Garuda - Garba Rujukan Digital

Analisis Kesulitan Pembelajaran Mahārah Al-Qirā’ah pada Siswa Kelas VII Program Khusus MTs Negeri 6 Klaten Nur Syarifah Hidayati; Agung Setiyawan
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.2023.12.03

This study aims to determine the difficulties experienced by students in learning mahārah al-Qirā'ah, the factors that cause students' difficulties in learning mahārah al-Qirā'ah, and efforts to overcome students' difficulties in learning mahārah al-Qirā'ah. This research is a qualitative research with the type of case study research. The subjects of this study were 10 students of class VII special program, Arabic teacher and homeroom teacher of class VII special program. While the data collection in this study through observation, interviews, and documentation. Data analysis was carried out using descriptive qualitative analysis through data condensation techniques, data presentation, and drawing conclusions. Meanwhile, the data validity technique uses triangulation techniques, namely technical triangulation and source triangulation. The results of this study indicate that the difficulties experienced by students in learning mahārah al-Qirā'ah are difficulties in reading Arabic texts, difficulties in mastering Arabic vocabulary, and difficulties in translating Arabic texts. The factors that cause students to have difficulty learning mahārah al-Qirā'ah include 1) internal factors, namely the low interest and motivation in student learning, student learning attitudes that are not orderly and disciplined, and the background of students coming from public elementary schools. And 2) external factors, namely the lack of support from the family, the teacher's learning method is not right, the community environment is not supportive, the learning media is not appropriate, the learning curriculum is not right, and the lack of allocation of learning time.

Mastering Arabic Through the Contextual Teaching and Learning Model at Thamavitya Mulniti School Thailand Wildatul Muyasaroh; Boby Bagas Purnama; Agung Setiyawan; Wildatul Muyasiroh; Dika Armyni; Shamimi Binti Azhar
Jurnal Internasional Pendidikan Bahasa Arab Vol 7 No 01 (2025): International Journal of Arabic Language Teaching (IJALT)
Publisher : Postgraduate of IAIN Metro Lampung Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/ijalt.v7i01.10092

Arabic language learning in minority Muslim communities, such as in Thailand, faces significant challenges, including the limited use of Arabic in daily life and less innovative teaching methods. One approach considered effective in increasing students' interest and understanding is Contextual Teaching and Learning (CTL), which connects learning with students' real-life experiences. This study aims to explore the implementation of the CTL model in Arabic language learning at Thamavitya Mulniti School, Thailand, and identify the challenges faced in its application. This research employs a qualitative approach using a case study method. Data were collected through interviews, observations, and document analysis involving teachers, students, and the school's curriculum. Data analysis was conducted using Miles and Huberman's model, which includes data reduction, data presentation, and conclusion drawing. The results indicate that the implementation of CTL in this school has covered almost all key components of the model, such as constructivism, inquiry, questioning, modelling, reflection, and authentic assessment. However, there are still obstacles in the application of the learning community component, which hinders Arabic language interaction among students. This study recommends optimizing the learning community aspect, utilizing technology-based learning media, and improving facilities to support the successful implementation of CTL.

Behaviorism Theory in a Language Environment: A Case Study of Arabic Language Proficiency at Pesantren Al-Bukhari, Southeast Sulawesi: Teori Behaviorisme dalam Lingkungan Berbahasa: Studi Kasus Penguasaan Bahasa Arab di Pesantren Al-Bukhari Sulawesi Tenggara Khofifah Khofifah; Agung Setiyawan; Mujahid Al Ghifari; Achmad Khairul Umam
Edulab : Majalah Ilmiah Laboratorium Pendidikan Vol. 10 No. 1 (2025)
Publisher : Laboratorium Pendidikan Fakultas Ilmu Tarbiyah dan Keguruan Colaboration with Persatuan Pranata Laboratorium Pendidikan Indonesia Tingkat Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/edulab.2025.101.07

