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Tahlîl al Akhta’ an-Nahwiyah ‘an Tarkîbi an-Na’ti fi al-Insya’ lada Thullậbi Qismi Ta’lîmi al-Lughah al-Arabîyah bi Jậmi’ati as-Shultận as-Sayrif Qậsim al-Islậmiyah al-Hukûmiyah Riau/ تحليل الأخطاء النحوية عن تركيب النعت في الإنشاء لدى طلاب قسم تعليم اللغة العربية بجامعة السلطان الشريف قاسم الإسلامية الحكومية رياو Simarmata, Putri Handayani; Firdaus, Dadang
Al-Manar Vol 15, No 3 (2024): Al Manar: September-Desember
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/al-manar.v15i3.31840

ملخّصهذا البحث هو بحث كيفي بطريقة وصفية يهدف إلى تحليل الأخطاء النحوية عن تركيب النعت في الإنشاء لدى طلاب قسم تعليم اللغة العربية بجامعة السلطان الشريف قاسم الإسلامية الحكومية رياو. ومجتمع البحث طلاب الفصل الدراسي ٥ لعام دراسي ٢٠٢٣، وعددهم ١٢٥ شخصا. ونظرا لكثرة عدد المجتمع، فقد قامت الباحثة بأخذ 30% منهم، أي أخذ عينة مكونة من 40 طالبا. هناك عدة أنواع من أخطاء تركيب النعت التي حددها الباحثة في هذا البحث، وهي تركيب النعت من حيث نوعه وتركيب النعت من حيث التعيين وتركيب النعت من حيث الإعراب. قامت الباحثة بهذا البحث على أربع مراحل وهي: 1. التعرف على الأخطاء، 2. تصنيف الأخطاء، 3. تصحيح الأخطاء، 4. شرح الأخطاء. تظهر نتائج هذا البحث أن أخطاء الطلاب بلغت 48 خطأ، وإليكم التفاصيل: الأخطاء في تركيب النعت من حيث النوع بلغت 34 خطأ بنسبة 70.83%، وتركيب النعت من حيث التعيين بلغت 5 أخطاء بنسبة 10.41% وتركيب النعت من حيث الإعراب بلغت 9 أخطاء بنسبة 18.75%.الكلمات الأساسية: تحليل، أخطاء، إنشاء

The Effect of Using the Thought Map Media to Improve Understanding of Qawaid for Eleventh Grade Students at Fadhila Islamic Junior High School Pekanbaru/Ta’sîru Istikhdâmi Wasîlah al-Kharîtah al-Fikriyah Litarqiyati Fahmi al-Qawâ’id Ladâ Talâmizi as-Shaffi al-Hadiya Asyara fi Madrasah Fadhîlah at-Tsânawiyah al-Islâmiyah Pekanbaru Ahmed, Huzrin; Firdaus, Dadang; Milla, Aqila Izzatul
Al-Manar Vol 14, No 2 (2023): Al Manar : English and Arabic Journal
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/al-manar.v14i2.27408

It was quantitative research aiming at finding out whether Concept Map media affected to increase student qawaid comprehension at the eleventh grade of Islamic Integrated Senior High School of Fadhilah Pekanbaru. The problem in this research was the effect of using Concept Map media in increasing student qawaid comprehension at the eleventh grade of Islamic Integrated Senior High School of Fadhilah Pekanbaru. All the eleventh-grade students at Islamic Integrated Senior High School of Fadhilah Pekanbaru were the population of this research. Purposive sampling was used in this research, and the samples were 23 students. Observation, documentation, and test were used to collect data. Product moment formula was used to analyze data. It could be stated that the use of Concept Map media affected to increase student qawaid comprehension at the eleventh grade of Islamic Integrated Senior High School of Fadhilah Pekanbaru, and it was shown with the score of to (9.806) that was higher than tt (2.040). Therefore, Ha was accepted and H0 was rejected. It could be concluded that the use of Concept Map media affected to increase student qawaid comprehension at the eleventh grade of Islamic Integrated Senior High School of Fadhilah Pekanbaru

