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All Journal Mantiqu Tayr: Journal of Arabic Language Borneo Journal of Language and Education Cendekia Inovatif Dan Berbudaya : Jurnal Ilmu Sosial Dan Humaniora Sirajuddin : Jurnal Penelitian dan Kajian Pendidikan Islam
Syukur, Hasan
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Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences

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تحليل الأخطاء اللغوية في التعبير اليومي لدى طلاب الصف الأول الثانوي بمعهد التربية الإسلامية الكوثر الحديث بسيمالونجون: بحث وصفي Syukur, Hasan; Thalib, Zamakhsyari Bin Hasballah; Shidiq, Abdul Aziz
Cendekia Inovatif Dan Berbudaya Vol. 2 No. 1 (2024): Cendekia Inovatif Dan Berbudaya : Jurnal Ilmu Sosial Dan Humaniora
Publisher : CV Global Research Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59996/cendib.v2i1.536

Abstract

قدم الباحث فيما يتعلق بتحليل الأخطاء اللغوية بعنوان البحث " تحليل الأخطاء اللغوية في التعبير اليومي لدى طلاب الصف الأول الثانوي بمعهد التربية الإسلامية الكوثر الحديث بسيمالونجون (بحث وصفي) " و حدد الباحث أسئلة البحث هي : ما هي التعبيرات الشفاهية اليومية لدى طلاب الصف الأول الثانوي بمعهد الكوثر الحديث؟ وما أنواع الأخطاء اللغوية الشائعة لدى طلاب الصف الأول الثانوي بمعهد الكوثر؟ وما سبب وقوعها؟ وأهداف هذا البحث هي: 1) معرفة التعبيرات الشفاهية اليومية لدى طلاب الصف الأول الثانوي بمعهد الكوثر الحديث، 2) معرفة أنواع الأخطاء اللغوية الشائعة التي وقعت في التعبير اليومي لدى طلاب الصف الأول الثانوي بمعهد الكوثر،3) معرفة سبب وقوعها وكيف حلها؟وهذ البحث بحث وصفي ميدني، والنتيجة من هذا البحث هي: الأول، أن أنواع الأخطاء اللغوية في التعبير اليومي لدى طلاب الصف الأول الثانوي بمعهد الكوثر الحديث تتكون من ثلاثة أقسام: الخطاء في الصرف، الخطاء في النحو، والخطاء في المفردة، الثاني، أكثر نوع الأخطاء اللغوية التي في التعبير اليومي لدى طلاب الصف الأول الثانوي الكوثر الحديث هي الأخطاء اللغوية في المفردة بنسبة 17 أخطاء، ثم الأخطاء اللغوية في الصرف بنسبة 8 أخطاء، والأخطاء اللغوية في النحو بنسبة 7 أخطاء، الثالث، أن الأسباب الأخطاء اللغوية في التعبير اليومي لدى طلاب هي:1) عدم معرفة قواعد اللغة العربية، 2) عدم الرغبة في التحدث باللغة العربية وصلاحيتها، 3) عدم اهتمام الطلاب بزيادة المفردات.
Implementasi Pembelajaran Bahasa Arab Berbasis Teks dalam Keterampilan Menulis Berdasarkan Perspektif Hammond Syukur, Hasan; Amalia, Nabila Nailil; Mulyanti, Titi; Taufiqurrochman, R
Borneo Journal of Language and Education Vol 4 No 1 (2024): Borneo Journal of Language and Education, Vol.4 (No.1), April 2024
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeru Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/benjole.v4i1.8229

