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All Journal Abjadia, International Journal of Education Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab UIN Palangka Raya Arabiyatuna : Jurnal Bahasa Arab IJoLE: International Journal of Language Education Lectura : Jurnal Pendidikan El-Tsaqafah: Jurnal Jurusan PBA TSAQAFAH Al-Ta'lim TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab Thariqah Ilmiah ; Jurnal ilmu-ilmu kependidikan & Bahasa Arab Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab Tarbiyah Wa Ta'lim: Jurnal Penelitian Pendidikan dan Pembelajaran IBDA': Jurnal Kajian Islam dan Budaya Journal Cerdas Mahasiswa Lughawiyah: Journal of Arabic Education and Linguistics Alsinatuna Naskhi: Jurnal Kajian Pendidikan dan Bahasa Arab Al-Irfan: Journal Of Arabic Literature and Islamic Studies EL TSAQAFAH Lingeduca: Journal of Language and Education Studies
Rahmawati, Rahmawati
Universitas Islam Negeri Imam Bonjol Padang
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Ta'tsiir Istikhdaam Namuudzaj La'b al-Adwaar 'Ala Mahaarat al-Kalam Ladaa al-Thalabat Fii al-Madrasat al-Hukuumiyyat 1 Padang: تأثير استخدام نموذج لعب الأدوار على مهارة الكلام لدى الطلبة في المدرسة الحكومية 1 بادنج Titi Erlanda; Hanomi Hanomi; Rahmawati Rahmawati
TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab Vol 6 No 2 (2024): Tsaqofiya: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Jurusan Pendidikan Bahasa Arab UIN Kiai Ageng Muhammad Besari onorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/tsaqofiya.v6i2.622

Abstract

كان الهدف من البحث هو تحديد قدرات الطلاب في مهارات التحدث قبل استخدام نماذج لعب الأدوار وقياس تأثير استخدام نماذج لعب الأدوار على مهارات التحدث لدى الطلاب في المدرسة الحكومية 1 بادنج. طريقة البحث هذه هي بحث كمي من النوع شبه التجريبي حيث تستخدم أدوات جمع البيانات الاختبارات وتحليل البيانات يستخدم اختبارات T. تتكون مصادر البيانات من مديري المدارس والطلاب. وتكونت مواضيع الاختبار من الطلاب. أظهرت نتائج البحث أن مهارات التحدث لدى الطلاب قبل استخدام نموذج لعب الأدوار في المدرسة الحكومية 1 بادنج. يمكن رؤيتها من الاختبار القبلي في الفصل الضابط الذي يعني 59.41 بتقدير ضعيف، وفي الفصل التجريبي المعنى هو 56.28 بتقدير ضعيف. يظهر تأثير استخدام تمثيل الأدوار على مهارات التحدث في في المدرسة الحكومية 1 بادنج إيجابيًا ومعنويًا حيث بلغ متوسط ​​درجة الاختبار البعدي في الفصل التجريبي 90,8 بدرجة جيدة ومتوسط ​​درجة الاختبار البعدي في الفصل الضابط 86,5 بقيمة جيدة. يمكن رؤية هذا البيان من نتائج اختبار الفرضيات باستخدام اختبار t ب independen sample t-test بقيمة sig 2-tailed0،000الأصغر من 0،05، يتم فالفرضية Ha مقبولة والفرضية Ho مردودة. لذلك استنتجت الباحثة أن استخدام نموذج لعب الأدوار يؤثر على مهارة الكلام لطلبة الفصل العاشر في المدرسة العالية الحكومية 1 بادانج. Abstract The aim of the research was to determine students' abilities in speaking skills before using role-playing models and to measure the effect of using role-playing models on students' speaking skills at SMA Negeri 1 Padang. This research method is quantitative research with a quasi-experimental design, where data collection tools use tests and data analysis uses T-tests. Data sources consist of school principals and students. The test subjects consisted of students. The research results show that the students' speaking skills before using the role-playing model at SMA Negeri 1 Padang can be seen from the pre-test in the control class, which mean 59.41 with a weak estimate, and in the experimental class, the mean is 56.28 with a weak estimate. The influence of the use of role-playing on speaking skills at SMA Negeri 1 Padang shows a positive and significant effect, with the average post-test score in the experimental class averaging 90.8, indicating a good score, and the post-test score in the control class averaging 86.5, also with a good value. This statement can be observed from the results of hypothesis testing using the Independent Sample t-test, with a two-tailed significance value of 0.000, which is less than 0.05. The Ha hypothesis is accepted, and the Ho hypothesis is rejected.
Tathwiir al-Wasiilat al-Ta’liimiyyat ‘Alaa Asaas al-Tafkiir al-Naqdiy li Thullab Qism Ta’liim al-Lughat al-‘Arabiyyyat Jaami'at Imam Bonjol al-Islamiyyat al-Hukuumiyyat Bi Padang: تطوير الوسيلة التعليمية التفاعلية على أساس التفكير النقدي لطلاب قسم تعليم اللغة العربية جامعة إمام بونجول الإسلامية الحكومية ببادانج Zikri Khanafi; Rahmawati Rahmawati; Yasmadi Yasmadi
TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab Vol 6 No 2 (2024): Tsaqofiya: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Jurusan Pendidikan Bahasa Arab UIN Kiai Ageng Muhammad Besari onorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/tsaqofiya.v6i2.632