Problems of learning and teaching modern Arabic/ Musykilah Ta’lîmi al-Lugha al-Arabiyah al-Hadîtsah wa Ta’lîmiha Firdaus, Dadang
Al-Manar Vol 13, No 2 (2022): Al-Manar : English and Arabic Journal
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/aj.v13i2.16678

AbstractTeaching Arabic is a form of classical teaching that is still ongoing from generation to generation to this day. In addition , the learning process applied is of course very varied . The curriculum provided, the methods applied and the approaches and techniques implemented have undergone many changes. Thus, of course, it is hoped that an escalation in its application along with the times and the increasing need for the use of modern facilities, this is in line with the rapid rate of utilization of media or learning facilities in all branches of science. Therefore, it is hoped that learning Arabic certainly does not lose its involvement in modern learning models. The use of technology-based learning media today is highly encouraged in Arabic learning, the use of media in an approach turns out to have a very large influence in stimulating the interest and attention of students, while the media in question includes various forms, including internet-based learning media, television-based learning media, audio-based learning media and others, so that learners no longer feel Arabic as "old school" material, but rather a uniquely interesting and modern material.ملخّصإنّ تعليم والتعلم اللغة العربية عملية فعلها فعلها المدرس والطلاب، والتعليم عملية نقل المعلومات اللغوية من المدرس إلى طلابه. أمّا التعلم فهو سعي فعله الطالب لنيل الفهم والمعلومات اللغوية حتى يقدر أن يرقي نموّ كفائته اللغوية الأربعة. ولكنّ الواقع إنّ كثيرا من هٰذي العملية لم يصل إلى الغاية، لا تؤدي إلى تمام التعليم ونجاح التعلم ولم يصل إلى أخداف مقصودة. وكانت لهذا الفشل مشكلة أساسية ‎التي قامت على المعلم والمتعلم وما بينهما من أمور مدافعة لهذا المجال وهي تفصيل المشكلة إلى خمسة أنواع، وهي : مشكلة المعم ويسمى هذه المشكلة بمشكلة التعليم، ومن المشكلات التي ملكها المعكلم هي عدم إتقان المعلم لمادته ونقصان كفاءة استيعاب الطرق، ونقصان كفاءة استيعاب المادة،ونقصان كفاءة استيلاء احوال الطلاب، والمشكلات كانت على الطلاب منها الطلاب، ومشكلات التي شعرها الطلاب ويسمى بمشكلة التعلم بعض الأنماط وظروف المشاغبين ومنها نقصان الرغبة التي تؤثر إلى عدم الاهتمام عن إلى الدرس، نقصان المعرفة ما يلزم عليهم استيعابها قبل أن ينال معلومات جديدة من المادة اللغوية والمشكلات المنهجية التي تتعلق بقانون الحكومية والمدرسة عن حصة الدرس اللغة العربية ومادتها، ومشكلة وسائل التعليم التي تؤثر إلى المشكلة الأولى الثانية في تنفيذ التعليم وتأدية التعلم ومشكلة البيئة .

استخدام وسائل التعليم الإليكتروني Firdaus, Dadang
Journal of English and Arabic Language Teaching Vol 4, No 2 (2013): J/E/A/L/T (December)
Publisher : State Islamic University of Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar

Pengajaran bahasa Arab merupakan sebuah bentuk pengajaran klsaik yang masih berlangsung secara turun temurun hingga saat ini. Di samping itu proses pembelajaran yang diterapkan tentunya sangat bervariasi . Kurikulum yang disediakan, metode yang diterapkan serta pendekatan dan teknik yang dilaksanakan sudah banyak mengalami perubahan. Dengan demikian tentunya diharapkan sebuah eskalasi dalam penerapannya seiring perkembangan zaman dan meningkatnya kebutuhan terhadap penggunaan sarana yang modern, hal ini seiring dengan tingkat pemanfaatan media atau sarana belajar diseluruh cabang ilmu yang begitu pesat. Oleh karenanya diharap pembelajaran bahasa Arab tentunya tidak kehilangan keterlibatannya dalam model pembelajaran modern.Penggunaan media pembelajaran berbasis elektronik dewasa ini sangat digalakkan dalam pembelajaran bahasa Arab, penggunaan media dalam sebuah pendekata ternyata member pengaruh yang sangat besar dalam merangsang minat dan perhatian siswa/mahasiswa, adapun media yang dimaksud meliputi berbagai macam bentuk antara lain, media pembelajaran berbasis internet, media pembelajaran berbasis televisi, media pembelajaran berbasis audio dan lain-lain, sehingga para pembelajar tidak lagi merasakan bahasa Arab sebagai materi “jadul”, melainkan sebuah materi yang unik menarik dan modern.

