Articles
<![CDATA[Al-munÄẓarah Al-‘Ilmiyyah bi Al-Lugati Al-‘Arabiyyati AṡnÄ’ IntisyÄr KaufÄ«d-19: Hal Hiya Mumkinah? ]]>
<![CDATA[Maturedy, Faris]]>;
<![CDATA[Wargadinata, Wildana]]>;
<![CDATA[Maimunah, Iffat]]>
<![CDATA[ ALSUNIYAT: Jurnal Penelitian Bahasa, Sastra, dan Budaya Arab ALSUNIYAT: Jurnal Penelitian Bahasa, Sastra, dan Budaya Arab | VOL. 4 NO. 1 (2021) ]]>
Publisher : <![CDATA[Departemen Pendidikan Bahasa Arab ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.17509/alsuniyat.v4i1.32075
<![CDATA[The Arabic debate competition was canceled due to the Covid 19 pandemic. So that ITHLA held the competition through zoom. Meanwhile, the Arabic Language Education Study Program held an Arabic language debate through WhatsApp. The researcher aims to describe the Arabic debate amid the Covid 19 pandemic. Researchers used a qualitative approach. Researchers obtained data by observation, interviews, and documentation. Meanwhile, the data were analyzed descriptively. The result of this research is that debates during the pandemic are carried out through zoom and WhatsApp. The challenge is that this activity can be followed by Arabic language students throughout Indonesia because the Arabic debate is only followed by students in Java. Meanwhile, the problem is that students have to make sure their signal is good. Also, debates via WhatsApp at IAIN Jember lowered student interest. Meanwhile, students who debated through zoom found difficulties in rebutting.]]>
<![CDATA[ANALISIS BUKU AL BIDAYAH DAN AL MIFTAH LIL ‘ULUM : (Simplifikasi atau Sistematisasi) ]]>
<![CDATA[Maturedy, Faris]]>;
<![CDATA[Amirul Mukminin]]>
<![CDATA[ Lahjah Arabiyah: Jurnal Bahasa Arab dan Pendidikan Bahasa Arab Vol. 5 No. 1 (2024): Lahjah Arabiyah - January 2024 ]]>
Publisher : <![CDATA[Fakultas Tarbiyah Universitas Ibrahimy ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35316/lahjah.v5i1.94-106
<![CDATA[The rules of Arabic grammar are usually hard to understand for a new student. This motivates scholars who study classic educational materials to introduce new ideas that help beginner students quickly grasp the fundamentals of Arabic grammar. These learning innovations include the books Nahwu Sharaf Al Bidayah and Al Miftah lil Ulum. Each of these two books possesses unique traits. The researcher intends to study these features to verify the location of the two books. Researchers utilize qualitative methodologies employing a content analysis framework. The primary data sources for this research are the books Nahsu Sharaf Al Bidayah and Al Miftah lil 'Ulum. The data was analyzed based on the concepts of renewal in learning Arabic grammar after it was obtained. The research findings indicate that the book Nahwu Sharaf Al Bidayah promotes organization and analytical reasoning while engaging with Arabic literature. The book Al Miftah lil 'Ulum focuses on simplifying and presenting content in an engaging manner.]]>
<![CDATA[AL-SHIRA’ AL-SIYAASIY FI RIWAAYAT AL-KARNAK LI NAJIB MAHFUZ WIFQA NADHARIYYAT RALF DAHRENDORF ]]>
<![CDATA[Ashfiya, Zaimatil]]>;
<![CDATA[Maturedy, Faris]]>;
<![CDATA[Najwa, Nafisatin]]>
<![CDATA[ Afshaha: Jurnal Bahasa dan Sastra Arab Vol 1, No 1 (2022): Afshaha:Jurnal Bahasa dan Sastra Arab ]]>
Publisher : <![CDATA[Faculty of Humanities UIN Maulana Malik Ibrahim Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18860/afshaha.v1i1.16017
