Article Per Year (5 Year)
p-Index From 2021 - 2026
5.01
P-Index
This Author published in this journals
All Journal Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab Tadris: Jurnal keguruan dan Ilmu Tarbiyah Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan ARABIYAT Islam Futura Jurnal Pendidikan Islam Al-Ta'rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Terampil : Jurnal Pendidikan dan Pembelajaran Dasar Jurnal Ilmiah Peuradeun Arabi : Journal of Arabic Studies Arabiyatuna : Jurnal Bahasa Arab IJoLE: International Journal of Language Education Ijaz Arabi Journal of Arabic Learning Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban IZDIHAR Al-Ta'lim Al-Ittijah : Jurnal Keilmuan dan Kependidikan Bahasa Arab Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Thariqah Ilmiah ; Jurnal ilmu-ilmu kependidikan & Bahasa Arab Lughawiyah: Journal of Arabic Education and Linguistics Khalifa: Journal of Islamic Education Loghat Arabi: Jurnal Bahasa Arab & Pendidikan Bahasa Arab Tanwir Arabiyyah: Arabic as Foreign Language Journal Jurnal Pendidikan Islam Al-Fahmu: Jurnal Ilmu Al-Qur'an dan Tafsir Lughawiyah: Journal of Arabic Education and Linguistics Alsinatuna Armala : Jurnal Pendidikan dan Sastra Bahasa Arab Journal of Research on Community Engagement Naatiq: Journal of Arabic Education Ukazh: Journal of Arabic Studies
Febriani, Suci Ramadhanti
Unknown Affiliation
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

Published : 46 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 46 Documents
Search

 1   2   3   4   5 
Game-Based Language Learning: Implementing Arabic Speaking Proficiency through Truth or Dare with Spin Wheel Hasibuan, Renni; Jundi, Muhammad; Ali, Ibadurrahman; Febriani, Suci Ramadhanti; Bedra, Kddour Guettaoi
Lughawiyah: Journal of Arabic Education and Linguistics Vol 6, No 1 (2024)
Publisher : UIN Mahmud Yunus Batusangkar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/lughawiyah.v6i1.12224

Abstract

Game-based learning, incorporating both digital and traditional methods, has been extensively researched over the past decade. The current research aimed to conduct an in-depth investigation into implementation of the Truth or Dare with Spin the Wheel game in Arabic speaking learning. This research employs a qualitative approach, integrating observation and interviews, conducted within a learning environment consisting of 34 students. The results revealed that the implementation of Truth or Dare with Spin the Wheel in Arabic speaking learning involved three stages. First, preparation included setting up the Spin the Wheel application and preparing Truth or Dare questions. Next, the opening stage introduced the learning flow using the game. Then, the core stage had students actively participating by responding to questions or challenges in Arabic, followed by evaluation of their responses in the final stage. The game was considered successful in increasing students' active engagement in speaking Arabic, this is supported by observational data showing a 40% increase in student participation during game sessions compared to regular class activities, with each student taking an average of 3 speaking turns per session with the game versus just 1 turn per session in traditional methods, alongside a 50% rise in peer interactions, a 35% increase in teacher-student interactions, and a notable boost in confidence levels, as evidenced by more students volunteering to participate without hesitation.  Future research is recommended to explore the long-term impact of using the Truth or Dare with Spin the Wheel game in Arabic speaking learning.
A MODULE ON ISLAMIC-BASED PARENTING EDUCATION FOR YOUTH FAMILY DEVELOPMENT: EDUCATING MUSLIM TEENAGERS FOR FUTURE SUCCESS Kosim, Muhammad; Kustati, Martin; Nasution, Ilman; Anidar, Jum; Amelia, Rezki; Febriani, Suci Ramadhanti
Islam Futura Vol 24 No 2 (2024): Jurnal Ilmiah Islam Futura
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jiif.v24i2.20315

Abstract

This project aims to create an Islamic-centered parenting education module implemented in Youth Family Guidance (Bina Keluarga Remaja - BKR) programs to help parents educate and equip their teenagers for future success. The module was created by gathering parenting education resources for teenagers from an Islamic viewpoint that align with the current content in BKR activities. The Islamic content is incorporated into all BKR operations. The module was developed using the three stages of the Plomp model: preliminary study, prototype development, and assessment. This research has resulted in an Islamic-centered parenting module called "How to Educate Muslim Teenagers in Reaching the Future". The validators deemed the module very valid and practical after testing. The module has been partially implemented and feedback from observers and informants suggests that it can effectively enhance parents' comprehension and abilities in educating and caring for adolescent children during BKR activities.
Hello Talk: An Alternative Media for Improving Writing Skills for Higher Education Febriani, Suci Ramadhanti; Widayanti, Rizka; Saputra, Hendri Yahya; Safutri, Janniarni Toha; Bedra, Kddour Guettaoui
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 7 No. 1 (2023): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpba.v7i1.23661

