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Analysis of Students’ Arabic Proficiency for Vocabulary Mastery in State Islamic Junior High School in Muaro Jambi Wahyudi Buska; Yogia Prihartini; Nur Hasnah
INNOVATIO: Journal for Religious Innovation Studies Vol 18 No 1 (2018)
Publisher : Postgraduate Studies UIN Sulthan Thaha Saifuddin Jambi

Mempelajari kosakata berarti menguasai kosakata, terjemahannya, dan penggunaannya dalam kalimat yang benar. Mampu menghafal kosakata tanpa tahu bagaimana menggunakannya dalam percakapan nyata tidak cukup. Dengan demikian, dalam praktiknya, siswa yang sudah memiliki cukup kosa kata diajarkan bagaimana menerapkannya secara tertulis atau lisan. Penelitian ini bertujuan untuk mengetahui bagaimana kosakata diajarkan dan seberapa efektif kosakata itu dalam meningkatkan kemahiran berbahasa Arab siswa di Madrasah Tsanawiyah Negeri (MTsN) Jaluko, Muaro Jambi. Peneliti menggunakan analisis data kualitatif dan kuantitatif di lapangan. Metode yang diterapkan adalah observasi; lebih khusus lagi, Pengamatan Langsung di mana peneliti secara langsung mengamati subyek sementara juga melakukan dokumentasi, tes tertulis dan lisan, dan wawancara. Peneliti menemukan bahwa studi kosa kata di MTsN Jaluko menggunakan beberapa metode pengajaran, beberapa di antaranya adalah metode pengajaran langsung, metode pengajaran tata bahasa, metode terjemahan, metode membaca, dan metode fonetik. Beberapa teknik yang digunakan adalah mendengarkan kata, spasi kata, pemahaman kata, membaca kata, menulis kata, dan membuat kata. Model pelatihan yang digunakan di MTsN Jaluko Muaro Jambi adalah praktik pola, praktik percakapan, drama, pidato. Materi pemahaman kosakata yang digunakan di MTsN Jaluko Muaro Jambi adalah pidato, mufradat dan struktur kata, bahan bacaan dan Insya 'Muwajjah. Untuk meningkatkan kemahiran berbahasa Arab Siswa MTsN Jaluko, sekolah menerapkan dua program; Iqro 'dan disiplin bahasa.

The Implementation of Suggestopedia Method in Arabic Teaching for Qirā’ah Yogia Prihartini; Wahyudi Buska; Nur Hasnah Nur Hasnah
INNOVATIO: Journal for Religious Innovation Studies Vol 19 No 1 (2019)
Publisher : Postgraduate Studies UIN Sulthan Thaha Saifuddin Jambi

This research is meant to find that qirā’ah is one of important factors to see Arabic achievement as well as istimā’, kalām and kitābah. Other factors are from the methods of teaching like: TPR (Total Physical Response), Silent way, and Community Language Learning and suggestopedia method. In this paper the writer limits the problem by focusing on teaching qirā’ah descriptive paragraph through suggestopedia method. The writer formulates the problem of this paper. The formulation is "How does the teacher teach descriptive paragraph through suggestopedia to senior high school students at State Islamic Senior High school (MAN) Model jambi”. This paper is significant because it will be very useful for senior high school students, Its hoped that when the teachers apply the suggestopedia method, the students can learn qirā’ah in more enjoyable and fun environment. This paper is also important for teachers. It is hoped that they will have wider and deeper understanding of teaching methods in general, particularly suggestopedia method in teaching qirā’ah.

