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طرق تعليم المفردات في مهارة الكلام Muspika Hendri
Journal of English and Arabic Language Teaching Vol 4, No 2 (2013): J/E/A/L/T
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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

Metode pengajaran adalah tingkat perencanaan program yang bersifat menyeluruh yang berhubungan erat dengan langkah-langkah penyampaian materi pelajaran secara procedural, tida saling bertentangan dan tidak bertentangan dengan pendekatan. Degan kata lain metode adalah langkah-langkah umum tentang penerapan teori-teori yang ada pada pendekatan tertentu. Dalam tingkatan ini diadakan pilihan-pilihan tentang ketrampilan – ketrampilan khusus mana yang harus diajarkan, materi-materi apa yang harus disampaikan, dan bagaimana urutannya. Terlihat disini bahwa metode jauh lebih operasional dari pendekatan. Seorang pengajar bahasa yang menganut pendekatan tertentu ia memiliki kebebasan menciptakan beragam metode sesuai dengan situasi kondisi terjadinya kegiatan belajar mengajar. Yang penting dicatat bahwa metode yang dilahirkan dan digunakan tidak bertentangan dengan pendekatan yang dianut. Dalam pembelajaran bahasa Arab terdapat ragam metode yaitu : metode kaidah dan terjemah, metode langsung, metode audiolingual, metode membaca, metode gabungan. Dalam pembelajaran bahasa Arab mufrodat merupakan unsure bahasa, mufrodat juga salah satu unsure yang penting dalam membentuk kemahiran berbicara. Pembelajaran mufrodat bisa digunakan beragam metode. Disini misalnya dengan menggunakan metode langsung. Melaui metode ini seorang pengajar langsung menggambarkan mufrodat yang akan disampaikan. Missal kosa kataسبورة, قلم, كراسة, guru langsung menujuk benda yang ada tersebut, dan juga mengajarkan bagaimana cara mempraktekannya dalam bentuk kemahiran berbahasa. Bisa juga dengan dilanjutkan dengan metode gabungan. Metode ini maksudnya bukan menggambungkan semua metode, tetapi hanya bersifat kondisional saja. Metode ini dibutuhkan sesuai dengan tujuan pembelajaran, sifat materi pelajaran, kemampuan belajar dan kondisi guru. Adapun pijakan metode gabungan ini ada enam macam yaitu : setiap metode pengajaran bahasa asing memiliki kelebihan. Tidak ada metode yang sempurna tetapi semuanya memiliki kelemahan dan kelebihan. Setiap metode memiliki latar belakang, karekteristik, dasar pikiran dan peruntutan yang berbeda. Tidak ada satu metodepun yang sesuai dengan semua tujuan. Hal yang penting dalam mengajar adalah member perhatian kepada pelajar dan kebutuhannya. Yang terakhir setiap guru bahasa asing diberi kebebasan untuk menggunakan langkah-langkah atau teknik-teknik dalam menggunakan metode pengajaran yang sesuai dengan kebutuhan.

PEMBELAJARAN KETERAMPILAN BERBICARA BAHASA ARAB MELALUI PENDEKATAN KOMUNKATIF Muspika Hendri
POTENSIA: Jurnal Kependidikan Islam Vol 3, No 2 (2017): Desember
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/potensia.v3i2.3929

This article describes the Arabic learning in terms of speaking skills using communicative approach. In Arabic language learning is known four language skills that must be possessed by students that are listening skills (maharah al-istima '), speaking skill (maharah al-kalam), reading skill (maharah al-qira`ah), writing skill (maharah al-kitabah ). To obtain language skills in the learning process and become a daily habit in the environment would require the competence of Arabic teachers who have an innovative approach in teaching. One of the approaches of learning speaking skills is by using a communicative approach. The steps are (1) the learner hears, reads, then practices a two-line dialogue with his partner, (2) hears and repeats it, (3) listens to the dialogue model and then repeats it by observing the names in the dialog with their own name, (4) ) read the question hint and make a question, (5) read a two-line dialogue framework then practice with his partner, (6) hear reading the question model and ask.

