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Danial Hilmi

Universitas Islam Negeri Maulana Malik Ibrahim Malang

Author-ID : 282107

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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تطوير مادة التعليم لمهارة الكلام على أساس وسائل التكنولوجيا الواقع المعزز (Augmented Reality) في المدرسة المتوسطة الإسلامية بونغا بانسا ساماريندا Nurfadhila, Ulfah; Amelia, Atika; Hadi, Nur; Hilmi, Danial
Al-Tadris: Jurnal Pendidikan Bahasa Arab Vol 9 No 2 (2021): Al-Tadris: Jurnal Pendidikan Bahasa Arab
Publisher : Faculty of Education and Teachers Training of UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/tadris.2021.9.2.364-383

مستخلص البحث :يهدف هذا البحث إلى تطوير وسيلة لتعلم المهارات للتحدث مع الواقع المعزز القائم على التكنولوجيا لمساعدة الطلاب على التحدث باللغة العربية بطلاقة، ويمكن التغلب على المشاكل في التحدث في الصف الثامن في مدرسة بونغا بانسا ساماريندا الإسلامية الثانوية. النموذج البحثي المستخدم في هذا البحث هو البحث والتطوير (البحث والتطوير) مع طريقة ADDIE لتطوير وسائل الإعلام AR في تعلم مهارات التحدث. واستنادا إلى التقييم الذي أجراه خبراء إعلاميون بشأن وسائل الإعلام العربية للتعلم في مجال التقييم، تبين أن متوسط الدرجات من جميع جوانب تقييم مؤشرات وسائل الإعلام حصل على درجة 95 مع فئة لائقة جدا. في حين أن التقييم الذي أجراه خبراء المواد على المواد العربية AR مهارات التعلم التي تم الحصول عليها أن متوسط درجة من جميع الجوانب لتقييم المؤشرات المادية حصلت على درجة 100 مع فئة لائق جدا. و نتائج هذه الدراسة هي: 1) توافر وسائل الإعلام التعليمية القائمة على الواقع المبشر بالقدرة على التحدث باللغة العربية مع المواد التي تكيفت بالمناهج الدراسية. وسائل التعليم التي وضعتها الباحثة لها خصائص ومزايا، وهي: أ) يمكن استخدام وسائل التعليم الواقع المعزز خارج ساعات الدراسة مع الوصول في شكل تطبيقات على الهواتف النقالة بحيث يمكن للطلاب أن تلعب دورا نشطا عند تعلم مهارة الكلام. ب) وسائل الواقع المعزز في شكل تطبيقات لجذب انتباه الطلاب و لفهم دراستهم.ج) وقد تم تجهيزوسائل الواقع المعزز مع عشر المفردات عن الهواية. 2) صحة المواد ووسائل التعليم هي نتيجة للتحقق من قبل الخبراء. حققت الجودة الإجمالية لهذه الوسائط نتائج جيدة جدا. ويظهر نتائج الأبحاث التي ساعد استخدام وسائل الإعلام الواقع المعزز المتقدمة الطلاب في تحسين قدرات الطلاب في مهارات الكلام . 3) وسائل الواقع المعزز المتقدمة لمهارات الكلام الفعالة لطلاب الصف الثامن في المدرسة المتوسطة الإسلامية بونغا بنسا ساماريندا مما يعني أن هناك فرقا بين نتائج ما قبل الاختبار ومتوسطات ما بعد الاختبار. قيمة عدد t المعروفة 3,543 > 2,002. ثم استنتاج أن هو رفض و Ha تم قبوله. الكلمات الإشارة: الواقع المعزز، اللغة العربية، مهارات الكلام، وسائل التعليم Abstract: This research aims to develop a medium of learning skills speaking with augmented reality media technology-based to help students fluently speak Arabic and can overcome problems in speaking in the eighth grade at Bunga Bangsa Samarinda Islamic Senior High School. The research model used in this research is research & development with the ADDIE method for the development of AR media in the learning of speaking skills. Based on the assessment conducted by media experts on Arabic AR learning media, it was found that the average score from all aspects of the media indicator assessment got a score of 95 with a very decent category. While the assessment conducted by material experts on Arabic AR learning skills material obtained that the average score from all aspects to the assessment of material indicators got a score of 100 with a very decent category. The ability to speak Arabic with materials that have adapted to the school curriculum. Learning media developed by researchers have characteristics and advantages, namely: a) AR media can be used outside of school hours with access in the form of applications on mobile phones so that students can play an active role in learning speech. b) augmented reality media in the form of applications so as to attract the attention of students to understand it. c) AR media comes with ten vocabulary-themed hobby materials. 