Abstract Purpose – This study aims to analyze the application of behaviorism theory in the language environment and its impact on Arabic language proficiency among santri at Pesantren Al-Bukhari Wesalo. The research focuses on two main questions: (1) how behaviorism theory is implemented, and (2) what factors influence the effectiveness of this environment in enhancing students’ mastery of the Arabic language. Design/methods/approach – A descriptive qualitative approach with a case study design was used. Participants included santri and language program coordinators. Data were collected through participatory observation, semi-structured interviews, and documentation. Data validity was ensured through source and technique triangulation. Analysis followed Miles and Huberman's model: data reduction, display, and conclusion drawing. Findings – The findings indicate that Skinner’s behaviorist principles are implemented through various language programs, including daily Arabic conversations, vocabulary memorization, thematic speeches, and summarizing Arabic media. Reinforcement is applied through punishments or fines for rule violations. Internal factors such as motivation, self-confidence, and aspirations to study in the Middle East, along with external factors like the school environment, social interactions, and teacher support, contribute to the program's effectiveness. Research implications/limitations – While the implementation is generally effective, challenges remain in student participation and limited learning facilities. This study is also limited in scope to a single pesantren (Islamic boarding school) and does not yet include the integration of digital technology. The study does not yet address the integration of digital technology. Originality/value – This study confirms that behaviorism theory can effectively enhance Arabic language proficiency through reinforcement and habituation. It also highlights opportunities for integrating digital technology in similar educational contexts. Furthermore, the study opens opportunities for integrating behaviorism with digital technology in other educational institutions. Abstrak Tujuan – Penelitian ini bertujuan untuk menganalisis penerapan teori behaviorisme dalam lingkungan berbahasa dan dampaknya terhadap penguasaan bahasa Arab santri di Pondok Pesantren Al-Bukhari Wesalo. Fokus penelitian ini mencakup dua hal: (1) bagaimana teori behaviorisme diterapkan dalam lingkungan berbahasa di pesantren, dan (2) faktor-faktor apa saja yang memengaruhi efektivitasnya. Desain/metodologi/pendekatan – Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus. Subjek terdiri atas santri dan koordinator program bahasa di pesantren. Data dikumpulkan melalui observasi partisipatif, wawancara semi-terstruktur, dan dokumentasi. Keabsahan data diperoleh melalui triangulasi sumber dan teknik. Analisis data mengikuti model Miles dan Huberman: reduksi data, penyajian, dan penarikan kesimpulan. Temuan – Hasil penelitian menunjukkan bahwa prinsip behaviorisme Skinner diterapkan melalui berbagai program kebahasaan, seperti penggunaan bahasa Arab dalam percakapan sehari-hari, hafalan mufrodat, pidato tematik, serta kegiatan menonton dan merangkum media Arab. Penguatan berupa hukuman atau denda diberikan kepada santri yang melanggar aturan berbahasa. Faktor internal seperti motivasi, kepercayaan diri, dan aspirasi studi ke Timur Tengah, serta faktor eksternal seperti lingkungan pesantren, interaksi sosial, dan dukungan guru, berkontribusi terhadap efektivitas program. Implikasi/Batasan Penelitian – Meskipun implementasi program telah berjalan baik, masih terdapat tantangan berupa partisipasi santri yang belum maksimal dan keterbatasan sarana pembelajaran. Studi ini juga terbatas pada ruang lingkup satu pesantren dan belum mencakup integrasi teknologi digital. Orisinalitas/Nilai – Penelitian ini menegaskan bahwa penerapan teori behaviorisme efektif dalam meningkatkan penguasaan bahasa Arab melalui pembiasaan dan penguatan. Studi ini juga membuka peluang untuk mengembangkan pendekatan serupa dengan integrasi teknologi digital di lembaga pendidikan lainnya.

Implementasi Metode Qirā’ah dan Imlā’ dalam Meningkatkan Keterampilan Membaca dan Menulis Bahasa Arab Siswa Kelas V MI Salafiyah Kasim Ploso Selopuro Blitar Salimna Birohmatin; Nurul Huda; Agung Setiyawan; Naela Alfa Ruhama
Mahira: Journal of Arabic Studies & Teaching Vol. 3 No. 1 (2025)
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.2025.31.01

This research is motivated by the low reading and writing skills of students in Arabic language learning. The lack of engaging methods and creative media causes students to lose interest, resulting in poor comprehension of the material. This study aims to examine the implementation of the qirā'ah and imlā' methods to improve Arabic reading and writing skills among fifth-grade students at MI Salafiyah Kasim. The methods used are qirā'ah jahriyah (loud reading) and imlā' manqūl (copied dictation). This is a qualitative descriptive field research conducted at MI Salafiyah Kasim using purposive sampling for data collection. Data analysis includes data reduction, data presentation, and conclusion drawing.The results show that in the qirā'ah jahriyah method, the teacher reads aloud and students imitate, followed by selected students reading aloud in front of the class. In the imlā' manqūl method, the teacher writes vocabulary on the board, students copy it into their notebooks, then read it aloud again.Several challenges were found in the implementation process, including difficulty in managing students during lessons, lack of attention from teachers and parents at home, peer influence from more advanced students, and students’ low self-confidence in learning Arabic.

