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All Journal 'A Jamiy: Jurnal Bahasa dan Sastra Arab Al-Muyassar: Journal of Arabic Education EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab
Lailatul Qomariyah
Universitas Hasyim Asy'ari
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Al-Ilāqah baina Hifẓi al-Amṡilah al-Taṣrīfīyah wa Mahārati al-Qirāah li Ṭullābi al-Faṣl al-Ṡāliṡ fī al-Madrasah al-Dīniyah bi al-Ma’had al-Islamiy Rauḍati al-Qur’ān “Dāru al-Fallāh al- Ṡāliṡ” Jombang Lathifa Nur’Ain; Lailatul Qomariyah
‘A Jamiy : Jurnal Bahasa dan Sastra Arab Vol 11, No 1: JUNI 2022
Publisher : Universitas Muhammadiyah Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31314/ajamiy.11.1.261-273.2022

Abstract

Sharf  merupakan salah satu cabang ilmu dalam pembelajaran bahasa Arab. Menurut etimologi kata, Sharf  memiliki arti berubah. Sedangkan menurut terminologinya, Sharf  mempunyai arti mengubah satu bentuk ke bentuk yang lain untuk memperoleh makna yang diinginkan. Kitab al- amtsilah at-tashrifiyyah adalah sebuah buku yang ditulis oleh Syekh Muhammad Ma’sum bin Ali, yang merupakan pendiri Pondok Pesantren Seblak, Jombang. Buku ini memuat perubahan berupa perubahan kalimat dengan bobot yang runtut dan berbeda. Tujuan pembelajaran Sharf  menggunakan kitab amtsilah at-tashrifiyyah adalah agar siswa mampu memahami isi buku dan membantu siswa mengembangkan kemampuannya mengolah kata dari satu bentuk ke bentuk lain, serta memahami makna kata sesuai dengan bentuk yang ada. Kitab amtsilah at-tashrifiyyah diajarkan di Pondok Pesantren Roudlotul Qur’an Darul Falah 3, Jombang dengan menggunakan metode induktif, deduktif dan menghafal. Pembelajaran kitab amtsilah at-tashrifiyyah di Pondok Pesantren Roudlotul Qur’an Darul Falah 3, Jombang diharapkan dapat membantu santri dalam meningkatkan kemampuan tata bahasa dan keterampilan membaca terkhusus dalam membaca kitab kuning. Berdasarkan hasil uji analisis hubungan antara hafalan amtsilah at-tashrifiyyah santri dengan keterampilan membaca santri dengan menggunakan uji spearman pada SPSS didapatkan hasil sig 0,295 dimana nilai tersebut lebih dari margin of error yaitu 0,05 yang artinya H0 diterima atau dengan kata lain tidak terdapat hubungan yang signifikan antara hafalan amtsilah at-tashrifiyyah santri dengan keterampilan membaca santri. Didapatkan juga hasil koefisien korelasi sebesar 0,218 nilai tersebut menunjukkan bahwa korelasi antara hafalan amtsilah at-tashrifiyyah santri dengan keterampilan membaca santri sangat rendah. Berdasarkan nilai tersebut juga dapat disimpulkan bahwa hubungan antara kedua varibelnya bersifat satu arah.
The Use of Youtube to Improve the Speaking Skills of Students in the Syu'batul Lughah al-'Arabiyah Program at WaliSongo Islamic Boarding School for Girls Salwa Nafisah; Lailatul Qomariyah
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 15 No. 2 (2026): El Ibtikar
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ibtikar.v15i2.24414

Abstract

This study aims to describe the use of Youyube as a learning medium in improving the speaking skills (Maharah Kalam) of students in the Arabic Language Division (Syu'batul Lughah Al-'Arabiyah) at Walisongo Islamic Boarding School for Girls, Cukir, Jombang, and to identify the supporting and inhibiting factors in its implementation. The study employed a descriptive qualitative method, with data collected through observation, interviews, and documentation. Data were analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing and verification. The findings indicate that the use of YouTube contributes to the improvement of students' speaking skills by enriching vocabulary, improving pronunciation, and increasing self-confidence and courage in speaking Arabic. In addition, it enhances students' motivation and active participation in the learning process through repeated exposure to authentic language use and interactive classroom activities based on educational videos. Supporting factors include the availability of adequate learning facilities, engaging video content, and active student participation, while inhibiting factors include limited learning time, insufficient vocabulary mastery, and difficulties in understanding some videos due to fast pronunciation or language variations. Teachers also play an important role in overcoming these challenges by selecting appropriate videos and providing continuous guidance and practice. Therefore, YouTube can serve as an effective learning medium for improving Maharah Kalam when utilized appropriately in accordance with learning objectives and students needs.
Development of Neuroscience Differentiated Learning Through Project-Based Learning to Develop Students' Critical Thinking Skills in Arabic Learning Lailatul Qomariyah; Abdul Qodir
Al-Muyassar: Journal of Arabic Education Vol 5 No 3 (2026): Al-Muyassar: Journal of Arabic Education
Publisher : Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/qtxwqh68

Abstract

This study aims to develop a differentiated neuroscience-based learning approach using a project-based model to improve students' critical thinking skills, including research and development with adapted procedures from Robert Reiser and Michael Molenda through five stages. The initial field test sample consisted of 36 seventh grade students of Darussalam Elementary School, Jombang, with an experimental class of 36 students (VII A) and a control class of 34 students (VII B). Data collection tools included questions measuring critical thinking skills, student response questionnaires, and observation sheets for learning implementation, with data analysis using MANOVA at a significance level of 5%. This study successfully developed a neuroscience-based, differentiated project-based learning model to enhance critical thinking in Arabic instruction. Following Reiser and Molenda’s five-stage R&D procedure, the analysis identified teacher-centered limitations and students’ weak analytical skills. The design produced differentiated materials for visual, auditory, and kinesthetic learners, interactive multimedia, and validated assessment tools. Development yielded a complete guide with a three-meeting lesson plan and tiered worksheets. Implementation in grade VII featured Self-Introduction Vlog and Dream Career Fair projects, applying content, process, and product differentiation. MANOVA results confirmed significant improvements in analysis, evaluation, and creativity. The model effectively integrates cognitive load principles, supports individual needs, and bridges rote and meaningful learning while strengthening teachers’ pedagogical competence.
Co-Authors Abdul Qodir Lathifa Nur’Ain Salwa Nafisah