 1 data berpenanda dhammah muqaddarah, 31 data berpenanda fathah dhahirah, dan 33 data berpenanda kasrah dhahirah.
TINDAK TUTUR ILOKUSI PADA NOVEL ZAINY BARAKAT KARYA GAMAL AL GHITANI (KAJIAN PRAGMATIK) Fitriya, Nofita Indah; Rahmawati, Nailur; Arifin, Akbar Syamsul
Lisanul Arab: Journal of Arabic Learning and Teaching Vol 10 No 2 (2021): Lisanul Arab
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/la.v10i2.51940

Abstract

The objectives of this research are; (1) Identifying the form of illocutionary speech acts found in Gamal Al Ghitani's Zainy Barakat novel; (2) Determine the pragmatic function of illocutionary speech acts contained in the novel Zainy Barakat by Jamal Al Ghitani.This research is a qualitative research, the research design is in the form of a literature study (study research), the data collection technique is a note-taking technique, the research instrument uses data cards and data recapitulation sheets, while the data analysis method uses the extralingual equivalent method. In this study research, 155 speech acts were found which were divided into 5 forms of illocutionary speech acts and 4 speech act functions. Based on the analysis of the utterances, it can be detailed as follows; 43 forms of assertive illocutionary speech, 61 forms of directive illocutionary speech, 11 forms of speech illocutionary commissive, 38 forms of expressive illocutionary speech, and 2 forms of declarative illocutionary speech. Of the five forms of illocutionary speech, directive speech is the most common, and the form of declarative speech is the least used. Pragmatic functions are classified into four kinds of functions, namely competitive, conventional, collaborative and conflictual. In the novel Zayni Barakat found four kinds of functions which are detailed as follows: 58 competitive functions, 28 conventional functions, 47 ​​collaborative functions and 22 conflictive functions. From these data, the most pragmatic function found is the competitive function, and the least is the conflictive function.
PEMBELAJARAN BAHASA ARAB: MENUJU HIGHER ORDER THINKING SKILLS (HOTS) Nailur Rahmawati
Prosiding Konferensi Nasional Bahasa Arab No 4 (2018): Prosiding Konferensi Nasional Bahasa Arab IV
Publisher : Prosiding Konferensi Nasional Bahasa Arab

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Abstract

Abstrak: Pendidikan bukan hanya proses mentransfer ilmu pengetahuan, kemudian siswa diminta menghafal, lalu dinilai berdasarkan kemampuan menghafal pengetahuan tersebut. Jika hal ini masih dilakukan, maka sistem pendidikan masih tradisional. Sedangkan siswa saat ini perlu diajarkan kemampuan berpikir tingkat tinggi atau HOTS (Higher Order Thinking Skills). Kemampuan berpikir tingkat tinggi menjadi salah satu kemampuan yang penting untuk dimiliki siswa, tidak terkecuali dalam pembelajaran bahasa Arab. HOTS merupakan kemampuan berpikir kritis, logis, reflektif, metakognitif, dan kreatif. Hal ini sesuai dengan kurikulum 2013 yang menuntut peserta didik tidak hanya untuk mengingat dan menjabarkan suatu materi yang telah diajarkan, tetapi juga mampu memprediksi, mendesain, dan memperkirakan. Aktivitas strategis yang dilakukan dalam pembelajaran Bahasa Arab agar siswa mencapai kemampuan berpikir tingkat tinggi dimulai dengan indikator HOTS : (1) level analisis, (2) level evaluasi, dan (3) level mencipta).Kata kunci: pembelajaran, bahasa Arab, HOTS
PELATIHAN MODEL PENGEMBANGAN PEMBELAJARAN TERDIFERENSIASI BAGI FORUM MGMP BAHASA ARAB WILAYAH JAWA TENGAH Nailur Rahmawati; Retno Purnama Irawati; Nafis Azmi Amrullah; Binta Mu’tiya Rizki; Astin Dwi Masithoh; Izzah Hanifah; Faiz Achmad Alauddin
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 4 No. 4 (2023): Volume 4 Nomor 4 Tahun 2023
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v4i4.18464