Pengaruh Pelaksanaan Tata Tertib dan Keteladanan Guru terhadap Kedisiplinan Belajar Siswa pada Pembelajaran Pendidikan Agama Islam Mujahidin Muda; Mas'ud Zein; Nurhasanah Bakhtiar; Muspika Hendri
AL-USWAH: Jurnal Riset dan Kajian Pendidikan Agama Islam Vol 6, No 2 (2023): Mei - Agustus 2023
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/au.v6i2.11797

This study aims to see whether there is an effect of the implementation of discipline and exemplary teachers on student learning discipline in Islamic Religious Education learning at SMP Negeri Lima Puluh District, Pekanbaru City. This research is based on the problem of low student learning discipline. The research method uses quantitative research using correlational analysis techniques. The population in this study were all students of SMPN in Lima Puluh District, Pekanbaru City, totaling 2,459 people. The sample in this study was taken with a proportionate random sampling technique with the Slovin formula, namely 346 people. Data collection was done by using a questionnaire technique, the data collected was analyzed using multiple regression analysis, namely Y = a + b1X1 + b2 X2. The results of this study indicate the value of R2 (coefficient of determination) or R Square of 0.472 or 47.2%. This value can be interpreted that the change in the discipline of student learning by the change in the value of the independent variable in the implementation of discipline and teacher's role model is 47.2%, while 52.8% is determined by changes in other factors. The tcount value for the discipline implementation variable is 14,832 with sig. 0.000 is smaller than 0.05, this means that there is an effect of discipline implementation on student learning discipline and tcount for teacher exemplary variables is 2.234 with sig. 0.026 is smaller than 0.05, this means that there is an effect of teacher modeling on student learning discipline. It can be concluded that there is an influence between the implementation of discipline and teacher exemplary on student learning discipline in Islamic Religious Education learning at SMP Negeri Lima Puluh District, Pekanbaru City.TRANSLATE with x EnglishArabicHebrewPolishBulgarianHindiPortugueseCatalanHmong DawRomanianChinese SimplifiedHungarianRussianChinese TraditionalIndonesianSlovakCzechItalianSlovenianDanishJapaneseSpanishDutchKlingonSwedishEnglishKoreanThaiEstonianLatvianTurkishFinnishLithuanianUkrainianFrenchMalayUrduGermanMalteseVietnameseGreekNorwegianWelshHaitian CreolePersian // TRANSLATE with COPY THE URL BELOW Back EMBED THE SNIPPET BELOW IN YOUR SITE Enable collaborative features and customize widget: Bing Webmaster PortalBack//

Pengaruh Penguasaan Mufradāt terhadap Kemampuan Insyā’ Mahasiswa di Perguruan Tinggi Kasmiati, Kasmiati; Masbukin, Masbukin; Hendri, Muspika
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol 4 No 3 (2022): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v4i3.2137

department of the state Islamic University Sultan Syarif Kasim Riau which is presented in the form of Insyā’ 1, Insyā’ 2, and Insyā’ 3 which must be taken by every student. To support learning insyā, students have been provided with mufradāt treasury either through supporting courses such as al-arabiyah al-mukatsafah, or through the obligation to memorize mufradāt which is imposed on students. However, mufrodāt treasure and memorizing it has not made a positive contribution to the student’s abilities. This research is quantitative correlation research because the aim of this research is to find out whether there is an influence of mastery of mufrodāt on the ability of Insyā’ in Arabic Language Education students at the State Islamic University of Sultan Syarif Kasim Riau. This research used a test, questionnaires, and documentation for getting data. To analyze the data, researchers used the reliability and validity test, normality test, and linear regression test. From the results of this research, it can be seen that Sig. Count 0,0smallerer than 0,05 and t count bigger 22,572 than t table 1,672. it can be concluded that vocabulary mastery has a significant effect on Insyā’s ility. It shows that if students' mastery of mufradāt is better, then their abilities will be better too in writing Insyā’.

Brain Based Learning Using Augmented Reality Technology as an Arabic Learning Media Yolanda, Refiyana; Firdaus, Dadang; Hendri, Muspika; Zaharo, Zaharo
TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab Vol 6 No 1 (2024): Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Jurusan Pendidikan Bahasa Arab IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/tsaqofiya.v6i1.377

