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All Journal Shaut Al-'Arabiyah JURNAL EDUCATION AND DEVELOPMENT Al Mahara: Jurnal Pendidikan Bahasa Arab Lahjah Arabiyah: Jurnal Bahasa Arab dan Pendidikan Bahasa Arab Muhadasah : Jurnal Pendidikan Bahasa Arab Wisesa: Jurnal Pengabdian Masyarakat Reviu Akuntansi, Keuangan, dan Sistem Informasi Mahira: Journal of Arabic Studies & Teaching Armala : Jurnal Pendidikan dan Sastra Bahasa Arab Ma'arif Journal of Education, Madrasah Innovation and Aswaja Studies Akhlak: Jurnal Pendidikan Agama Islam Dan Filsafat Bara Aji. Jurnal Keimuan Bahasa Arab dan Pengajarannya Al-Tarqiyah : Jurnal Pendidikan Bahasa Arab TADRIS AL-ARABIYAT: Jurnal Kajian Ilmu Pendidikan Bahasa Arab
Nuril Mufidah
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PEMANFAATAN MEDIA SOSIAL SEBAGAI SALAH SATU SARANA PEMBELAJARAN MAHARAH KALAM BAGI MAHASISWA INTERNATIONAL CLASS PROGRAM (ICP) 2021 DI UIN MAULANA MALIK IBRAHIM MALANG SELAMA MASA PANDEMI COVID-19 Tiasa Thasya; Nuril Mufidah
Armala Vol 3 No 2 (2022): November 2022
Publisher : Armala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/armala.v3i2.921

Abstract

Pada penelitian ini peneliti akan berfokus pada implementasi pengajaran kalam di kelas International Class Program (ICP) dengan media sosial, faktor dan sebab yang membuat mahasiswa kurang lancar dalam mempraktekkan Maharah Kalam, dan hubungan antara kegiatan belajar di dalam kelas ICP yang menggunakan bahasa Arab dan Inggris dengan kelancaran Maharah Kalam mahasiswa.Kajian dalam penelitian ini menggunakan jenis studi kasus seperti dokumen, foto, video, sumber digital dan lainnya yang termasuk dalam penelitian kualitatif. Apabila data dari 10 video tersebut telah terkumpul, langkah yang diambil peneliti selanjutnya adalah mengevaluasi dan menganalisis kembali data yang telah diperoleh. Hasil dari penelitian ini menunjukkan bahwa beberapa dari mereka masih belum lancar berbicara bahasa arab karena beberapa faktor internal seperti belum memahami kosa kata, bingung untuk mencari bahan bicara yang akan disampaikan selanjutnya, gugup, tidak percaya diri, dan kurangnya pembiasaan dalam berbicara bahasa arab dan pengaruh pembelajaran di kelas menggunakan bahasa asing hanya menambah wawasan mahasiswa tentang kosa kata. Selain berasal dari faktor eskternal seperti proses pembelajaran bahasa menggunakan bahasa asing di kelas, mahasiswa juga harus mengasah faktor internal seperti mengasah skill kemampuan berbicara dari dalam diri agar tidak takut untuk menyampaikan sesuatu dalam bahasa Arab.
MENINGKATKAN KUALITAS SDM PROGRAM BAHASA ARAB BERLANDASKAN TEORI MANAJEMEN FREDERICK WINSLOW TAYLOR: indonesia Abdul Latif; Hasanuddin; Ahksan; Nuril Mufidah
Lahjah Arabiyah: Jurnal Bahasa Arab dan Pendidikan Bahasa Arab Vol. 5 No. 1 (2024): Lahjah Arabiyah - January 2024
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/lahjah.v5i1.64-77