<![CDATA[This study aims to describe the phenomenon of politic conflict experienced by the characters in the novel al Karnak by Najib Mahfudz. Therefore, the researcher uses Ralf Dahrendorf's theory of political conflict to identify social conflicts in the novel. This study uses a qualitative method with a literature study model. Then the researcher used reading and note-taking techniques to obtain data related to social conflict in al Karnak's novel. Reading technique aims to identify politic conflict events in al Karnak's novel. While the note-taking technique aims to facilitate researchers in the process of coding for each event. After the data was obtained, data analysis was carried out using the Miles, Hubarman and Saldana model. Namely, data collection, data reduction, data presentation and drawing conclusions. The results showed that each character in the novel al Karnak wishes for a revolution in Egypt. This means that there is a strong desire to change the ideology of the state. The government, on the other hand, rejected the revolution. According to Ralf Dahrendorf's conflict theory, the government is the dominant group, while society is the dominant group. So that the government group has authority over the people ]]>
<![CDATA[Al Qaṣāidu assyahīratu Li Tarqiyati Mahārat al Istimā’: Dirāsah Tajrībiyyah Qabliyyah bi Ma’hadi Tājil ‘Alawiyyīn ]]>
<![CDATA[Baharun, Segaf]]>;
<![CDATA[Maturedy, Faris]]>;
<![CDATA[Haddad, Faishol]]>
<![CDATA[ Journal of Language Intelligence and Culture Vol. 5 No. 1 (2023): Journal of Language Intelligence and Culture ]]>
Publisher : <![CDATA[Faculty of Tarbiyah and Teacher Training, IAIN Jember ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35719/jlic.v5i1.117
<![CDATA[The students’ drawbacks in listening skill, at the Ma’had Tajul Alawiyyin, has become a problem that must be solved, as it is a fundamental and significant skill in learning the Arabic language. This study aims to find out whether the implementation of al qasaid as syahirah in the book Maslak Al-Nabil can improve the listening skill or not at the Tajul Alawiyyin islamic boarding school. This research is important as it is that one of the method that can be used to overcome the students’ weaknesses in identifying the difference between the sounds of the audible letters, the sounds of similar letters, and understanding Arabic vocabulary] As for the research methods, it used the quantitative research method which focuses in finding out the effectiveness of teaching listening skill through the famous al qasaid as syahirah. The data was analyzed by using (t-Test). After the treatment, the researchers concluded that the use of al qasaid as syahirah is effective to improve students’ listening skill from the results obtained within the experimental group in the pre- and post-test which suggested that the mean score is significantly different with the control class. Therefore, the implementation of al qasaid as syahirah gives a significant effect for teaching and learning process of the Arabic listening skill.]]>
<![CDATA[Al-Anashir al-Sab’ah li al-Kafa’ah al-Tarbawiyyah ladai Mu’allim al-Lughah al-Arabiyyah bi al-Madrasah al-Aliyah Al Azhar ‘inda Jaihah Covid 19: Kaifa Tahaqqaqat? / The Seven Elements of Pedagogical Competence among Arabic Language Teachers at MA Al-Azhar: How was it achieved? ]]>
<![CDATA[Maturedy, Faris]]>;
<![CDATA[Masruroh, Dewi]]>
<![CDATA[ Loghat Arabi : Jurnal Bahasa Arab dan Pendidikan Bahasa Arab VOL 4, NO 2 (DESEMBER 2023): LOGHAT ARABI ]]>
Publisher : <![CDATA[IAI DDI Polewali Mandar, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.36915/la.v4i2.119
