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<![CDATA[DESAIN PERKULIAHAN BAHASA ARAB MELALUI GOOGLE CLASSROOM ]]>
<![CDATA[Abd. Rozak]]>;
<![CDATA[Azkia Muharom Albantani]]>
<![CDATA[ Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol 5, No 1 (2018) ]]>
Publisher : <![CDATA[Syarif Hidayatullah State Islamic University of Jakarta, Indonesia ]]>
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DOI: 10.15408/a.v5i1.7481
<![CDATA[In this modern day, the number of different ways of learning in addition to being in the classroom, one of them is learning through Google Classroom. This type of research was a qualitative research in the form of field research. Arabic lectures were conducted by using Google Classroom media and administrated by six different classes in non-language study program environments. This study showed that this application can help and facilitate the lecturers and students in carrying out the learning process in depth. This was because both students and lecturers can collect the assignments, distribute the assignments, and assess the assignments at home or anywhere without being bound by time limits or hours of study.]]>
<![CDATA[IMPLEMENTASI KURIKULUM 2013 PADA PEMBELAJARAN BAHASA ARAB DI MADRASAH IBTIDAIYAH ]]>
<![CDATA[Azkia Muharom Albantani]]>
<![CDATA[ Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol 2, No 2 (2015) ]]>
Publisher : <![CDATA[Syarif Hidayatullah State Islamic University of Jakarta, Indonesia ]]>
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DOI: 10.15408/a.v2i2.2127
<![CDATA[The implementation of 2013 Curriculum revealed discrapencies between the curriculum program and their actual realization in the field. the approach adopted in implementing the 2013 Curriculum covered student active learning as well as process oriented approach. The objective of the research is to describe and gathering information related to the implementation of 2013 curriculum and the obstacles. The population and sample of the research is MI Pembangunan UIN Jakarta and MIN Cempaka Putih Tangerang Selatan. The design of the research is qualitative case study. The data is obtained by observing, interviewing, and analyzing the document. The result of the study shows that MI Pembangunan and MIN Cempaka Putih has implemented 2013 curriculum well based on the indicator criteria. It showed that the role of the teacher is dominated in the classroom activity.DOI: 10.15408/a.v2i2.2127]]>
<![CDATA[E-Learning dalam Pengajaran Kosakata Bahasa Arab di Madrasah Tsanawiyah ]]>
<![CDATA[Erta Mahyudin]]>;
<![CDATA[Azizah Nurvia Gusiar]]>;
<![CDATA[Muhbib Abdul Wahab]]>;
<![CDATA[Azkia Muharom Albantani]]>;
<![CDATA[Tengku Maulana]]>
<![CDATA[ Kalimatuna: Journal of Arabic Research Vol 1, No 1 (2022): Kalimatuna: Journal of Arabic Research ]]>
Publisher : <![CDATA[Department of Arabic Education - Faculty of Educational Sciences ]]>
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DOI: 10.15408/kjar.v1i1.25300
<![CDATA[This study is motivated by the emergence of the Covid-19 Virus, which has resulted in numerous changes in education, one of which is the usage of learning media. This study intends to expose the e-learning process as a model for teaching Arabic vocabulary, as well as the students' control over the Arabic vocabulary after learning through e-learning. The researcher used a quantitative strategy as well as a descriptive technique in his investigation. The participants in this study are eighth-grade students. Observation, personal interview, test, and questionnaire were utilized to collect data in this study. This study shows how e-learning was used in this school employing simultaneous e-learning, and the students were enthusiastic about teaching vocabulary using the internet.]]>
<![CDATA[غوغل كلاس رووم وتأثير استخدامه في تعليم مهارة القراءة ]]>
<![CDATA[Dana Iswara]]>;
<![CDATA[Muhbib Abdul Wahab]]>;
<![CDATA[Azkia Muharom Albantani]]>;
<![CDATA[Ruwaida Hudatullah]]>;
<![CDATA[Farihin Farihin]]>
<![CDATA[ Kalimatuna: Journal of Arabic Research Vol 1, No 2 (2022): Kalimatuna: Journal of Arabic Research ]]>
Publisher : <![CDATA[Department of Arabic Education - Faculty of Educational Sciences ]]>
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DOI: 10.15408/kjar.v1i2.29885
<![CDATA[The objectives of this research are to detect the impact of the use of Google Classroom on the results of learning students’ substantive reading skills at this school, and to analyse the supporting and inhibiting factors in its use. After the researcher's pretest and postest of the students, received the pretest with the largest results 65 and the smallest results 40 and the average 50. And posttest got the biggest results 80 and the smallest results 55 and average 68 and got N-gain 0,6 at the good grade level. The researcher analyzed the data by law (T-test) with the help of SPSS 21 obtained Sig value. (2-tailed) 0,000 below 0,05 the alternative hypothesis H_a accepted the original hypothesis H_0 rejected. The conclusion of this research is that the teaching process using Google Classroom for students in this school has a statistically significant effect on the results of learning the reading skill.]]>
