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All Journal Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab ARABIYAT PSYMPATHIC Jurnal Pendidikan Agama Islam Diwan : Jurnal Bahasa dan Sastra Arab Nady al-Adab Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Metalingua: Jurnal Penelitian Bahasa Lisanul Arab: Journal of Arabic Learning and Teaching TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban 'A Jamiy: Jurnal Bahasa dan Sastra Arab Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Loghat Arabi: Jurnal Bahasa Arab & Pendidikan Bahasa Arab Edusifa: Jurnal Pendidikan Islam Ukazh : Journal of Arabic Studies Asalibuna Gunung Djati Conference Series Tadris al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban RECOMS JURNAL PENELITIAN DAN PENGABDIAN
Syafei, Isop
UIN Sunan Gunung Djati Bandung
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Economics, Econometrics & Finance Education Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Tahlīl Al-Akhtā’ Al-Sharfiyyah wa Al-Nahwiyya fī Al-Kitāb Al-‘Arabiyyah Li Dars Al-Insyā’ Syafe'i, Isop; Fauziah, Neng Nada Putri; Azizah, Zakiyah
Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol 1, No 1 (2022): Tadris 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/ta.v1i1.17383

Abstract

Mengetahui kesalahan-kesalahan nahwu dan sharaf merupakan salah satu langkah awal dalam mengembangkan keterampilan menulis siswa. Penelitian ini bertujuan untuk mengetahui kesalahan nahwu dan sharaf dalam penulisan Bahasa Arab pada pelajaran Insya di kelas 4 putri Pondok Modern Al-Basyariyyah Cigondewah, mengetahui faktor-faktor penyebab kesalahan nahwu sharaf dalam penulisan Bahasa Arab pada pelajaran insya, dan untuk mengetahui solusi untuk memperbaiki kesalahan nahwu sharaf dalam penulisan Bahasa Arab pada pelajaran insya. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif, teknik pengumpulan datanya adalah observasi, wawancara, dokumentasi, dan kepustakaan, sedangkan teknik analisis datanya adalah reduksi informasi, penyajian data, dan verifikasi data. Hasil penelitian ini menunjukan bahwa kesalahan sharaf dalam penulisan Bahasa Arab terdapat pada aspek harakat pada tasrif dan shigot yang dapat menghilangkan aspek penting dalam kalimat, menambahkan hal-hal yang tidak perlu, serta kesalahan dalam susunan. Kesalahan nahwu dalam penulisan Bahasa Arab terdapat pada kesalahan mubtada khobar, fi’il fa’il maf’ul, na’at man’ut, jar majrur, inna wa akhwatuhaa dan idhofat. Faktor penyebab kesalahan secara umum adalah perbedaan sistem gramatika dan struktur kalimat yang terdapat dalam bahasa asal (B1) dengan bahasa target (B2). Kesalahan yang bersumber dari proses belajar mengajar yaitu kesalahan metode, media atau teknik. Upaya yang dapat dilakukan untuk memperbaiki kesalahan kebahasaan ini dengan memberikan latihan-latihan yang berkaitan dengan jenis kesalahan berbahasa dalam pelajaran insya.
Problems of Learning Arabic in Reading and Writing Skills in Nagreg Junior High School Mochamad Nur Ichsan; Isop Syafe'i; Abdullah Husen; Muhammad Hasan; Ainun Hasyim
Asalibuna Vol. 8 No. 02 (2024): Volume 08, Nomor 02, Desember 2024
Publisher : Institut Agama Islam Negeri (IAIN) Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v8i02.2386

Abstract

A person's language skills can be seen sequentially from four skills, namely listening, speaking, reading and writing. This skill of reading and writing Arabic is not realized to have been learned when learning to Read and Write the Qur'an. However, because it is not studied specifically in Arabic subjects, these skills are not honed properly, which is what happened at Islamic Junior High School of Matahati Nagreg. The purpose of this study is to find out the problems of Arabic learning that occur in Islamic Junior High School of Matahati Nagreg in reading and writing skills along with offering solutions that can be applied to overcome the problems that occur. The method used in this study is a descriptive method with a qualitative approach, namely by observation, interviews and documentation. The results of this study show that the problems that are being faced by Islamic Junior High School of Matahati Nagreg includes linguistic problems such as the ability to read and write Arabic letters, vocabulary, and grammatical comprehension that is still minimal. While non-linguistic problems include students, textbooks, teachers, facilities and the environment. The solution offered is to fix all these aspects so that both linguistic and non-linguistic problems can be handled efficiently and proportionally.
Improving Arabic Speaking Proficiency (Muhādatsah) Using Interactive-Communicative Instruction Maryani, Novy; Syafei, Isop; Kosim, Abdul
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol 8, No 1 (2024): 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.v8i1.34894

