Article Per Year (5 Year)
p-Index From 2021 - 2026
3.731
P-Index
This Author published in this journals
All Journal EXPOSURE JOURNAL Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab UIN Palangka Raya Ihya al-Arabiyah: Jurnal Pendidikan Bahasa dan Sastra Arab Al Ibrah Journal of Arabic Language Education IJ-ATL (International Journal of Arabic Teaching and Learning) alfazuna: Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Abdi Dosen : Jurnal Pengabdian Pada Masyarakat El-Jaudah : Jurnal Pendidikan Bahasa dan Sastra Arab JCDD Tanfidziya: Journal of Arabic Education PIJAR: Jurnal Pendidikan dan Pengajaran NGARSA: Journal of Dedication Based on Local Wisdom Jurnal Studi Bahasa dan Sastra Arab Jurnal Pengabdian Indonesia Jurnal Pendidikan dan Humaniora Rumbio
Ria Rafita Supriani
Sekolah Tinggi Agama Islam Negeri Mandailing Natal
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

Published : 25 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 25 Documents
Search

 1   2   3 
تعليم قراءة الكتب باستخدام النصوص العربية لترقية مهارة القراءة لدى طالبات المرحلة الثانوية بمعهد دار العلوم موارامايس جمبور Nur Hidayah; Syaipuddin Ritonga; Ria Rafita Supriani
Jurnal Pendidikan dan Humaniora Rumbio Vol. 1 No. 3 (2025): Edisi Agustus
Publisher : PT. Willy Print Art

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

Abstract

The objectives of this study include students' mastery of Arabic language text reading books used in secondary schools at the Dar Al-Ulum Institute, techniques used in teaching reading books, and challenges and expectations in teaching reading books in secondary schools at the Dar Al-Ulum Institute. The results of this study produce three conclusions: teaching reading books at the secondary school level at the Darul Uloom Moramais Institute is not found in certain places because of the many books used along with Arabic texts, and teaching reading books is adequate. As for the challenges and expectations in reading books at the secondary school level at the Darul Uloom Institute, both are motivating factors or inhibiting factors. Factors driving improved reading skills include teacher enthusiasm in teaching Arabic texts, the availability of learning resources that support and facilitate learning, and independent learning activities. A holy book reading competition is held annually at this institution. Factors contributing to students' lack of interest in learning to read include some students' weakness in reading Arabic texts and the Quran due to their lack of fluency in reading, difficulties in pronouncing letters when learning to read Arabic texts, and a significant number of students' tendency to be lazy in paying attention during class. The techniques used at the secondary level at this institution vary by lecturer, including the primary method of determining the type of textbook for each course. Most teachers employ a tiered approach, including lectures, memorization, and the method of reading books effectively.
القواعد وقلق اللغة العربية: تحليلٌ في ضوء نظرية كراشن لاكتساب اللغة Ria Rafita Supriani
PIJAR: Jurnal Pendidikan dan Pengajaran Vol. 4 No. 2 (2026): April
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/pijar.v4i2.1809