Abstract

This research aims to explore more data regarding: (1) how is HR competency developed? (2) how is employee recruitment and training? (3) How is employee performance monitored? (4) How is the cooperation between management and employees? With a research focus on Arabic language program management. The theory used to analyze is the scientific management theory initiated by Frederick Winslow Taylor. This research uses a case study research method. This case study research was carried out at Ar-Rahmah Tahfidz Islamic Boarding School Malang in the 2023/2024 academic year, focusing on the Arabic language program in the dormitory. The researcher concluded that implementing Arabic language program management at Ar-Rahmah Tahfidz Islamic Boarding School Malang was by the principles of scientific management initiated by Frederick Winslow Taylor. This is illustrated through the following points. First, developing the quality of human resources through training to improve the quality of Arabic language knowledge and skills for dormitory companions. Second, employees are selected using outsourcing to fill positions in the Arabic language driving division called Muharrik lughoh Arabiyah (Arabic language driving). Third, manajer supervise three types of care: feedforward, current control, and feedback control. Fourth, distribute tasks proportionally.
Tanfīż Barāmij Al-lugat Al-ʿArabiat li Taḥsīn Mahārah Kalām Ladayya At- Ṭullāb fi Maʿhad: Implementation of Arabic Program to Improve Speaking Skill of Students in Islamic Boarding School Mursyidatul Mahsunah; M. Akmal Binashril Hadi; Dyah Ayu Khoirunnisa; Nuril Mufidah
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol. 9 No. 2 (2023)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/almahara.2023.092-06

Abstract

Mastering a foreign language is very much needed in this modern era, so language programs can be used as an intermediary for students to master languages, especially in speaking skills, which are carried out in Islamic boarding schools. This research aims to analyze the management of the implementation of the Arabic language program to be able to form a language socio-environment for Islamic boarding school students. This research method is qualitative. The research was conducted at the Arabic Program for adults in an Islamic boarding school in Malang, Indonesia. The data collection method was carried out using observation instruments in-depth interviews and documentation. These two instruments were used to obtain data regarding the stages in implementing the Arabic language program in an Islamic boarding school Socio- environment. The data analysis technique is carried out in the stages of collecting data, reducing data, presenting data, and making conclusions. The results of the research show that there are three programs to form a  language environment, including Mufrodat Yaumiyah (memorize Arabic vocabulary) which is held once a week, with the Mufrodat Yaumiyah program being able to help expand the student's vocabulary in Arabic, which can improve understanding and language skills. Then the language day program is carried out for three days starting in the morning until the afternoon. The last program is the muhadharah (show attractions of students' language skills) program which is carried out once every three weeks. The muhadharah program is carried out to measure students regarding their development and ability to use Arabic in various contexts and functions, such as a master of ceremony using Arabic, khitobah (speech or lecture), and taqdimul qissoh (storytelling). The conclusion obtained is that Islamic boarding schools must create a language environment by consistently implementing the language program. Keywords: Arabic, Language Environment, Program Management, Socio- Environment, Speaking Skills.     ملخص إن إتقان لغة أجنبية أمر مطلوب للغاية في هذا العصر الحديث، لذلك يمكن استخدام برامج اللغة كوسيط للطلاب في إتقان اللغات، وخاصة في مهارات التحدث، والتي تتم في المدارس الداخلية الإسلامية. يهدف هذا البحث إلى تحليل إدارة تنفيذ برنامج اللغة العربية للتمكن من تكوين بيئة لغوية لطلاب في المعهد. طريقة البحث هذه نوعية. تم إجراء البحث في المعهد دار النون مالانج. تم استخدام طريقة جمع البيانات باستخدام أدوات الملاحظة والمقابلات المتعمقة. وقد تم استخدام هاتين الأداتين للحصول على بيانات تتعلق بمراحل تنفيذ برنامج اللغة العربية في المعهد دار النون مالانج. يتم تنفيذ تقنية تحليل البيانات في مراحل جمع البيانات وتقليل البيانات وعرض البيانات واستخلاص النتائج. تظهر نتائج البحث أن هناك ثلاثة برامج في المعهد دار النون مالانج لتكوين بيئة لغوية، منها مفردات يومية التي تقام مرة واحدة في الأسبوع، مع قدرة برنامج مفردات يومية على المساعدة في توسيع مفردات الطلاب في اللغة. اللغة العربية، والتي يمكن أن تحسن الفهم والمهارات اللغوية. ثم يتم تنفيذ برنامج يوم اللغة لمدة ثلاثة أيام تبدأ من الصباح وحتى بعد الظهر. البرنامج الأخير هو برنامج المحاضرة الذي يتم تنفيذه مرة كل ثلاثة أسابيع، ويتم تنفيذ برنامج المحاضرة لقياس الطلاب من حيث تطورهم وقدرتهم على استخدام اللغة العربية في سياقات ووظائف مختلفة، مثل استخدام اللغة العربية عند سيد الحفل، والخطابة، وتقديم القصة. الاستنتاج الذي تم التوصل إليه هو أن المدارس الداخلية الإسلامية يجب أن تخلق بيئة لغوية من خلال التنفيذ المستمر لبرنامج اللغة. الكلمات الرئيسية: إدارة برنامج، اللغة العربية، بيئة اللغوية، مهارة الكلام، الاجتماعية والبيئية
Minat Belajar Siswa dan Media Arabic Domino Card untuk Materi Qawaid Muhammad Rosihan Anwar; Nuril Mufidah
Muhadasah: Jurnal Pendidikan Bahasa Arab Vol. 6 No. 1 (2024): Muhadasah: Jurnal Pendidikan Bahasa Arab
Publisher : Program Studi Pendidikan Bahasa Arab Institut Agama Islam Sunan Kalijogo Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51339/muhad.v6i1.2366