Abstract

This research delves into the efficacy of interactive-communicative learning methodologies in enhancing Arabic speaking proficiency, particularly within the realm of Muhādatsah (conversation). Interactive-communicative learning underscores direct learner interaction, fosters active communication, and furnishes an authentic educational environment. It is a potentially superior alternative to conventional learning techniques for bolstering Arabic speaking proficiency. The research amassed qualitative and quantitative data through classroom observations, interviews, and speaking proficiency assessments. Participants, comprising students with varying degrees of Arabic speaking skills in a tertiary education setting, were segmented into two groups: an experimental cohort exposed to interactive-communicative learning and a control cohort following traditional pedagogical approaches. The outcomes evinced a marked enhancement in Arabic speaking proficiency among learners engaging with interactive-communicative instruction vis-à-vis the control group. Those in the experimental cohort exhibited more pronounced advancements in vocabulary acquisition, sentence construction, and oral fluency, alongside a heightened confidence in Arabic communication. These findings suggest that interactive-communicative learning holds promise as a pragmatic strategy for ameliorating Arabic speaking aptitude. They underscore the significance of integrating genuine, contextualized learning experiences to facilitate learners' linguistic competence development. Subsequent research endeavors could explore techniques to enhance the efficacy of interactive-communicative learning within Arabic language education contexts.
أساليب القصر في سورة الملك وترجمتها إلى اللغة الإندونيسية في كتاب تفسير العشر الأخير Syafei, Isop; Yonan, Yonan
Diwan : Jurnal Bahasa dan Sastra Arab Vol 9 No 1 (2023): KAJIAN BAHASA DAN SASTRA ARAB
Publisher : Jurusan Bahasa dan Sastra Arab Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/diwan.v9i1.31417

Abstract

ولا تزال دراسة أساليب لغة القرآن مستمرة حتى الآن، لأن بنية اللغة القرآنية وأسلوبها لهما مزايا مختلفة. والهدف من هذا البحث هو معرفة إعجاز القرآن من نوع الأسلوب اللغوي الوارد في سورة الملك، وهو أسلوب القصر المتضمن في دراسة علم المعانى، وكذلك معرفة ترجمة أساليب القصر في سورة الملك إلى اللغة الإندونيسية. وكان هذا البحث من البحث النوعي مع استخدام طريقة تحليل المضمون. ولتحليل البيانات قام الباحثون بتحليل أنماط الجمل (الآيات) التي تدخل في فئة أساليب القصر وطريقة الترجمة لها. والنتائج المحصولة فهي( 1) ثمانية أنماط لأسلوب القصر في سورة الملك بطرق مختلفة مثل الاستثناء, وإنما, والتقديم ما حقه التأخير ( 2 ) الترجمة لكل واحدة من هذه الطريقة. ولذلك فإن نتائج هذا البحث مفيدة في إثراء اللغة وتنمية المعرفة، لا سيما فيما يتعلق بدراسة علم المعاني وهو مرجع أساسي في فهم معنى القرآن بشكل صحيح. Abstract The study of the Qur'an's Uslub (style) is ongoing, because the structure and style of the Qur'an have numerous benefits. The purpose of this research is to discover one of the Qur'anic miracles from the type of language style contained in Surat al-Mulk, namely the Qas{r language style included in the study of Asalib al-Ma'ani, as well as the translation of the meaning of the Qas{r language style in Surat al-Mulk into Indonesian. This study applied qualitative research with content analysis methods. To analyse data, researchers examine sentence patterns (verses) that fall into the Qas{r category, as well as translation methods. The findings of this study are as follows: 1) There are eight Qas{r patterns in Surat al-Mulk, each with its own method, such as Ististna, Innama, and precedence that should come last; and 2) translation of each Qas{r method. As a result, the findings of this study have implications for a wealth of knowledge, particularly those related to the study of Ma'a>ny science, and serve as the foundation for correctly understanding the content of the Qur'an.
Implikasi Teori Belajar Humanisme terhadap Pembelajaran Bahasa Arab / Implications of Humanistic Learning Theory on Arabic Language Learning Syafei, Isop
Loghat Arabi : Jurnal Bahasa Arab dan Pendidikan Bahasa Arab VOL 4, NO 2 (DESEMBER 2023): LOGHAT ARABI
Publisher : IAI DDI Polewali Mandar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36915/la.v4i2.166