Outcome-based education curriculum implementation in arabic language education: A comparative study from a constructive alignment perspective Agung Setiyawan; Haerul Ahyar; Fitri Zakiyah
Edulab : Majalah Ilmiah Laboratorium Pendidikan Vol. 10 No. 2 (2025)
Publisher : Laboratorium Pendidikan Fakultas Ilmu Tarbiyah dan Keguruan Colaboration with Persatuan Pranata Laboratorium Pendidikan Indonesia Tingkat Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/edulab.2025.102.06

Purpose – This study comparatively examines the implementation of an Outcome-Based Education (OBE) curriculum in Arabic Language Education programs at UIN Sunan Kalijaga Yogyakarta and Universitas Muhammadiyah Yogyakarta, focusing on constructive alignment among curriculum components and implementation dynamics across different institutional contexts. Method/design/approach – A qualitative multiple case study design was employed, with Arabic Language Education programs as the units of analysis. Data were collected through in-depth interviews, focus group discussions (FGDs), observations, and document analysis, and analyzed using thematic analysis with source and method triangulation. Findings – The findings indicate that both programs have adopted OBE principles in the formulation of program learning outcomes, course learning outcomes, course plans, and assessment practices. However, distinct implementation patterns were identified. UIN Sunan Kalijaga Yogyakarta applies an academic–reflective approach grounded in scholarly culture and lecturer collaboration, whereas Universitas Muhammadiyah Yogyakarta adopts a systemic–digital approach supported by the SIM-OBE system for monitoring learning outcomes. Digital systems enhance traceability and evaluation of learning outcomes, although consistent constructive alignment across outcomes, learning strategies, and assessment remains a challenge in both institutions. Lecturer workload and administrative complexity emerged as key constraints affecting classroom-level implementation. Implikasi/batasan penelitian – This study contributes theoretically by offering a comparative perspective on OBE implementation in Islamic higher education, emphasizing the integration of academic–reflective and systemic–digital approaches. Practically, the findings inform program managers in developing sustainable strategies for strengthening OBE implementation. The study is limited to two institutional cases, which may restrict broader generalization Originality/value - By integrating constructive alignment with institutional context analysis, the study enriches the discourse on outcome-based curriculum development in Islamic higher education.

Integrasi Mind Mapping dalam Pembelajaran Bahasa Arab sebagai Pendekatan Visual-Inovatif di Pondok Pesantren Rahmatul Umam Lalu Irfan Ridwan; Agung Setiyawan
ALSYS Vol 6 No 3 (2026): ALSYS: Jurnal Keislaman dan Ilmu Pendidikan
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i3.10067

Although mind mapping has received attention in several previous studies, research that specifically discusses its integration into Arabic language learning in the pesantren environment remains limited. Arabic language proficiency is one of the main characteristics of santri, but learning processes that are still dominated by conventional methods tend to make it difficult for santri to understand, organize, and connect material concepts systematically. This study aims to examine the integration of mind mapping in Arabic language learning as a visual-innovative approach at Pondok Pesantren Rahmatul Umam. This study used a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation involving fifteen santri, two Arabic language teachers, and one kitab class homeroom teacher selected through purposive sampling. The data were analyzed descriptively and analytically through the stages of data reduction, data display, and conclusion drawing. The results showed that the integration of mind mapping helped santri map the structure of Arabic language material, connect concepts, improve memory, and encourage active engagement in learning. Thus, this study contributes to the development of Arabic language learning methods that are more systematic, effective, and oriented toward improving santri’s conceptual understanding in the pesantren environment.

The Effect of Gamilab Learning Media on Students' Arabic Language Learning Outcomes: Pengaruh Media Pembelajaran Gamilab terhadap Hasil Belajar Bahasa Arab Siswa Fatimah Zahrah; Nabila Umayrah; Diva Prima Aisyahrani; Mawar Udin; Fita Umainah; Agung Setiyawan; Khuloud Alouzi
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol. 12 No. 1 (2026)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/almahara.2026.0121-014

This study aimed to determine the effect of using the Gamilab application on Arabic language learning outcomes among tenth-grade students at MAN 3 Tanah Datar. The study was motivated by low learning outcomes among students in Arabic subjects and the limited use of interactive, technology-based learning media in schools. The research employed a quantitative pre-experimental design, specifically the One-Group Pretest-Posttest Design. The research sample consisted of all tenth-grade students (28), selected through a total sampling technique. Data were collected using pretest and posttest instruments and analyzed using a paired-samples t-test in SPSS. The results showed a significant difference between the pretest mean score of 50.00 and the posttest mean score of 88.68. The t-test significance value of p < 0.001 (< 0.05) indicated that the use of the Gamilab application had a significant effect on improving students' Arabic learning outcomes. Preliminary evidence from this study suggests that gamification-based platforms may enhance language learning outcomes. It indicates a positive contribution to the integration of interactive technology in Arabic language instruction. These findings offer theoretical implications for the development of digital learning media frameworks, particularly in the context of technology-mediated language pedagogy.