Abstract

Penelitian ini bertujuan untuk menganalisis implementasi media pembelajaran Arabic domino card untuk pembelajaran qawaid dan pengaruhnya terhadap minat belajar siswa. Metode penelitian yang digunakan dengan pendekatan deskriptif kualitatif. Subjek penelitian kelas 10 sejumlah 54 siswa di MAN 1 Kota Kediri, Indonesia tahun 2024. Teknik pengumpulan data dengan pengamatan, wawancara, dan dokumentasi. Analisis data menggunakan model Milles& Hubberman. Hasil penelitian menunjukkan implementasi media pembelajaran Arabic domino card dilakukan melalui tahap perencanaan, pelaksanaan, dan evaluasi. Pada Tahap perencanaan terdapat penentuan tujuan pembelajaran, penentuan bahan untuk media, dan pengembangkan rencana instrumen penilaian. Tahap implementasi dimulai dari pemaparan materi qawaid hingga menentukan pemenang permainan. Pada tahap evaluasi, media ini mendapatkan apreasiasi positif dari guru pamong dan siswa, tetapi kekurangan media ini adalah bahan yang kurang ideal. Berdasarkan lembar hasil angket, minat belajar bahasa arab siswa dengan menggunakan media ini pada kategori cukup tinggi mencapai 74% (40 dari 54 siswa), presentse kategori sangat tinggi 20% (11 dari 54 siswa) dan presentase kategori cukup rendah 6% (3 dari 54 siswa). Adapun berdasarkan lembar hasil observasi, minat belajar bahasa arab siswa sangat baik dengan terlaksananya 7 dari 9 indikator aspek minat belajar bahasa arab.
Tathbiqu Wasa’ilu At-Ta’liim Bithoqotil Wamdhiyati (Flash Card) Fi Ta’liimi Al-Mufrodati Lil-athfaali تطبيق وسائل التعليم بطاقة الومضية (Flash Card) في تعليم المفردات للأطفال رزقى رضى أوتامي Rizka Ridho Utami; Lubna Farah Khan; Nuril Mufidah
Ma'arif Journal of Education, Madrasah Innovation and Aswaja Studies Vol 1 No 2 (2022): DECEMBER
Publisher : Lembaga Pendidikan Ma'arif Nahdlatul Ulama, Kabupaten Malang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69966/mjemias.v1i2.59

Abstract

تلعب وسائل الإعلام دورًا مهمًا في عملية التعلم. يهدف هذا البحث إلى وصف وتحليل تطبيق وسائط بطاقات الفلاش في تعلم المفردات. هذا البحث هو بحث دراسة حالة مع موضوع طلاب الصف الثالث بالمدرسة الإبتداعية نيجيري 2 توبان. تم جمع البيانات عن طريق الملاحظة والمقابلات. يستخدم تحليل البيانات نموذج مايلز وهامبرمان الذي يتضمن تقليل البيانات وعرض البيانات واستخلاص النتائج والتحقق. وتظهر نتائج البحث أن التنفيذ يتكون من ثلاث مراحل. المرحلة الأولى، الإعداد، هي إعداد وسائل الإعلام. ثانيًا، يبدأ التنفيذ، أي التعلم، بتقديم موضوع المادة التعليمية للطلاب، أي يتم إعطاء الطلاب مادة ببطاقة وسائط تحتوي على صور ومفردات. ثالثًا، التقييم، وهو العمل على أسئلة التدريب في دليل الطالب.
PRESTASI MAHASISWA DAN PERBANDINGAN KURIKULUM 2013 MENJADI KURIKULUM MERDEKA Rifka Arifatul Choridah; Nuril Mufidah
JURNAL EDUCATION AND DEVELOPMENT Vol 12 No 1 (2024): Vol 12 No 1 Januari 2024
Publisher : Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/ed.v12i1.5330