<![CDATA[Abstract: This study aims to describe the pedagogical competence of Arabic teachers at MA Al Azhar. Researchers use a qualitative approach with a case study model. To obtain the data, the researchers conducted interviews with participants consisting of 3 Arabic teachers at the school. After the data was collected, researchers analyzed the data with the Miles & Huberman model which consisted of 3 stages. That is, data exposure, data reduction and ending with drawing conclusions. The results showed that there are 7 components in pedagogic competence that can be applied by MA Al Azhar Arabic teachers. Namely, (1) Understanding of learning theory (2) Understanding student characteristics (3) Learning design (4) Carrying out learning well (5) Able to use technology-based learning media (6) Ability to carry out evaluations (7) Directing students according to their interests. However, in the element of learning implementation, Arabic teachers need time to adjust to distance learning. Based on the results mentioned, the researchers recommend simulating learning adjustment in times of emergency for Arabic teachers. Therefore, research after this can focus on teacher adjustment in the midst of remote learning during the covid emergency in terms of personality competence and professional competence.المستخلص: هدفت هذه الدراسة إلى وصف الكفاءة التربوية لمعلمي اللغة العربية في المدرسة العالية الأزهر. استخدم الباحثون منهجا كيفيا مع نموذج دراسة حالة. للحصول على البيانات، أجروا المقابلة مع 3 مدرسي اللغة العربية. وتم تحليل البيانات بنموذج Miles and Huberman حيث يتكون من 3 مراحل من عرض للبيانات وتخفيضها والاستنتاج منها. وتوصل الباحثون إلى أن تتوفر 7 عناصر الكفاءة التربوية. وهي (1) فهم نظرية التعلم (2) فهم خصائص الطالب (3) تصميم عملية التعليم (4) تنفيذ عملية التعلم جيدا (5) القدرة على استخدام الوسائل القائمة على التكنولوجيا (6) القدرة على إجراء التقويم (7) توجيه الطلاب وفق ميولهم. في نهاية المطاف علم أن المدرسين يحتاجون إلى مدة يتكيفون فيها مع الظروف والأوضاع عند التعليم عن بعد. بناء على النتائج المذكورة، يوصي الباحثون بمحاكاة تعديل التعلم في الأحوال الطارئة لمعلمي اللغة العربية. لذلك، يتسنى للباحثين فيما بعد التركيز على تعايش مدرسي اللغة العربية أثناء التعليم عن بعد عند الوباء كوفيد 19 من حيث الكفاءة الشخصية والمهنية.]]>
<![CDATA[Distance Learning Activities For The Nahwu Subjects For Students In Islamic Boarding School ]]>
<![CDATA[Maturedy, Faris]]>
<![CDATA[ Lahjatuna: Jurnal Pendidikan Bahasa Arab Vol. 4 No. 1 (2024): Lahjatuna: Jurnal Pendidikan Bahasa Arab ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Arab ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.38073/lahjatuna.v4i1.1834
<![CDATA[This research is to provide a detailed description of the remote muraja'ah program that has been executed by a teacher at Al Mawarits An Nabawiyyah Islamic Boarding School. This program seeks to provide students with an alternative approach to reviewing their lessons encountered during their tenure at the Islamic boarding school. The present study employs a qualitative methodology. Observation and interviews were used as the methods of data collection. Once the data is gathered and considered adequate, it undergoes three critical steps of analysis: reduction, presentation, and drawing conclusions. The research findings suggest that this program comprises three distinct phases: design, execution, and reflection. The program design include socialization activities targeting the guardians of the students. Subsequently, the teacher compiles the resources on Nahwu and Sharaf utilizing the Blooket platform consulting with specialists. Implemented over the Maulid holiday, this program offers students three assignments and has garnered a favorable reception from their guardians. Upon reflection of this program, the instructor has come to the realization of their constraints in effectively using the digital learning platform. Therefore, I was driven to attempt under the supervision of a specialist. Consequently, the teacher astutely refrained from broadening the range of additional instructional resources. The pertinent factor to consider is the proportion of students who dedicate their time to assisting their parents instead of engaging in phone usage. Augmenting the range of the content may raise apprehensions that the students may become more engrossed in using their mobile devices while pretending to engage in studying.]]>