Abstract

يواجه تعلّم اللغة العربية لدى المتعلمين المبتدئين تحديات متعددة ترتبط بقلق اللغة، ولا سيما عندما يركّز تعليم القواعد على الدقة البنيوية، والحفظ، والإفراط في تصحيح الأخطاء. وقد تؤدي هذه الممارسات التعليمية إلى انخفاض ثقة المتعلمين بأنفسهم وتراجع رغبتهم في استخدام اللغة العربية تواصليًا. تهدف هذه الدراسة إلى تحليل دور القواعد في تشكيل قلق تعلم اللغة العربية لدى المتعلمين المبتدئين، وبيان مدى ارتباط ذلك بنظرية ستيفن كراشن لاكتساب اللغة الثانية، ولا سيما فرضية المرشح الوجداني (Affective Filter Hypothesis)، وفرضية المراقبة (Monitor Hypothesis)، وفرضية المدخلات (Input Hypothesis). واعتمدت الدراسة المنهج النوعي من خلال البحث المكتبي، بالاستناد إلى مراجعة موسعة للكتب العلمية، والمقالات المحكمة، والدراسات السابقة ذات الصلة بتعليم اللغة العربية، وقلق اللغة، ونظريات اكتساب اللغة الثانية. وأظهرت النتائج أن تعليم القواعد القائم على الإفراط في الطابع الشكلي، وحفظ القواعد، والمبالغة في التركيز على الدقة اللغوية يسهم في زيادة مستوى القلق لدى المتعلمين، مما يعيق عملية اكتساب اللغة بصورة طبيعية. وفي المقابل، يمكن أن تسهم القواعد في الحد من القلق عندما تُدرَّس بطريقة تواصلية وسياقية وتدريجية من خلال مدخلات لغوية مفهومة تتناسب مع مستويات المتعلمين. ومن منظور كراشن، تظل القواعد عنصرًا مهمًا، إلا أنه ينبغي أن تؤدي وظيفة المراقبة الداعمة للدقة اللغوية، لا أن تكون محور العملية التعليمية. لذلك، ينبغي أن يعزز تعليم اللغة العربية بيئة تعليمية داعمة، منخفضة الضغط النفسي، وموجهة نحو التواصل؛ بما يسهم في تحقيق اكتساب لغوي أكثر فاعلية ومعنى لدى المتعلمين المبتدئين.
THE EFFECT OF YOUTUBE-BASED LEARNING ON ARABIC LEARNING MOTIVATION AND OUTCOMES AT MTS AL-ABRAR: A QUASI-EXPERIMENTAL STUDY Khoirunnisa Nasution; Ria Rafita Supriani; Isra Hayati Darman
Al Ibrah: Journal of Arabic Language Education Vol. 9 No. 1 (2026): Al Ibrah: Journal of Arabic Language Education
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/jale.v9i1.10157

Abstract

This study aims to examine the effect of YouTube-based learning on students’ motivation and learning outcomes in Arabic at MTs Al-Abrar Islamic Boarding School. A quasi-experimental design with a pretest-posttest control group was employed. The participants were divided into an experimental group and a control group. Data were collected using a motivation questionnaire and learning achievement tests, and analyzed using a t-test. The results showed a significant difference between the two groups (p < 0.05), indicating that YouTube-based learning effectively improves students’ motivation and learning outcomes. This means that there is a significant influence of the use of YouTube media on increasing student learning interest in learning Arabic. For further research, it is recommended that research be conducted at different educational levels or subjects to assess the consistency of the influence of YouTube media on learning outcomes. The use of a long-term (longitudinal) research design is highly recommended to measure the impact of YouTube use on student knowledge in more depth. الملخص أثر استخدام منصة يوتيوب في زيادة اهتمام الطلاب بتعلم اللغة العربية في مدرسة الأبرار الإسلامية الداخلية. تهدف هذه الدراسة إلى بحث أثر التعلم القائم على يوتيوب على دافعية الطلاب ونتائج تعلمهم للغة العربية. وقد استُخدم تصميم شبه تجريبي مع مجموعة ضابطة واختبار قبلي وبعدي. قُسّم المشاركون إلى مجموعتين: تجريبية وضابطة. جُمعت البيانات باستخدام استبيان الدافعية واختبارات التحصيل الدراسي، وحُللت باستخدام اختبار t. أظهرت النتائج وجود فرق دال إحصائيًا بين المجموعتين (p < 0.05)، مما يشير إلى أن التعلم القائم على يوتيوب يُحسّن بشكل فعال دافعية الطلاب ونتائج تعلمهم. وهذا يعني وجود تأثير كبير لاستخدام منصة يوتيوب في زيادة اهتمام الطلاب بتعلم اللغة العربية. ولإجراء المزيد من البحوث، يُوصى بإجراء دراسات على مستويات تعليمية أو مواد دراسية مختلفة لتقييم مدى اتساق تأثير منصة يوتيوب على نتائج التعلم. كما يُوصى بشدة باستخدام تصميم بحثي طويل الأمد (طولي) لقياس أثر استخدام يوتيوب على معارف الطلاب بشكل أعمق.
IMPLEMENTATION OF SCHOOL RELIGIOUS CULTURE IN THE FORMATION OF ELEMENTARY SCHOOL STUDENTS' MORALS: A STUDY AT AL-MUNAWWAR ISLAMIC ELEMENTARY SCHOOL, MANDAILING NATAL Ria Rafita Supriani; Nurizki Mustamirrun; Amalia Zahra; Reski Wahyuni Hasibuan; Tuti Alawiyah Lubis; Liza Hafni; Wilda Rohani
Abdi Dosen : Jurnal Pengabdian Pada Masyarakat Vol. 10 No. 1 (2026): MARET
Publisher : LPPM Univ. Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/abdidos.v10i1.3278