Abstract

Pembelajaran Bahasa Arab seyogyanya dilaksanakan secara interaktif, menyenangkan, serta memberikan ruang yang cukup bagi prakarsa, kreativitas, dan kemandirian sesuai dengan bakat, minat serta perkembangan fisik dan psikologis peserta didik. Hal ini sejalan dengan konsep pembelajaran terdiferensiasi yaitu kegiatan pembelajaran yang memodifikasi proses, mendesain berbagai aktivitas untuk membantu peserta didik memahami materi dan menyesuaikan proses pembelajaran di kelas untuk memenuhi kebutuhan belajar individu setiap peserta didik sehingga mereka tidak frustrasi dan merasa gagal selama proses pembelajaran. Namun berdasarkan studi pendahuluan yang dilakukan tim pengabdi, 50,9% pendidik belum pernah mendengar pembelajaran terdiferensiasi, 47,2% belum memahami dan 84,9% belum menerapkan model pembelajaran terdiferensiasi. Diharapkan setelah pelatihan ini, pendidik dapat mengatur bahan pelajaran, kegiatan, tugas yang harus diselesaikan, dan penilaian akhir berdasarkan kesiapan peserta didik dalam belajar agar pembelajaran yang professional, efisien, dan efektif dapat terwujud.Target program pengabdian ini adalah pendidik yang tergabung dalam Forum Musyawarah Pendidik Mata Pelajaran (MGMP) Bahasa Arab di Jawa Tengah, dengan luaran: 1) memberikan pemahaman tentang model pembelajaran terdiferensiasi pada pembelajaran Bahasa Arab 2) memberikan pengalaman langsung dalam menerapkan model pembelajaran terdiferensiasi, 3) mengembangkan model pembelajaran terdiferensiasi pada pembelajaran Bahasa Arab. Metode pelaksanaan diantaranya: 1) menjelaskan model pembelajaran terdiferensiasi pada pembelajaran Bahasa Arab ; 2) modelling; (3) praktek; dan (4) evaluasi kegiatan pengabdian.Luaran kegiatan pengabdian ini adalah 1) artikel yang dipublikasikan pada jurnal sinta 2/3/4/5, 2) artikel kegiatan  pengabdian kepada masyarakat pada media cetak lokal, dan (3) video highlight kegiatan pengabdian.
PENGEMBANGAN MUJARAB (MU’JAM JAWA-ARAB) SEBAGAI PENUNJANG KETERAMPILAN BERBICARA BAHASA ARAB SISWA SMA DI PATI Inarotud Dujja; Nailur Rahmawati
Lisanul Arab: Journal of Arabic Learning and Teaching Vol 12 No 2 (2023): Lisanul Arab
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/la.v12i2.75675

Abstract

Mujarab (Javanese-Arabic Dictionary) is a website-based online thematic dictionaryused to support the Arabic speaking skills of Senior High School students.This research was motivated by problems in Senior High School students inPati who still have difficulty in learning Arabic, especially in speaking skills. Thisdifficulty is caused by the lack of vocabulary mastered by students. One of the mediathat can be used to increase student vocabulary is a dictionary. Then researchersdeveloped a website-based online thematic dictionary called "Mujarab" using twolanguages, namely Javanese and Arabic. Javanese was chosen because Javanese isthe language of instruction in learning. In addition, the Javanese language serves asa preservation of Javanese culture and as a medium for instilling character andpoliteness values towards students. The problems studied in this study are: 1) How toanalyze the needs of Mujarab development, 2) How to design Mujarab, 3) and Howto validate experts and teachers against Mujarab. This research uses a qualitativeapproach with research and development (R&D) design. The research model uses theADDIE model without using the implementation stage. The subjects of the studywere teachers and grade X students at MA Sunan Prawoto and SMA Muhammadiyah3 Kayen with sample selection techniques using purposive sampling techniques, anddata collection techniques using interviews, questionnaires, and documentation. Theresults of this research are: 1) Teachers and students want the development ofMujarab; 2) This efficacious design has several features, namely Homepage,vocabulary, expressions; dialogues, exercises, aphorisms, exercises, instructions, andprofiles; 3) The assessment of Mujarab in the aspect of language and materialfeasibility obtained an average score of 45,4, while in the media aspect obtained anaverage score of 43.2. The total average score of Mujarab is 88,6 with a very decentcategory, so it can be used as a medium in learning Arabic speaking skills of grade XSenior High School students. 4) Mujarab improvements by experts include: colorselection on media as a product differentiator, icon changes on the "Home" menu inMujarab, improvements to inappropriate images, improvements to impropergrammar, changes in word diction in Javanese vocabulary, changes in image size,uniformity of font types on each page, and changes in the order of the Mujarabfeatures.
ARABIC LANGUAGE DIRECTIVE SPEECH ACT IN SALAHUDDIN AL-AYYUBI MOVIE Rahmawati, Nailur; Irawati, Retno Purnama; Nawawi, Muchlisin; Sulimah, Sulimah
Arabi : Journal of Arabic Studies Vol 5, No 2 (2020)
Publisher : IMLA (Arabic Teacher and Lecturer Association of Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24865/ajas.v5i2.292

Abstract

A movie can be used as an effective and feasible medium for delivering messages; this served as the study’s rationale. This research acquired communicative speeches in the Salahuddin Al Ayyubi movie. This research aimed to explore two objectives: to describe the form of directive speech acts and to find out the functions of the directive speech acts. The techniques used in this research comprised: (1) uninvolved conversation observation; (2) recording; (3) transcription; and (4) note-taking. The results showed that (1) there were six forms of directive speech acts in the dialogues of "Saladin al-Ayyubi", i.e., imperative, request, invitation, advice, criticism, and prohibition; (2) the functions of directive speech acts in the dialogues of "Saladin al -Ayyubi” are quite varied. The imperative functions had 83 speech data. The request function comprised 52 speech data. The invitation function involved 33 speech data. The advice function consisted of 39 speech data. The criticism act had 13 speech data. The prohibition function consisted of 23 speech data.
Differentiated Instruction as a Form of Merdeka Belajar in Arabic Language Learning Rahmawati, Nailur; Al-Muayyad, Mohammad Nasrul Fata; Rohmah, Kholifatur; Fitri, Aisyah Najwa Noor; Damayanti, Annisa
Arabiyatuna: Jurnal Bahasa Arab Vol. 8 No. 2 (2024)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v8i2.11022