In the rapidly evolving educational landscape, recent technological advances have ushered in a new era of possibilities for innovative learning methodologies. This research integrates Brain-Based Learning principles with Augmented Reality (AR) technology as Arabic language teaching media. This research includes qualitative research with the type of literature. Data sources come from literature related to Augmented Reality and Brain-Based Learning. The data analysis method uses the content analysis method. The results of the study show: 1) optimisation of brain performance through the integration of Augmented Reality encourages the creation of innovative and fun learning experiences. 2) student engagement is significantly increased through active involvement of multiple senses and results in measurable improvement in learning outcomes. There are several challenges that need to be considered, namely: accessibility-related issues related to application design, the complexity of using AR systems, AR application development needs to go through iterative development cycles to accommodate diverse platform users, and the lack of pedagogical approaches when integrating AR applications into learning activities. The findings contribute to the discourse on technology integration in language education and offer practical insights for educators and policymakers who want to improve the overall effectiveness of Arabic language learning through innovative and brain-centred approaches. Abstrak Dalam lanskap pendidikan yang berkembang pesat, kemajuan teknologi baru-baru ini telah mengantarkan era baru kemungkinan metodologi pembelajaran inovatif. Penelitian ini berfokus pada integrasi prinsip Pembelajaran Berbasis Otak dengan teknologi Augmented Reality (AR) sebagai media pengajaran bahasa Arab. Penelitian ini termasuk penelitian kualitatif dengan jenis kepustakaan. Sumber data bersumber dari literature terkait Augmented Reality dan Pembelajaran Berbasis Otak. Metode analisis data menggunakan metode analisis isi. Hasil penelitian menunjukkan: 1) optimalisasi kinerja otak melalui integrasi Augmented Reality mendorong terciptanya pengalaman belajar yang inovatif dan menyenangkan. 2) keterlibatan siswa meningkat secara signifikan melalui keterlibatan aktif berbagai indera dan menghasilkan peningkatan yang terukur dalam hasil belajar. Ada beberapa tantangan yang perlu diperhatikan, yaitu: permasalahan terkait aksesibilitas berkaitan dengan perancangan aplikasi, kompleksitas penggunaan sistem AR, pengembangan aplikasi AR perlu melalui siklus pengembangan yang berulang untuk mengakomodasi pengguna platform yang beragam, dan kurangnya pendekatan pedagogi saat mengintegrasikan aplikasi AR ke dalam kegiatan pembelajaran. Temuan ini tidak hanya berkontribusi pada wacana tentang integrasi teknologi dalam pendidikan bahasa tetapi juga menawarkan wawasan praktis bagi para pendidik dan pembuat kebijakan yang ingin meningkatkan efektivitas pembelajaran bahasa Arab secara keseluruhan melalui pendekatan inovatif dan berpusat pada otak.

Faʿāliyyah Istikhdām al-Ṭarīqah al-Mubāsharah bi Luʿbah Lughawiyyah Wassimniy li Tarqiyah Itqān al-Mufradāt Hendri, Muspika; Bardansyah, Yasmaruddin; Rambe, Pangadilan
HuRuf Journal : International Journal of Arabic Applied Linguistic Vol. 4 No. 2 (2024): December 2024
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/huruf.v4i2.7649

This research aimed at finding out the effectiveness of using Direct method with “Label Me” language game in increasing student Arabic vocabulary mastery at the eighth grade of Islamic Junior High School of Muhammadiyah 02 Pekanbaru. It was quasi-experiment research. All the eighth-grade students at Islamic Junior High School of Muhammadiyah 02 Pekanbaru were the population of this research, and they were 213 students. The samples were 36 the eighth-grade students of class A and 36 students of class B, and they were 72 students. Test and observation were the instruments of collecting data. Based on the result of pretest and posttest in the experiment group, the score obtained was 6.6, and the control group was 5.5. Based on analyzing data by using t-test formula, the score of tobserved 4.83 was higher than ttable 2.381 at 1% significant level and 1.667 at 5% significant level. So, Null hypothesis (H0) was rejected and Alternative hypothesis (Ha) was accepted. It meant that there was a significant effect of Direct method with “Label Me” language game toward vocabulary mastery. In the observation table, the score of Direct method with “Label Me” language game was 96.7%, it was very good because it was in the significant level of 90%-100%. With these data, Direct method with “Label Me” language game was stated effective in increasing student vocabulary mastery at the eighth grade of Islamic Junior High School of Muhammadiyah 02 Pekanbaru. يهدف إلى معرفة فعالية استخدام الطريقة المباشرة بلعبة لغوية "وَسِّمْنِي" لترقية إتقان المفردات العربية لدى تلاميذ الصف الثامن في مدرسة محمدية المتوسطة الإسلامية ٠٢ بكنبارو. هذا البحث هو بحث شبه تجريبي. ومجتمع البحث جميع تلاميذ الصف الثامن في مدرسة محمدية المتوسطة الإسلامية ٠٢ بكنبارو الذين عددهم ٢١٣ تلميذا، وعينات البحث تلاميذ الصف الثامن أ = ٣٦ تلميذا وتلاميذ الصف الثامن ب = ٣٦ تلميذا، فعددهم ٧٢ تلميذا. وأداتان مستخدمتان لجمع البيانات اختبار وملاحظة. وبناء على نتيجة الاختبار القبلي والاختبار البعدي، تم الحصول على نتيجة 6،6 في الفصل التجريبي و 5،5 في الفصل الضبطي. بناء على تحليل البيانات باستخدام صيغة اختبار ت، تم الحصول على أن قيمة حساب ت(thitung) = 4.83 وهي أعلى من جدول ت(ttabel) في مستوى دلالة ١٪ = 2.381 و ٥٪ = 1.667. فالفرضية المبدئية مردودة والفرضية البديلة مقبولة، أي أن هناك فعالية استخدام الطريقة المباشرة بلعبة لغوية "وَسِّمْنِي" لترقية إتقان المفردات العربية. وفي جدول الملاحظة، قيمة الطريقة المباشرة بلعبة لغوية "وَسِّمْنِي" 96.7٪ تكون في مستوى جيد جدا لأنها تقع عند مستوى كبير من 90٪ - 100٪. بناء على هذه البيانات، استنتج بأن استخدام الطريقة المباشرة بلعبة لغوية "وَسِّمْنِي" فعال لترقية إتقان المفردات العربية لدى تلاميذ الصف الثامن في مدرسة محمدية المتوسطة الإسلامية ٠٢ بكنبارو.

