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All Journal JURNAL PENELITIAN ILMU PENDIDIKAN Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab Tadris: Jurnal keguruan dan Ilmu Tarbiyah ARABIYAT Cordova Jurnal OKARA: Jurnal Bahasa dan Sastra Lisanudhad QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Arabi : Journal of Arabic Studies Arabiyatuna : Jurnal Bahasa Arab Ijaz Arabi Journal of Arabic Learning Manajer Pendidikan: Jurnal Ilmiah Manajemen Pendidikan Program Pascasarjana at-tamkin: Jurnal Pengabdian kepada Masyarakat Al-Khidmah IZDIHAR An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab Istawa: Jurnal Pendidikan Islam Al-Arabi : Jurnal Bahasa Arab dan Pengajarannya = Al-Arabi: Journal of Teaching Arabic as a Foreign Language Al Mahara: Jurnal Pendidikan Bahasa Arab ALSINATUNA Prosiding Konfererensi Nasional Bahasa Arab Jurnal Karinov Al-Musannif Rayah Al Islam : Jurnal Ilmu Islam Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Alibbaa': Jurnal Pendidikan Bahasa Arab Fokus: Publikasi Ilmiah untuk Mahasiswa, Staf Pengajar dan Alumni Universitas Kapuas Sintang IJPD (International Journal Of Public Devotion) ATHLA: Journal of Arabic Teaching, Linguistic, And Literature Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Ji_Mild (Jurnal Ilmiah Magister Ilmu Administrasi) Journal of Language, Literature, and Arts (JoLLA) TADRIS AL-ARABIYAT: Jurnal Kajian Ilmu Pendidikan Bahasa Arab Jurnal Pendidikan Islam Alsinatuna At- Ta'lim : Jurnal Pendidikan Journal of Innovation and Teacher Professionalism Tifani : Jurnal Penelitian dan Pengabdian Kepada Masyarakat ATHLA: Journal of Arabic Teaching, Linguistic, And Literature
Imam Asrori
Universitas Negeri Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Enhancing Arabic Language Proficiency through Nested Curriculum Integration: A Qualitative Case Study at Diniyyah Puteri Padang Panjang, Indonesia Febriani, Suci Ramadhanti; Asrori, Imam; Sutaman, Sutaman
Jurnal Pendidikan Islam Vol. 14 No. 1 (2025)
Publisher : Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2025.141.129-147

Abstract

Purpose – The limited time allocated for Arabic language instruction within the Ministry of Religious Affairs curriculum encouraged Diniyyah Puteri Padang Panjang to implement curriculum integration to enhance students’ Arabic proficiency. This study aims to explain the implementation of the integration between the 2019 Ministerial Decree Curriculum (KMA) and the Diniyyah Arabic Center (DAC) Curriculum. Design/methods/approach – This study employs a qualitative approach with a case study method. Data were collected through classroom observations, in-depth interviews with four Arabic teachers, the principal, and the head of DAC, as well as documentation techniques. Data analysis was conducted through data collection, condensation, presentation, and conclusion drawing. Findings – The findings reveal that the curriculum integration at Diniyyah Puteri adopts a Nested Curriculum model characterized by: (1) Integrated learning objectives, including Arabic language skills and linguistic elements; (2) Learning materials that include both the official Ministry textbooks and supplementary resources such as Arabic camp programs, vocabulary enhancement, and muhadatsah mastery; (3) Time allocation combining two hours of formal instruction with non-formal learning within school and dormitory settings; (4) Learning activities that span classroom, dormitory, and school environment practices. The integration model contributes significantly to improved speaking and reading skills, as evidenced by students' increased interaction with native speakers and their readiness for further studies in the Middle East. Research implications – Despite these advancements, the integration model faces challenges related to the lack of a structured instructional system, indicating the need for systematic development in curriculum design and implementation frameworks.
The Suitability of Arabic Language Question Item in the Perspective of Bloom Taxonomy Revision l Tanasub Bunudi As’ilah al-Lughah al-‘Arabiyyah fi Dhaui Tashnif Bloom al-Mu'addal Qodri, Muhammad; Asrori, Imam; Bahruddin, Uril
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 14 No 1 (2022): Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/albayan.v14i1.8188