Abstract

This research aims to explore the theory of humanism in Arabic language learning, its implications for the design, implementation, and evaluation of Arabic language learning, as well as the strengths and limitations of humanism theory in Arabic language learning. The research method employed a literature review to analyze the implications of humanism theory in Arabic language learning. The steps involved identifying sources, reading and analyzing them, synthesizing information, and developing a conceptual framework. The findings of the research indicate that: (1) Applying humanism theory in Arabic language learning promotes inclusivity, intrinsic motivation, personal growth, and strong teacher-student relationships. (2) Teacher-student interaction in humanism-based Arabic language learning strengthens relationships, creates an inclusive and supportive environment, and encourages student participation. (3) Implementing humanism-based Arabic language learning involves supportive and inclusive teacher-student interactions that foster trust. (4) Humanism-based evaluation in Arabic language learning focuses on personal growth, positive feedback, student involvement, meaningfulness, and increased motivation. (5) The strengths of humanism theory include student empowerment, personal growth, meaningful experiences, and inclusive environments. Its limitations include a lack of structure, limited emphasis on cognitive abilities, assessment challenges, and suitability for all students.Abstrak: Penelitian ini bertujuan untuk mengetahui teori humanisme dalam pembelajaran bahasa Arab, implikasinya terhadap disain pembelajaran bahasa Arab, implikasinya terhadap implementasi pembelajaran bahasa Arab, implikasinya terhadap evaluasi pembelajaran bahasa Arab, serta kelebihan dan kekurangan teori humanisme dalam pembelajaran bahasa Arab. Metode penelitian ini menggunakan studi literatur untuk menganalisis implikasi teori humanisme terhadap pembelajaran bahasa Arab. Langkah-langkah meliputi identifikasi sumber, pembacaan dan analisis, sintesis informasi, dan pembangunan kerangka konseptual. Hasil penelitiannya menunjukkan bahwa: (1) Penerapan Teori Humanisme dalam pembelajaran bahasa Arab mendorong inklusivitas, motivasi intrinsik, pertumbuhan pribadi, dan hubungan yang kuat antara guru dan siswa. (2) Interaksi guru-siswa dalam pembelajaran bahasa Arab berbasis teori humanisme memperkuat hubungan, menciptakan lingkungan inklusif dan mendukung, serta mendorong partisipasi siswa. (3) Implementasi pembelajaran bahasa Arab berbasis teori humanisme melibatkan interaksi guru-siswa yang saling mendukung, inklusif, dan memperkuat kepercayaan. (4) Evaluasi bahasa Arab teori humanisme: pertumbuhan pribadi, umpan balik positif, melibatkan siswa, bermakna, motivasi meningkat. (5) Kelebihan Teori Humanisme: pemberdayaan siswa, pertumbuhan pribadi, pengalaman bermakna, lingkungan inklusif. Kekurangannya: kurangnya struktur, kurangnya penekanan pada kemampuan kognitif, tantangan penilaian, ketidakcocokan dengan semua siswa.
Streamlining Arabic Grammar to Facilitate Mastery of Qirâ’at al-Kutub for University Students Ardiansyah, Ade Arip; Musthafa, Izzuddin; Syafei, Isop; Sanah, Siti
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol 11, No 2 (2024)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v11i2.42517