Abdusshamad al-Palembani; His Thoughts and Movements in the Spread of Islam in Indonesia Wahyudi Buska; Yogia Prihartini; Ali Muzakir
AL-FIKRA Vol 19, No 1 (2020): Al-Fikra : Jurnal Ilmiah Keislaman
Publisher : Program Pascasarjana Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/af.v19i1.10020

This study aims to find the thoughts and movements carried out by Abdusshamad al-Palimbani. The method used in this research is a literature study or library research, by combining activities related to library data collection methods, reading, collecting, and processing research materials consisting of books, manuscripts, hand scripts. The results of the research showed that Abdusshamad al-Palimbani had broad ideas to build Muslim communities, especially in South Sumatra and generally in the archipelago in the areas of Sufism, Tawhid and important to defend the State. In the teachings of Abdusshamad al-Palimbani to his students and the works left behind his mind can be known. His thoughts were collected in various works;(a) Hidayatus Salikin fi Suluk Maslak al-Muttaqiin, (b) Siyarus Salikin ila Ibadat rabb al-alamin (c) Thufah Al-Raghibin fi Bayan Haqiqat Faith Al-Mu'inin, (d). Nasihat al-Muslimin wa Tadzkirat alMu‟minin fi Fadha‟il Al-Jihad fi Sabilillah wa Karamat al-Mujahidin fi Sabilillah (e) Zuhrat al-Murid fi Bayan Kalimat al-Tawhid, (f) Al-Urwat al-Wutsqa wa Silsilat Uli al-Ittiqa, (g) Ratib Abdus Shamad, (h) Zadd Al-Muttaqin fi Tawhid Rabb al-Alamin. The spread of Islam is intended to encourage the community to always fill its days with remembrance and reverence; (a) protect yourself from the fire of hell (b) Allah favors you that God makes us out of those who call on His name, He does not make us blameless (c). be bright and open with the zikrullah light (d). to him, the windows of heaven were opened (e). gentle heart and khusyu’ (f). abolished it with one sentence from the remembrance of ten crimes.

DIRÂSAH TAHLÎLIYYAH TAQWÎMIYYAH ‘AN AL-MUFRADÂT FÎ KITÂB MANÂN AL-AZÎZ Wahyudi Buska; Yogia Prihartini; Nur Hasnah
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

The fundamental problem in this research was how relevant the vocabulary in Arabic book Manan al-Aziz is to a higher level in Indonesia. This study amis to: (1) find out the vocabulary in Manan Aziz's book in terms of number, type, position and method, and (2) know the advantages and disadvantages of the book of Manan Aziz. This was a library research employing evaluation analysis method. Data sources were: The Arabic Teaching Book used for grades 10, 11 and 12 in secondary schools in Indonesia, written by Manan Al Aziz in 2009. The results of this study were: new vocabulary in Manan Aziz book after less repetition (53 words) means 693 vocabularies. The number of vocabularies that must be taught to Arabic for speakers of other languages were 1500/2000 words for advanced level, starting with a large number of words in class eleven is 302 words, then in the twelfth line means 242 words

ANALYSIS OF TEST ITEM ON THE FINAL TEST SEMESTER EXAM ON ARABIC SUBJECTS Yogia Prihartini; Wahyudi Buska; Nur Hasnah
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban | Vol. 6 No. 1 June 2019
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

This research is aimed; (a) to give a description about Arabic final semester test questions arrangements procedure at the Faculty of Tarbiyah and Teacher Training in UIN Imam Bonjol Padang. (b) to give a description about the quality of the test as seen from its validity, reliability, difficulty, and differentiation capacity. (c) to give a description that the lecturers never did an exam questions analysis of Arabic exam subject at Faculty of Tarbiyah and Teacher Training in UIN Imam Bonjol Padang. This research uses the descriptive method with quantitative and qualitative data. The population within this research is the college students of Tadris major in faculty of Tarbiyah and Teacher Training who follows the final semester exam of 2017-2018 tenet years, especially in Arabic test subject. The sample taken during this research is the college students from the Tadris major, who followed the final semester exam on Arabic subject, by using the purpose sampling technique. The data collecting technique used was documentation, interview, and questionnaires. The results of this research are (1) the types of this tests are achievement test from the teaching objectives aspect, teacher-made test from the arrangement aspect, summative test from the time of implementation aspect, written test from the method of performing aspects, and subjective test from the answer scoring aspect, (2) the quality of Arabic test year 2017/2018: (a) validity sufficient, (b) test reliability is high which is 0,74, (c) the difficulty is easy earning it a ‘bad’ category, which is 45 numbers of questions or 11,11%, (d) the differentiation capacity is bad, which is 45 numbers of questions, or 22,22%, (3) the reason why the lecturers and question maker team did not held a question analysis are as follows: (a) some of the Arabic lecturers in faculty of Tarbiyah and Teacher Training in UIN Imam Bonjol Padang are not scholars of Arabic education major or not lenient with S-1 and S-2 academic degree, (b) they have zero experience in doing test analysis, (c) there is no order from the authorities which motivates the lecturers in doing test analysis, (d) the lack of understanding about analysis, and (e) there are lecturers who have never received training or seminar about evaluation and analysis.