<![CDATA[Ahdafu Taklimi Al-Lugahti Al-Arabiyyati Fi Mu'assasati Al-Tarbiyyati, Hal Tahaqqaqat? ]]>
<![CDATA[Maturedy, Faris]]>;
<![CDATA[Sutrisno, Nina]]>
<![CDATA[ Critical Review of English-Arabic World Journal Vol 1 No 1 (2022): Critical Review of English-Arabic World Journal ]]>
Publisher : <![CDATA[Critical Review of English-Arabic World Journal is an open-access journal published by the Language Development Unit, State Islamic University of Kiai Haji Achmad Siddiq, Jember ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35719/crewjournal.v1i1.1366
<![CDATA[إن الهدف لغة كل مرتفع مرئي أو الغاية. وأما المراد بالهدف من المنظور التربوي فهو الوصف الموضوعي الدقيق لأشكال التغير المطلوب إحداثها في سلوك الطالب بعد مروره بخبرة تعليمية معينة. يشتق المعلم أهداف التعليم من عدة عناصر مهمة. هي فلسفة التربية وفلسفة المجتمع وطموحاته ومشكلاته وطبيعة نمو المتعلم وخصائصه وحاجاته وميوله واتجاهاته وطبيعة المادة الدراسية وآراء المتخصصين الأكاديميين. يسعى متعلم اللغة إلى تحقيق هذه الأهداف، هي (أ) الكفاية اللغوية: ويقصد بها سيطرة المتعلم على النظام الصوتي للغة العربية تمييزا وإنتاجا، ومرفته بتراكيب اللغةة، وقواعدها الأساسية، نظريا ووظيفيا والإلمام بقدر مناسب من مفردات اللغة للفهم والاستعمال، و(ب) والكفاية الاتصالية:، ويقصد بها قدرة المتعلم على استخدام اللغة بصورة تلقائية، والتعبير بطلاقة عن أفكاره وخبراته، مع تمكنه من استيعاب ما يتلقى من اللغة في يسر وسهولة ج) والكفاية الثقافية: ويقصد بها ما تحمله اللغة العربية من ثقافة تعبر عن أفكار أصحابها وتجاربهم وقيمهم وعاداتهم وآدابهم وفنونهم، وعلى مدرس اللغة العربية تنمية هذه الكفايات الثلاث لدى الطلاب من بداية البرنامج إلى نهايته، وفي جميع المستويات. تنقسم المؤسسات التربوية في إندونيسا إلى قسمين، المؤسسات التي تحققت فيها الأهداف الثلاث كلها والمؤسسات التي تحققت فيها بعض الأهداف.]]>
<![CDATA[تعليم الخط العربي لطلبة المعهد: دراسة وصفية في تعليم الخط بكتاب "كشكول" بمعهد القادري ]]>
<![CDATA[Haqiqi, Maulana Syahdan]]>;
<![CDATA[Maturedy, Faris]]>;
<![CDATA[Abdullah, Ahmad Hafidz]]>
<![CDATA[ Al-Af'idah Jurnal Pendidikan dan Pengajaran Bahasa Arab Vol 7 No 1 (2023): Maret ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Arab Fakultas Tarbiyah IAI Muhammadiyah Bima ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.52266/al-afidah.v7i1.1291
<![CDATA[الخط العربي جزء لا يتجزأ عن مهارة الكتابة في تعليم اللغة العربية. وكان هذا المجال ولا يزال يجذب أنظار الباحثين للدخول بالبحث في هذا المجال. تهدف هذه الدراسة إلى وصف أنشطة تعليم الخط العربي بكتاب "كشكول" في حرم معهد القادري الإسلامي. استخدم الباحثون منهج البحث الكيفي. وجمعوا البيانات من خلال الملاحظة والمقابلة الشخصية مع المخبرين والتوثيق. وقد جرت هذه الدراسة في معهد القادري الإسلامي بمشاركة ثلاثين طالبا. وبعد تمام جمع البايانات بدأ الباحثون يحللون البيانات بثلاث خطوات وفق نموذج مبلز وهوبارمان. وهي عرض البيانات وتخفيضها والاستنتاج منها. وبعد تمام تحليل البيانات علم أن أنشطة تعليم الخط العربي بمعهد القادري الإسلامي تتكون من ثلاثة أنشطة. وهي الأنشطة الافتتاحية والأنشطة الأساسية والأنشطة الختامية. أما الأنشطة الافتتاحية فتكونت من قراءة الدعاء إعداد أدوات كتابة الخط العربي. أما الأنشطة الأساسية فتكونت من شروع الطلبة في كتابة الأحرف الهجائية في كراسة "كشكول" بمنهج "حميدي". ثم لاحظ المدرس أعمال الطلبة وأتى بالتصويب مباشرة. وأما الأنشطة الختامية فتكونت من إعطاء المدرس المقترحات لأعمال الطلبة ذاك اليوم مع إجبارهم على عمل التمرينات التالية]]>
<![CDATA[استخدام لعبة "الحية والسلم" في تعليم التصريف الاصطلاحي: حيا نلعب فنحفظ ثم نتعود ]]>
<![CDATA[Maturedy, Faris]]>;
<![CDATA[Abicandra, Muhammad Nidom Hamami]]>;
<![CDATA[Baharun, Segaf]]>;
<![CDATA[Wargadinata, Wildana]]>
<![CDATA[ Journal of Arabic Language Teaching Vol 5 No 1 (2025): ARKHAS ~ Journal of Arabic Language Teaching ]]>
Publisher : <![CDATA[Postgraduate Study Programme of Universitas Islam Negeri KH. Achmad Siddiq Jember, Indonesia. ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35719/arkhas.v5i1.2252