Abstract

This study evaluates a streamlined approach to Arabic grammar instruction designed to help university students master Qirâ’at al-Kutub. This study uses a qualitative approach with a case study design to explore the effectiveness of a simplified Arabic grammar teaching method in facilitating mastery of Qirâ’at al-Kutub. The simplified method addresses challenges in traditional teaching, improving comprehension and application of grammar in classical texts. Using pre-test and post-test analysis, the study recorded a 20% increase in average scores (65% to 85%) and significant reductions in fi'il mudhâri' errors (40% to 10%) and i’râb errors (50% to 15%). The method proved particularly effective for students struggling with conventional approaches, with 86% reporting improved confidence and comprehension. However, participants also highlighted the need for additional resources (82%) and support for complex texts (68%). This research offers a practical, inclusive solution to Arabic grammar instruction, fostering critical reading skills and deeper engagement with linguistic heritage. Future studies should explore digital tools, interactive platforms, and longitudinal impacts to refine and expand this approach in diverse educational contexts.
Implementasi Pendidikan Karakter Religius di SMP Hikmah Teladan Bandung Abdillah, Asep; Syafe'i, Isop
Jurnal Pendidikan Agama Islam Vol. 17 No. 1 (2020): Jurnal Pendidikan Agama Islam
Publisher : Yogyakarta: Jurusan Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpai.2020.171-02

Abstract

The development of information technology lately can harm the character of a nation. One creative effort to overcome this problem is the character in educational institutions. This study aims to determine the application of religious character education. This research uses a descriptive-analytic method with a qualitative approach. The location of the study was at Bandung Hikmah Exemplary Junior High School, the subjects of the study were the principal, curriculum waka, educators, and students. The results of his research are; (1) religious character values that are applied are spiritual values and insanity, (2) implementation is carried out by integrating learning with various activities in school, (3) the supporting factor is adherence to discipline, while the inhibiting factor is environmental differences association and the community environment, (4) the results of the implementation of religious character education can be seen from the existence of self-awareness in religion and show good academic results.
Using the CIRC (Cooperative Integrated Reading and Composition) Model to Improve Vocabulary Mastery and Reading Comprehension Syafei, Isop; Suaidah, Ai; Mukarom, Mukarom
Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol 3, No 2 (2024): Tadris 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/ta.v3i2.39365

Abstract

The Learning Model is a very important component in planning and delivering learning. Learning models have many varieties, one of which is the cooperative model. CIRC (Cooperative Integrated Reading and Composition) type. This study aims to determine the extent to which the CIRC (Cooperative Integrated Reading and Composition) learning model improves vocabulary mastery and reading comprehension of students at Madrasah Tsanawiyah Harapan Baru Ciamis in Arabic language subjects on qirā'ah material. The method used in this study is an experimental method with a quasi-experimental design of the pre-test and post-test type. Data collection techniques in this study were observation, interviews, tests, literature studies, and documentation. The sampling in this study was class IX-A and IX-B at MTs. Harapan Baru Ciamis totaling 47 students. The results showed increased students' learning outcomes in vocabulary mastery and reading comprehension at Madrasah Tsanawiyah Harapan Baru Ciamis in the control and experimental class students. This is indicated by the average initial value of vocabulary mastery in the control class of 50.63 to 67.92. While in the experimental class, the initial average score was 53.91 to 76.74. The increase in students' reading comprehension in the control class got an initial average score of 66.71 to 79.42. The average initial reading comprehension in the experimental class was 67.04 to 86.22. The effectiveness of increasing vocabulary mastery with the Jigsaw model in the control class increased by 35.75%, including the ineffective category. The increase in vocabulary mastery in the experimental class using the CIRC model was 49.75%. This shows that increasing vocabulary mastery is included in the less effective category. The effectiveness of increasing reading comprehension in the control class using the jigsaw model was 36.90%, indicating that the model used was included in the ineffective category. While the increase in reading comprehension using the CIRC model was 56.51%. This shows that increasing reading comprehension using the CIRC model is effective.
Improving Arabic Speaking Proficiency (Muhādatsah) Using Interactive-Communicative Instruction Maryani, Novy; Syafei, Isop; Kosim, Abdul
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 8 No. 1 (2024): 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.v8i1.34894