Abstract

Productive language skills are an indicator of student success in using foreign languages. The lack of media allows students to interact with native speakers. It encourages researchers to analyze holistically how to use the HelloTalk application as an alternative media for increasing writing skills. This study used a qualitative descriptive research design—data collection techniques through observation, interview, and documentation. The data collection tools are based on pre-test and post-test scores, observation sheets, and a list of questions from interviews. The analysis technique used is Milles Huberman's theory. The results show that the HelloTalk application can provide opportunities for students to increase creativity and critical thinking. The ability students' showed an increase in score to 75.3. This result is indicated by using chat themes in broader writing skills and interaction with native speakers to explore information on the language being learned. In addition, the process of correcting writing errors can be corrected immediately. The findings of this research indicate that using the HelloTalk application increases the intensity of Arabic writing skills. This study recommends further research to test the effectiveness of the HelloTalk application against other foreign language skills with more varied research methods.
Tracking The Cognitive Spectrum of Arabic Learning Textbook Based on Curriculum Integration: HOTS, MOTS or LOTS? / Melacak Spektrum Unsur Kognitif Pada Buku Teks Pembelajaran Bahasa Arab Berbasis Integrasi Kurikulum: HOTS, MOTS atau LOTS? Febriani, Suci Ramadhanti; Ramadhani, Shintia Aqilah
Loghat Arabi : Jurnal Bahasa Arab dan Pendidikan Bahasa Arab VOL 6, NO 2 (DESEMBER 2025): LOGHAT ARABI
Publisher : UI DDI AD Polewali Mandar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36915/la.v6i2.565

Abstract

This study aims to analyze the leveling of textbook based on Bloom's Taxonomy theory which includes the categories of high-order thinking skills (HOTS), medium-order thinking skills (MOTS), and low-order thinking skills (LOTS). This study used a qualitative approach with a case study method. Data were collected through interviews, observations, and documentation; then analyzed using the Miles & Huberman method and content analysis. The results of this study indicate that the Ministry of Religious Affairs textbook for grade XII shows the LOTS category which is characterized by a more dominant percentage of exercises including category C2. This is indicated by the percentage of exercises as much as 18% in category C1 (knowing), 30% in category C2 (Understanding), 22% in category C3 (applying), 3% in category C4 (analyzing) and 0% in category C5 (evaluating) and 27% in category C6 (creating). Meanwhile, 4 textbooks in the Diniyyah Arabic Center curriculum are still classified as LOTS (Lower Order Thinking Skills) which is characterized by the distribution of operational verbs in the four books belonging to the memorizing and mentioning categories, not yet reaching the creating level. The DAC teaching materials show a 52% MOTS level, while C1 remains at 4%. C2 has a 30% percentage, and C4 shows 14%. Based on this, the DAC textbook remains at the Middle Order Thinking Skills level. This study also compares two curricula (KMA and DAC) simultaneously.Penelitian ini bertujuan untuk menganalisis penjenjangan buku teks pelajaran berdasarkan teori Taksonomi Bloom yang meliputi kategori keterampilan berpikir tingkat tinggi (HOTS), keterampilan berpikir tingkat sedang (MOTS), dan keterampilan berpikir tingkat rendah (LOTS). Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi; kemudian dianalisis menggunakan metode Miles & Huberman dan analisis isi. Hasil penelitian ini menunjukkan bahwa buku teks pelajaran Kementerian Agama untuk kelas XII menunjukkan kategori LOTS yang ditandai dengan persentase latihan yang lebih dominan termasuk kategori C2. Hal ini ditunjukkan dengan persentase latihan sebanyak 18% pada kategori C1 (mengetahui), 30% pada kategori C2 (Memahami), 22% pada kategori C3 (menerapkan), 3% pada kategori C4 (menganalisis) dan 0% pada kategori C5 (mengevaluasi) dan 27% pada kategori C6 (mencipta). Sementara itu, 4 buku teks dalam kurikulum Diniyyah Arabic Center masih tergolong LOTS (Lower Order Thinking Skills) yang ditandai dengan distribusi kata kerja operasional pada keempat buku yang termasuk dalam kategori menghafal dan menyebutkan, belum mencapai tingkat mencipta. Bahan ajar DAC menunjukkan tingkat MOTS sebesar 52%, sementara C1 tetap 4%. C2 memiliki persentase 30%, dan C4 menunjukkan 14%. Berdasarkan hal ini, buku teks DAC masih berada pada tingkat Middle Order Thinking Skills. Penelitian ini juga membandingkan dua kurikulum (KMA dan DAC) secara bersamaan.
Internalization of Living Qur'an Values for Millennial Generation in the Traditions of Birth, Marriage and Death in the Minangkabau Tribe Hanif, Muhammad Hanif; Febriani, Suci Ramadhanti; Bedra, Kaddour Guettaoi
Jurnal test Vol 2 No 1 (2023): March
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (405.206 KB) | DOI: 10.58363/alfahmu.v2i1.25

