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Kebijakan Pendidikan Bahasa Arab Pada Anak Usia Dini di Raudhatul Athfal R. Umi Baroroh; Novera Pratiwi
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol 1 No 1 (2015)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/almahara.2015.011-08

Arabic is one of the learning material that children learn who studied at Raudlatul Athfal in Indonesia. This shows Indonesians have great attention to Arabic even though the government does not have a policy related to it. Study this focuses on the study of Arabic learning policies in two Raudlatul Athfal in RA DWP UIN Sunan Kalijaga and RA Riyadus Salihin Tumut Sumbersari Moyudan Sleman. This research is qualitative field research. This is also policy research. Data were collected through observation, interview, and documentation techniques. The results of the study were first, the Indonesian government did not yet have policy on learning Arabic in Raudlatul Athfal. Second, Raudlatul Athfal DWP UIN Sunan Kalijaga and RA Riadlus SalihinTumut carried out Arabic learning with the model different. Arabic in RA DWP UIN Sunan Kalijaga was carried out once a week with repetition of material every day, and the material is Arabic vocabulary and its meaning. While RA Riyadus Salihin Arabic takes place with songs and games.

Teori Belajar Kognitif dan Implikasinya dalam Pembelajaran Bahasa Arab Muhammad Fairuz Rosyid; R. Umi Baroroh
Al-Lisan: Jurnal Bahasa Vol 4 No 2 (2019): Al-Lisan: Jurnal Bahasa
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1006.949 KB)

So many number of learning theories, one of which is widely studied is cognitive theory. This article aims to examine cognitive learning theory and its implications in learning Arabic. The cognitive theory will be explored in depth based on the perspective of Jean Piaget and Lev S. Vygotsky. This article has a pattern of library research, data is explored through literature and analyzed through content analysis. The results of the analysis of this article found that cognitive theory has implications in learning Arabic in several aspects, namely: aspects of learning objectives, environmental aspects of language, aspects of media use, aspects of culture, aspects of learning levels and aspects of learning models.

Teori Belajar Kognitif dan Implikasinya dalam Pembelajaran Bahasa Arab Muhammad Fairuz Rosyid; R. Umi Baroroh
Al-Lisan: Jurnal Bahasa Vol 4 No 2 (2019): Al-Lisan: Jurnal Bahasa
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (981.938 KB)

So many number of learning theories, one of which is widely studied is cognitive theory. This article aims to examine cognitive learning theory and its implications in learning Arabic. The cognitive theory will be explored in depth based on the perspective of Jean Piaget and Lev S. Vygotsky. This article has a pattern of library research, data is explored through literature and analyzed through content analysis. The results of the analysis of this article found that cognitive theory has implications in learning Arabic in several aspects, namely: aspects of learning objectives, environmental aspects of language, aspects of media use, aspects of culture, aspects of learning levels and aspects of learning models.

Prototipe Living Qur’an Pendidikan Dasar di Madrasah Ibtidaiyah: Studi Kasus di MI Nurul Ummah Kotagede Yogyakarta Muhammad Shaleh Assingkily; R. Umi Baroroh
JOIES (Journal of Islamic Education Studies) Vol. 2 No. 1 (2017): June
Publisher : Program Studi Doktor Pendidikan Agama Islam Pascasarjana Universitas Islam Negeri Sunan Ampel

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/joies.2017.2.1.136-162

This article aims to study the learning activities of the tah}fi>z} and tah}si>n programs that are implemented at Nurul Ummah Islamic School. The formulation of the problem in this study is how the efforts of the madrasah in living Qur’an at MI Nurul Ummah and how the role of the tah}fi>z} and tah}si>n al-Qur'an programs in fostering the love of the Qur'an for students of MI Nurul Ummah. The research used a qualitative approach with the setting of activities, namely the application of the tah}fi>z} and the tah}si>n al- Qur'an programs at MI Nurul Ummah. The results of this research indicate that the efforts of living quran have been carried out at MI Nurul Ummah this can be seen from the madrasah’s routine, supervision activities, adequate time allocation, qualified educators, and intense communication with parents of students, Likewise, the tah}fi>z} and tah}si>n programs an important role in fostering the love of children for the Qur'an as seen from the quantity aspect in the form of increasing student memorization and quality aspects in the form of reading students according to the rules of tajweed (and makharijul huruf) and practicing worship (obligatory and sunnah).

