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All Journal Arabiyatuna : Jurnal Bahasa Arab Al Mahara: Jurnal Pendidikan Bahasa Arab Kordinat : Jurnal Komunikasi antar Perguruan Tinggi Agama Islam Ukazh : Journal of Arabic Studies Mauriduna : Journal of Islamic studies Jurnal At-Ta'bir Jurnal Pendidikan Bahasa Arab Andragogia: Journal of Educational Sciences and Islamic Studies Jurnal Ilmu Sosial dan Humaniora Jurnal Teologi Islam As-Sulthan Journal of Education Naatiq: Journal of Arabic Education INTIFA: Journal of Education and Language Journal of Literature Review Educational Journal Rayah Al-Islam : Jurnal Ilmu Islam
Raswan
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Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Physics Social Sciences Other

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Pembelajaran Bahasa Arab Berbasis Higher Order Thinking Skills (Hots) Pada Kurikulum Merdeka Shadiqul Wahdi; Mohammad Rizqi Alif Syuhada’; Ubaid Ridlo; Raswan
Jurnal Pendidikan Bahasa Arab Vol. 3 No. 2 (2025): Jurnal At-Ta'bir Jurnal Pendidikan Bahasa Arab
Publisher : LPPM Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59829/7ydfcz22

Abstract

Penelitian ini bertujuan untuk mendeskripsikan pembelajaran bahasa Arab berbasis Higher Order Thinking Skills (HOTS) dalam konteks Kurikulum Merdeka. Pendekatan penelitian yang digunakan adalah kualitatif dengan metode studi pustaka yang menelaah berbagai literatur terkait konsep HOTS, strategi penyusunan soal, serta implementasinya dalam pembelajaran bahasa Arab. Hasil kajian menunjukkan bahwa penerapan HOTS dalam pembelajaran bahasa Arab memberikan kontribusi signifikan dalam meningkatkan kemampuan berpikir kritis, kreatif, analitis, serta problem solving peserta didik. Selain itu, integrasi HOTS sejalan dengan Profil Pelajar Pancasila yang menekankan kompetensi adaptif, kolaboratif, dan kreatif sebagai bekal menghadapi tantangan abad ke-21. Namun, penerapannya menghadapi sejumlah kendala seperti keterbatasan sumber daya, kurangnya bahan ajar kontekstual, serta rendahnya motivasi siswa. Oleh karena itu, diperlukan peran aktif guru dalam mengembangkan strategi pembelajaran, penyusunan soal berbasis HOTS, serta pemanfaatan media pembelajaran inovatif. Dengan demikian, pembelajaran bahasa Arab berbasis HOTS dalam Kurikulum Merdeka tidak hanya meningkatkan penguasaan bahasa, tetapi juga membentuk peserta didik yang kritis, kreatif, dan berkarakter.
PENGEMBANGAN INSTRUMEN EVALUASI MAHARAH QIRA’AH: Indonesia Lazuardi, Fajar; Zhafir Al Hazmi, Muhammad; Ridlo, Ubaid; Raswan
As-Sulthan Journal of Education Vol. 2 No. 2 (2025): November
Publisher : As-Sulthan Journal of Education