Abstract

This study aims to analyze the comparison of the 2013 curriculum and the independent curriculum in developing student achievement in the Arabic Language Study Program at UIN Malang. The research method used is qualitative with an analytical descriptive approach. With the subject of Arabic Language Education Study Program students. Data collection techniques were observation and documentation from the 2013 curriculum implementation guidebook, the UIN Malang MBKM guidebook, and the Student Achievement Report Book of the Arabic Language Education Study Program, UIN Malang. As well as doing critical analysis of these data. The results of the research are as follows: 1. During the period when the 2013 curriculum was implemented, namely 2017 – 2020, 47 achievements were reported for students of the Arabic Language Education Study Program. With details, 3 international achievements, 37 national achievements, and 7 regional achievements. 2. During the period when the independent curriculum was implemented, from 2021 to 2023 in June, 59 achievements were reported for students of the Arabic Language Education Study Program. With details, 18 international achievements, 35 national achievements, and 6 regional achievements. 3. Comparison of the efficiency of the 2013 curriculum and the independent curriculum in developing student achievement in the Arabic Language Education Study Program experienced an increase in the period when the independent curriculum was implemented. It should be noted that the independent curriculum will still be implemented for the next period, so it cannot be denied that student achievement is likely to increase.
HASIL IMPLEMENTASI KURIKULUM 2013 TERHADAP PERKEMBANGAN BELAJAR SISWA PADA PELAJARAN BAHASA ARAB Tiasa Thasya; Nuril Mufidah
JURNAL EDUCATION AND DEVELOPMENT Vol 12 No 2 (2024): Vol 12 No 2 Mei 2024
Publisher : Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/ed.v12i2.5647

Abstract

Penelitian ini bertujuan untuk mengetahui hasil implementasi Kurikulum 2013 di SMA Plus Bahrul Ulum Sungailiat Bangka, upaya-upaya yang dilakukan serta tantangan yang dihadapi guru dalam pengajaran di kelas oleh guru bahasa Arab pada penerapan Kurikulum 2013. Metode yang digunakan dalam penelitian ini adalah pendekatan deskriptif kualitatif jenis studi kasus melalui teknik pengumpulan data, observasi terhadap proses belajar mengajar, dan wawancara terhadap guru bahasa Arab. Hasil dari penelitian ini menunjukkan bahwa implementasi Kurikulum 2013 di SMA Plus Bahrul Ulum Sungailiat Bangka telah dilaksanakan dan memperoleh peningkatan kualitas belajar, partisipasi siswa, keterlibatan orang tua dan masyarakat, evaluasi dan penyesuaian, serta pengembangan kompetensi siswa secara holistik. Beberapa upaya yang dilakukan dalam pengembangan belajar siswa pada mata pelajaran bahasa Arab adalah menyesuaikan pembelajaran dengan standar kompetensi, menggunakan pendekatan langsung dan berpusat, mengembangkan bahan ajar yang bervariasi, menerapkan pembelajaran berbasis proyek, memanfaatkan teknologi dalam pembelajaran, menerapkan penilaian autentik, dan berkolaborasi dengan guru dan staf sekolah. Adapun tantangan yang dihadapi pada implementasi Kurikulum 2013 dalam pembelajaran bahasa Arab di kelas adalah cakupan materi yang lebih luas, kemampuan siswa yang beragam, pengembangan materi dan sumber daya yang minim, penilaian langsung, dan pelatihan serta pengembangan profesional.
Taḥlīl Muḥtawa al-Mufradāt fī Kitāb “al-Lughah al-ʿArabiyyah” li al-Ṣhaf al-Tāsiʿ al-Tsānawī wifqa Maʿāyīr Jaudat al-Muḥtawa al-Lughawī lil-Khoulī: Analysis of Vocabulary Content In The Arabic Language Book for The Ninth Grade Of Secondary School According to The Quality Standards of The Linguistic Content Of Al-Khouli Jajang Komaludin; Ma’rifah Munjiah; Nuril Mufidah
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol. 10 No. 2 (2024)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/almahara.2024.0102-10

