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<![CDATA[Kualitas Kemahiran Berbahasa Arab Madrasah Tsanawiyah Dalam Buku Ajar Bahasa Arab Kurikulum KMA 183 Berdasarkan Perspektif American Council on The Teaching of Foreign Language (ACTFL) ]]>
<![CDATA[Hoesni, Ismail Ubaidillah]]>;
<![CDATA[Ainin, Moh]]>;
<![CDATA[Muassomah]]>;
<![CDATA[Al Farobi, Ahmad Dzulfikar]]>
<![CDATA[ Mahira: Journal of Arabic Studies Vol. 2 No. 1 (2022) ]]>
Publisher : <![CDATA[Institut Agama Islam Riyadlotul Mujahidin Ngabar (IAIRM) Ponorogo ]]>
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DOI: 10.55380/mahira.v2i1.175
<![CDATA[Penelitian ini bertujuan untuk 1). menganalisis tingkat kemahiran berbahasa Arab yang ada dalam buku teks bahasa Arab KMA 183 perspektif ACTFL, 2). Mengetahui urgensi susunan materi dalam buku teks Bahasa Arab KMA 183 terhadap kemahiran berbahasa Arab. 3) mendeskripsikan implikasi analisis buku teks ajar Bahasa Arab KMA 183 berdasarkan pedoman kemahiran berbahasa ACTFL. Penelitian merupakan penelitian kepustakaan (Library Research) dengan memaparkan data, dokumen dan berkas-berkas penunjang lainnya dengan pendekatan deskriptif kualitatif, dengan menggunakan teknis analisis isi (Content Analysis) yaitu melakukan Analisa data menurut isinya sehingga memberikan gambaran tentang kesesuaian materi yang terdapat dalam buku teks Bahasa arab pada jenjang Mts kelas IX dengan menganalisis melalui perspektif pedoman kemahiran berbahasa. Hasil penelitian yang dilakukan dengan menganalisa buku teks Bahasa Arab KMA 183 dapat dipaparkan bahwa pada materi kemahiran membaca berada pada tingkatan pemula rendah dan terus meningkat hingga pada tingkatan pemula tinggi, sedangkan untuk materi kemahiran menulis konsisten berada pada tingkatan pemula tinggi. sedangkan untuk kemahiran Reseptif mencakup kemahiran membaca dan menyimak. Pada materi membaca yang secara keseluruhan mengalami peningkatan. Pada dua bab pertama diawali dengan tingkat materi kemahiran di level pemula tinggi (Novice High), lalu meningkat di Madya rendah (Intermediate Low). Hal ini berbeda dengan,materi kemahiran menyimak yang konsisten berada di tingkatan Pemula Tinggi (Novice High), dengan demikian menunjukan bahwa proses transformasi perubahan materi bisa dinikmati pembelajar di tiap babnya. Adapun pada materi membaca yang disajikan dalam buku teks tersebut berada pada level yang tidak berurutan, sehingga arah tujuan yang ingin dicapai dalam kompetensi menulis ini kurang terarah dan terstruktur.]]>
<![CDATA[The Concept of Arabic Language and its Development in Tarbiyatu Muallim?n Al-isl?m? Prenduan ]]>
<![CDATA[Kirom, Abdul]]>;
<![CDATA[Ainin, Moh.]]>;
<![CDATA[Rosyidi, Abdul Wahab]]>
<![CDATA[ Dzihni: Jurnal Pendidikan Bahasa Arab, Linguistik dan Kajian Literatur Arab Vol 1, No 02 (2023) ]]>
Publisher : <![CDATA[Universitas Al-Amien Prenduan ]]>
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DOI: 10.28944/dzihni.v1i02.1317
<![CDATA[This scientific research aims to characterize and promote the Arabic language at the Institute of Islamic Teacher Education in Burandwan. The researcher used a descriptive qualitative research methodology through interviews, observation, and documentation. So you get the fact that the Arabic language and its promotion in that institute are divided into two stages, the first of which is the foundation stage and the second is the implementation and promotion stage. Establishment stage: This stage goes back to the time of the founding of this institute in the year 1971 AD, with the efforts of Kayahi Haj Muhammad Idris Johari, hand in hand with Kayahi Hajj Muhammad Tijani Johari, who improved the sound structures and correct methods after coming from Mecca (1989 AD) until this stage was achieved with the title Success and paving the way in educating and teaching the Arabic language. The implementation and promotion stage: The process of the Arabic language as a language of communication and teaching may accelerate teacher education to its maximum extent for its employees, until the implementation and promotion stage has become as if it were facilitated in an instant, and elements of a) building a solid Arabic language teaching entity were formed in this stage, b) sending some distinguished cadres. And their enrollment in universities in Mecca and Medina in the Arabic language specialization, c) The large number of teachers who excel in the Arabic language and are effective in the fields of teaching it, d) Managing the implementation of linguistic and Arabic activities and educating them outside the classroom, e) The effectiveness of the linguistic and Arabic teams in forming cadres who excel in the Arabic language.]]>