2) The validity of material and media is the result of verification by experts/ experts. The overall quality of this media gets excellent grades. It shows the results of research that the use of Augmented Reality media developed helps students in improving students' abilities in speaking skills. 3) Augmented reality media developed for effective speaking skills for 8th graders at SMPIBB Samarinda with test results t 0.001 <.005, then in accordance with the basis of decision making in the independent sample of T-test, it can be concluded that it is accepted, which means that there is a difference between the average pre-test and post-test results. Known t-count value 3,543 > 2,002. Then it can be concluded that H0 was rejected and Ha was accepted Keywords: Arabic Language, Augmented Reality, Learning Media, Speaking Skills Abstrak: Penelitian ini bertujuan untuk mengembangkan materi pembelajaran keterampilan berbicara dengan berbasis media teknologi augmented reality untuk membantu siswa lancar berbicara bahasa Arab dan dan dapat mengatasi permasalahan dalam berbicara pada kelas delapan di SMP Islam Bunga Bangsa Samarinda. Model penelitian yang digunakan dalam penelitian ini adalah penelitian pengembangan research & development (R&D) dengan metode ADDIE untuk pengembangan media AR dalam pembelajaran keterampilan berbicara. Berdasarkan penilaian yang dilakukan oleh ahli media terhadap media pembelajaran AR bahasa Arab didapatkan bahwa rata-rata skor dari keseluruhan aspek terhadap penilaian indicator media mendapatkan nilai 95 dengan kategori sangat layak. Sedangkan penilaian yang dilakukan oleh ahli materi terhadap materi keterampilan berbicara pembelajaran AR bahasa Arab didapatkan bahwa rata-rata skor dari keseluruhan aspek terhadap penilaian indicator materi mendapatkan nilai 100 dengan kategori sangat layak. Hasil penelitian ini adalah: 1) Ketersediaan media pendidikan berbasis augmented reality untuk keterampilan berbicara bahasa Arab dengan materi yang telah menyesuaikan dengan kurikulum sekolah. Media pembelajaran yang dikembangkan oleh peneliti memiliki karakteristik dan kelebihan yaitu: a) Media AR dapat digunakan di luar jam sekolah dengan akses berupa aplikasi di hp sehingga siswa dapat berperan aktif dalam mempelajari keterampilan berbicara. b) media augmented reality berbentuk aplikasi sehingga menarik perhatian siswa untuk memahaminya. c) Media AR dilengkapi dengan sepuluh materi hobi bertema kosakata. 2) Validitas materi dan media adalah hasil verifikasi oleh para ahli / ahli. Kualitas keseluruhan media ini mendapatkan nilai sangat bagus. Ini menunjukkan hasil penelitian bahwa penggunaan media Augmented Reality yang dikembangkan banyak membantu siswa dalam meningkatkan kemampuan siswa dalam keterampilan berbicara. 3) Media augmented reality yang dikembangkan untuk keterampilan berbicara efektif untuk siswa kelas kelas 8 di SMPIBB Samarinda dengan hasil uji t 0,001 < 0,005, maka sesuai dengan dasar pengambilan keputusan dalam sampel independen T-test, dapat disimpulkan bahwa itu diterima, yang berarti bahwa ada perbedaan antara hasil pra-tes dan pasca-tes rata-rata. Diketahui nilai t-hitung 3.543 > 2.002. Maka dapat disimpulkan bahwa H0 ditolak dan Ha diterima Kata Kunci: Augmented Reality, Bahasa Arab, Keterampilan Berbicara, Media Pembelajaran

Pembelajaran Bahasa Arab Sebagai Bahasa Kedua Pada Siswa Dalam Aplikasi Teori Kontruktivisme Nur, Muhammaf Fahrudin; Zaeni, Rahmania Auriel; Hilmi, Danial; Basid, Abdul
Al-Tadris: Jurnal Pendidikan Bahasa Arab Vol 13 No 1 (2025): Al-Tadris: Jurnal Pendidikan Bahasa Arab
Publisher : Faculty of Education and Teachers Training of UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/tadris.2025.13.1.66-95

