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All Journal FONDATIA Al-Fashahah: Journal of Arabic Education, Linguistics, and Literature Seminar Nasional Pengabdian Kepada Masyarakat Phonologie : Journal of Language and Literature Al-Muyassar: Journal of Arabic Education Seminar Nasional Hasil Penelitian LP2M UNM Jurnal Pengabdian Masyarakat PEDAMAS (Pengabdian Kepada Masyarakat) Naskhi: Jurnal Kajian Pendidikan dan Bahasa Arab Academic : Journal of Social and Educational Studies Jurnal Cendekia Ilmiah Ulil Albab Jurnal Pendidikan Progresif
Bachtiar, Fauziah
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Problematika Keterampilan Berbicara Bahasa Arab Siswa Kelas VIII Madrasah Tsanawiyah Pesantren Sultan Hasanuddin Gowa Abbas, Ridha Mufidha; Bachtiar, Fauziah; Hasmawati, Hasmawati
J-CEKI : Jurnal Cendekia Ilmiah Vol. 4 No. 6: Oktober 2025
Publisher : CV. ULIL ALBAB CORP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jceki.v4i6.10287

Abstract

Penelitian ini merupakan penelitian kualitatif yang bertujuan untuk memahami problematika keterampilan berbicara, serta faktor yang mempengaruhinya. Subjek penelitian yaitu siswa kelas VIII Madrasah Tsanawiyah Pesantren Sultan Hasanuddin Gowa. Populasi dalam penelitian ini adalah siswa kelas VIII.1 Madrasah Tsanawiyah Pesantren Sultan Hasanuddin yang berjumlah 23 siswa serta guru mata pelajaran bahasa Arab. Data hasil penelitian diperoleh dengan memberikan skala likert yang diisi langsung oleh siswa lalu wawancara dengan guru mata pelajaran bahasa Arab serta observasi yang menjadi data pendukung dari penelitian ini. Hasil penelitian menunjukkan bahwa problematika keterampilan berbicara siswa kelas VIII.1 MTs. Pesantren Sultan Hasanuddin terbagi menjadi dua faktor, yaitu problematika dari segi linguistik yang dialami mayoritas siswa adalah : 1) sering mengalami kesulitan dalam mengingat kosakata baru, 2) kesulitan dalam mengingat bentuk-bentuk kata yang di tashrif, 3) kurang mampu membentuk kata mufrad, mutsanna, dan jama’ , 4) mubtada dan khabar dari kalimat sederhana dalam bahasa Arab, 5) keliru dalam membedakan pengucapan bunyi huruf hijaiyah (ه , ح) ( ذ ,ظ) 6) kurang mampu menggunakan intonasi dan penekanan yang tepat saat berbicara. Sedangkan problematika non-linguistik yaitu 7) kesulitan memahami materi yang disampaikan dalam pembelajaran maharah kalam 8) kurangnya pemahaman siswa terhadap ungkapan-ungkapan dalam bahasa Arab 9) adanya interferensi bahasa pertama yang dapat menyebabkan intonasi maupun aksen dari bahasa pertamanya ikut muncul ketika berbicara menggunakan bahasa Arab.
Pendidikan Karakter Dalam Pembelajaran Bahasa Arab Di Pesantren Sultan Hasanuddin Limbung Gowa Bachtiar, Fauziah; Mardhi, Muhammad Radhi Al; Zughrofiyatunnajah, Zughrofiyatunnajah
ULIL ALBAB : Jurnal Ilmiah Multidisiplin Vol. 3 No. 6: Mei 2024
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jim.v3i6.3688

Abstract

Pesantren merupakan salah satu Lembaga Pendidikan yang memiliki peran penting dalam Pendidikan karakter peserta didik. Adapun salah satu pembelajaran yang memiliki pengaruh kuat dalam pembentukan karakter adalah pembelajaran Bahasa Arab dengan berbagai materinya. Penelitian ini bertujuan untuk memperoleh pemahaman dan informasi secara lengkap tentang nilai-nilai Pendidikan karakter yang terdapat dalam proses pembelajaran Bahasa Arab di Pesantren Sultan Hasanuddin Pattunggalengang Limbung Gowa dan telah diimplementasikan dengan baik dalam kehidupan sehari-hari para santri dan santriwati. Penelitian ini adalah jenis penelitian kualitatif yang dilakukan dengan mengumpulkan data kemudian menganalisa dan menarik kesimpulan dengan cara mendiskripsikan hasil dari penelitian tersebut. Adapaun hasil dan kesimpulan dari penelitian ini adalah bahwa terdapat 15 nilai karakter yang terdapat dalam pembelajaran Bahasa Arab di Pesantren Sultan Hasanuddin Limbung Gowa, meliputi : 1.Religius, 2.Disiplin, 3.Kerja keras, 4.Mandiri, 5.Demokratis, 6.Rasa ingin tahu, 7.Menghargai prestasi, 8.Komunikatif, 9.Gemar membaca, 10.Peduli social, 11. Kreatif, 12.Tanggung Jawab, 13.Cinta Tanah air, 14. Peduli lingkungan, 15.Cinta Damai. Adapun proses pembelajaran Bahasa Arab dilaksanakan secara formal ( di dalam kelas) dan non Formal (di luar kelas) yang berupa kegiatan ekstrakurikuler yang tetap menerapkan penggunaan Bahasa Arab dalam pelaksanaannya, sehingga antara teori dan praktek dapat terlaskana dengan baik dan efektif.
EFISIENSI PEMBELAJARAN I'RAB DALAM 12 JAM: SOLUSI PRAKTIS BAGI MAHASISWA PENDIDIKAN BAHASA ARAB Irfan, Irfan; Fatoni, Amad Sirfi; Jamal, Mardhiana; Bachtiar, Fauziah; Madawat M, Rabiatul Adawiyah
PEDAMAS (PENGABDIAN KEPADA MASYARAKAT) Vol. 3 No. 06 (2025): NOVEMBER 2025
Publisher : MEDIA INOVASI PENDIDIKAN DAN PUBLIKASI