<![CDATA[Buku Ajar Bahasa Arab Kelas 4 Madrasah Ibtidaiyah: Analisis Standar 5C ACTFL ]]>
<![CDATA[Muslimah, Kiki Cahya]]>;
<![CDATA[Ainin, Moh.]]>;
<![CDATA[Sanusi, Anwar]]>
<![CDATA[ Al-Ma‘rifah Vol 19 No 2 (2022): Al-Ma'rifah: Jurnal Budaya, Bahasa, dan Sastra Arab ]]>
Publisher : <![CDATA[Universitas Negeri Jakarta ]]>
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DOI: 10.21009/almakrifah.19.02.04
<![CDATA[5C’s of the American Council on Teaching of Foreign Languages (ACTFL) is a standard in teaching foreign languages in the United States, which emphasizes five important and interrelated things in teaching foreign languages; communication, culture, connections, comparisons, and communities. The 5C’s of ACTFL are used as a guide in creating a curriculum that can enable students to develop various skills, gain insights from other cultures, connect language skills acquired with other scientific fields, develop insights by comparison, and participate in a multilingual society. This study aim to answer the question of the results of the ACTFL 5C’s standard analysis in the Arabic textbooks for class 4 in Madrasah Ibtidaiyah published by the Ministry of Religion of the Republic of Indonesia. This type of research is library research conducted with research objects or library data collection. The analysis found that the Arabic textbook complies with the ACTFL 5C’s standard. The Arabic textbook can optimize learning Arabic for elementary school; Madrasah Ibtidaiyah class 4. In detail, the percentage of the ACTFL 5C’s standard is 31% communication, 25% cultures, 22% connections, 14% comparisons, and 8% communities.]]>
<![CDATA[Design of Heyzine Flipbook Based Arabic E-Module as an Alternative Teaching Material for Basic’s Level ]]>
<![CDATA[Agung Heru Setiadi]]>;
<![CDATA[Mahbub Humaidi Aziz]]>;
<![CDATA[Moh. Ainin]]>;
<![CDATA[Abdul Wahab Rosyidi]]>;
<![CDATA[Bima Fandi Asy'arie]]>;
<![CDATA[Zainul Fuat]]>
<![CDATA[ An Nabighoh Jurnal Pendidikan Dan Pembelajaran Bahasa Arab Vol 26 No 2 (2024): An Nabighoh ]]>
Publisher : <![CDATA[Universitas Islam Negeri Jurai Siwo Lampung ]]>
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DOI: 10.32332/an-nabighoh.v26i2.195-216
<![CDATA[One innovation in learning Arabic is using digital platforms such as Heyzine Flipbook (HF), which has been proven to increase student motivation. This research aims to develop and analyze the product design of the Arabic Learning E-module via HF. The method used is “Research & Development” (R&D) with the ADDIE model. The focus of this article is at MIN 2 East Lampung. Several applications (Canva, Quizizz, and Wordwall) are supported to create product designs for Arabic learning materials. Then, the product feasibility test involved six validators, namely material and language experts, who got 83.9%, learning media experts got 84.7%, and learning design experts got 83.5%. In the small group test, the score was 87.5%, while in the significant group test, the score was 67.3%. In terms of effectiveness, the application of this product shows very good results, with an average increase in student grades of 57.0%. In this way, all students achieve completeness after the Arabic e-module development product via HF can be implemented optimally.]]>
<![CDATA[Enhancing Sharaf Mastery Through Ristek Muslim Digital Dictionary and Google Classroom Among Arabic Language Students ]]>
<![CDATA[Rahman, Aulia]]>;
<![CDATA[Ainin, Moh]]>;
<![CDATA[Rosyidi, Abdul Wahab]]>;
<![CDATA[Andaru Bahy, Moh. Buny]]>;
<![CDATA[Nasution, Sahkholid]]>;
<![CDATA[Ahmad Karnel, Muhammad Iqbal]]>
<![CDATA[ Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol 8, No 2 (2024): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban ]]>
Publisher : <![CDATA[UIN Sunan Gunung Djati Bandung ]]>
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DOI: 10.15575/jpba.v8i2.35971