Abstract

This study aims to analyze the implementation of school religious culture in shaping student morals at Al-Munawwar Integrated Islamic Elementary School in Mandailing Natal. This study used a qualitative approach with a descriptive approach. The research subjects included the principal, homeroom teachers, and students. Data collection techniques included observation, interviews, and documentation. Data analysis was conducted through data reduction, data presentation, and conclusion drawing, using source and technique triangulation to ensure data validity. The results indicate that the implementation of school religious culture is carried out through several activities, namely gate duty, routine religious activities, the habit of congregational prayer, and extracurricular activities. Gate duty plays a role in fostering politeness, respect for teachers, and discipline in students. Routine religious activities accustom students to practicing religious values in their daily lives. The habit of congregational prayer fosters discipline, responsibility, and etiquette in worship. Meanwhile, extracurricular activities serve as a means of strengthening moral values through direct practice, such as cooperation, responsibility, and compliance with rules. The conclusion of this study indicates that the planned and consistent implementation of a school religious culture can shape students' morals gradually and sustainably. School religious culture serves as an effective strategy in character education to shape students with noble morals and religious attitudes.
Integrating Instagram into Arabic Vocabulary Instruction: A Study on Interactive Learning in Higher Education Rahmat Linur; Ria Rafita Supriani
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 13 No 1 (2025)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v13i1.9960

Abstract

This study investigates the effectiveness of Instagram as an innovative medium for enhancing Arabic vocabulary mastery among university students in Islamic higher education. Despite the growing integration of digital tools in education, vocabulary instruction in Arabic courses remains dominated by rote memorization and teacher-centered methods, often resulting in low motivation and limited retention. Instagram, popular among students, offers interactive and visual features that could support more engaging and flexible language learning, yet remains underexplored in this context. Focusing on students in the Natural Sciences Education Program at a State Islamic Institute in Indonesia, this study employs a descriptive qualitative approach. Data were collected through observations, interviews, and documentation, and analyzed using the Miles and Huberman model involving data reduction, display, and verification. Findings show that Instagram enhances vocabulary learning through its accessibility, content variety, and alignment with student preferences. The platform fosters increased motivation, creativity, and engagement, while its visual and interactive nature supports vocabulary comprehension and retention. This study contributes to the field of technology-assisted Arabic instruction by addressing a gap in empirical research on social media use in Islamic higher education. It highlights the pedagogical potential of integrating familiar digital platforms like Instagram to support more autonomous and effective language learning.
Co-Authors Amalia Zahra Aulia Rahman Aulia Rahman Bintang Rosada Denggan Hayani Ritonga ERLINA Erlina, Erlina Harahap, Titi Martini Harahap, Wilna Syahfutri Holizah, Nur Husein, Rahmat Isra Hayati Darman Khairul Fuadi Khoirunnisa Nasution Lilyana Hasibuan Linur, Rahmat Liza Hafni Lubis, Muhammad Solihin Martua Muhammad Ari Saputra, Muhammad Ari Naila, Rizka Nur Hidayah Nurizki Mustamirrun Rahmat Linur Rahmat Linur Ramadani Dalimunthe Rani Ismil Hakim Reski Wahyuni Hasibuan Setiadi, Fadlan Masykura Syaipuddin Ritonga Tiaisyah Siregar Tuti Alawiyah Lubis Wilda Rohani Zulpina Zulpina Zulpina Zulpina, Zulpina