Abstract

Vocabulary is a fundamental element in all languages, and there is no language without the evidence of vocabulary. However, the attention given to it in some educational materials has not met the required standards; instead, it needs to be reviewed, scrutinized, and addressed again. The study revealed the appropriateness of the vocabulary content in the "Arabic Language" textbook for the ninth grade from various aspects such as highlighting new vocabulary, selecting vocabulary, classifying new vocabulary, controlling vocabulary, vocabulary and the learner's age, and vocabulary and the learner's goals. The study adopted the descriptive-analytical method with a qualitative approach, and data was collected through documentation and then analyzed according to the Miles-Huberman model in four stages: data collection, classification, presentation, and conclusion. The study's result showed that the vocabulary content in the "Arabic Language" textbook for the ninth grade does not fully align with Al-Khawli's standards of linguistic content quality. It highlights new vocabulary in each lesson while meeting the learners' objectives, and the vocabulary selection is based on frequency, ease, utility, and relevance. The vocabulary is appropriate for the learners' age. However, the study also pointed out the lack of differentiation between active and passive vocabulary and the selection of vocabulary in each lesson. The vocabulary used in the texts is mostly not among the new vocabulary; there is no gradual introduction from one lesson to the next, and some vocabulary is uncommon, complex, and outdated. Keywords: Al-Khouli, Analysis, Evaluation, Standards of Linguistic Content Quality, Vocabulary Analysis
Management of Professional Training and Development Programs for Arabic Language Teachers for Non-Native Speakers M Sholih Salimul Uqba; Achmad Syaifuddin Zuhri; Dendy Hermawan; Nuril Mufidah
Akhlak : Jurnal Pendidikan Agama Islam dan Filsafat Vol. 2 No. 2 (2025): Akhlak : Jurnal Pendidikan Agama Islam dan Filsafat
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/akhlak.v2i2.664

Abstract

This research aims to analyze the management of training and development programs for Arabic language teachers in Madrasah Aliyah Mamba’ul Ulum, Bungah, Gresik. This research was descriptive qualitative and collected through observation and interview. The data was analyzed through the three steps namely data reduction, data presentation, and conclusion drawing. The findings showed that only few of Arabic language teachers have appropriate academic qualifications, with details that there were 3 Arabic language teachers, but there was only one teacher who had a bachelor’s degree in Arabic Language Education, while other teachers had a bachelor’s degree in Islamic Religious Education and Islamic Boarding School graduates. Then, the professional development program for Arabic teachers was held in the form of workshops and seminars related to learning twice in the last three years. However, the material presented only focuses on teaching materials according to the national curriculum, without any programs or activities to improve the ability of teachers to choose active, effective, and efficient learning methods. In conclusion, Arabic teacher qualifications are poorly managed at Madrasah Aliyah Mamba’ul Ulum, Bungah, Gresik, regardless of the fields’ quality of teachers or suitability.
Manajemen Program Pembelajaran Bahasa Arab dengan Metode Langsung (Direct Method) di Pondok Tahfidz Putri Darul Mubarok Curup (DMC) Rahmad Arif Setiawan; Nuril Mufidah
Mahira: Journal of Arabic Studies & Teaching Vol. 1 No. 2 (2023)
Publisher : Pendidikan Bahasa Arab Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/mahira.2023.12.02