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

Abstract

Penelitian ini bertujuan untuk mengkaji secara komprehensif konsep, problematika, tahapan, dan instrumen penilaian Mahārah al-Qirā’ah (keterampilan membaca) dalam pembelajaran bahasa Arab. Menggunakan pendekatan kualitatif dengan jenis penelitian kepustakaan (library research), data diperoleh melalui kajian berbagai literatur ilmiah seperti buku dan artikel jurnal. Analisis data menggunakan teknik analisis isi (content analysis) untuk menelaah konsep dan praktik pengembangan keterampilan membaca. Hasil penelitian menunjukkan bahwa keterampilan membaca dalam bahasa Arab adalah proses bertahap, dimulai dari penguasaan aspek mekanis pada tahap permulaan hingga pemahaman makna secara mendalam pada tahap lanjutan. Kesenjangan kemampuan awal, lingkungan keluarga, dan rendahnya minat belajar merupakan problematika utama yang dihadapi. Untuk mencapai tujuan pembelajaran, penilaian Mahārah al-Qirā’ah harus bersifat bertingkat, meliputi tes dan non-tes, serta disesuaikan dengan tiga jenjang kemampuan (dasar, menengah, lanjut). Penilaian mencakup kemampuan melafalkan huruf, memahami makna leksikal dan kontekstual, menemukan ide pokok, hingga menerjemahkan dan mengkritisi isi teks. Penguasaan gramatika (nahwu dan sharaf) menjadi kunci penting dalam mencapai kemampuan membaca pemahaman tingkat lanjut.
Penilaian Ranah Psikomotor Dalam Pembelajaran Bahasa Arab Muhamad Fauzan Halim; Muhamad Fauzan Halim1, Husnaini Muhammad Makhluf; Raswan; Ubaid Ridho
Educational Journal Vol. 1 No. 2 (2026): JANUARI
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/y73fw822

Abstract

This study aims to describe and analyze students' psychomotor skills in Arabic language learning. The method used is descriptive qualitative, with data sources consisting of books and journal articles relevant to assessing the psychomotor domain in Arabic language learning. The research focuses on analyzing students' observable behavior, acting abilities, and language skills. The approach used is pedagogical-linguistic, emphasizing the relationship between language learning theory and the application of psychomotor skills across the four language domains (listening, speaking, reading, and writing). The results indicate that the psychomotor domain reflects students' ability to practice Arabic through Simpson's seven skill levels: perception, readiness, guided movement, mechanism, complex movement, adaptation, and origination. Assessment instruments used include worksheets, direct observation, and student portfolios. Therefore, psychomotor domain assessment plays a crucial role in assessing students' success in mastering Arabic language skills actively, communicatively, and applicably.
Analisis Kurikulum Bahasa Arab Tingkat Mutawassiṭah dalam Pengembangan Maharah Istima’ Amarulloh; Sulthon, Athian; Ubaid Ridlo; Raswan
Rayah Al-Islam Vol. 10 No. 1 (2026): Rayah Al-Islam: Jurnal Ilmu Islam January 2026
Publisher : Institut Muslim Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37274/rais.v10i1.133

Abstract

This study examines the Arabic language curriculum at the Mutawassiṭah level in relation to the development of listening skills (maharah istimāʿ). As one of the fundamental receptive skills, listening competence serves as the foundation for students’ overall language acquisition. Therefore, analyzing how the curriculum structure, objectives, and instructional content support the development of maharah istimāʿ is essential. This research employs a qualitative approach using document analysis of curriculum documents, syllabi, and Arabic language instructional materials at the Mutawassiṭah level. The data were analyzed through data reduction, data display, and descriptive-analytical conclusion drawing. The findings indicate that the curriculum incorporates objectives and content relevant to the development of listening skills across the affective, cognitive, and psychomotor domains. In the affective domain, the curriculum fosters students’ motivation and positive attitudes toward engaging in listening activities. In the cognitive domain, it emphasizes mastery of phonological features, vocabulary, and grammatical structures that underpin listening comprehension. In the psychomotor domain, structured listening exercises and guided practice are designed to enhance students’ ability to identify sounds, interpret spoken texts, and respond appropriately. Overall, the curriculum demonstrates alignment between learning objectives and instructional content in supporting the systematic development of maharah istimāʿ at the Mutawassiṭah level.
Pengembangan Instrumen Evaluasi Tarkib Fajarudin, Abdul Malik; Fatimah Azzahra Putri; Raswan; Ubaid Ridho
Rayah Al-Islam Vol. 10 No. 1 (2026): Rayah Al-Islam: Jurnal Ilmu Islam January 2026
Publisher : Institut Muslim Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37274/rais.v10i1.131

