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All Journal J-PAI: Jurnal Pendidikan Agama Islam Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban IJ-ATL (International Journal of Arabic Teaching and Learning) Alsina : Journal of Arabic Studies Alsinatuna Jurnal Pendidikan Islam
Maghfurin, Ahmad
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Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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Taṭwīr al-Wasāil al-Muta‘addidah al-Tafā‘uliyyah bi Istikhdāmi al-Wasīlah al-Iliktrūniyyah li Ta’līm al-Lughah al-‘Arabiyyah Aliah, Mujahidatul; Maghfurin, Ahmad
Alsina : Journal of Arabic Studies Vol 1, No 2 (2019)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.1.2.3713

Abstract

Lack of use of multimedia influences the lack of students' desire to learn Arabic and their difficulty in understanding. Teacher-centered Arabic teaching contradicts the nature of students with an audiovisual learning model. As a remedy for this problem, we have developed a variety of methods for teaching Arabic with the help of the Power Point Program. It was implemented at the National Islamic High School in Dorongan-Semarang. This research is evolutionary using the DDD-E model, which consists of four steps, namely, designation (Decide) and design (Design) and development (Development) and evaluation (Evaluate). Assessment of the quality of the means is based on the correction of the experts in Article (80%) and teaching methods (84%). To assess the validity of their use we rely on the response of students (80%). The effectiveness of their use is based on the results of the students in the test (64%), and they are 18 students in the eleventh grade selected by purposeful technology.
Enhancing Arabic Speaking Skills in Traditional Pesantren Maghfurin, Ahmad; Husna , Moh. Ahsanul; Cholid, Nur; Mazlan, Nurul Asma; Jumiati
ALSINATUNA Vol 9 No 1 (2023): December 2023
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v9i1.1957

Abstract

Proficiency in the Arabic language is imperative in the context of Islamic education. However, the effective study of Arabic remains a challenge, hindering students' abilities to engage with Islamic texts and communicate in Arabic-speaking environments. Focusing on Pesantren Raudhatul Ulum-Pati, this study investigates the strategies and challenges associated with enhancing Arabic speaking skills in traditional Islamic boarding schools (Pesantren). Specific teaching techniques employed by instructors at this pesantren, aimed at improving students' Arabic speaking abilities, as well as the challenges impeding fluency, were examined through a qualitative research design, including classroom observations and interviews with teachers, administrators, and students. The outcomes highlight the importance of innovative methods and shed light on issues such as a lack of exposure to Arabic-speaking environments. The program implemented in this pesantren serves as an exemplary model for other traditional Islamic boarding schools seeking to elevate their students' proficiency in the Arabic language. The findings of this study hold significant implications for all traditional Islamic boarding schools (pesantren) in Indonesia.
Dialogical Approach to Improving Arabic Pronunciation Mufiduddin, Gus Asyabab; Maghfurin, Ahmad
JURNAL IJ-ATL Vol 7, No 1 (2023): Arabic Teaching and Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v7i1.3258

Abstract

Pronunciation plays an important role in the process of learning foreign language because it leads learners to a better understanding of speech and improves their ability to communicate. Many students have difficulties in  learning Arabic because it differs from their mother tongue and have made mistakes in different attributes, one of which is the pronunciation of their letters. This research aims to show common errors in the pronunciation of Arabic words, the reasons for those mistakes and how to fix them through dialogue at the Pondok Pesantren Tarim al-Ghonna-Samarang. This research is qualitative descriptive without statistical methods of detecting facts through data collection and description of their nature in order to find specific causes. This research is based on the method of direct observation, and then the interview with teachers and students of the Institute on its Arabic language education activities, in addition to the analysis of the relevant documents. At the end of the research, we concluded that word pronunciation errors are common among the students in daily dialogues, leading to a change of meaning and misunderstanding between the speakers and the listeners. The reasons for these mistakes are that they are not used to uttering some Arabic letters that do not exist in their native language, in addition to their lack of Arabic vocabularies. The conversation activities are very effective in correcting the pronunciation of Arabic words, as we were able to detect the mistakes directly made by the students and then to treat them at each mistake or postponed at the end of the dialogue activity.
Challenges and Pedagogical Strategies in Arabic Pegon Learning for Modern Pesantren Alumni at Islamic Universities Rahmah, Alfina Habibatur; Maghfurin, Ahmad; Naifah, Naifah; Nasikhin, Nasikhin; Muthohar, Ahmad
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 11 No. 2 Januari-Juni 2025
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v11i2.32410

