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All Journal Nadwa : Jurnal Pendidikan Islam ARABIYAT Al Mahara: Jurnal Pendidikan Bahasa Arab Maharaat: Jurnal Pendidikan Bahasa Arab
Agung Setiyawan
Universitas Islam Negeri Sunan Kalijaga Yogyakarta
Humanities Education Languange, Linguistic, Communication & Media Other

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Pengintegrasian Nilai Pendidikan Karakter dalam Pembelajaran Bahasa Arab di Pusat Pengembangan Bahasa UIN Sunan Kalijaga Yogyakarta Agung Setiyawan
Nadwa: Jurnal Pendidikan Islam Vol 9, No 2 (2015): Pendidikan Inovatif dan Pendidikan Karakter
Publisher : FITK UIN Walisongo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/nw.2015.9.2.519

Abstract

This study aims to determine the values of character education integrated into the learning Arabic Language Development Center UIN Sunan Kalijaga Yogyakarta and how to integrate and any problems faced by professors when integrating the value of the character education. This research is a field. Results showed the va-lues of character education has been integrated include: religious, honest, tole-rance, discipline, hard work, independent, democracy, curiosity, national spirit, recognize excellence, communicative, love reading, environmental care, and res-ponsibility. How lecturer integrate include: adjust the lecture material, insert the value of a character. As for the difficulty in integrating include: the difficulty of adjusting the educational value of the existing character of the material. AbstrakPenelitian ini bertujuan untuk mengetahui nilai-nilai pendidikan karakter yang ter-integrasi ke dalam pembelajaran bahasa Arab di Pembangunan Pusat Bahasa UIN Sunan Kalijaga Yogyakarta dan bagaimana mengintegrasikan dan masalah yang dihadapi oleh para profesor ketika mengintegrasikan nilai pendidikan karakter. Penelitian ini merupakan lapangan. Hasil penelitian menunjukkan nilai-nilai pendidikan karakter telah terintegrasi meliputi: agama, jujur, toleransi, disiplin, kerja keras, mandiri, demokrasi, rasa ingin tahu, semangat kebangsaan, mengakui keunggulan, komunikatif, suka membaca, peduli lingkungan, dan tanggung jawab. Bagaimana dosen mengintegrasikan meliputi: menyesuaikan materi perku-liahan, masukkan nilai karakter. Adapun kesulitan dalam mengintegrasikan meli-puti: kesulitan menyesuaikan nilai pendidikan karakter dengan material yang ada.
PROBLEMATIKA KERAGAMAN LATAR BELAKANG PENDIDIKAN MAHASISWA DAN KEBIJAKAN PROGRAM PEMBELAJARAN BAHASA ARAB Agung Setiyawan
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban | Vol. 5 No. 2 December 2018
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (787.816 KB) | DOI: 10.15408/a.v5i2.6803

Abstract

This study aims to determine the problem of learning in the Department of Arabic Language Education UIN Sunan Kalijaga caused by differences in the educational background of students, knowing the way students to catch up the knowledge and abilities of Arabic language, and formulating a package of learning policy that considers the different background of education. This was descriptive-qualitative and field research. Data were collected through questionnaires and interviews. The respondents were the students and head of the Department of Arabic Language Education UIN Sunan Kalijaga as a stakeholder. The results show there were at least 7 learning problems caused by the differences of students’ education background. There were 3 learning programs which proclaimed by the Department to overcome the problems and 5 steps offered to catch up the knowledge and ability of Arabic language.
Socrative, Quizizz, and Google Form as Online-Based Evaluation Tools for Maharah Al-Qirā'ah Learning Ali Mufti; Maksudin Maksudin; R Umi Baroroh; Agung Setiyawan
Maharaat: Jurnal Pendidikan Bahasa Arab Vol 4, No 2 (2022): April
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/mht.v4i2.14229