<![CDATA[The Model of Arabic Learning Translation Using Artificial Intelligence in Social-Media ]]>
<![CDATA[Abd. Rozak]]>;
<![CDATA[Kisno Umbar]]>;
<![CDATA[Azkia Muharom Albantani]]>
<![CDATA[ Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol 11, No 1 (2024) ]]>
Publisher : <![CDATA[Syarif Hidayatullah State Islamic University of Jakarta, Indonesia ]]>
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DOI: 10.15408/a.v11i1.39757
<![CDATA[This research is aimed at revealing the existence of new alternatives in translation teaching media. Translation teaching media is still strongly suspected to be dominated by the use of dictionaries, both in print such as Munawir, Munjid, Mahmud Yunus, and digital dictionaries like al-Maany, Google Translate, and other applications. The alternative media offered is social media such as Twitter (X). Social media usually used in public communication can be utilized as an alternative for translation learning. How to utilize social media such as Twitter in translation learning? How accurate is social media in teaching Arabic-Indonesian or Indonesian-Arabic translation? This research falls under the category of qualitative research when viewed from the source of text data used. The method used in the research is descriptive qualitative method. The researcher will systematically present examples of using social media (Twitter) in translation learning. The data source in this study is tweets in Arabic language on Twitter. The results of this study indicate that Twitter can be an alternative translation teaching media. The auto-translate system available on Twitter provides several advantages in translation teaching, such as access to authentic and contemporary materials, development of translation speed and accuracy, exercise in finding equivalent words that are currently trending in the Arab world. However, the translations displayed by the auto-translate system on Twitter still need to be considered because there are various contexts that machine translators cannot read.]]>
<![CDATA[MUSTAWAYAT TA'ALUM WA TA'LIM AL-LUGHAH AL-'ARABIYAH 'INDA RUSYDI AHMAD THU'AIMAH ]]>
<![CDATA[Azkia Muharom Albantani]]>
<![CDATA[ Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol 1, No 1 (2014) ]]>
Publisher : <![CDATA[Syarif Hidayatullah State Islamic University of Jakarta, Indonesia ]]>
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DOI: 10.15408/a.v1i1.1135
<![CDATA[Penelitian ini berusaha mengidentifikasi beberapa tingkatan dalam kegiatan belajar mengajar bahasa Arab menurut Rusydi Ahmad Thu‘aimah. Penelitian ini bersifat kualitatif dan menggunakan pendekatan analisis teks sehingga tidak perlu memapaparkan data angka dalam interpretasi hasilnya. Hasil penelitian ini menunjukkan bahwa Rusydi Ahmad Thu‘aimah dalam karyanya, Ta‘lîm al-‘Arabiyyah li ghair al-Nâthiqîn bihâ, menjelaskan berbagai tingkatan dalam kegiatan belajar mengajar bahasa Arab baik dari segi unsur kebahasaan maupun keterampilan berbahasa. Beliau juga menjelaskan berbagai tujuan dari belajar mengajar bahasa Arab. DOI: 10.15408/a.v1i1.1135]]>
<![CDATA[Atsaru al-Khalfiyyah al-Ta'lîmiyyah 'alâ Mahârati al-Qirâati Ladâ Talâmîdzi al-Madrasah al-Mutawaasithah al-Islâmiyyah fî Bogor ]]>
<![CDATA[Albantani, Azkia Muharom]]>;
<![CDATA[Abdul Wahab, Muhbib]]>;
<![CDATA[Farhati, Putri Amalia]]>
<![CDATA[ Alibbaa': Jurnal Pendidikan Bahasa Arab Vol. 4 No. 1 (2023): Vol. 4 No. 1 (2023) ]]>
Publisher : <![CDATA[IAIN Madura ]]>
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DOI: 10.19105/ajpba.v4i1.8080
<![CDATA[This study aims to determine the factors that cause students not to know the Arabic letters, to know the factors that cause students not to be able to read Arabic with good and correct pronunciation and also to determine whether there is an influence of students' educational background on reading ability (Jahriyyah). This study uses a quantitative approach with survey method. Data was collected using a questionnaire, interviews, and direct tests. The collected data were analyzed using percentage descriptive technique and simple linear regression analysis. The population in this study were students of 7th class at MTs Arrosyid II and 36 people as samples. Based on the results of the questionnaire research data, it was found that differences in students' educational backgrounds showed that the percentage of 72.1% was in the strong category. And from the results of the simple linear regression equation that there is an effect of students' educational background on reading ability, seen from Y = 19.889 + 0.806x and Ftable (0.05) > Fcount (0.008) the researcher can analyze that this equation shows a positive effect of variable X on variable Y and the influence of the remaining 19.1% is influenced by other variables. The factors that cause students not to know Hijaiyah letters are that they have not learned Arabic at their school before. The factors that cause students to be unable to read fluently are that they do not dare to express Arabic, do not trust themselves and are not interested in expressing Arabic]]>