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Pengabdian ini bertujuan untuk meningkatkan pemahaman mahasiswa Pendidikan Bahasa Arab terhadap konsep I'rab dalam waktu yang terbatas, yaitu 12 jam, melalui metode pelatihan yang efisien dan berbasis praktik langsung. Pelatihan dilaksanakan dalam dua hari dengan durasi 6 jam per hari, yang terdiri dari pengenalan dasar I'rab, jenis-jenis I'rab, serta teknik analisis kalimat. Hasil pelatihan menunjukkan bahwa mahasiswa mengalami peningkatan signifikan dalam pemahaman I'rab, dengan 90% mahasiswa memperoleh nilai di atas 70 pada ujian tertulis dan 85% berhasil menganalisis kalimat dengan tepat. Pelatihan ini mengaplikasikan metode berbasis masalah dan pemanfaatan teknologi melalui aplikasi latihan interaktif, yang memberikan umpan balik langsung dan memungkinkan mahasiswa untuk belajar mandiri. Rekomendasi dari penelitian ini adalah pengembangan sumber daya pembelajaran berkelanjutan, penggunaan teknologi dalam pembelajaran, serta penerapan pembelajaran berbasis masalah (PBL) untuk meningkatkan keterampilan mahasiswa dalam menganalisis kalimat Arab.
Penerapan Metode Demonstrasi dalam Pembelajaran Khat untuk Meningkatkan Keterampilan Menulis Siswa Mujahida, Mujahida; Bachtiar, Fauziah; Alamsyah, Alamsyah
FONDATIA Vol 9 No 4 (2025): DESEMBER
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v9i4.5987

Abstract

This study was motivated by the limited research on the application of the demonstration method in khat (Arabic calligraphy) instruction at the Madrasah Tsanawiyah level. It aims to examine the planning, implementation, and outcomes of using the demonstration method in khat lessons to improve students’ Arabic writing skills. The research employed Classroom Action Research (Penelitian Tindakan Kelas [PTK]) conducted in two cycles, each consisting of two meetings, with 30 Grade IX students of MTs DDI Ujung as the subjects. The independent variables in this study were the demonstration method and khat instruction, while the dependent variable was Arabic writing skill. Data were collected through observation to obtain qualitative data and evaluation tests to obtain quantitative data. The results show that lesson plans were systematically designed, and their implementation enhanced interaction between teacher and students. The average student evaluation score increased from 71% in the first cycle to 84% in the second cycle, representing a 13% improvement. These findings confirm that the application of the demonstration method in khat instruction is effective in significantly improving students’ Arabic writing skills.
Pengaruh Mahkamah Bahasa Terhadap Motivasi Berbicara Bahasa Arab Santriwati Kelas XI Pesantren Ummul Mukminin ‘Aisyiyah Makassar Berahima, Ahdiani Marfu'ah; Usman, Misnawaty; Bachtiar, Fauziah
Al-Fashahah: Journal of Arabic Education, Linguistics, and Literature Vol 5, No 2 (2025): Al-Fashahah: Journal of Arabic Education, Linguistics, and Literature
Publisher : Fakultas Teknik Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/al-fashahah.v5i2.81004