Abstract

This study analyzes the challenges faced by alumni of modern pesantren in understanding classical Islamic texts (Kitab Kuning) through Arab Pegon learning at Ma'had Al-Jami'ah, UIN Walisongo. Utilizing a qualitative case study design, data was collected through in-depth interviews, participatory observations, and document analysis, with validation achieved through source and method triangulation. The results indicate that Arab Pegon is systematically taught through the reading and explanation of Kitab Kuning, guided sessions with ustadz, and weekly muhadasah classes to enhance communication skills. However, alumni encounter several obstacles, such as unfamiliarity with Pegon script, which is not commonly taught in modern pesantren, difficulties in understanding its structural differences compared to formal Arabic grammar, and low motivation due to perceived irrelevance to their academic objectives. Additionally, traditional methods such as bandongan and sorogan pose challenges for students accustomed to modern educational systems. To comprehend these dynamics, this study employs an integrative pedagogical approach combining traditional and modern methods alongside sociolinguistic perspectives. To address these challenges, the strategies for teaching Arab Pegon include a gradual introduction to Pegon script, reading-writing practices with the guidance of teachers, and vocabulary memorization. This study contributes to the pedagogical integration of traditional and modern education methods while proposing a model for Arab Pegon instruction that is responsive to the diverse educational backgrounds of students.
THARȊQAT MUNᾹQASYAT AL FIRQAH AL SHAGȊRAH WA TANFȊZUHᾹ FI TA’LȊM AL NAHWI BI MA’HAD DᾹR AL FALᾹH SEMARANG Ismah, Nur; Maghfurin, Ahmad
Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Vol 5 No 2 Oktober 2022
Publisher : STIQ Amuntai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v5i3.1400

Abstract

Many studies show a strong relationship between teaching methods and student learning outcomes. For example, two well-known methods used to teach Arabic books in the Indonesian Pesantren are Bandongan and Sorogan. However, teaching grammar at Pesantren Dār al Falāh Semaranguses a different small group discussion method. This research seeks to examine the effectiveness of its application. This is field research using observation, interviews, and documentation. Triangulation of sources, methods, and extended times have been relied on to verify the authenticity of the data. We concluded that the application of the small group discussion was in the stages of preparation, process, and evaluation. Nevertheless, the application of this method for teaching grammar has more advantages than shortcomings, and it is fit to be used. The helpful factors are the teacher's excellent preparation, students' willingness to study the subject they will discuss within the classroom, their enthusiasm in the discussion, and the teacher's explanation at the end of the class to strengthen the understanding of the students. The obstacles are limited academic time, and the presence of students who do not have sufficient knowledge of the subject studied, leading to their lack of participation in the discussion.
Integration of Artificial Intelligence in Islamic Higher Education: Comparative Responses between Indonesia and Thailand Syukur, Fatah; Maghfurin, Ahmad; Marhamah, Uswatun; Phaosan Jehwae
Nazhruna: Jurnal Pendidikan Islam Vol. 7 No. 3 (2024): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v7i3.13

Abstract

This study aims to compare the responses of Islamic Universities in Indonesia and Thailand to the adoption of artificial intelligence (AI) in Islamic education learning. This comparative qualitative research collected data from in-depth interviews, participatory observation, and analysis of relevant documents at UIN Walisongo Semarang (Indonesia) and Darul Maarif Islamic College Patani (Thailand). The collected data were analyzed thematically using triangulation, member checking, and audit trail validation models. The findings of this study show similarities and differences; both institutions have not specifically incorporated AI into the formal curriculum as a course, only integrating it implicitly in the hidden curriculum such as research, workshops, and seminars. Indonesian Islamic universities view AI as an important tool for modernizing Islamic education, especially in distance learning and the digitalization of Qur'anic teaching. In contrast, although AI is not explicitly banned in Thailand, there are concerns about its impact on the role of traditional teachers and Islamic cultural values. Regarding ethics, Indonesian students are less likely to consider the potential bias of AI towards Islamic religious information. In contrast, Thai students are more wary of the impact of technology on their religious values. Mastery of AI technology also showed significant differences, with Indonesian students being more advanced.
Co-Authors Ahmad Muthohar Aliah, Mujahidatul Fatah Syukur, Fatah Husna , Moh. Ahsanul Ismah, Nur Jumiati Marhamah, Uswatun Mazlan, Nurul Asma Mufiduddin, Gus Asyabab Naifah Naifah Nasikhin, Nasikhin Nur Cholid, Nur Phaosan Jehwae Rahmah, Alfina Habibatur