Tahlîlu al-Akhta’ an-Nahwiyyah ‘an al-Asma’ al-Marfu’ật fi Qirậ’ah an-Nushûs al-Arabiyah lada Talậmizi as-Shaffi at-Tsaniy Asyara bi Madrasati Miftậhil Hidậyah at-Tsanawiyah al-Islậmiyah Bakanbaru Lubis, Riska Wani; Hendri, Muspika
Al-Manar Vol 16, No 1 (2025): Al-Manar : Januari - April
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/al-manar.v16i1.34179

تحليل الأخطاء النحوية عن الأسماء المرفوعات في قراءة النصوص العربية لدى تلاميذ الصف الثاني عشر بمدراسة مفتاح الهداية الثانوية الإسلامية بكنبارو Riska Wani Lubis, Muspika hendriUniversitas islam negeri sultan syarif kasim riauriskwanilubis@gmail.commuspika.hendri@uin-suska.ac.id ABSTRACTIn learning a foreign language, of course, there are difficulties which are the cause of errors. It is motivated by the mistakes of nahwu or I'rab students, especially in the isim-isim that are made in reading Arabic texts that have been studied previously. This researcher is a qualitative research with a descriptive method with the aim of analyzing and interpreting Nahwu's errors about isim-isim that are fabricated in reading the asrab text of grade XII students of Madrasah Aliyah Miftahul Hidayah Pekanbaru. The subjects in this study are the students and objects used in the nahwu research on isim-isim that are created in reading Arabic texts for grade XII students of Madrasah Aliyah Miftahul Hidayah Pekanbaru. The data collection techniques used are tests and documentation. This study shows that the most common mistakes among students in Arabic texts are when reading sentences that are in the position of fail and Naibul fail where students who made mistakes in reading files amounted to 11 people out of a total of 30 subjects and in naibul files amounted to 19 people from 30 subjects. Keywords: Error Analysis, Isim Isim Revealed, Maharah Qiroah

Guidance in understanding linguistics/ Taujihât fi Fahmi Ilmi al-Lughah Hendri, Muspika
Al-Manar Vol 8, No 2 (2017): 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.v2i8.4732