Abstract

The content of the items in the Arabic language questions between the language and elements of the skill was not balance. It was based on the linguistic elements or the linguistic skills and the percentage of each levels of knowledge that is not balance. This study aimed to analyze the suitability of UAMBN Arabic language test Question Item for Madrasah Aliyah level with Bloom Taxonomy Revision. Research data was obtained from documentation and interviews. The documents were the Arabic language questions for the national final exam at the stage of the Islamic secondary school in the 2016/2017 academic year. Meanwhile, the interview was conducted with an expert in the evaluation of Arabic language education and the director of curriculum center and the stakeholders of Arabic language question items design. The findings of this study were the question items of Arabic test of UAMBN were suitable with Core Competency and Basic Competency. Question items of Education Unit Level Curriculum 13 both were suitable to the Bloom Taxonomy revision. It consisted of cognitive process dimension in the LOTS, MOTS, and HOTS level. The conclusion of this research was the Arabic language test for Madrasah Aliyah was considered good if it met all levels in the revised Bloom Taxonomy perspective. The researchers suggested to the classifier of the items of the Arabic language test questions in the school level that they should keep the three language elements and the four language skills in the content of the items in sufficient distribution.
Material Development for Arabic Writing Skills Based on International Standards l Tathwir al-Mawad al-Dirasiyyah li Maharah al-Kitabah fi Dhau’i al-Ma‘ayir al-‘Alamiyyah Nuraini, Nuraini; Asrori, Imam; Hasanah, Mamluatul
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 14 No 2 (2022): Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/albayan.v14i2.13901

Abstract

The main source of language teaching is teaching materials. The important aspects in developing the language curriculum depend on these materials and their use in the language. Preparing materials must be adapted to the competencies and needs of the students. This study aimed to develop the teaching materials of arabic writing skills for the beginners levels based on intenational standards. The documents were the arabic writing materials for the beginers levels. Meanwhile, interview was conducted with the directur and teacher of Arabic language and the students of Islamic Study Programs, with an expert in the curriculum of arabic language and the material of arabic writing skills. The finding of this study were the material for writing skill of arabic language for the beginners levels which based on internationals standards. The materials teaching of the beginers levels were suitable with the levels of arabic learners which developed by the American Council on the teaching of foreign language (ACTFL). It consist the levels of arabic learning, thus are Novice, Intermediate, Advance and Superiors levels. The results of this study showed that the writing skills for the beginers levels must be started with the writtng diction, simple sentences, and short paragraphs. The results proved that materials teaching of arabic writing skills for the beginers levels is effective for Improving the students competency in arabic writing. Thus, this research suggest the students needs to be involved to solve the problem related to the Arabic language skills of students from diverse educational backgrounds.
The Interactional Features of Billingual Teacher Talk in the Classroom of Arabic as a Foreign Language Basyori, Ahmad; Asrori, Imam; Sutaman, Sutaman; Ahmed, Bakri Mohamed Bkheet
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 6 No 2 (2021): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v6i2.10059

Abstract

Communication is essential in studying Arabic as a foreign language to make the lesson interactive. This research aimed to identify and assess three aspects. First, the Teacher Talk (TT) interaction feature appeared in the Arabic Education Study Program, Faculty of Tarbiyah and Teacher Training, Raden Intan State Islamic University of Lampung. Second, each lecturer's primary type of TT interaction element. Third, the utilization of code-switching as a component of bilingual learning interactions. This research was a case study of three Arabic lecturers (T1, T2, and T3) who used Google Meets to conduct online learning. Each lecturer was videotaped three times and then examined using Miles and Huberman's qualitative approach. The findings of the L2 investigation demonstrate that 1) T1 produced twelve different types of interaction features. Furthermore, T2 produced eleven different types of interaction features. Finally, T3 produced twelve different types of interaction features. 2) The most dominant TT interaction features in the classrooms by T1 was Scaffolding (18.2 percent), T2 was Display Questions (24.6 percent), and T3 was Confirmation Check (23.1 percent). 3) In the context of bilingual classes, this study also found that L2 lecturers used other interaction features to facilitate interaction, namely code-switching from Arabic (L2) to Indonesian (L1) and vice versa. The total occurrence of code-switching by T1 was 9.1 percent (the least), code-switching by T2 was 27.3 percent, and code-switching by T3 was 63.6 percent (the most dominant). Code-switching can be an excellent alternate approach or interaction tool for facilitating communication in the classroom when learning Arabic; nevertheless, it must be used appropriately and proportionally.
Project-Based Learning for Functional Arabic Writing Materials Development Chusna, Ali Ba'ul; Asrori, Imam; Aziz, Abdul
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 17 No. 2 (2025): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v17i2.7256