Abstract

This study aims to explore the values ​​of the Living Qur'an in the Millennial Generation based on Minangkabau ethnic background. This study used a case study design with 33 informants consisting of several universities with Minangkabau ethnic backgrounds even though the agencies they are sheltered from are from outside West Sumatra. Data collection techniques included limited observation, documentation of traditional activities in the surrounding environment and distribution of questionnaires with 20 questions via Google form, while data analysis used the Milles and Hubberman techniques. This research shows that the values ​​of the Living Qur'an in the Millennial Generation are applied to traditions developed in certain areas, such as traditions of birth, marriage and death. Basically, this research identifies that the internalization of the values ​​of the living Qur'an is still used even in the millennial generation environment. The research findings corroborate the values ​​of the Living Qur'an strengthen the activities of the millennial generation which are based on the sources of Al-Qur'an law. This research is still limited to samples and objects of study in the traditions of birth, marriage and death. On that basis, the researcher recommends identifying a variety of themes and a wider sample.
Tatbīq Ṭarīqat al-Qirāʾah Bilā Tahjiʾah (MTM) fī Taʿlīm al-Lughah al-ʿArabiyyah li-Dhawī ʿUsr al-Qirāʾah: تطبيق طريقة القراءة بلا تهجئة (MTM) في تعليم اللغة العربية لذوي عسر القراءة Asfar, Hadid; Rizki Aljufri, Gilang; Afwanillah; Febriani, Suci Ramadhanti
Ukazh : Journal of Arabic Studies Vol. 6 No. 3 (2025): Ukazh : Journal of Arabic Studies, September 2025
Publisher : Institut Muslim Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37274/ukazh.v6i3.8

Abstract

Learning Arabic for children with dyslexia requires a special method tailored to their needs. One effective method is the Reading Without Spelling Method (MTM), which introduces children directly to syllables without the need to spell out individual letters. This study aims to reveal the contribution of applying the Reading Without Spelling Method (MTM) in teaching Arabic to students with dyslexia and to identify the challenges faced in its implementation. The research is based on library study with a descriptive qualitative approach, drawing on various sources such as journals, books, and online articles, and analyzed using Miles and Huberman’s model through data presentation, reduction, and verification. The findings reveal that the Reading Without Spelling Method helps reduce cognitive load, boost self-confidence, and accelerate Arabic vocabulary acquisition. Nevertheless, challenges remain in its implementation, including the lack of specialized learning materials and insufficient teacher training. Overall, the Reading Without Spelling Method represents an inclusive and promising approach to supporting Arabic language learning for children with dyslexia, provided it is supported by qualified teachers and appropriate learning resources.
Co-Authors Abdul Muid Abdul Wahab Rosyidi Abidah, Sa’idatul Afwanillah Ali, Ibadurrahman Amri, Fauzul Fil Anasruddin, Anasruddin Anasrudin, Anasrudin Aqilah, Shintia Asfar, Hadid Bedra, Kaddour Guettaoi Bedra, Kddour Guettaoi Bedra, Kddour Guettaoui Danial Hilmi Desrani, Ayu DEWI SARTIKA Fajri, Suryadi Guettaoi, Kddour Bedra Guettaoui Bedra, Kddour Guettaoui, Kddour Bedra Hanif, Muhammad Hanif Haq, Shofia Nailatul Hasanah, Maidatul Hasibuan, Renni Hidayatul Mustafidah Humaira, Luluk husna, Ilya Ibrahim, Faisal Mahmoud Ibrahim, Faisal Mahmoud Adam Imam Asrori Jum Anidar Jundi, Muhammad Khadijah Khadijah Leviana, Leviana Mahmudi, Arifka Mahyudin Ritonga Maimunah, Iffat Maiza, Zikrawahyuni Martin Kustati Mela, Desriliwa Ade Merri Yelliza MUFTI MUFTI, MUFTI Muhammad Afif Amrullah, Muhammad Afif Muhammad Afif Amrulloh MUHAMMAD KOSIM, MUHAMMAD Mustika, Dela Nardi, Hanifa Nasution, Ilman Neli Putri Nursyahida, Nursyahida Octriana, Leny Perrodin, David D Rahmat Satria Dinata Rahmawati, Rahmawati Rahmawati, Rahmawati Ramadhani, Khalilah Ramadhani, Shintia Aqilah Rasyidi, Abdul Wahab Rezki Amelia Ritonga, Apri Wardana Rizki Aljufri, Gilang Rosita Ilhami Safutri, Janniarni Toha Saputra, Hendri Yahya Saputra, Prayoga Sermal Sermal Setiawan, Indil Sirait, Wahida Raihan Sutaman, Sutaman Syaiful Mustofa Syuhadak, Syuhadak Wicaksono, Meidias Abror Widayanti, Rizka Wildana Wargadinata Yahya, Muhamad Yasmadi Yasmadi, Yasmadi Yassirli, Ulfa Yolanda, Refiyana Yusnawati, Yusnawati Zahra, Dwi Noviatul Zainul Arifin