ملخص: تعتبر نظرية البنائية التي طرحها بياجيه التطور المعرفي عملية اكتشاف يقوم بها الفرد بشكل مستقل، حيث يُتوقع من المتعلمين بناء معارفهم الخاصة من خلال التجربة والتفاعل مع البيئة. تتأثر هذه العملية بنضوج الجهاز العصبي الذي يصبح أكثر تعقيداً مع تقدم العمر، مما يؤدي إلى تعزيز القدرات الفكرية للفرد. يجب تكييف التعلم مع مراحل التطور المعرفي، بما في ذلك تعلم اللغة العربية كلغة ثانية. تهدف هذه الدراسة إلى وصف تطبيق نظرية البنائية في تعلم اللغة العربية مع التركيز على تعديل استراتيجيات التدريس بما يتناسب مع القدرات الفكرية للطلاب. تشير نتائج الدراسة إلى أن تطبيق نظرية البنائية ذو صلة كبيرة، لأنه يشجع الطلاب على بناء معارفهم من خلال التجارب والتفاعلات مع بيئتهم. في الختام، يساهم تطبيق نظرية البنائية بشكل كبير في تعلم اللغة العربية، مع التأكيد على أهمية تعديل استراتيجيات التدريس بما يتناسب مع مراحل التطور المعرفي للطلاب. الكلمات الرئيسية: نظرية البنائية، تعلم اللغة العربية، اللغة الثانية، بياجيه. Abstracts: The constructivist theory proposed by Piaget views cognitive development as a process of discovery carried out by individuals independently, where learners are expected to build their own knowledge through experience and interaction with the environment. This process is influenced by the maturation of the nervous system, which becomes increasingly complex as age increases, leading to the enhancement of an individual's intellectual abilities. Learning must be adapted to the stages of cognitive development, including in Arabic language learning as a second language. This study aims to describe the application of constructivist theory in Arabic language learning, focusing on adjusting teaching strategies according to students' intellectual abilities. The results of the study indicate that the application of constructivist theory is highly relevant, as it encourages students to construct their knowledge through experiences and interactions with their surroundings. In conclusion, the implementation of constructivist theory makes a significant contribution to Arabic language learning, emphasizing the importance of adjusting teaching strategies according to students' cognitive development stages. Keywords: Constructivist theory, cognitive development, Arabic language learning, second language, Piaget. Abstrak: Teori konstruktivisme yang dikemukakan oleh Piaget memandang perkembangan kognitif sebagai proses penemuan yang dilakukan oleh individu secara mandiri, di mana pelajar diharapkan dapat membangun pengetahuan mereka sendiri melalui pengalaman dan interaksi dengan lingkungan. Proses ini dipengaruhi oleh kematangan sistem saraf yang semakin kompleks seiring bertambahnya usia, yang berdampak pada peningkatan kemampuan intelektual individu. Pembelajaran harus disesuaikan dengan tahapan perkembangan kognitif, termasuk dalam pembelajaran Bahasa Arab sebagai bahasa kedua. Penelitian ini bertujuan untuk mendeskripsikan penerapan teori konstruktivisme dalam pembelajaran Bahasa Arab dengan fokus pada penyesuaian strategi pembelajaran sesuai dengan kemampuan intelektual siswa. Hasil penelitian menunjukkan bahwa penerapan teori konstruktivisme sangat relevan, karena dapat mendorong siswa untuk membangun pengetahuan mereka melalui pengalaman dan interaksi dengan lingkungan sekitar. Kesimpulannya, penerapan teori konstruktivisme memberikan kontribusi signifikan dalam pembelajaran Bahasa Arab, dengan menekankan pentingnya penyesuaian strategi pengajaran sesuai dengan tahap perkembangan kognitif siswa. Kata kunci: Teori konstruktivisme, perkembangan kognitif, pembelajaran Bahasa Arab, bahasa kedua, Piaget Kata kunci: Teori konstruktivisme, perkembangan kognitif, pembelajaran Bahasa Arab, bahasa kedua, Piaget