Abstract

This study aims to determine the effect of language court implementation on the motivation to speak Arabic among female students in grade XI at the Ummul Mukminin 'Aisyiyah Islamic Boarding School in Makassar and to identify the dominant types of motivation. This study uses a mixed method approach with a mixed design involving a sample of 70 female students. Data were obtained through questionnaires and interviews and analyzed using descriptive, inferential, and qualitative statistics. The results of simple linear regression analysis showed a correlation coefficient (r) of .267 and a coefficient of determination (R²) of .071, indicating that the language court had a positive and significant effect on the motivation to speak Arabic among female students of 7.1%. The significance value of .025 < .05 confirms that the alternative hypothesis (H1) is accepted. These findings are also supported by the results of interviews with female students. The most dominant type of motivation is intrinsic motivation with an average value of 41.33. Thus, the language court is effective in increasing female students' motivation to speak Arabic, both intrinsically and extrinsically.
Analisis Kesalahan Penulisan Hamzah Waṣal Dan Hamzah Qaṭa‘ Pada Karangan Siswa Kelas XII MA Attarbiyah Islamiyah Kolaka Umar, Nur Amalia; Bachtiar, Fauziah; Irfan, Irfan
Jurnal Naskhi Jurnal Kajian Pendidikan dan Bahasa Arab Vol 8 No 1 (2025): Volume 8 Nomor 1 April 2026
Publisher : Universitas Islam Ahmad Dahlan Sinjai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/naskhi.v8i1.4520

Abstract

This article examines errors in the writing of hamzah waṣal and hamzah qaṭa‘ in the compositions of twelfth-grade students as an important aspect of mastering imlā’ rules. Inaccuracy in writing hamzah indicates a limited mastery of Arabic orthographic rules, despite students having undergone both formal and nonformal Arabic language instruction. Arabic, as an international language learned by non-native speakers, often presents difficulties, particularly in writing. Therefore, this study aims to identify the forms of errors and analyze their underlying causes. This study employs a descriptive qualitative approach using error analysis as the primary analytical technique. Data were collected through writing tests, interviews, documentation, and observation, and were analyzed based on the surface strategy taxonomy and validated through triangulation. The findings reveal two types of errors, namely omission and addition, with omission as the most dominant. These findings indicate that errors in hamzah writing occur systematically. Furthermore, these errors are influenced by both linguistic and non-linguistic factors. Therefore, it is necessary to strengthen imlā’ instruction by emphasizing rule comprehension and continuous practice to improve students’ accuracy in Arabic writing
Reconstructing Nahwu Instruction through Transformative Learning to Develop Students’ Arabic Writing Skills Bachtiar, Fauziah; Almardhi, Muhammad Radhi; Susiawati, Susiawati; Laila, Hikmatul; Adawiyah, Rabiatul
Al-Muyassar: Journal of Arabic Education Vol 5 No 3 (2026): Al-Muyassar: Journal of Arabic Education
Publisher : Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/tdbrn530

Abstract

Arabic grammar (nahwu) instruction in higher education is still largely conducted through a deductive and memorization-based approach, emphasizing the mastery of grammatical rules (qawāʿid) rather than their application in authentic language use. As a result, it contributes little to the development of students’ Arabic writing skills (maharah al-kitābah). This study aims to develop a reconstructed model of nahwu instruction by integrating the principles of Transformative Learning to improve students’ Arabic writing skills. The study employed a library research method using a descriptive-analytical approach by reviewing and synthesizing primary and secondary sources, including books and national and international journal articles. The findings indicate that conventional nahwu instruction faces three main problems: the separation of grammar from authentic texts, limited critical reflection on students’ linguistic assumptions, and weak transfer of grammatical knowledge into writing practice. Based on Mezirow’s Transformative Learning stages—disorienting dilemma, critical reflection, and perspective transformation—this study proposes a text-based functional nahwu model integrated with a reflective writing cycle. The model consists of four stages: identifying grammatical dissonance through students’ writing errors, engaging in critical dialogue on grammatical concepts, reconstructing grammar through authentic text production, and conducting metacognitive reflection. The study recommends shifting nahwu instruction from rule memorization to transformative learning that develops students’ grammatical thinking and enhances the quality of Arabic writing.
Co-Authors Abbas, Ridha Mufidha Al Mardhi, Muhammad Radhi Alamsyah - Almardhi, Muhammad Radhi Ambo Dalle Arief Fiddienika Berahima, Ahdiani Marfu'ah Berahima, Ahdiani Marfu’ah Endang Sulistyowati Enung Mariah, Enung Fatoni, Amad Sirfi H Hasmawati Iwan, iin Junianti Jamal, Mardhiana Laila, Hikmatul Lestari, Fratiwi Alya Madawat M, Rabiatul Adawiyah Mardhi, Muhammad Radhi Al MMSI Irfan ,S. Kom Mujahida, Mujahida R., Mantasiah Rabiatul Adawiyah S, Enung Mariah Saleh, Nurming Samsir, Nurul Fajriani Sari, Della Puspita Shofa, Nur Azkia Siti Muthmainah Sitti Muthmainnah Susiawati, Susiawati Syamsuddin, Muhammad Bachtiar Syamsul Rijal Umar, Nur Amalia Usman, Misnawaty Yassin, Abdulnassir Zughrofiyatunnajah, Zughrofiyatunnajah