تصميم تعليم المفردات على المدخل الاتصالي Firdaus, Dadang
Journal of English and Arabic Language Teaching Vol 8, No 2 (2017): J/E/A/L/T (December)
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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إن المدخل الاتصالي هو مدخل يركّز اهتمامه على الجوانب التفاعلية بين المعلم والطلاب لتعليم اللغة العربية لغير الناطقين بها، حيث أن يكون التفاعل غاية في التعليم و يكون مقياسا على قدرة الاتصال لدى الطلاب. ويتصف المدخل وصفا طبيعيا وسياقيا. وقد اشتهر هذا المدخل في تعليم اللغة، حيث أن يتحاول نظرة اللغويين عن أهداف تعليم اللغة، وتختص عن اللغة العربية. فإنه قد تغيّر من أن يكون تعليم اللغة العربية لاستيعاب قواعدها أي اللغة االداخلية إلى أن يستهدف تعليم اللغة العربية للاتصال. فاطالب الناجح هو الذي يقدر على الاتصال الجيد وليس من يستيعب قواعد اللغة ولم يقدر على تقديمه في الكلام. بل، كيف يكون هذا التعليم لدى الطلاب الذين لديهم إتقان محدود من مفردات؟ هل يمكن فيه الاتصال الجيد. هل سيتحدث الطلاب كمحادثة المتعلمين الذين لهم المفردات الغازرة. لذلك نقدم صياغة التعلم التي نسميها تعلم التواصل القائم على اللغة العربية مع مفردات محدودة. يتم تصميم هذا التصميم وفقا لاحتياجات الطلاب الذين لديهم بعض الصعوبة في التواصل بسبب مفردات محدودة. وبالإضافة إلى ذلك يتم إعداد الجوانب التواصلية وفقا لمبادئ التعلم لغة التواصلية.

Analysis of the Quality of Achievement Test Questions for the Arabic Language Subject at Mutiara Global Integrated Islamic Junior High School Ayu Afni Yurmita; Dadang Firdaus
INTIFA: Journal of Education and Language Vol. 2 No. 2 (2025): INTIFA: Journal of Education and Language
Publisher : Penerbit Minhaj Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62083/intifa.v2i2.175

This research aimed at analyzing the summative test item quality on Arabic Language subject at Integrated Islamic Junior High School of Mutiara Global as an effort to ensure that questions used were in accordance with good evaluation standards. The analysis focused on validity, reliability, difficulty level, and discriminative power. Quantitative descriptive method was used in this research utilizing data from test items, answer keys, and student work results. The research findings showed that 14 test items were on correct question category, and 11 items were on incorrect question category. In this case, the validity of the analyzed question items was on high category. The reliability of the questions was on high category, while the level of difficulty of the questions showed not yet ideal distribution. The discriminative power of most of the questions was good, but there were some questions requiring improvement. In addition, the difficulty levels of the questions were based on difficult, easy, and hard questions. In fact, there was no question on difficult question category, there were 24 questions on moderate question category, and there was a question on easy question category. This research was expected to contribute to increase the quality of evaluation in Arabic language learning.