Innovation in Authentic Assessment of Receptive Skills in the Arabic Language Textbook for Grade IV, Ministry of Religious Affairs 2020 Saariah; R. Umi Baroroh; Rita Diana; Syarah Yunita; Ainun Mawaddah
Nady Al-Adab : Jurnal Bahasa Arab Vol. 21 No. 2 (2024): Nady al-Adab
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20956/jna.v21i2.35722

This study investigates the evaluation of receptive skills within a textbook using an authentic assessment approach. The focus is on the reading skills component of the Arabic language textbook for Grade IV of Islamic Elementary Schools (MI), published by the Ministry of Religious Affairs in 2020. Employing a qualitative descriptive methodology with a critical analysis framework, the research utilizes observation and documentation as data collection methods. Findings suggest that the assessment of receptive language skills primarily falls under the knowledge domain. Authentic assessment of these skills can be achieved through various methods such as projects, interviews, or assignments. Examples include summarizing orally presented texts, creating visual representations based on auditory descriptions, engaging in conversations that reflect the content heard, or composing texts that are analogous to the auditory input received. Keywords: Innovation Assessment; Receptive Skills; Authentic Assessment.

Munāsabah al-Kitāb al-Madrasiy bi al-Mi’yār al-Marji’iy al-Waṭaniy (Dirāsah Tahlῑliyyah ‘an al-Muhtawa Wa al-Lugah): Suitability of the Textbook to the National Reference Standard (Analytical Study on Content and Language) Muhammad Nuruzzaman Syam; R. Umi Baroroh
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol. 10 No. 1 (2024)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/almahara.2024.0101-07

The presence of textbooks in the learning process has a vital role in the teaching-learning process. However, in reality, there are still many things that could be improved in the writing of textbooks. This research aims to describe the suitability of the Arabic language textbook for primary school grade 1 written by Nur Hasaniyah and Choirul Ansori for the 2013 curriculum to the standards set by the National Educational Standards Authority (BSNP) in terms of content and language and to find out the advantages and disadvantages of this book in terms of content and language based on the BSNP. This research is qualitative, and the researcher used the type of library research, so the data collection method used is the documentation method. The data for this research comes from the Arabic language textbook for primary school grade 1 written by Nur Hasaniyah and Choirul Ansori in the 2013 curriculum as a primary data source and from other books, magazines, newspapers, and other things related to the topic of this research as a secondary data source. The data analysis technique used in this research was Content Analysis. The researcher made observations on the data obtained, then processed them, and then concluded. The results of this research indicate that the Arabic language book for the first-grade primary school written by Nur Hasaniyah and Choirul Ansori in the 2013 curriculum meets the standards set by the National Educational Standards Authority (BSNP) in terms of content and language and that this book has some advantages and disadvantages such as materials arranged systematically but written without colors, which leads to students' lack of interest in studying this book. Keywords: Arabic, Book Analysis, Textbook ملخص إن وجود الكتب المدرسية في عملية التعلم له دور مهم للغاية في عملية التعليمية التعلمية. ولكن الواقع، لا يزال هناك العديد من الأخطاء والمشكلات في تأليف الكتب المدرسية. يهدف هذا البحث إلى وصف ملاءمة كتاب اللغة العربية للمدرسة الابتدائية الصف الأول ألفه نور حسانية وخير الأنصاري بالمنهج الدراسي 2013 للمعايير التي حددتها هيئة المعايير التربوية الوطنية (BSNP) من حيث المحتوى واللغة، وإلى معرفة مزايا وعيوب هذا الكتاب من حيث المحتوى واللغة بناءً على هيئة المعايير التربوية الوطنية (BSNP). هذا البحث هو بحث نوعي، واستخدم الباحث نوع البحث المكتبي (Library Research)، لذلك فإن طريقة جمع البيانات المستخدمة هي طريقة التوثيق. تصدر بيانات هذا البحث من كتاب اللغة العربية للمدرسة الابتدائية الصف الأول ألفه نور حسانية وخير الأنصاري بالمنهج الدراسي 2013 كمصدر بيانات أساسية، ومن الكتب الأخرى والمجلات والصحف وغيرها مما يتعلق بموضوع هذا البحث كمصدر بيانات ثانوية. وكانت تقنية تحليل البيانات المستخدمة في هذا البحث هي تقنية تحليل المحتوى (Content Analysis). فقام الباحث بالملاحظة على البيانات التي تم الحصول عليها ثم معالجتها ثم استنتاجها. تشير نتائج هذا البحث إلى أن كتاب اللغة العربية للمدرسة الابتدائية الصف الأول ألفه نور حسانية وخير الأنصاري بالمنهج الدراسي 2013 ملائم للمعايير التي حددتها هيئة المعايير التربوية الوطنية (BSNP) من حيث المحتوى واللغة، وأن لهذا الكتاب بعض المزايا والعيوب مثل المواد مرتبة بشكل منهجي ولكنها مكتوبة بدون الألوان مما يؤدي إلى عدم اهتمام الطلاب بدراسة هذا الكتاب. الكلمات المفتاحية: تحليل الكتاب، الكتاب المدرسي، اللغة العربية