Abstract

أما أهداف البحث هو لتحليل الاحتياجات المعلم والطلاب في الوسيلة التعليمية التفاعلية ، لتصميم الوسيلة التعليمية التفاعلية على أساس التفكير النقدي لطلاب قـسم تعلـيم اللغة العربية جامعة إمام بونجول الإسلامية الحكومية ببادانج. وأما المدخل في هذا البحث فهو المدخل التطويري. وأما في طريقة البحث التطويري توجد عدد نموذج. والنموذج المستعمل في هذا البحث هو لدي 4د. وطريقة جمع البيانات المستخدمة هي الاستبانة. أما نتيجة البحث فهي أن درجة احتياجات المعلم إلى الوسيلة التعليمية التفاعلية 95 %. واحتياجات الطلاب إلى الوسيلة التعليمية التفاعلية تصل إلى 44،90 %. وأما تصميم الوسيلة التعليمية التفاعلية يتكون على جمع المواد وكتابة المواد على الورق وتحول كتابة المواد إلى الصوت على منصة وصناعة الفيديوا التعليمية على التطبيق Plotagon وكتابة شبكة التدريبات وصناعة التدريبات على منصة Wordwall وتصميم الوسيلة على منصة Padlet. Abstract The research aims to analyze the needs of lecturers and students for interactive learning media, and to design interactive learning media based on higher -order thinking skills for students majoring in Arabic Language Education at Imam Bonjol State Islamic University, Padang. The research method used is research and development. There are several models for development research methods. The model used in this research is 4D. The data collection methods used were questionnaires and were analyzed by statistical calculations. The research results show that the level of teachers' need for interactive education methods is 95%. Students' need for interactive educational facilities reached 90.44%. The process of designing interactive learning media includes collecting teaching materials collected from semester learning plans, writing learning materials in Word, converting written teaching materials into sound using the platform text-to-speech platform, making videos of learning materials using the Plotagon application, makcreating exercises to measure student abilities using the platform Wordwall, and designing interactive learning media on the Padlet platform.
Ta'sir al Ta'liim al Mutamayiz 'ala Nata'ij Ta'allum al Lughah al 'Arabiyyah laday Thalabah al Madrasah al 'Aliyah fi al Ma'had al 'Ashriy al Mutahaddy al Burufisuur al Duktuur Hamka Padang Windi Novrianti; Asrina Asrina; Rahmawati Rahmawati
Jurnal Naskhi Jurnal Kajian Pendidikan dan Bahasa Arab Vol 7 No 1 (2025): Volume 7 Nomor 1 April 2025
Publisher : Universitas Islam Ahmad Dahlan Sinjai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/naskhi.v7i1.3598

Abstract

This research aims to explain the influence of differentiated learning on Arabic language learning outcomes in Pesantren Modern Terpadu Hamka Padang. It employs a quantitative apporoach using correlational methods. Data collection tools are observations, questionnaire, interviews, and documents. The results of the research show that: 1) The implementation of differentiated learning is in the 'adequate' category. This means that it is fairly in line with expectations but still needs improvement in the differentiation of content, process, and product. Meanwhile, the learning environment aspect is already good. 2) The average learning outcome of students at Pesantren Modern Terpadu Hamka Padang Senior High School in the affective aspect was 3,32, categorized as 'very good'. 3) Hypothesis testing using simple regression analysis indicates that differentiated learning has influence on learning outcomes, it was known from the F-calculated value being greater than the F-table value in the affective aspects, meaning that Ha was accepted and H0 was rejected. The R Square value shows that differentiated learning contributes 21,2% to affective outcomes. Learning outcomes are primarily influenced by other internal and external factors
Arabic Learning Styles in Public Universities: Convergence and Divergence of Madrasah and General Graduates Rahmi Wiza; Yasmadi Yasmadi; Rahmawati Rahmawati
Arabiyatuna: Jurnal Bahasa Arab Vol. 10 No. 2 (2026)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v10i2.15486