Abstract

This study is motivated by the dominance of conventional tarkib (Arabic grammar) tests that emphasise rule memorisation and iʿrāb analysis, so they do not yet reflect learners’ ability to use sentence structures communicatively. It aims to describe the conceptual development of a CEFR-oriented evaluation instrument for tarkib and to map syntactic ability indicators across proficiency levels. Using qualitative, descriptive library research with content analysis of key works on Arabic language testing and language assessment design, the study formulates hierarchically ordered indicators of tarkib ability from A1 to C2 based on accuracy, structural complexity, and contextual appropriateness. The findings also organise representative item formats multiple choice, completion, sentence transformation, error recognition and correction, iʿrāb analysis, and productive sentence-making into a coherent blueprint for communicative tarkib assessment that can guide teachers and curriculum designers in constructing more diagnostic, level-sensitive tests.
The Implementation of the Amtsilati Method in Teaching Reading Skills for Eighth-Grade Students at State Junior High School 13 Jakarta Ainurridho; Zainal Muttaqin; Raswan
INTIFA: Journal of Education and Language Vol. 3 No. 2 (2026): INTIFA: Journal of Education and Language
Publisher : Penerbit Minhaj Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62083/intifa.v3i2.330

Abstract

This study aims to determine the effect of implementing the Amsilati method in Arabic language learning on students’ Arabic text reading skills. This research was conducted at SMPN 13 Jakarta, focusing on 30 eighth grade students. The research method used was development research consisting of three stages: pre-stage, stage I, and stage II, with data collection in the form of test results. Based on the results, the study concluded that: first, the application of the Amsilati method in Arabic language learning is generally similar to other teaching methods, but places greater emphasis on student participation in class, particularly in reading Arabic texts. Furthermore, this method focuses on students’ vocabulary and pronunciation mastery, accuracy of wording, and adherence to Arabic grammar rules. Second, the application of the Amsilati method in Arabic language learning for eighth-grade students at SMPN 13 Jakarta resulted in improved Arabic text reading skills, as seen in the improvement in student learning outcomes from the pre-stage to the second stage. Students achieved a total score of 1875 in the pre-stage, with an average score of 62,5. In the first stage, the total score reached 2095 with an average score of 69,8. Meanwhile, the second stage showed a satisfactory increase, with a total score of 2425 with an average score of 80,8.
Co-Authors Abdul Azis Achmad Fudhaili Ahmad Dardir Ahmad Dardiri Ahmad Wildan Sahuri Ramdani Ainurridho Alif Alvian Mawaddi Hamid Alya Putri Septianti Amarulloh Ashfia, Ahmad Asyim, Moh. Muqit Athian Sulthon Azzahra Emira Sudrajat Bin Mohamad, Muhammad Ramdhan Chabib Uluum, Dina Dardiri Dzaki Amrullah Erta Mahyudin Fajar Lazuardi Fatimah Al Mutawadi’ah Fatimah Azzahra Putri Fatmah Zaenal Arifin Hambali Fudhaili, Achmad Hartoko, Farah Ananda Husnaini Muhammad Makhluf Huzaifi, Fikri Ira Ainul Latifah Jayadi, M. Irwan Keysa Tamami Lalah Alawiyah Lazuardi, Fajar Mohammad Rizqi Alif Syuhada’ Muhamad Fauzan Halim Muhamad Fauzan Halim1, Husnaini Muhammad Makhluf Muhammad Fakhri Nurfauzan Mustar N. Lalah Alawiyah Nurwijayanti Puji Sumeh Pangestu Saiful Haq, Muhammad Eep Shadiqul Wahdi Siti Marhamah Siti Uriana Rahmawati Sulaeman Sulthon, Athian Syifa Amalia Nurkhalifah Fitrian Tamami, Keysa Tiara Lestari, Hanna Ubaid Ridho Ubaid Ridlo Ummu Salamah Uyun Thayyibah Vivi Miftahul Jannah WULANDARI Zainal Muttaqin Zhafir Al Hazmi, Muhammad