Abstract

This study determines the management of teaching arabic language with direct method, this study uses qualitative descriptive with analysis method’s huberman and miles which is data display, data analysis, data reduction and conclusion. This study answering the question, those are; 1) How management of the arabic language learning program using the direct method (direct method) at the pondok tahfidz putri daarul mubarak curup (dmc)? 2) What are the supporting factors and inhibiting factors in the management of the Arabic language learning program using the direct method at the Pondok Tahfidz Putri Daarul Mubarak Curup (DMC)?. The results of this study include several things; 1) The implemented management of the arabic language learning program using the direct method (direct method) at the pondok tahfidz putri daarul mubarak curup (dmc) based on 4 management functions namely; a. Planning function: In planning Arabic learning the teacher prepares a Lesson Plan (RPP) which includes equipment or auxiliary media to facilitate the Arabic learning process, while also preparing a number of questions about material that has previously been taught to recall the lessons that have been taught, this can also improve students' cognitive abilities with the drill method used by the teacher when asking indirectly questions that are routinely given and continuously related to the lessons that have been taught, b. Organizing function: In the process of organizing learning the Arabic teacher at the tahfidz Putri Daarul Mubarok Curup Islamic boarding school organizes learning by managing the time when teaching, inviting students to ask questions, conducting questions and answers, determining activities and materials, paying attention to start and finish times of learning, the process of organizing learning These are arranged systematically to make it easier for teachers to carry out learning activities. c. Implementation function: The Arabic teacher at Pondok Tahfidz Putri Daarul Mubarok Curup carries out the function of implementing Arabic learning with the following stages: 1. Pre-instructional stage; The teacher greets the students by saying "Assalamu'alaikum", followed by greetings in Arabic in the form of: كَيْفَ حَالُكُم؟، نَهَارُكُمْ سَعِيْدَة؟،صَبَاحُ الخَيْر؟, then the teacher asks about the previous lesson (الدُّرُوسُ السَّابِقَةُ ؟); The teacher prepares the material carefully, looks for a method that fits the material to be delivered to students, prepares questions for each material, explains the learning objectives, writes the subject matter on the blackboard, 3. Evaluation and follow-up stage; evaluate by giving practice questions in the book as formative tests, as well as conducting daily exams and conducting summative tests which are carried out at the end of the semester. d. Supervision function: In supervising the school principal towards teachers, especially teachers in learning Arabic at the Daarul Mubarok Curup daughter's tahfidz boarding school, the school principal supervises by collecting the necessary data from planning, implementation and evaluation of learning Arabic. These data were collected and evaluated as a whole and given follow-up on the evaluation. This was done by the school principal as a form of supervision of learning Arabic and improving the quality of learning carried out by Arabic teachers.2) Supporting factors and inhibiting factors in the management of the Arabic language learning program using the direct method (Direct Method) at the Tahfidz Putri Daarul Mubarak Curup (DMC) were found including: A) Supporting factors; 1. From the student side. Enthusiasm of students is quite high in learning Arabic with the direct method, 2. In terms of student learning methods. The learning method used in learning Arabic at Pondok Tahfidz Putri Daarul Mubarok Curup Putri makes it easy for students to understand and master lessons, 3. From the side of the teacher/teaching staff. The ustadzah who teaches at Daarul Mubarok Curup Putri Tahfidz Putri Islamic Boarding School is an alumnus of the Gontor Islamic Boarding School, and the others are graduates of Islamic boarding schools who are very closely related to Arabic, 4. From an environmental standpoint. The bi'ah lughawiyah system (creating an environment with Arabic nuances) implemented at the Tahfidz Putri Daarul Mubarok Curup boarding school system. B) Inhibiting factors; The inhibiting factor experienced by the Arabic language teacher at Putri Daarul Mubarok Curup's tahfidz boarding school is that the lessons that have been taught are often forgotten by female students so that the teacher must continue to repeat previous lessons in a concise and clear manner for efficiency in teaching time.
Co-Authors Abdul Fatah Muhtar Abdul Latif Abdul Malik Karim Abdul Malik Karim Amrullah Achmad Syaifuddin Zuhri Adam Al barqi Ahksan Aini Nur Sholehah Al Magfira Jumahir Alfiatus Syarofah Dendy Hermawan Dyah Ayu Khoirunnisa fatihati, zhafira Fatihati, Zhafira Putri Hermi Ismawati Hilyatun Aulia Ichwan, Najih Syahrul Jajang Komaludin Khafidz Roziki Lubna Farah Khan M Sholih Salimul Uqba M. Akmal Binashril Hadi M. Yogi Riyantama Isjoni Ma’rifah Munjiah Moh Rifqi Falah Al Farabi Mu Ida Nur Fadhilah Muhammad Fauzan Firdaus Muhammad Rosihan Anwar Mursyidatul Mahsunah Nur Rahmad Yahya Wijaya Nurvita Silviyana Rahmad Arif Setiawan Rifka Arifatul Choridah Rizka Ridho Utami Siti Azura Syuhadak Taufiqurrochman Tiasa Thasya Tuban Drijah Herawati