Abstract

Arabic has a level of complexity in terms of rules, meaning, and vocabulary which causes students to find it difficult to learn and even avoid learning Arabic, one of which is writing skills. This research aims to provide an overview and describe how to apply the text-based Arabic language learning model in writing skills through a theoretical review according to Hammond. This research method uses a qualitative approach with descriptive research type with data collection techniques, that is interviews, observation, and documentation. The data analysis model used is the Miles Huberman and Saldana interactive model including data condensation, data display, and conclusion drawing. The results of this research are text-based learning in students' writing skills at Ma'had Sabilillah Malang using Hammound's text-based learning model with 4 stages, namely: Stage 1; BKOF (Building knowledge of the field), Stage 2; MOT (Modelling of text), Stage 3; JCOT (Join Construction of text), Stage 4; ICOT (Independent Construction of Text) is the implementation of students' knowledge and understanding to produce text independently. In its implementation, it starts with teacher-centered learning (Teacher-centered approach) then teachers and students collaborate to play an active role in compiling and analyzing texts that have been created with themes about daily activities. In the final stage, students learn independently and the teacher only acts as controlling. The Arabic language learning process based on Hammond's theory creates a classroom atmosphere where writing skills are not as usual, which is tense and quickly gets boring, resulting in students synergizing with each other in producing their best work in writing
Program Tafaqquh Takhasus Arobiyyah: Analisis dan Evaluasinya Syukur, Hasan
SIRAJUDDIN : Jurnal Penelitian dan Kajian Pendidikan Islam Vol 3 No 2 (2024): Sirajuddin Juni 2024
Publisher : P3M STAI MIFTAHUL ULUM LUMAJANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55120/sirajuddin.v3i2.1857

Abstract

Program evaluation is one of the important components in the management of a program. Evaluation aims to determine the extent to which a program has achieved the goals that have been designed. This study aims to: 1) find out how the Tafaqquh Takhasus Arobiyyah program is implemented at LPD Al-Bahjah Cirebon, 2) Find out how the evaluation is carried out on the tafaqquh takhasus arobiyyah program at LPD Al-Bahjah Cirebon. This research uses descriptive qualitative research method. Data were obtained through several data collection techniques, namely through observation, interviews and documentation. The technique used to analyze the data is data reduction, data presentation and then verification or drawing conclusions. The results of this study provide an explanation that: 1) the Tafaqquh takhasus arobiyyah program at LPD Al-Bahjah Cirebon is one of the flagship programs at LPD Al-Bahjah Cirebon. This program is a program that has been well managed. This can be seen from the existence of clear goals, neat structures, good implementation and also good cooperation between managers. 2) The evaluation carried out on the Tafaqquh Takhasus Arobiyyah program at LPD Al-Bahjah Cirebon focused on three parts, namely evaluation of program design, program implementation and program results. The absence of indicators for assessment materials from the evaluation of the program is something that needs to be considered considering that it is very important to be taken into consideration in the assessment for evaluation.
Implementation and Strategies Differentiated Learning for Arabic Language Learning at Islamic High School Yahya, Amri; Ahsanuddin, Mohammad; Irhamni; Syukur, Hasan; Iman, Muhammad Nur
Mantiqu Tayr: Journal of Arabic Language Vol. 5 No. 2 (2025): Mantiqu Tayr: Journal of Arabic Language
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/mantiqutayr.v5i2.6203

Abstract

The Merdeka Curriculum encourages a more adaptive and learner-centered learning approach, one of which is through differentiated learning. This approach is important in learning Arabic which requires mastery of complex skills such as listening, speaking, reading and writing. This study investigates the implementation of differentiated instruction within the Merdeka Curriculum at Islamic high school Darul Faqih Malang, with a focus on examining the instructional strategies employed by teachers, as well as identifying the opportunities and challenges encountered in practice. Utilizing a qualitative descriptive methodology, With case study research type. Data were collected through classroom observations, in-depth interviews with Arabic language teachers, and analysis of instructional documents. The data were then analyzed using the Miles and Huberman model. The findings reveal that instructional planning is conducted systematically, guided by the formulation of learning outcomes, learning objective pathways, and the use of contextual and adaptable teaching modules. Instructional delivery is tailored through student grouping based on learning preferences, the application of active learning strategies such as discussion and problem-based learning, and the integration of Pancasila student profile values. Teachers’ strategies encompass diagnostic assessment, peer tutoring, the use of varied instructional media and methods, and intensive mentoring. Despite challenges related to students’ diverse backgrounds, motivation levels, and infrastructural limitations, differentiated instruction fosters an inclusive, collaborative, and transformative learning environment. This study contributes valuable insights into the practical effectiveness of differentiated instruction in Arabic language education under the Merdeka Curriculum framework. This study provides scientific contributions for Arabic language teachers who will implement differentiated learning, especially Arabic language learning.
Co-Authors Abdul Aziz Shidiq Amalia, Nabila Nailil Hery Widijanto Iman, Muhammad Nur Irhamni Mohammad Ahsanuddin Mulyanti, Titi Taufiqurrochman, R Thalib, Zamakhsyari Bin Hasballah