Abstract

The use of technology to innovate in learning methods and media has been widely carried out, including in the learning process of the Al-Qirā'ah Al-Asāsiyyah course at the Arabic Language Education Study Program at UIN Sunan Kalijaga Yogyakarta in the third semester. The purpose of this study is to describe students' perspectives on the advantages and challenges of using online-based evaluation tools: Socrative, Quizizz, and Google Form in the learning process at Al-Qirā'ah Al-Asāsiyyah courses. This study is a descriptive quantitative research that uses a questionnaire to collect data. This study revealed several advantages of using the online-based evaluation tools, such as being easy to use, effective, and can motivate students. Meanwhile, the challenges that must be faced are students must be connected to the internet network, the lack of variety in Arabic fonts, and the lack of variety in types of questions. Among the three types of evaluation tools offered, students prefer Quizizz over others.
Atta’zīz Al-Lafdzī wa Ghair Al-Lafdzī fī Ta’lim Al-Lughah Al-‘Arabiýah lil-Makfūfīn: Verbal and Non-Verbal Reinforcement in Arabic Language Learning for Visual Disabilities Rahil Ayu Na Ziihah; M. Sobir Kubbaro; Agung Setiyawan
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol. 9 No. 1 (2023)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/almahara.2023.091-08

Abstract

This study aims to analyze the forms of verbal and non-verbal reinforcement by Arabic teachers at Mts.LB Yaketunis Yogyakarta for students with visual disabilities in the process of learning Arabic. The research is based on the complex problems of learning Arabic for students with visual disabilities, which come from external students such as the lack of accessible learning facilities and infrastructure for students with visual disabilities. This qualitative research model is a case study pattern analysis, where data was obtained from interviews with Arabic teachers, field observations as well as questionnaires. The research results show that the forms of verbal reinforcement given by the teacher are directive utterances, commissive utterances, interrogative utterances, and expressive utterances. While the non-verbal include gestural movements and haptic movements. With this research, it is hoped that LB school teachers can pay attention to verbal and non-verbal reinforcement, especially in language learning. Keywords: Verbal Reinforcement, Non-Verbal Reinforcement, Learning Arabic, Blind People ملخص تهدف هذه الدراسة إلى تحليل أشكال التعزيز اللفظي وغير اللفظي من قبل معلمي اللغة العربية في  Mts.LB Yaketunis Yogyakarta للطلاب ذوي الإعاقات البصرية في عملية تعلم اللغة العربية. يعتمد البحث على المشكلات المعقدة لتعلم اللغة العربية للطلاب ذوي الإعاقات البصرية ، والتي تأتي من طلاب خارجيين مثل عدم وجود مرافق تعليمية سهلة الوصول وبنية تحتية للطلاب ذوي الإعاقات البصرية. نموذج البحث النوعي هذا هو تحليل نمط دراسة الحالة، حيث تم الحصول على البيانات من المقابلات مع معلمي اللغة العربية ، والملاحظات الميدانية وكذلك الاستبيانات. وأظهرت نتائج البحث أن أشكال التعزيز اللفظي التي يقدمها المعلم هي الكلام التوجيهي، والألفاظ التبادلية، والألفاظ الاستفهام، والألفاظ التعبيرية. بينما تشمل الحركات غير اللفظية الحركات الإيمائية والحركات اللمسية. من خلال هذا البحث ، من المأمول أن يتمكن مدرسو مدرسة الخاصة من الانتباه إلى التعزيز اللفظي وغير اللفظي ، خاصة في تعلم اللغة. الكلمات الرئيسية:  التعزيز اللفظي، التعزيز غير اللفظي ، تعلم اللغة العربية ، الأعمى
PROBLEMATIKA KERAGAMAN LATAR BELAKANG PENDIDIKAN MAHASISWA DAN KEBIJAKAN PROGRAM PEMBELAJARAN BAHASA ARAB Agung Setiyawan
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol 5, No 2 (2018)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v5i2.6803

Abstract

This study aims to determine the problem of learning in the Department of Arabic Language Education UIN Sunan Kalijaga caused by differences in the educational background of students, knowing the way students to catch up the knowledge and abilities of Arabic language, and formulating a package of learning policy that considers the different background of education. This was descriptive-qualitative and field research. Data were collected through questionnaires and interviews. The respondents were the students and head of the Department of Arabic Language Education UIN Sunan Kalijaga as a stakeholder. The results show there were at least 7 learning problems caused by the differences of students’ education background. There were 3 learning programs which proclaimed by the Department to overcome the problems and 5 steps offered to catch up the knowledge and ability of Arabic language.
Co-Authors Ali Mufti M. Sobir Kubbaro Maksudin . R Umi Baroroh Rahil Ayu Na Ziihah