Behaviorism Theory in a Language Environment: A Case Study of Arabic Language Proficiency at Pesantren Al-Bukhari, Southeast Sulawesi: Teori Behaviorisme dalam Lingkungan Berbahasa: Studi Kasus Penguasaan Bahasa Arab di Pesantren Al-Bukhari Sulawesi Tenggara Khofifah Khofifah; Agung Setiyawan; Mujahid Al Ghifari; Achmad Khairul Umam
Edulab : Majalah Ilmiah Laboratorium Pendidikan Vol. 10 No. 1 (2025)
Publisher : Laboratorium Pendidikan Fakultas Ilmu Tarbiyah dan Keguruan Colaboration with Persatuan Pranata Laboratorium Pendidikan Indonesia Tingkat Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/edulab.2025.101.07

Abstract Purpose – This study aims to analyze the application of behaviorism theory in the language environment and its impact on Arabic language proficiency among santri at Pesantren Al-Bukhari Wesalo. The research focuses on two main questions: (1) how behaviorism theory is implemented, and (2) what factors influence the effectiveness of this environment in enhancing students’ mastery of the Arabic language. Design/methods/approach – A descriptive qualitative approach with a case study design was used. Participants included santri and language program coordinators. Data were collected through participatory observation, semi-structured interviews, and documentation. Data validity was ensured through source and technique triangulation. Analysis followed Miles and Huberman's model: data reduction, display, and conclusion drawing. Findings – The findings indicate that Skinner’s behaviorist principles are implemented through various language programs, including daily Arabic conversations, vocabulary memorization, thematic speeches, and summarizing Arabic media. Reinforcement is applied through punishments or fines for rule violations. Internal factors such as motivation, self-confidence, and aspirations to study in the Middle East, along with external factors like the school environment, social interactions, and teacher support, contribute to the program's effectiveness. Research implications/limitations – While the implementation is generally effective, challenges remain in student participation and limited learning facilities. This study is also limited in scope to a single pesantren (Islamic boarding school) and does not yet include the integration of digital technology. The study does not yet address the integration of digital technology. Originality/value – This study confirms that behaviorism theory can effectively enhance Arabic language proficiency through reinforcement and habituation. It also highlights opportunities for integrating digital technology in similar educational contexts. Furthermore, the study opens opportunities for integrating behaviorism with digital technology in other educational institutions. Abstrak Tujuan – Penelitian ini bertujuan untuk menganalisis penerapan teori behaviorisme dalam lingkungan berbahasa dan dampaknya terhadap penguasaan bahasa Arab santri di Pondok Pesantren Al-Bukhari Wesalo. Fokus penelitian ini mencakup dua hal: (1) bagaimana teori behaviorisme diterapkan dalam lingkungan berbahasa di pesantren, dan (2) faktor-faktor apa saja yang memengaruhi efektivitasnya. Desain/metodologi/pendekatan – Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus. Subjek terdiri atas santri dan koordinator program bahasa di pesantren. Data dikumpulkan melalui observasi partisipatif, wawancara semi-terstruktur, dan dokumentasi. Keabsahan data diperoleh melalui triangulasi sumber dan teknik. Analisis data mengikuti model Miles dan Huberman: reduksi data, penyajian, dan penarikan kesimpulan. Temuan – Hasil penelitian menunjukkan bahwa prinsip behaviorisme Skinner diterapkan melalui berbagai program kebahasaan, seperti penggunaan bahasa Arab dalam percakapan sehari-hari, hafalan mufrodat, pidato tematik, serta kegiatan menonton dan merangkum media Arab. Penguatan berupa hukuman atau denda diberikan kepada santri yang melanggar aturan berbahasa. Faktor internal seperti motivasi, kepercayaan diri, dan aspirasi studi ke Timur Tengah, serta faktor eksternal seperti lingkungan pesantren, interaksi sosial, dan dukungan guru, berkontribusi terhadap efektivitas program. Implikasi/Batasan Penelitian – Meskipun implementasi program telah berjalan baik, masih terdapat tantangan berupa partisipasi santri yang belum maksimal dan keterbatasan sarana pembelajaran. Studi ini juga terbatas pada ruang lingkup satu pesantren dan belum mencakup integrasi teknologi digital. Orisinalitas/Nilai – Penelitian ini menegaskan bahwa penerapan teori behaviorisme efektif dalam meningkatkan penguasaan bahasa Arab melalui pembiasaan dan penguatan. Studi ini juga membuka peluang untuk mengembangkan pendekatan serupa dengan integrasi teknologi digital di lembaga pendidikan lainnya.