<![CDATA[This study contributes significantly to the development of Sharaf learning by introducing an innovative approach using the Ristek Muslim digital dictionary. The guidelines developed in this research provide Arabic language students with an accessible and effective tool to improve their understanding of Sharaf, a crucial component of Arabic grammar. This study enhances student engagement and learning outcomes by integrating digital resources into Sharaf's instruction. The positive feedback from students, material experts, and media experts highlights the value of these guidelines in improving both the content and delivery of Sharaf lessons. Furthermore, the T-test results demonstrate the effectiveness of the digital dictionary guidelines in fostering a more profound comprehension of Sharaf concepts. This contribution supports the modernization of Arabic language teaching, offering a more interactive and efficient way for students to master the intricacies of Sharaf. The findings suggest that integrating digital tools in Arabic language learning, particularly in the study of Sharaf, can contribute to better learning outcomes. Additionally, based on the Borg and Gall model, the development process successfully addressed potential challenges and refined the product through multiple stages of testing and validation. Overall, this study demonstrates that the Ristek Muslim digital dictionary guidelines are a valuable resource for improving Sharaf learning and can be a model for integrating digital technology into Arabic language education]]>
<![CDATA[Analyzing the Problems of Arabic Language Learning in Higher Education ]]>
<![CDATA[Arifin, Zainul]]>;
<![CDATA[Lubis, Torkis]]>;
<![CDATA[Ath-Thukhi, Ahmad Muhammad]]>;
<![CDATA[Alsokari, Tareq]]>;
<![CDATA[Ainin, Moh.]]>;
<![CDATA[Taufan, Muhammad]]>
<![CDATA[ International Journal of Islamic Studies Higher Education Vol. 3 No. 3 (2024): November ]]>
Publisher : <![CDATA[Islamic Studies and Development Center in collaboration with Department of Islamic Education Universitas Negeri Padang ]]>
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DOI: 10.24036/insight.v3i3.193
<![CDATA[Arabic language learning in higher education has an important role in shaping students' linguistic competence, especially in Islamic-based institutions. However, its implementation in practice often faces challenges that affect the teaching-learning process. This article aims to analyze the problems of Arabic language learning in higher education, identify the source of the problems, and offer solutions to the learning that is carried out. This analysis uses a Systematic Literature Review (SLR) approach by following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. This article screened 20 articles from Scopus and Google Scholar indexed journals published between 2018-2024. The results of the analysis show that there are four main problems, first the low competence of lecturers in applying learning methods, second the lack of utilization of educational technology in the learning process, third the limitations of teaching materials, fourth the low motivation of students in learning Arabic. These findings indicate that learning Arabic requires new approaches, such as the integration of digital-based technology, continuous training for lecturers, and the provision of teaching materials tailored to the needs and interests of students. The four results of this analysis are expected to provide insights for curriculum development and more effective Arabic learning methods. For future researchers, it is hoped that the results of this analysis can be the main reference and for lecturers, curriculum developers and policy designers in overcoming the challenges of learning Arabic in higher education and improving the quality of graduates who have superior linguistic competence.]]>
<![CDATA[القيم الفلسفية في كتاب الأدب الصغير والكبير لابن المقفع: Philosophical Values in Ibn Al-Muqaffa’s Kitab Al-Adab Al-Shagir and Al-Adab Al-Kabir ]]>
<![CDATA[Kholil, Ahmad]]>;
<![CDATA[Ainin, Moh]]>;
<![CDATA[Faisol, M]]>;
<![CDATA[Hasanah, Ummi]]>;
<![CDATA[Wirmansyah, Aulia Fadhila]]>
<![CDATA[ Jurnal Adabiyah Vol 25 No 1 (2025): June (Islamic Humanities) ]]>
Publisher : <![CDATA[Faculty of Adab and Humanities - Alauddin State Islamic University of Makassar ]]>
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DOI: 10.24252/jad.v25i1a3