Abstract

This research and development aims to describe (1) project-based functional Arabic writing teaching materials, (2) validation results of teaching materials from material experts, linguists, and learning media experts, and (3) the effectiveness of the use of project-based functional Arabic writing teaching materials. The research method used R&D with the ADDIE model. The test subjects in this study were students of the Arabic language education program who were taking the Insha'2' 2 course. The results of this study show that (1) The textbook for writing functional Arabic with the title Maahir fi al-Kitabah al-wadhlifiyah consists of six chapters of functional Arabic writing material. This book was developed through the five stages of the ADDIE model. (analysis, design, development, implementation, and evaluation). (2) The results of expert validation show that the textbooks have good quality and are suitable for use, both in terms of material (92%), language (80%), and learning media (78.77%). (3) The results of the effectiveness test of the use of functional Arabic writing textbooks showed a significant increase in student learning outcomes. This shows that using functional Arabic writing teaching materials has proven effective in improving student learning outcomes.
Development of Genre-Based Arabic Teaching Materials Inspired by Kediri Ulama to Enhance Students’ Motivation Zubairi, Ahmad; Asrori, Imam; Nurhidayati; Judijanto, Loso; Darmanto; Azizah, Suti Mega Nur
Alibbaa': Jurnal Pendidikan Bahasa Arab Vol. 6 No. 2 (2025): Vol. 6 No. 2 (2025)
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.v6i2.21569

Abstract

An ongoing issue in the majority of schools is the lack of enthusiasm among students for Arabic classes. The purpose of this research is to identify effective strategies for piquing students' interest in Arabic language acquisition through the creation of genre-based pedagogical resources informed by the works of Kediri ulama. There are 60 Students from Madrasah Aliyah Sunan Gunung Jati who were divided into two groups for the study: one group was given a pre-test and the other group was given an experimental assignment. The study used a quasi-experimental approach. Product Moment Correlation, Cronbach's Alpha, Levene's test, Shapiro-Wilk test, and Independent Sample T-test were used to assess the quantitative data that was collected from a learning motivation questionnaire. Students' intrinsic motivation to learn Arabic was significantly higher in the experimental group compared to the control group after the development and implementation of genre-based instructional materials. To ensure that instructional materials are relevant and practical in madrasah education, the study stresses the importance of collaboration among historians, educators, and professionals in the Arabic language.
The Eclectic Method of Teaching Arabic According to Mahmud Yunus: Its Application at the Darus Salam Islamic Boarding School, Gontor Salam, Muhammad Yusuf; Asrori, Imam; Hamid, M. Abdul
ISTAWA Vol 7 No 1 (2022): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ijpi.v7i1.5143

Abstract

This study aims to reveal: 1) Mahmud Yunus' thoughts on the application of the Eclectic Method to teaching Arabic language material, 2) the reflection of Mahmud Yunus' thoughts on the implementation of the Eclectic method of teaching Arabic material at the Darus Salam Gontor Islamic boarding school. This study used a qualitative design, with two approaches; 1) literature study on Mahmud Yunus's thoughts on the Eclectic Method and 2) case study on discussing the implementation of the Eclectic Method in Mahmud Yunus' perspective. The research data were obtained using documentation, observation, and in-depth interviews. The data is then validated for correctness, suitability and reliability through data triangulation. The findings of this study illustrate that; (1) according to Mahmud Yunus that each branch of the Arabic language material is taught with various methods while still centered on one method (direct method), (2) The implementation of Arabic teaching methods at Pondok Gontor Sembilan shows conformity with Mahmud Yunus's thoughts on aspects of combining methods which is in line with the direct method in a systematic and tiered manner.
Design of Arabic Textbooks Based Flipping Book on Al-Masal (Proverbs) Material Class X MA Anisatin, Luthfi; Afifah Akmalia; Asrori, Imam
ATHLA : Journal of Arabic Teaching, Linguistic and Literature Vol. 3 No. 1 (2022)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/athla.v3i1.5142

