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All Journal RETORIKA: Jurnal Ilmu Bahasa ARABIYAT Jurnal Pendidikan Islam Diwan : Jurnal Bahasa dan Sastra Arab DAYAH: Journal of Islamic Education Pioneer: Journal of Language and Literature Jurnal Ilmiah Profesi Pendidikan Edunesia : jurnal Ilmiah Pendidikan International Journal of Arabic Language Teaching IJALT Didaktika: Jurnal Kependidikan Jurnal Manajemen Pendidikan Dasar, Menengah dan Tinggi [JMP-DMT] Lisanudhad: Jurnal Bahasa, Pembelajaran, dan Sastra Arab
Maman Abdurrahman
Universitas Pendidikan Indonesia
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Analisis Pembelajaran Mufradat Anak Usia Dini Menggunakan Youtube Berdasarkan Teori Behaviorisme Thorndike Inas Dhia Fauziah; Maman Abdurrahman; Shofa Musthofa Khalid
RETORIKA: Jurnal Ilmu Bahasa Vol. 10 No. 3 (2024)
Publisher : Program Studi Magister Ilmu Linguistik Universitas Warmadewa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22225/jr.10.3.2024.695-703

Abstract

Learning Arabic vocabulary in early childhood is essential for developing basic language skills. However, more attention must be paid to applying digital media, such as YouTube, to language learning with a behaviorist approach, specifically Thorndike's theory. This study aims to analyze Arabic vocabulary teaching in early childhood using YouTube based on Thorndike's behaviorism theory at Asy-Syukuriyah TPA. The research method is descriptive qualitative, with a purposive sampling technique involving teachers as informants. Data were collected through observation, in-depth interviews, and documentation. The results showed that using YouTube as a medium for learning Arabic vocabulary is to the principles of the law of readiness, practice, and consequences in Thorndike's behaviorism theory. The law of readiness can be seen from the teacher ensuring the children's readiness before starting learning. Furthermore, the law of practice is seen by repeating material through videos to strengthen memory and questions about the material provided. Finally, the law of consequences is seen in the praise given by the teacher when children successfully answer the questions presented. In conclusion, if used strategically and systematically, YouTube as a learning media can be an effective tool in teaching Arabic in early childhood and can strengthen the association between stimulus and response through repetition. The findings have implications that YouTube-based learning based on Thorndike's theory of behaviorism has the potential to be applied more widely, with further research on different age groups and subjects as well as in-depth analysis of student characteristics.
Balancing Language Skills in Arabic Assessment: Challenges of Curriculum Implementation in an Islamic Integrated School Adibah Ulaya Putri; Maman Abdurrahman; Mad ‘Ali
Jurnal Internasional Pendidikan Bahasa Arab Vol 8 No 01 (2026): 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.v8i01.13326

Abstract

This study examines Arabic language assessment practices within curriculum implementation at an Islamic Integrated Junior High School (SMPIT), employing a qualitative instrumental case study design with teacher as participant. Data were collected through semi-structured interviews and document analysis, then analyzed using inductive thematic analysis. The findings reveal that, within this specific institutional context, assessment practices are predominantly structured around written tests that emphasize vocabulary (mufradat), grammar (qawa'id), and translation activities, a pattern driven primarily by the school's curriculum requirements rather than the teacher's individual choices. Assessment of the four language skills is imbalanced: speaking is partially addressed through dialogue and video projects, while listening, reading, and writing receive limited attention in the formal assessment system. Digital platforms such as Google Forms and Quizizz have been integrated into assessment, though their alignment with pedagogical goals requires further development. Key challenges include low student motivation, limited hijaiyyah literacy, and demanding curriculum targets. The study concludes that Arabic language assessment practices in this context are shaped more by institutional curriculum structures rather than by individual teacher agency.
Al-Simā ‘Inda Sībawaih fī Ushul An-Nahwi Ika Mahmudah Fauziah; Maman Abdurrahman; Asep Sopian
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 8 No. 1 (2021): Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

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Abstract

Al-simāʿ (linguistic attestation) constitutes one of the fundamental principles in the development of Arabic grammatical theory and serves as the primary basis for establishing its rules and methodological framework. Rather than being a simple process of listening, al-simāʿ involves a systematic and rigorous linguistic procedure that begins with the collection of authentic language data and proceeds through classification, categorization, comparison, and inductive analysis before arriving at grammatical principles. Consequently, al-simāʿ represents the essential empirical foundation upon which Arabic grammar is constructed. This study examines the role of al-simāʿ in the formulation of Arabic grammatical theory and its relationship with other methods of grammatical reasoning. Using a qualitative library research approach, the study analyzes classical Arabic grammatical literature to explore how authentic linguistic evidence is employed in establishing grammatical rules. The findings indicate that al-simāʿ extends beyond the mere collection of linguistic evidence. It functions as the basis for subsequent analytical methods, including qiyās (analogy), taʿlīl (causal explanation), taqsīm (classification), istikrāʾ (induction), and other forms of grammatical inference. These methods are utilized either to validate grammatical rules or to explain and evaluate linguistic phenomena. The study also highlights the significant contribution of Sibawayh, whose pioneering work laid the foundation of Arabic grammar through the systematic application of al-simāʿ and rational analysis. His masterpiece, Al-Kitāb, became a landmark in the history of Arabic linguistics and established methodological standards that profoundly influenced the Basran school of grammar and subsequent generations of Arab grammarians.
Co-Authors Adibah Ulaya Putri Agil Husein Al Munawar Ahmad Faqih Asep Sopian Azzahrah Istira Oktiva Pradini Eneng Komariyah Maimun RNM Fahmi Yahya Abdil Haq Fahrudin Fahrudin Faiz Dzul Fahmi Hamdan Hikmah Maulani Ika Mahmudah Fauziah Inas Dhia Fauziah M. Wildan Bin H.M. Yahya Mad ‘Ali Makhmud Syafei Mia Nurmala Muhammad Rizal Munawar Rahmat Nalahuddin Saleh Nunung Nursyamsiyah Salma Sabila Yusuf Shofa Musthofa Khalid, Shofa Musthofa Shofwan Sholahudin Tiara Nurfingkan Priantiwi Ulfa febriyanti