<![CDATA[This research aims to identify and to analyze the philosophical values contained in Ibn al-Muqaffa’s Kitab al-Adab al-Shagir and al-Adab al-Kabir. The main focus of this research is to explore how moral philosophy or ethical concepts are reflected in these two literary works and their relation to divine values, cosmology and humanism. This research is a literature study using a qualitative-descriptive analysis method. The primary data sources are texts from these two works as primary sources, as well as books and other references discussing philosophy and literature as secondary sources. The qualitative-descriptive method is used to systematically and deeply elaborate the data. The approach employed is content analysis with a philosophical perspective. This analysis is based on two ways of understanding: first, understanding the content within literary works and second, understanding communication as an interaction between the works and the readers. The findings of this research indicate that the philosophical values in Kitab al-Adab al-Shagir and al-Adab al-Kabir are related to the teachings of moral philosophy, encompassing God as the source of all existence, the universe as a reflection of God's existence and humans as beings possessing freedom and moral responsibility. الملخص يهدف هذا البحث إلى تحديد وتحليل القيم الفلسفية الواردة في كتاب "الأدب الصغير" و"الأدب الكبير" لابن المقفع. ويركز البحث بشكل رئيسي على استكشاف كيفية انعكاس مفاهيم الفلسفة الأخلاقية أو القيمية في هذين الكتابين، وعلاقتها بالقيم الإلهية والكونية والإنسانية.يُعَدُّ هذا البحث دراسة مكتبية تعتمد على منهج التحليل الوصفي النوعي. تستند مصادر البيانات الأساسية إلى نصوص الكتابين كمصدر أولي، بالإضافة إلى الكتب والمراجع الأخرى التي تتناول الفلسفة والأدب كمصادر ثانوية. ويُستخدم المنهج الوصفي النوعي لتحليل البيانات بشكل منهجي وعميق.المنهج المستخدم هو تحليل المحتوى من منظور فلسفي، حيث يعتمد هذا التحليل على طريقتين في الفهم: الأولى، فهم محتوى الأعمال الأدبية، والثانية، فهم عملية التواصل باعتبارها تفاعلاً بين العمل الأدبي والقارئ. وتشير نتائج البحث إلى أن القيم الفلسفية في "كتاب الأدب الصغير" و"الأدب الكبير" ترتبط بتعاليم الفلسفة الأخلاقية، والتي تشمل الله باعتباره مصدر الوجود، والكون باعتباره انعكاساً لوجود الله، والإنسان باعتباره كائناً يمتلك الحرية والمسؤولية Abstrak Penelitian ini bertujuan untuk mengidentifikasi dan menganalisis nilai-nilai filosofis yang terkandung dalam Kitab al-Adab al-Shagir dan al-Adab al-Kabir karya Ibnu al-Muqaffa‘. Fokus utama penelitian ini adalah menggali konsep-konsep filsafat moral atau etika yang tercermin dalam kedua kitab tersebut serta keterkaitannya dengan nilai-nilai ketuhanan, kosmologi, dan humanisme. Penelitian ini merupakan studi pustaka dengan metode analisis kualitatif-deskriptif. Sumber data utama berasal dari teks dalam kedua kitab tersebut sebagai sumber primer, serta buku-buku dan referensi lain yang membahas filsafat dan sastra sebagai sumber sekunder. Metode kualitatif-deskriptif digunakan untuk menguraikan data secara sistematis dan mendalam. Pendekatan yang digunakan adalah analisis isi dengan perspektif filsafat. Analisis ini didasarkan pada dua cara pemahaman: pertama, pemahaman terhadap isi karya sastra, dan kedua, pemahaman komunikasi yang terjadi antara karya dan pembaca. Hasil penelitian ini menunjukkan bahwa nilai-nilai filsafat dalam kedua kitab tersebut berkaitan dengan ajaran filsafat moral yang mencakup Tuhan sebagai sumber segala wujud, alam semesta sebagai refleksi eksistensi Tuhan, dan manusia sebagai makhluk yang memiliki kebebasan serta tanggung jawab moral.]]>
<![CDATA[The Relationship between Personality Traits of Dayakese Students and Their Strategies in Learning Arabic as a Foreign Language ]]>
<![CDATA[Wahdah, Nurul]]>;
<![CDATA[Ainin, Moh.]]>;
<![CDATA[Hamid, M. Abdul]]>
<![CDATA[ Dinamika Ilmu Vol 18 No 2 (2018): Dinamika Ilmu, 18(2), December 2018 ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
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DOI: 10.21093/di.v18i2.987