Abstract

The design of arabic textbooks based on flipping books is based on the existence of conventional textbooks that only focus on scientific development but students are not required to think critically. Furthermore, the existence of conventional books should be able to adjust the development of the digital era which certainly has an impact on students' interest in learning Arabic. This study aims to provide an overview of the material and items about al-Masal which is systematically designed so that students are able to think critically so that they can conclude al-Masal both orally and in writing, and is packaged with an interesting format, namely flipping books. This research is a development research using a three-D pattern (Define, Design, Develop). Based on the results of research and development, it is known that students' critical thinking ability can improve based on students being able to mention proverbs, explain proverbs, and apply proverbs orally and in writing. Then students' interest in learning will increase with the presentation of interesting teaching materials in the form of flipping books
MEDIA PEMBELAJARAN INTERAKTIF BERBASIS POWERPOINT-WORDWALL UNTUK MEMUDAHKAN ANAK DALAM MENGHAFAL KOSAKATA BAHASA ARAB Alifia, Annisa Rafa; Ilham, Mochammad Nafish; Syaifuddin, Tasya Syafira Rizkyyazahif; Sampurno, Tri Anggara Medhi; Asrori, Imam
Prosiding Konferensi Nasional Bahasa Arab Vol 10, No 9 (2024): Prosiding Konferensi Nasional Bahasa Arab X
Publisher : Prosiding Konferensi Nasional Bahasa Arab

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

Abstract

The use of interactive media such as PowerPoint is effective for teaching Arabic to young children, as it facilitates understanding through visualization. However, since children enjoy learning through play, PowerPoint alone is less optimal due to its limited interactive elements. The solution is to combine PowerPoint, which provides structured material, with Wordwall, which offers game-like elements, creating a more enjoyable learning experience. This article will identify the effectiveness of combining PowerPoint and Wordwall as interactive learning media for young children. It employs a literature review method and finds that the combination of interactive PowerPoint and Wordwall creates a varied, effective, and enjoyable approach to teaching Arabic. PowerPoint offers clear structure in presenting material, while Wordwall adds interactive game elements that enhance children's motivation to learn.يعد استخدام الوسائط التفاعلية مثل برنامج PowerPoint فعالاً لتعلم اللغة العربية في مرحلة الطفولة المبكرة، لأنه يسهل الفهم من خلال التصور. ومع ذلك، نظرًا لأن الأطفال يحبون التعلم أثناء اللعب، فإن PowerPoint ليس مثاليًا لأنه يحتوي على عدد قليل من الألعاب. الحل هو الجمع بين PowerPoint، الذي يقدم مواد منظمة، وWordwall، الذي يوفر عناصر اللعبة، وبالتالي خلق تجربة تعليمية أكثر متعة. ستحدد هذه المقالة كيفية عمل مجموعة PowerPoint وWordwall كوسيلة تعليمية تفاعلية لمرحلة الطفولة المبكرة. تستخدم هذه المقالة طريقة دراسة الأدب. توصلت هذه المقالة إلى نتائج مفادها أن الجمع بين برنامجي PowerPoint وWordwall التفاعليين كوسيلة لتعلم اللغة العربية في مرحلة الطفولة المبكرة يخلق نهجًا متنوعًا وفعالًا وممتعًا. يوفر PowerPoint بنية واضحة في تقديم المواد، بينما يضيف Wordwall عناصر ألعاب تفاعلية تزيد من حماس الأطفال للتعلم.
Tahlil Maáyir Ta’lim al-Qiraáh li al-Nathiqin bi Ghairih fi al-Árb wa al-Gharb (Rusyd Ahmad Thuáimah, al-Majlis al-Imriki li Ta’lim al-Lughat al-Ajnabiyyah wa al-Majlis al-Urubiy li Ta’lim al-Lughat al-Ajnabiyyah) Zainuddin, Ammar; Asrori, Imam; Huda, Miftahul
Arabiyatuna: Jurnal Bahasa Arab Vol. 6 No. 1 May (2022)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v6i1.3148