<![CDATA[Tashrif Ishtilahi learning at Muhammadiyah Senior High School has become monotonous for students. The teacher implemented a "fun learning" strategy supported by a snakes and ladders game as instructional media to address this issue. This study aims to: describe the use of the snakes and ladders media in Tashrif Ishtilahi instruction, and examine classroom learning activities involving this media. This research adopts a qualitative approach. Data were collected through observation, interviews, and documentation. Observations and interviews were conducted to explore the classroom activities utilizing the Snakes and Ladders media, while interviews specifically captured teachers' responses to these learning activities. Documentation was used to gather visual data during the implementation process. Data were analyzed using Miles and Huberman's model, which involves three stages: data condensation, data display, and conclusion drawing. To ensure data validity, source triangulation was applied. The study yielded two main findings: the snakes and ladders media was designed using Canva, printed on A3 paper, and equipped with four tokens and one die to accommodate group play; and the gameplay resembled that of a conventional snakes and ladders game, with students required to correctly pronounce Tashrif Ishtilahi forms before moving to the next square.]]>
<![CDATA[Berbaris dan Menjawab: Sebuah Aktifitas Menarik dalam Pembelajaran Gramatika Bahasa Arab Bagi Santri ]]>
<![CDATA[Maturedy, Faris]]>;
<![CDATA[Baharun, Segaf]]>;
<![CDATA[Hanifansyah, Nur]]>;
<![CDATA[M. Solehudin]]>
<![CDATA[ Muhadasah: Jurnal Pendidikan Bahasa Arab Vol. 7 No. 1 (2025): Muhadasah: Jurnal Pendidikan Bahasa Arab ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Arab Institut Agama Islam Sunan Kalijogo Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.51339/muhad.v7i1.3504
<![CDATA[Proses pengenalan nahwu dan shorof kepada santri pemula bukanlah hal mudah. Ada permasalahan yang dihadapi oleh guru dalam proses ini. Yaitu, kelemahan santri dalam memahami dan menghafalkan konsep nahwu dan sharaf yang telah diajarkan. Oleh sebab itu, guru kelas i’dad di pondok pesantren Al Mawarits An Nabawiyyah mencoba menerapkan aktifitas “Berbaris dan Menjawab” sebagai bentuk praktik baik dalam mengatasi permasalahan tersebut. Berdasarkan permasalahan yang telah disebutkan peneliti bertujuan untuk mendeskripsikan 1) Pembelajaran nahwu dan sharaf bagi santri tingkat i’dad. 2) Bagaimana potret aktifitas “Berbaris dan Menjawab” dalam pembelajaran nahwu dan sharaf di kelas i’dad. Penelitian ini merupakan penelitian kualitatif dengan jenis naratif inkuiri. Pemerolehan data dilakukan dengan 2 teknik. Yaitu, observasi partisipatif selama aktifitas pembelajaran berlangsung dan wawancara dengan guru kelas i’dad. Data yang telah terkumpul dianalisis dengan 3 tahap sesuai dengan model analisis Miles & Huberman. Yaitu, reduksi, penyajian dan penarikan kesimpulan. Penelitian ini menghasilkan 2 kesimpulan. 1) Pembelajaran nahwu dan sharaf bagi kelas i’dad menekankan pengenalan konsep nahwu dan sharaf. Sehingga guru cenderung menggunakan metode hafalan dan drill. Bahan ajar yang digunakan oleh guru adalah buku “Ringkasan Teori Dasar” metode Al Bidayah. Masalah utama yang dihadapi oleh guru yaitu santri kerap lupa terhadap materi yang baru saja diajarkan di kelas sehingga guru menerapkan aktifitas “Berbaris dan Menjawab. 2) Aktifitas “Berbaris dan Menjawab” dilaksanakan 10 menit menjelang berakhirnya pelajaran. Santri berbaris dengan rapi dan masing-masing menjawab 1 pertanyaan dengan benar. Jika jawaban salah maka santri yang bersangkutan harus mengantri dan mengulang lagi hingga jawabannya benar.]]>