<![CDATA[This study aims at finding out the relationship between personality traits and Arabic Language Learning Strategies (LLS) for the Dayakese learners of Islamic Senior High School Tumbang Samba, Central Kalimantan, Indonesia. Eighty one students were asked to participate in this study. The instruments used were the Big Five Personality Inventory (BFI) proposed by John (1990) and the Strategy Inventory for Language Learning (SILL) proposed by Oxford (1990). In analysing data, arithmetic mean, standard deviation and correlation coefficient of Pearson were used. The findings can be explained as follows. 1) The agreeableness and conscientiousness traits of Dayakese learners were at moderate levels, and the extroversion, neuroticism and openness to experience traits of them were at high levels. The most preferred personality trait was openness to experience. 2) The language learning strategies used by students on the six strategies were at different levels. The cognitive, compensation, affective and social strategies were at low levels. The memory and metacognitive strategies were at moderate levels. The most popularly strategy used was metacognitive strategies and the least strategy used was cognitive strategies. 3) Although there is not a statistically significant correlation between Dayakese learners ‘personality and Arabic language learning strategies generally, the significant correlations were found between neuroticism trait and memory, metacognitive, and social strategies; and between openness to experience trait and cognitive, compensation, metacognitive, affective and social strategies specifically.]]>
<![CDATA[The Development of Reading Skill Teaching Materials Based on Prezi Artificial Intelligence ]]>
<![CDATA[Khuluq, Muchsinul]]>;
<![CDATA[Ainin, Moh.]]>;
<![CDATA[Rosyidi, Abdul Wahab]]>;
<![CDATA[Imamah, Nurul]]>
<![CDATA[ Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 1 (2025) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Curup ]]>
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DOI: 10.29240/jba.v9i1.10886
<![CDATA[This study aimed to develop more engaging and effective teaching materials of maharah qiroah (reading skills) for tenth-grade students in Indonesia through the utilization of the Prezi Artificial Intelligence application. The development was driven by the limitations of conventional textbooks that in many ways appeared monotonous and unengaging. Using a qualitative Research and Development (R&D) approach with the 4D model, this study employed the Qiroah Muqhatta’ah strategy, breaking texts into manageable fragments to enhance comprehension. The materials were tested on 20 students with Novice-level Arabic proficiency. The results showed a significant improvement in reading comprehension, with average scores rising from 56.3 (pre-test) to 77.5 (post-test), and 85% of students reporting increased engagement. Observations revealed greater confidence and interaction, especially with the use of visuals and zooming features. However, challenges such as limited internet access and low digital literacy among students were noted. This study suggests that while Prezi AI offers considerable benefits, its effectiveness depends on contextual factors such as infrastructure and teacher facilitation.]]>
<![CDATA[The Implementation of the Teaching at Right Level (TaRL) Aproach to Enhance Students Interest and Learning Outcomes in Qira’ah Skills at Malang Islamic Senior High School ]]>
<![CDATA[Azhari, Muhammad]]>;
<![CDATA[Ainin, Moh]]>;
<![CDATA[Alnabiil, Ach. Rifqiy]]>
<![CDATA[ Insyirah: Jurnal Ilmu Bahasa Arab dan Studi Islam Vol. 8 No. 1 (2025): June 2025 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.26555/insyirah.v8i1.13178
<![CDATA[This study aims to examine the effectiveness of the Teaching at the Right Level (TaRL) approach in enhancing students’ interest and learning outcomes in reading skills among Grade XI E students at Islam Malang Senior High School. The research employed a classroom action research design involving 30 students as participants. Data on student interest were collected through multiple-choice questionnaires. At the same time, learning outcomes were measured across two cycles, each consisting of planning, implementation, observation, and reflection stages based on students' proficiency levels. The results indicated an increase in student interest, with questionnaire scores rising from 68.5% in the pre-cycle to 76.3% in the post-cycle. Learning outcomes also showed significant improvement across all proficiency groups. In the beginner group, average scores increased from 56.9 (pre-cycle) to 80.5 (cycle one) and 93.9 (cycle two). The intermediate group improved from 86 (pre-cycle) to 88 (cycle one) and 91 (cycle two). The advanced group showed consistently high performance, rising from 96.5 (pre-cycle) to 100 in both subsequent cycles. These findings demonstrate that the implementation of the TaRL approach positively impacted both student interest and reading proficiency in Arabic.]]>