Abstract

This study describes the Arabic learning styles of students enrolled in an Arabic language course at a public university. It examines patterns of convergence and divergence among students from madrasah and general-school backgrounds across four linguistic aspects: phonology, morphology, syntax, and semantics. Using a quantitative descriptive survey design, the study involved 116 second-semester students of the Islamic Religious Education (PAI) Study Program at Universitas Negeri Padang who entered the program in 2024 and were enrolled in the Arabic language course. Because the 116 students constituted the entire population of the target cohort, total population sampling was employed. Participants  included 72 students from general schools and 44 from religious schools. Data were collected using a structured, closed-ended questionnaire based on the Visual, Auditory, and Kinesthetic (VAK) learning-style framework. The questionnaire contained 30 items measuring VAK preferences across the four linguistic aspects and students’ general preferences in Arabic learning. Data were analyzed descriptively using frequencies and percentages, interpreted with similar patterns as convergence and different patterns as divergence. The findings showed that students did not demonstrate a uniform learning preference across all Arabic linguistic aspects. In phonology, kinesthetics learning was dominant across all groups (47–67%), while visual learning was consistently the least preferred. In morphology, auditory learning was dominant in three of four groups, although female religious-school graduates showed a relatively balanced distribution of VAK preferences. In syntax, auditory learning demonstrated the strongest convergence, dominating all groups (44–68%). In semantics, visual and auditory learning were the two strongest preferences, indicating a relatively balanced pattern. Overall, the findings demonstrate both convergence and divergence by educational background, gender, and linguistic aspect. These results highlight the need for flexible, adaptive, and multimodal Arabic instruction that integrates visual, auditory, and kinesthetics activities to accommodate diverse learner profiles in public university contexts.
The Effect of the Mastery Learning Strategy Using Magic Card Media on Students’ Arabic Grammar Achievement Nike Saputri; Fauzana Annova; Rahmawati Rahmawati; Elfi Yandi; Sayyad Saad Abdissalam
Lughawiyah: Journal of Arabic Education and Linguistics Vol. 8 No. 1 (2026)
Publisher : UIN Mahmud Yunus Batusangkar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/lughawiyah.v8i1.17591

Abstract

Arabic grammar (nahwu) is an essential component of Arabic language learning, yet students may struggle to apply grammatical rules. Previous studies have examined various instructional strategies and media in Arabic grammar learning, but the outcomes of combining Mastery Learning and Magic Card media in eighth-grade nahwu instruction at Islamic boarding schools warrant further empirical examination. This study examined this combined approach among 31 eighth-grade students at H. Abdul Karim Syu’aib Islamic Boarding School in West Sumatra, Indonesia. A quantitative quasi-experimental study employed a nonequivalent control-group design using existing classes, with 16 students in the experimental group and 15 in the control group. The study lasted three months, comprising four classroom sessions: a pre-test, two instructional sessions using the experimental approach, and a post-test. Data were collected through tests, observations, and documentation. The experimental group’s mean score increased from 65.76 to 82.56, while the control group’s mean increased from 67.00 to 69.47. An independent-samples t-test revealed a significant post-test difference between groups, t(29) = 4.509, p < .001, mean difference = 13.096, 95% CI [7.156, 19.036]. The estimated Cohen’s d was 1.62, indicating a large effect. These findings suggest that the combined approach was associated with higher nahwu achievement than conventional instruction. However, non-random assignment, the single-school setting, the brief intervention, and the combined treatment limit causal interpretation. Further research should use validated instruments, broader samples, and delayed post-tests.
Co-Authors Abdul Halim Hanafi Ade Sri Wahyuni Apri Wardana Ritonga Arifdo Putra Asrina Asrina Asrina Asrina Awliya Rahmi Azkiya, Hidayati Bambang Bambang Disa‎ Meirilci Elfi Yandi Fauzana Annova Febriani, Suci Ramadhanti Fitri Alrasi Habibullah Ahmadi Hafni Butami Butami Halimy, Safrudin Hanomi Hanomi Hanomi Hanomi Ifkar Rasyid Ilya Husna Irsal Amin Lubis Kddour Guettaoui Bedra Kddour Guettaoui Bedra Kenny Andika Khadijah Khadijah Khairani Fadhilah Khairul Amal Mahyudin Ritonga Mamat Rachmat Martin Kustati Melisa Rezi Meliza Budiarti Muhammad Afif Amrulloh Muhammad Ghalib Ghalib Musalwa Musalwa Nancy Dwinta Neli Putri Nike Saputri Prayoga Saputra Rahmi, Awliya Rezkya Afril Safrudin Halimy Safrudin Halimy K Salsabilla Vatiha Azsira Sarah Almaulidia Sayyad Saad Abdissalam Singgar Mantahari Dalimunthe Siti Nurchalisah Sofyan Hadi Suci Ramadhanti Febriani Suci Ramadhanti Febriani Sudarman Sudarman Sudarman Sudarman Syifa Pauzia Habsi Syifa Titi Erlanda Uhame Binti Harun Urwatul Wusqo Urwatul Wusqo Vugar Abdullayev Windi Novrianti Wiza, Rahmi Wusqo, Urwatul Yasmadi Yasmadi Yelfi Dewi Yufni Faisol Zaimatuz Zakiyah Zainul Arifin Zikri Khanafi Zul Arif Arif Zulkifli Zulkifli