Abstract

This research delves into the efficacy of interactive-communicative learning methodologies in enhancing Arabic speaking proficiency, particularly within the realm of Muhādatsah (conversation). Interactive-communicative learning underscores direct learner interaction, fosters active communication, and furnishes an authentic educational environment. It is a potentially superior alternative to conventional learning techniques for bolstering Arabic speaking proficiency. The research amassed qualitative and quantitative data through classroom observations, interviews, and speaking proficiency assessments. Participants, comprising students with varying degrees of Arabic speaking skills in a tertiary education setting, were segmented into two groups: an experimental cohort exposed to interactive-communicative learning and a control cohort following traditional pedagogical approaches. The outcomes evinced a marked enhancement in Arabic speaking proficiency among learners engaging with interactive-communicative instruction vis-à-vis the control group. Those in the experimental cohort exhibited more pronounced advancements in vocabulary acquisition, sentence construction, and oral fluency, alongside a heightened confidence in Arabic communication. These findings suggest that interactive-communicative learning holds promise as a pragmatic strategy for ameliorating Arabic speaking aptitude. They underscore the significance of integrating genuine, contextualized learning experiences to facilitate learners' linguistic competence development. Subsequent research endeavors could explore techniques to enhance the efficacy of interactive-communicative learning within Arabic language education contexts.
Using the CIRC (Cooperative Integrated Reading and Composition) Model to Improve Vocabulary Mastery and Reading Comprehension Syafei, Isop; Suaidah, Ai; Mukarom, Mukarom
Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 3 No. 2 (2024): Tadris 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/ta.v3i2.39365

Abstract

The Learning Model is a very important component in planning and delivering learning. Learning models have many varieties, one of which is the cooperative model. CIRC (Cooperative Integrated Reading and Composition) type. This study aims to determine the extent to which the CIRC (Cooperative Integrated Reading and Composition) learning model improves vocabulary mastery and reading comprehension of students at Madrasah Tsanawiyah Harapan Baru Ciamis in Arabic language subjects on qirā'ah material. The method used in this study is an experimental method with a quasi-experimental design of the pre-test and post-test type. Data collection techniques in this study were observation, interviews, tests, literature studies, and documentation. The sampling in this study was class IX-A and IX-B at MTs. Harapan Baru Ciamis totaling 47 students. The results showed increased students' learning outcomes in vocabulary mastery and reading comprehension at Madrasah Tsanawiyah Harapan Baru Ciamis in the control and experimental class students. This is indicated by the average initial value of vocabulary mastery in the control class of 50.63 to 67.92. While in the experimental class, the initial average score was 53.91 to 76.74. The increase in students' reading comprehension in the control class got an initial average score of 66.71 to 79.42. The average initial reading comprehension in the experimental class was 67.04 to 86.22. The effectiveness of increasing vocabulary mastery with the Jigsaw model in the control class increased by 35.75%, including the ineffective category. The increase in vocabulary mastery in the experimental class using the CIRC model was 49.75%. This shows that increasing vocabulary mastery is included in the less effective category. The effectiveness of increasing reading comprehension in the control class using the jigsaw model was 36.90%, indicating that the model used was included in the ineffective category. While the increase in reading comprehension using the CIRC model was 56.51%. This shows that increasing reading comprehension using the CIRC model is effective.
Co-Authors A.Fathur Rohman Abdillah, Asep Abdul Kosim, Abdul Abdullah Husen Abdurahman, Pajar Ade Arip Ardiansyah Ahya Muthmainnah, Hilyah Ainun Hasyim Ardiansyah, Ade Arip Aria Ghaisan, Daffa Arip Ardiansyah, Ade Azizah, Zakiyah Dadan Mardani Dadan Nugraha edy El Haq Rahimahullah, Dinan Fakhrurrozi Furkony, Fadhli Fauzi Ali Mursyid Fauziah, Neng Nada Putri Fauziyah, Isma Hezam, Motea Naji Dabwan Hikmah Maulani Mahardianisa Mahardianisa Maryani, Lenni Selvi Maryani, Novy Mochamad Nur Ichsan Muhamad Ridwan, Rayhan Muhammad Hasan Mukarom Mukarom, Mukarom Musthafa, Izzuddin Muthmainah, Nur Qori Amarullah, Risal Rahmat, Nurkhalish Rohanda Rohanda, Rohanda Sanah, Siti Septia Rizpawa, Alfika Siti Muslimah, Anisa Suaidah, Ai Syukriya, Aini Ummu Ulfah, Ai Fitria Witrin Gamayanti, Witrin Yonan, Yonan Zaenal Abidin Zakia Mulkan, Ghina Zakiyah Nafsi