AL-IKHTIBĀR AL-MUSTAKHDAMAH LITARQIYATI MAHĀRAH AL KALĀMI FI TA’LĪMI AL-LUGHAH AL-ARABIYYAH Wahyudi Buska; Nurhasnah Nurhasnah
Nazharat: Jurnal Kebudayaan Vol 26 No 01 (2020): NAZHARAT: Jurnal Kebudayaan
Publisher : Fakultas Adab dan Humaniora UIN Sulthan Thaha Saifuddin Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/nazharat.v26i01.31

يلعب الاختبار دورا هاما في التعليم.كما أن التعليم هو المنهج الذي يشتمل على الأمور المتعلقة به كالمواد التعليمية والأهداف والطرق والتقييم وغير ذلك.فالاختبار وسيلة من الوسائل التقييمية التربوية الشائعة. وهو ليس تقييما بعينه.لأن الاختبار عملية مرتبطة بأهداف محددة وعملية مستمرة يشترك فيها الطالب والمعلم والمدبر وولي الأمر وغيرهم من المعينين بالعملية التربوية لمتكاملة. أما مهارة الكلام احدى المهارات اللغوية العربية التي يجب أن يحصل عليها متعلمها ودارسها. أن مهارة الكلام هي مهارة انتاجية تتطلب من المتعلم /المتكلم القدرة على استخدام الأصوات بدقة والتمكن من الصيغ النحوية ونظام لترتيب الكلمات التي تساعده على التعبير عما يريد أن يقوله في مواقف الحديث.

TAQNIYYAH AL IKHTIBĀRAH FĪ AL-TA’LĪMI AL-LUGHAH AL-‘ARABIYYAH BILJĀMI’AH AL ISLĀMIYYAH Wahyudi Buska; Rizka Widayanti
Nazharat: Jurnal Kebudayaan Vol 26 No 02 (2020): NAZHARAT: Jurnal Kebudayaan
Publisher : Fakultas Adab dan Humaniora UIN Sulthan Thaha Saifuddin Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/nazharat.v26i02.38

إن الاختبار الجيد أساسي للتعليم الجيد والتعلم الجيد وأن شروط الاختبار الجيد هو الصدق والثبات وسهولة التدريج والتمثيل والتمييز والزمن. كما قال كاسرام إن الطريقة الجيدة في التقييم هي ماكانت نتيجة التقييم وصفا واضحا عن عنوان التقييم. وأما لمعرفة الأداة الجيدة في التقييم فلابد من أن تتكون من الأمور الاتية: الصدق والثبات ومستوى الصعوبة والتمييز. وقد تطورت بنود السؤال لايستطيع أن يقدر ما هو المنشود. وكانت بنود السؤال المتطورة غير صادقة. وهي لا تقيس الشيء الذي وضع من أجله، مع أن الاختبار الجيد هو الذي يناسب بأهداف المادة التعليمية التى علمها المعلم. والمادة التعليمية نفسها متطورة على أساس الهدف. ومن ثم توجد العلاقة بين الأجزاء الثلاث كمثل الأهداف والمادة التعليمية الآت الاختبار. الأداة المهمة فى إنتاج عملية التعليم هي الاختبار، وبه سيعرف الأحوال عنها كالتغذية الراجعة منها، وأداة الاختبار فى تغيير المواد الدراسية وطريقتها وإستيراتيجية تنفيذها وأداة التقييم حتى تكون عملية التعليم فعالية ومجذبة. الاختبار هو مواقف عملي تطبيقي، يوضع فيه الطلاب أمام المعارف والمعلومات والمفاهيم والأفكار والأداء التى إكتسبوها حلال تعلمهم لموضوع من الموضوعات أو مهارة من المهارات في مدة زمنية معينة. والاختبار أيضا عبارة عن مجموعة معايرة من الأسئلة للإجابة عليها.