PENDEKATAN HUMANISTIK DALAM PEMBELAJARAN BAHASA ARAB: MEMBANGUN KEBERANIAN BERBICARA SISWA Fajariyah, Hamzatul; Agung Setiyawan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.49322

This study aims to describe the humanistic approach in Arabic language learning and the factors influencing students’ speaking confidence at LPBA. This study employed a qualitative approach with a field research design. Data were collected through interviews, observations, and documentation. The findings show that: (1) the humanistic approach at LPBA is implemented through comfortable, supportive, and non-pressuring interaction patterns in students’ daily use of Arabic; (2) students’ speaking confidence is supported by the language environment, communication habituation, daily vocabulary enrichment, and istima’ hiwar activities; while the obstacles found include limited vocabulary mastery, fear of making mistakes, lack of speaking spontaneity, and difficulties in constructing Arabic sentences. This study indicates that students’ speaking confidence develops gradually through a supportive language environment and consistent communication habituation.

The Influence of Total Physical Response (TPR) Method in Mastering Arabic Vocabulary: Pengaruh Metode Total Physical Response (TPR) dalam Penguasaan Kosakata Bahasa Arab Nimas Aulia; Rohmatun Lukluk Isnaini; Agung Setiyawan
Edulab : Majalah Ilmiah Laboratorium Pendidikan Vol. 8 No. 2 (2023)
Publisher : Laboratorium Pendidikan Fakultas Ilmu Tarbiyah dan Keguruan Colaboration with Persatuan Pranata Laboratorium Pendidikan Indonesia Tingkat Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/edulab.2023.82.02

The lack of mastery in students' vocabulary greatly influences the objectives of learning Arabic, as students lack interest in following Arabic lessons, which are considered boring. This study aims to determine the Arabic vocabulary mastery of fifth grade students at the elementary school (SD) using the total physical response (TPR) method. The type of research used is quantitative research with an experimental research process. Data collection techniques used in the form of observation, interviews, and tests The data obtained showed that this study used normality test techniques, hypothesis testing, and one-sample t tests on Arabic vocabulary mastery. The sample in this study was 23 students in class V, using the pretest and posttest. The results of this study showed significant results: mastery of Arabic vocabulary before treatment was carried out using the total physical response (TPR) method obtained an average value of 69.35 with a standard deviation of 9.208. While the students' mastery of Arabic vocabulary improved after the total physical response (TPR) method was applied, the average value was 80.87, with a standard deviation of 10.407. There was an increase in Arabic vocabulary mastery after the total physical response (TPR) method was applied. So it can be concluded that the Total Physical Response (TPR) method is influential and suitable for increasing fifth grade students' mastery of Arabic vocabulary. Abstrak Faktor kurangnya penguasaan kosakata Arab siswa adalah kurangnya minat siswa dalam mengikuti pelajaran bahasa Arab yang dianggap membosankan. Penelitian ini bertujuan untuk mengetahui penguasaan kosakata bahasa Arab siswa kelas V Sekolah Dasar dengan menggunakan metode Total Physical Response (TPR). Penelitian ini adalah penelitian kuantitatif dengan metode eksperimen. Teknik pengumpulan data yang digunakan berupa tes, observasi, dan wawancara. Data kuantitatif penelitian diperoleh berdasarkan pretest dan posttest yang diuji normalitas, uji hipotesis dan uji one-sample t test terhadap penguasaan kosakata bahasa Arab. Sampel penelitian adalah siswa kelas V berjumlah 23 siswa. Hasil penelitian ini menunjukkan bahwa penguasaan kosakata bahasa Arab sebelum dilakukan treatment menggunakan metode TPR diperoleh nilai rata-rata sebesar 69.35, dengan standar deviasi sebesar 9.208. Kemudian setelah diterapkan metode TPR nilai rata-rata siswa menjadi 80.87, dengan standar deviasi sebesar 10.407. Berdasarkan hasil tersebut terdapat peningkatan penguasaan kosakata bahasa Arab setelah diterapkanya metode TPR. Sehingga dapat disimpulkan bahwa metode TPR berpengaruh dan cocok digunakan untuk meningkatkan penguasaan kosakata bahasa Arab siswa SD.

Title

Found 25 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 25 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 25 Documents
Search