Abstract

The purpose of this study is to examine and describe the concepts and principles of differentiated instruction models and examples of their implementation in Arabic language learning. This is an effort to determine practical procedural steps that can be taken and followed by Arabic language teachers to benefit from differentiated instruction. Through differentiated instruction, it is expected that the role of the teacher is not just to exhaust the material, but to optimize the learning process of each student; differentiation becomes a prerequisite for the learning process, not just an additional element that is “nice to have”. To achieve this goal, this research uses a literature study approach with an inductive descriptive method design to present views and theories about differentiated instruction and how it is applied in Arabic language learning. With this approach, this research seeks to explore theories and opinions regarding differentiated instruction models, analyze them, and utilize them to be used as procedural steps in Arabic language learning. The results of this research indicate that the differentiated instruction model can be a learning solution that can be implemented to answer the needs of diverse students. Differentiated instruction is learning that begins with a diagnostic assessment to map the characteristics of students so that teachers are able to design learning well according to students' needs. Differentiated instruction can be applied through content, process and product aspects. It is hoped that the results of this research can provide benefits for teachers and provides insight into the application of differentiated instruction in Arabic language learning.   Keywords: Differentiated learning model, Arabic learning, Merdeka belajar
KEEFEKTIFAN MODEL PEMBELAJARAN COOPERATIVE LEARNING BERBANTUAN MEDIA KOMIK STRIP UNTUK MAHARAH KITABAH PADA SISWA KELAS VIII MTS NEGERI 2 KENDAL: THE EFFECTIVENESS OF A COOPERATIVE LEARNING MODEL ASSISTED WITH COMIC STRIP MEDIA TO IMPROVE STUDENTS' ARABIC WRITING SKILLS Muhammad Rif'an Alfudian Adi Pradana; Nailur Rahmawati; Nafis Amrullah
Lisanul Arab: Journal of Arabic Learning and Teaching Vol. 13 No. 1 (2024): Lisanul Arab
Publisher : Universitas Negeri Semarang

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Abstract

This research is based on the difficulties faced by MTs of state 2 Kendal students in learning Arabic writing skill, especially VIII-grade students. Among the difficulties they experience include remembering vocabulary, arranging sentences in the correct grammatical structure, and expressing ideas in written form. This difficulty is motivated by several factors, for example the characteristics of Arabic writing itself which are very different from Indonesian writing. Another factor is that students' levels of understanding vary due to their different educational backgrounds. The Cooperative Learning model assisted by comic strip media is present as one of the efforts offered as an alternative to this problem. The aim of this research is to describe the application of the Cooperative Learning model assisted by comic strip media for Arabic writing skill in VIII grade at MTs of state 2 Kendal students and analyze its effectiveness. The type of research in this study is quantitative research using a quasi-experimental research design with a non-equivalent control group design pattern. The data collection techniques used are test and non-test techniques. The results showed that the increase in the experimental class score from pre-test to post-test was greater than the control class. The average pre-test and post-test scores for the control class were 70,59 and 76,41. Meanwhile, the average pre-test and post-test scores for the experimental class were 73,59 and 84,64. Based on the t-test using SPSS, it is known that the significance value obtained is 0,007. Because 0,007 < 0,05 then H1 is accepted. Based on this statement, it can be concluded that "the Cooperative Learning learning model assisted by comic strip media is effective for teaching Arabic writing skill to students in  VIII grade at MTs of  state 2 Kendal". These results are also supported by non-test data which shows the impact and positive responses of students to the Cooperative Learning learning model assisted by comic strip media.
Co-Authors Abdul Basit Agwinanda, Almira Ahmad Miftahuddin Al-Muayyad, Mohammad Nasrul Fata Amrullah, Nafis Azmi Arifin, Akbar Syamsul Astin Dwi Masithoh Binta Mu’tiya Rizki Bukhori, Aisyah Afifah Damayanti, Annisa Dian Yuni Pamuji Faiz Achmad Alauddin Fitri, Aisyah Najwa Noor Fitriya, Nofita Indah Furoida, Qonita Inarotud Dujja Iryani, Nur Hikmah Putri Izzah Hanifah Lidwina Nesya Candra Maghfiroh, Ulfa Miftahuddin, Ahmad Mubarok, M.Zaki Muchlisin Nawawi, Muchlisin Muhammad Rif&#039;an Alfudian Adi Pradana Mujab, Ahmad Saiful Nafis Amrullah Nafis Azmi Amrullah Nina Mardiana (F01108057) Nurrohmah Nurrohmah, Nurrohmah Prembayun Miji Lestari Retno Purnama Irawati Ria Riski Marsuki Rohmah, Kholifatur Romi, Yeyen Febrianti Sekar Sekar Anggun Hairunisa Sulimah, Sulimah TATI NURHAYATI