<![CDATA[Ideal TPACK For Arabic Language Lecturer: Student Voices ]]>
<![CDATA[Rozak, Abd.]]>;
<![CDATA[Nisa, Pia Khoirotun]]>;
<![CDATA[Albantani, Azkia Muharom]]>
<![CDATA[ Ijaz Arabi Journal of Arabic Learning Vol 7, No 2 (2024): Ijaz Arabi: Journal Of Arabic Learning ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/ijazarabi.v7i2.23120
<![CDATA[TPACK-based learning (Technology Pedagogical Content Knowledge) is an alternative strategy in the online-based learning process. This has an impact on the selection of learning activities, media as well as improving the quality of teaching pedagogy, so it is necessary to map the TPACK learning process based on the students’ perceptions who have participated in the TPACK-based learning Arabic. This study aims to identify student responses to the TPACK-based learning process with several categories. This study uses an exploratory research design by adopting questionnaire consisting of 27 statement items covering the 7 TPACK sub-domains. The questions were distributed via google form to 129 students, the analysis applied descriptive statistical techniques. The research findings show that the implementation of Arabic learning based on TPACK framework utilise indicators such as the use of online media, the application of online-based classroom administration, the availability of online learning resources, and the improvement of teaching pedagogy based on teaching technology. Through the integration of technology, pedagogy, content knowledge, it can accelerate the process of acquiring and increasing student Arabic productivity. This study recommends further research to identify the application and effectiveness of using technology, content and pedagogy separately.]]>
<![CDATA[AL-'ALAQAH BAINA TAQSIM AL-SHAF AL-DIRASIY WA INJAZ AL-TALAMIDZ FI TA'LIM AL-LUGHAH AL-'ARABIYAH ]]>
<![CDATA[Ridha, Muhammad]]>;
<![CDATA[Albantani, Azkia Muharom]]>
<![CDATA[ Arabi : Journal of Arabic Studies Vol 1, No 2 (2016) ]]>
Publisher : <![CDATA[IMLA (Arabic Teacher and Lecturer Association of Indonesia) ]]>
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DOI: 10.24865/ajas.v1i2.14
<![CDATA[This research was aimed to identify the relation between classroom classification based on the cognitive level and students’ achievement in learning Arabic language. The method used in this research was quantitative using the samples all the 8th grade of MTsN 2 Jagakarsa, 50 students academic year 2012/2013. The research found that there was no relationship between classifying students based on their cognitive level and their achievement in Arabic language with the value (-0,130). This value is between (0,00 – 0,20) meaning that there is no correlation between those two variables. It means that the alternative hypothesis (Ha) was rejected and the null hypothesis (Ho) was accepted or there was no relationship between the variables.DOI: 10.24865/ajas.v1i2.14]]>
<![CDATA[OPTIMALISASI APLIKASI BUSUU DALAM PEMBELAJARAN BAHASA ARAB MANDIRI ]]>
<![CDATA[Albantani, Azkia Muharom]]>
<![CDATA[ Arabi : Journal of Arabic Studies Vol 3, No 1 (2018) ]]>
Publisher : <![CDATA[IMLA (Arabic Teacher and Lecturer Association of Indonesia) ]]>
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DOI: 10.24865/ajas.v3i1.78
<![CDATA[In the age of technological advancement, gadget has an important role in the various activities of a person, no exception in learning. With a variety of applications offered by platform providers, both android and iOS. Now one can learn something independently. Busuu is an application developed to help a person in learning foreign languages independently, such as learning Arabic independently. Learning paths used in this application have been using international standards, ranging from beginner level (A1), basic level (A2), intermediate level (B1), and advanced (B2). This application provides learning materials in the form of audio visual that can improve the four skills of Arabic language. Optimizing the usage of Busuu applications is very likely to prepare someone to be able to communicate in Arabic.]]>