Abstract

This article aims to examine international language standards that may be used as references for teaching Arabic in institutions other than madrasas. The author chose Rusydi Ahmad Thu'aimah, ACTFL and CEFR as materials for standardizing foreign language teaching because there is no doubt about the quality and fame of the three standards. It's just that there must be common ground and differences between each of the three standards. The standardization of Arabic teaching in madrasas has been determined by the publication of KMA number 183 of 2019. This guide contains how to implement the Arabic Arabic curriculum in madrasah. However, the next question is what about the guidelines or standardization of Arabic teaching in public schools, Islamic boarding schools, and course institutions in Indonesia Thus, this research is theoretical in nature more towards conceptual. And to get the conceptual answer, the researcher uses a qualitative approach with qualitative content analysis methods and is a documentary study with the primary sources being the works of Rusydi Ahmad Thu'aimah, the ACTFL guidelines and the CEFR guidelines. The results of this study indicate that there is no tafāul teaching (interaction) in the ACTFL and CEFR guidelines and this is the uniqueness of Rusydi Ahmad Thu'aimah's standard. While the uniqueness of ACTFL compared to others is the division of novice, intermediate, and advance standards into three parts. While CEFR has a distinctive importance for teaching texts that are more communicative and contextual, such as teaching text in the form of letters and the importance of an image in the text. The implication of this finding is that the standardization of foreign language teaching needs to be integrated into one use for teaching Arabic language outside madrasah.
Co-Authors A. Syaifudin Abdul Aziz Abdul Basid Abdul Wahab Rosyid Abdul Wahab Rosyidi Abing, Abing Achmad Sultoni Afifah Akmalia Afifah Akmalia Afifah Akmalia Afkhoriyatul Hilmi Afkhoriyatul Hilmi Ahmad Basyori Ahmad Faizul Walida Ismani Ahmad Jaunanto Ahmad Makki Hasan Ahmad Munjin Nasih Ahmad Zainullah, Ahmad Ahmed, Bakri Mohamed Bkheet Ainal Mardiyah Algharibeh, Alaualdeen Ahmad Muhammad Ali Ma'sum Alif Cahya Setiyadi Alifia, Annisa Rafa Amalia Firdausia Amami Shofiya Al Qorin Ammar Zainuddin, Ammar Anisatin, Luthfi Arif Taufikurrohman Azizah, Suti Mega Nur Bakri Mohamed Bkheet Ahmed Chusna, Ali Ba'ul Chusniah Risnawati Darmansah - Darmanto Desi Ratnasari Diah Rahmawati As'ari Diandra Ariesta Lily Effendy elsa, elsa Fachry Abda El Rahman Fakhrur Rozi Febriani, Suci Ramadhanti Guettaoui, Kddour Bedra Hadi Solikin Hamid, M. Abdul Hidayah, Zia Haninatul Hidayat, Faza Itsnani Ilham, Mochammad Nafish Imamuna, Alfa Naja Irhamni Ishak, Dina Mustika Judijanto, Loso Khambali Khambali, Khambali Kholisin Kholisin Kholisin Kurnianto, Alexander Andi Laily Maziyah Lilis Suaibah Luthfi Anisatin M. Abdul Hamid M. Abdul Hamid M. Abdul Hamid M. Wahib Dariyadi Mahliatussikah , Hanik Mamluatul Hasanah Mamluatul Hasanah Miftahul Huda Moh. Ainin Moh. Khasairi Mohammad Ahsanuddin Mudinillah, Adam Muhammad Abdul Ali Sayyid Ibrahim Muhammad Alfan Muhammad Qodri Muhammad Qodri Muhammad Yusuf Salam Muhammad Yusuf Salam Mujahidah, Zulfa Azalia Mulyadi Abdullah Munir, Muhammad Syahrul Munirotun Naimah Mutiatunnisa, Dina Najmah Alhinduan Nur Anisah Ridwan Nur Faizin Nur Mutamakkin Nuraini Nuraini Nuraini Nuraini Nurhadi Nurhasanah Nurhasanah Nurhasanah Nurhasanah Nurhidayati Nurhidayati Nurhidayati Nurhidayati Nurul Hadi Nurul Hadi, Nurul Renti Yasmar, Renti Rini Rahayu Kurniati Safiratuljannah, Anjani Prameswari Sampurno, Tri Anggara Medhi Samsudin, Muhammad Zahid 'Afifarrasyihab Rahimadinullah Shockley, Mark Daniel Siti Jubaidah Slamet Muchsin Solikin, Hadi Sulaikho, Siti Sutaman Sutaman Sutaman, Sutaman Syaifuddin, Tasya Syafira Rizkyyazahif Syuhadak Syuhadak Ulin Nikmah, Fina Umi Machmudah Uril Bahruddin, Uril wahyuni wahyuni Wardhani, Hilda Aqua Kusuma Wildana Wargadinata Yoke Suryadarma Yusuf Hanafi Zubairi, Ahmad