PERKEMBANGAN ILMU AL-MA‘AJIM DARI PERIODE KLASIK HINGGA ERA DIGITAL Jefri Hasibuan; Dadang Firdaus; Nasrin Hasibuan
Tasyri’: Jurnal Tarbiyah – Syari’ah Islamiyah Vol 33 No 01 (2026): April 2026
Publisher : LPPM STAI Ihyaul Ulum Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70281/w3e09c68

Kajian ini bertujuan memetakan perkembangan ilmu al-Ma‘ājim (leksikografi Arab) dari masa klasik hingga era digital, sebagai upaya memahami transformasi metodologis dan epistemologis dalam penyusunan kamus Arab selama lebih dari satu milenium. Ruang lingkup pembahasan mencakup lima periode utama: periode al-Khalīl ibn Aḥmad dengan Kitāb al-‘Ayn sebagai fondasi pertama leksikografi berbasis makhārij al-ḥurūf; periode Ibn Fāris dan Ibn Sīdah yang menegaskan pendekatan etimologis dan sistematis dalam penelusuran akar kata; periode Ibn Manẓūr sebagai representasi kematangan kamus ensiklopedik lewat Lisān al-‘Arab; periode kamus modern seperti al-Mu‘jam al-Wasīṭ dan al-Mu‘jam al-‘Arabī al-Asāsī yang membawa reformasi pedagogis dan standardisasi bahasa; serta perkembangan kamus elektronik yang menandai digitalisasi ilmu leksikografi dalam bentuk aplikasi, basis data daring, dan corpus linguistics. Metode penelitian yang digunakan adalah kajian pustaka melalui analisis kritis terhadap literatur klasik dan modern mengenai sejarah, metode penyusunan, serta karakteristik masing-masing periode. Hasil kajian menunjukkan bahwa ilmu al-Ma‘ājim berkembang secara bertahap dari pendekatan fonetik, etimologis, semantik, pedagogis, hingga komputasional. Kesimpulannya, perkembangan ini mencerminkan dinamika keilmuan bahasa Arab yang terus menyesuaikan diri dengan kebutuhan akademik dan teknologi, sekaligus mempertahankan kedalaman tradisi keilmuan klasik.

EKSPLORASI BENTUK EVALUASI AUTENTIK DALAM PEMBELAJARAN BAHASA ARAB Salsabila Aulia; Latifa Fikriah; Lesco Rahmayola; Dadang Firdaus; Khairul Anuar
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.52127

Evaluation in Arabic language learning is still largely oriented toward written tests that emphasize cognitive aspects, making it unable to comprehensively reflect students’ language proficiency. Therefore, authentic assessment is needed to evaluate students’ abilities through tasks that represent the real use of language in meaningful contexts. This article aims to explore the forms of authentic assessment in Arabic language learning. The study employed a library research method using data sources from relevant books, journals, and scientific articles. Data were collected through documentation studies and analyzed using a descriptive qualitative approach. The findings indicate that the forms of authentic assessment in Arabic language learning include performance assessment, portfolios, project assessment, observation, self-assessment, and peer assessment. These assessment forms are capable of measuring cognitive, affective, and psychomotor aspects in an integrated manner while providing a more comprehensive picture of students’ abilities. In addition, authentic assessment can enhance students’ participation, motivation, and language skills in real-life contexts. Therefore, authentic assessment can serve as an effective alternative assessment strategy to support more contextual and meaningful Arabic language learning. Keywords: authentic assessment, Arabic language learning, language competence. ABSTRAK Evaluasi dalam pembelajaran bahasa Arab masih banyak berorientasi pada tes tertulis yang lebih menekankan aspek kognitif sehingga belum mampu menggambarkan kemampuan berbahasa peserta didik secara menyeluruh. Oleh karena itu, diperlukan evaluasi autentik yang dapat menilai kemampuan peserta didik melalui tugas-tugas yang mencerminkan penggunaan bahasa dalam situasi nyata. Artikel ini bertujuan untuk mengeksplorasi bentuk-bentuk evaluasi autentik dalam pembelajaran bahasa Arab. Penelitian menggunakan metode kepustakaan (library research) dengan sumber data berupa buku, jurnal, dan artikel ilmiah yang relevan. Data dikumpulkan melalui studi dokumentasi dan dianalisis secara deskriptif kualitatif. Hasil kajian menunjukkan bahwa bentuk evaluasi autentik dalam pembelajaran bahasa Arab meliputi penilaian kinerja, portofolio, proyek, observasi, penilaian diri, dan penilaian teman sejawat. Berbagai bentuk evaluasi tersebut mampu mengukur aspek kognitif, afektif, dan psikomotorik secara terpadu serta memberikan gambaran yang lebih komprehensif mengenai kemampuan peserta didik. Selain itu, evaluasi autentik dapat meningkatkan partisipasi, motivasi, dan keterampilan berbahasa peserta didik dalam konteks yang nyata. Dengan demikian, evaluasi autentik dapat menjadi alternatif penilaian yang efektif dalam mendukung pembelajaran bahasa Arab yang lebih kontekstual dan bermakna. Kata Kunci: evaluasi autentik, pembelajaran bahasa Arab, kompetensi berbahasa