The Concept of Learning Maharah Istima according to Ali Ahmad Madkur Muhammad Iqbal Trenggono; R. Umi Baroroh; ABD. Rauf Tan Sri Hassan
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 6 No. 3 (2023): Izdihar: Journal of Arabic Language Teaching, Linguistics, and Literature
Publisher : Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jiz.v6i3.28964

This study aimed to explore more deeply the concept of learning maharah istima Ali Ahmad Madkur. The research is qualitative descriptive research, using qualitative analysis strategy techniques and library research methods. The results showed the concept of learning maharah istima presented by Ali Ahmad Madkur, starting from the essence of maharah istima, the general purpose of learning istima, the objectives and skills of maharah istima at the beginner level, the division of istima, the learning program of istima, and strategies and stages that must be done in maharah istima. The success of Arabic language learning in maharah istima can be achieved when the learning contains meta-cognitive, social-affective, and psychomotor elements. Ali Ahmad Madkur's concept includes meta-cognitive and psychomotor aspects. However, seeing that the affective aspect is not found in Ali Ahmad Madkur's concept, the affective aspect is very important to complement Ali Ahmad Madkur's concept because the affective aspect is very influential on the emotional relationship between teachers and students.

Innovation of Cognitive Diagnostic Assessment in Mahārah istimā’ in Class XII Arabic Textbook Utami, Resgi Widati Tria Lis; R. Umi Baroroh; Nur Yusra Binti Yacob
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 7 No. 2 (2024): Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature
Publisher : Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jiz.v7i2.31330

This research aimed to create an assessment innovation in the form of a cognitive diagnostic assessment that is in accordance with the language skills that should be possessed by class XII of high school students. This study used a qualitative descriptive research method. The results of this study show that cognitive diagnostic assessment in Mahārah istimā’ consists of 10 questions. 2 questions are taken from the subject matter that has been studied in the two classes below in semester 2. 6 questions are from the subject matter in 1 class below in semesters 1 and 2. And 2 questions are from the subject matter to be studied. Types of tests are divided into objective and subjective tests. The objective test used is a multiple-choice, true-false test, and completes a brief description of the various questions heard by the teaching teacher. Meanwhile, the subjective test used is to complete the answers to the questions heard both in the form of discourse and dialogue in long descriptions.

Inventory Assessment Innovation in Teaching Speaking Skills Islamic Junior High School Yusril Muhammad Nur; R. Umi Baroroh; Islam Youssry Elhadky
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 7 No. 3 (2024): Izdihar: Journal of Arabic Language Teaching, Linguistics, and Literature
Publisher : Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jiz.v7i3.31461

This research aimed to innovate inventory assessment and carry out updates in inventory assessment instruments. This research used a "research and development" approach. As for the results of this research, researcher found the latest innovation in assessing Arabic language learning, especially at Maharah Kalam, namely by providing inventory assessment instruments to class VIII students at MTs Al Fath Klaten. In this inventory assessment, the researcher provides an assessment instrument in the form of a rubric. This rubric assessment instrument contains assessments in terms of the aspects being assessed, starting from the conformity of pronunciation, fluency and fluency with teacher standards, qowaid, intonation and language, accuracy of answers, courage to express opinions and mufrodat.

Innovating Reading Competency Assessment Tool Using the PISA Standard in Arabic Textbooks for 8th Graders Iis Dahlia; R. Umi Baroroh; Zaffa Izzatul Islamiah; Bellah Asa O’Neal Elmi; Ahmad Zulkarnain; Luthfi Qolbi Azzahra; Muhammad Mahmud Abdulqadir Ali
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 7 No. 3 (2024): Izdihar: Journal of Arabic Language Teaching, Linguistics, and Literature
Publisher : Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jiz.v7i3.33910

This research was intended to apply PISA standards to the Arabic textbooks for 8th grade students published by the Ministry of Religious Affairs in 2020. Lliterature research was performed on the primary data sourced from Arabic textbooks and secondary data from relevant books and journal articles. The data then underwent content analysis and descriptive analysis through several steps: data collection, data filtering, and selection and qualitative data interpretation. The results showed that although the assessment instruments in the Arabic textbook for 8th grade in 2020 covered the aspects of PISA, most of the instruments were at lower levels, such as three instruments at level 1b, two instruments at level 2, three instruments at level 3, and one instrument at level 4. Based on the results of the analysis, instrument innovation was carried out with PISA standards at levels 4-6, consisting of five level 4 instruments, five level 5 instruments, and one level 6 instrument. These innovations included analysis and interpretation, critical evaluation and reflection, and high-level analysis and synthesis for better comprehension and function in Arabic reading competence assessment

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