DIRÂSAH TAHLÎLIYYAH TAQWÎMIYYAH ‘AN AL-MUFRADÂT FÎ KITÂB MANÂN AL-AZÎZ Wahyudi Buska; Yogia Prihartini; Nur Hasnah
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 | DOI: 10.15408/a.v5i2.6921

The fundamental problem in this research was how relevant the vocabulary in Arabic book Manan al-Aziz is to a higher level in Indonesia. This study amis to: (1) find out the vocabulary in Manan Aziz's book in terms of number, type, position and method, and (2) know the advantages and disadvantages of the book of Manan Aziz. This was a library research employing evaluation analysis method. Data sources were: The Arabic Teaching Book used for grades 10, 11 and 12 in secondary schools in Indonesia, written by Manan Al Aziz in 2009. The results of this study were: new vocabulary in Manan Aziz book after less repetition (53 words) means 693 vocabularies. The number of vocabularies that must be taught to Arabic for speakers of other languages were 1500/2000 words for advanced level, starting with a large number of words in class eleven is 302 words, then in the twelfth line means 242 words

ANALYSIS OF TEST ITEM ON THE FINAL TEST SEMESTER EXAM ON ARABIC SUBJECTS Yogia Prihartini; Wahyudi Buska; Nur Hasnah
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban | Vol. 6 No. 1 June 2019
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v6i1.10926

This research is aimed; (a) to give a description about Arabic final semester test questions arrangements procedure at the Faculty of Tarbiyah and Teacher Training in UIN Imam Bonjol Padang. (b) to give a description about the quality of the test as seen from its validity, reliability, difficulty, and differentiation capacity. (c) to give a description that the lecturers never did an exam questions analysis of Arabic exam subject at Faculty of Tarbiyah and Teacher Training in UIN Imam Bonjol Padang. This research uses the descriptive method with quantitative and qualitative data. The population within this research is the college students of Tadris major in faculty of Tarbiyah and Teacher Training who follows the final semester exam of 2017-2018 tenet years, especially in Arabic test subject. The sample taken during this research is the college students from the Tadris major, who followed the final semester exam on Arabic subject, by using the purpose sampling technique. The data collecting technique used was documentation, interview, and questionnaires. The results of this research are (1) the types of this tests are achievement test from the teaching objectives aspect, teacher-made test from the arrangement aspect, summative test from the time of implementation aspect, written test from the method of performing aspects, and subjective test from the answer scoring aspect, (2) the quality of Arabic test year 2017/2018: (a) validity sufficient, (b) test reliability is high which is 0,74, (c) the difficulty is easy earning it a ‘bad’ category, which is 45 numbers of questions or 11,11%, (d) the differentiation capacity is bad, which is 45 numbers of questions, or 22,22%, (3) the reason why the lecturers and question maker team did not held a question analysis are as follows: (a) some of the Arabic lecturers in faculty of Tarbiyah and Teacher Training in UIN Imam Bonjol Padang are not scholars of Arabic education major or not lenient with S-1 and S-2 academic degree, (b) they have zero experience in doing test analysis, (c) there is no order from the authorities which motivates the lecturers in doing test analysis, (d) the lack of understanding about analysis, and (e) there are lecturers who have never received training or seminar about evaluation and analysis.

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