Penguatan Motivasi Belajar Bahasa Arab melalui Pembelajaran Kooperatif Tipe Snowball Throwing Mardiatul Mardiah; Dadang Firdaus; Nafisatun Mulia; Naila Izzati; Tri Rahmadani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.57880

The low motivation of students in learning Arabic remains a primary challenge at MTs Al-Rahmah Petapahan, where students appear unenthusiastic and passive despite the teacher's maximum efforts using various methods. This study aims to determine and empirically analyze the influence of implementing the Snowball Throwing cooperative learning model on students' Arabic learning motivation in class VII at MTs Ar-Rahmah Petapahan, Tapung District, Kampar Regency. The research utilizes a quantitative approach with a Experiment research design. The sample consists of 55 female students from class VII, divided into two groups: class VII D as the experimental class (28 students) and class VII E as the control class (27 students), selected through a combination of purposive sampling and saturated sampling techniques. Data collection was carried out using Likert-scale questionnaires, observation sheets, and documentation. The data analysis techniques involved prerequisite testing and simple linear regression analysis. Instrument testing confirmed that all questionnaire items were valid and reliable. The inferential statistical analysis revealed a significance value of 0.000 < 0.005, indicating that the research hypothesis is accepted. Furthermore, the coefficient of determination (R2) was found to be 0.755. This empirically proves that the implementation of the Snowball Throwing model exerts a strong and significant influence of 75.5% on increasing students' Arabic learning motivation, while the remaining 24.5% is influenced by external factors beyond the scope of this study. In conclusion, the application of the Snowball Throwing model can effectively boost students' Arabic learning motivation to a high category.

Exploring of Arabic Text Book for MA KMA 183 in 2019 Based on Mackey’s Theory and ACTFL Standards Siregar, Husnatul Hamidiyyah; Moh. Ainin; Muassomah; Dadang Firdaus; Rendi Pramadi
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol. 8 No. 1 (2022)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/almahara.2022.081-06

This study aims to explore Arabic textbooks by looking at four elements, namely selection (material selection), gradation (ordering), presentation, and repetition in Arabic textbooks for Class XI MA Curriculum KMA 183 in 2019 according to the theory of William Francis Mackey and explore Arabic language skills on textbook content according to the ACTFL standard perspective. This study uses qualitative research methods with descriptive analysis techniques and content analysis sourced from documentation data in Arabic textbooks for Class XI MA Curriculum KMA 183 in 2019, related books, articles, and journals. The results of the study show that the Arabic language textbooks for class XI KMA 183 in 2019 as a whole have met the criteria of Mackey's theory in four aspects. In the element of selection, the book has met three criteria for validity in the content and components of the book, including the parts of learning objectives, the level of students' abilities, and the type of language used. Furthermore, the gradation aspect of each subject matter in chapters 1 to 6 consists of listening, speaking, reading, writing, and tarākib skills, each related to and supporting one another with deductive and inductive sequencing methods. In the presentation aspect, three procedures are used in the book: differentiation, intensive and pictorial procedures. Each stage of the book presentation uses two languages, Arabic and Indonesian, utilizing the help of image object media to make it easier for students to understand the material. In the aspect of repetition, several tadribāt and materials are presented repeatedly with different themes in each chapter in the four Arabic language skills. The analysis of Arabic skills on Arabic books for class XI KMA 183 in 2019 according to the ACTFL standard perspective is divided into three levels: intermediate, low, mid, and high. Each group is classified according to the content of the material, indicators, and evaluation of learning in each of the four mahārah in six chapters, namely mahārah istimā', kalām, qirā’ah, and kitābah.

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