علم اللغة. هو دراسة اللغة على نحو علمي. وتدرس اللغة في إطار علم اللغة في المجالات الآتية : الأصوات, بناء الكلمة, بناء الجملة, المفردات ودلالتها. وبعد أن نفهم تعربف علم اللغة جيدا. واضح لنا عن العناصر الموجودة في علم اللغة. إذان كائن الدراسة في علم اللغة هي اللغة نفسها. ولعلم اللغة لها التسميات المختلفة فيما يلي : أولا فقه اللغة بمعنى علم اللغة المقارن, أو بمنعنى دراسة الألفاظ العربية. ثانيا علم اللغة بمعنى علم اللغة العام. ثالثا علم اللسان. رابعا اللغاويات محاكة للكلمة الإنجلزية. فاللغة : إنما هي المعنى التي تصاغ في قوالب من الألفاظ, وليست الألفاظ التى تصب فيها المعنى, فالأصل هو المعنى واللفظ إنما هو كشف للمعنى وإبراز, وهذا ينطبق عليه قو الشاعر العربي : إن الكلام لفي الفؤاد وإنما جعل اللسان على الفؤاد دليلا. العناصر التي تتكون منها اللغة. اللغة عناصر أربعة تتألف منها, ويرجع تحليل اللغة إليها وهي : 1. الأصوات : ويقصد بها الحروف التي تتكون منها الألفاظ أي الكلمات من حيث مخارجها, وصفتها, وقوانين تبدلها وتطورها, ومبث هذا العنصر : علم الأصوات والتحديد. 2. الألفاظ : ويقصد بها الكلمات التي تتألف منها الجمل من حيث : إشتقاقها, وشكلها, ومعانيها, ومبحث هذا العنصر : علم الصرف, والمعاجم, وعلوم اللغة, و الإملاء, والخط. 3. الجمل : ويقصد بها الجمل التي تتألف منها التراكب, وهي أيضا الجمل المفيدة اسمية كانت أم فعلية, من حيث : بناءها, وقواعد إعرابها, وتركيبها, وأنوعها, ومبحث هذا العنصر : علم النحو, والبلاغة. 4. التراكيب : ويقصد بها العبارات التي تتضمن جملتين فأثر, كما يقصد بها تراكيب اللغة, ونظم الكلام, من حيث : تراكيب أجزاء الكلام, وطريقة ربط الكلام والأدوات الرابطة, ووظائف الكلمة في التركيب, وأحوا إعرابها, ونوعية الكلام (أدبي أو علمي) وطول الكلام وقصره وتعليل ذلك كله, وصلته بنفسية المتكلم وعقلية السامع, وتطور التراكيب خلال العصور وأسيايه. ومبحث ذلك : علم النحو, والبلاغة, والأدب. النظرية السلوكيةBehavioral Theory والنظرية المعرفية العقلانية. وقد إرتبطت النظرية السلوكية بالنظرية البنيوية في إتجاه واحد يمكن أن نطلق عليه : الإتجاه السلوكي البنيوي. كما إرتبطت النظرية المعرفية بالنظرية التوليدية التحويلية في إتجاه. واحد يمكن أن نطلق عليه : الإتجاه المعرفي الفطري, وفيما يلي تعريف بهذين الإتجاهين وعلاقة كل منهما اللغات الأجنبية. الإتجاه السلوكي البنيوي, الإتجاه السلوكي البنوي واكتساب اللغات الأجنبية, الإتجاه العرفي في الفطري

Balaghah Analysis of Uslub At Thibaq and the Various Kinds, Types and Meanings in Surah An Najm/ Tahlîlu Balâghiyin ‘an Ushlûb at-Thibâqi wa ‘anwâihâ wa Sawrihâ wa Ma’ânîhâ fi Sûrah an-Najm Hendri, Muspika; Efendi, Aprijon; Muhammad, Adamu Abubakar
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.v14i2.26997

Al-Qur'an has a beautiful language style that was truly extraordinary and incomparable, both beauty in terms of pronunciation and its meaning. To explore and understand the beauty of the Al-Qur'an language was required the Arabic language sciences mastery, especially the Balaghah. Among the discussion of the Balaghah was Uslub At Thibaq. Uslub At Thibaq was the part of Badi’ science, where Badi’ science was a branch of Balaghah science. Uslub At Thibaq discussed about the beauty of the Arabic language meaning that was used in Al-Qur'an. This research aimed at knowing what verses contained Uslub At Thibaq in surah An-Najm both in terms of Uslub At Thibaq, the type, and the meaning contained therein, and how the learning relevant methods were used by teachers when teaching Uslub At Thibaq material to their students, so the students could easily in understanding and mastering the material received from their teachers. It was a library research. This research used primary and secondary sources related to the object of this research. The method used in collecting data was the Bahsun Maktabiyun method with the observation, reading and studying books methods related to the research. Content analysis using tables was used for analyzing the data. The findings of this research showed that there were 8 verses containing Uslub At Thibaq from the 62 verses in surah An Najm, in terms of its types, there were 8 Thibaq Ijab and 1 Thibaq Salab, then in terms of kind, there were 4 Thibaq derived from the word Isim, and 5 Thibaq derived from the word Fi'il and each sentences containing Uslub At Thibaq that have the meaning contained in them

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