Peran Artificial Intelligence (AI) dalam Pembelajaran Bahasa Arab Mahasiswa Pascasarjana UIN Maulana Malik Ibrahim Malang Evy Nur Rohmawaty; Danial Hilmi; M Sholih Salimul Uqba; Ummu Sulaimah Saleh
Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Vol. 4 No. 3 (2024): September: Jurnal Pendidikan dan Sosial Humaniora
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/khatulistiwa.v4i3.4023

The development of Artificial Intelligence (AI) technology such as Chatbots, virtual assistants, machine translation, natural language processing, GPT chat, You AI, and Google Bardi have had a significant impact on Arabic language learning for postgraduate students at UIN Maulana Malik Ibrahim Malang. The aim of this research is to identify the various AI applications used by students, as well as to evaluate the extent to which AI contributes to enriching their learning experience. The results of this research are that AI tools facilitate more interactive learning, encourage easy access to information, and increase efficiency in understanding Arabic. AI provides immediate feedback, helps translate text, and provides extensive reference resources, providing a richer and more affordable learning experience. Through its multifunctional role, AI has opened the door to a more personalized, adaptive and effective learning approach in mastering the Arabic language. This reflects the role of technology in supporting students in achieving a deeper understanding of the language, marking an important milestone in the development of Arabic language education at UIN Maulana Malik Ibrahim Malang.

Analisis Kesalahan Imlaiyyah pada Abstrak Tesis Mahasiswa Magister PBA UIN Maulana Malik Ibrahim Malang Perspektif Kaidah Imla: Analysis of Imlaiyyah Errors in Thesis Abstracts of Master Students of PBA UIN Maulana Malik Ibrahim Malang Perspective of Imla Rules M Sholih Salimul Uqba; Danial Hilmi; Ummu Sulaimah Saleh; Evy Nur Rohmawaty
AL-QIBLAH: Jurnal Studi Islam dan Bahasa Arab Vol. 3 No. 5 (2024): AL-QIBLAH: Jurnal Studi Islam dan Bahasa Arab
Publisher : Pusat Penelitian dan Pengabdian Masyarakat (P3M) Sekolah Tinggi Ilmu Islam dan Bahasa Arab (STIBA) Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36701/qiblah.v3i5.1641

The objective of this study is to provide a detailed description of the types of Imlaiyyah errors present in the abstracts of Master of Arabic Language Education theses submitted by students at UIN Maulana Malik Ibrahim Malang. This research employs a descriptive qualitative method with a content approach to language errors and documentation as a data collection technique. The data sources for this research are the thesis abstracts of Master of Arabic Education students at UIN Maulana Malik Ibrahim Malang, which serve as the primary sources, and articles and books on Imlaiyyah, which serve as the secondary sources. The study sample consisted of 30 randomly selected abstracts from e-theses published in 2024. The analysis of Imlaiyyah errors was conducted in accordance with the methodology proposed by Corder, which were then explained and evaluated. The findings indicate that Imlaiyyah errors persist in the thesis abstracts of Master of Arabic Language Education students at UIN Maulana Malik Ibrahim Malang. The types of Imlaiyyah errors identified include the following: (1) errors related to the writing of the hamzah, (2) errors related to the writing of the al, (3) errors related to the writing of the ta', (4) errors related to the writing of the hijaiyyah letter, and (5) errors related to the writing of the harakat. Additionally, several factors were found to affect the occurrence of these errors and the evaluation of their severity.

The Effect of Using the Al-Mumtaz Application on Student Learning Outcomes UIN Mahmud Yunus Batusangkar Hidayat, Rahmat; Abidin, Munirul; Hilmi, Danial
IJNMT (International Journal of New Media Technology) Vol 11 No 2 (2024): Vol 11 No 2 (2024): IJNMT (International Journal of New Media Technology)
Publisher : Universitas Multimedia Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31937/ijnmt.v11i2.3614

Abstract” In today's digital era, the utilization of technology in the learning process is becoming increasingly important. Online learning applications such as Al-Mumtaz have the potential to overcome the limitations of conventional learning methods and increase student interest and motivation to learn. However, the effect of using the Al-Mumtaz application on student learning outcomes at Mahmud Yunus State Islamic University Batusangkar has not been widely studied. This study aims to identify and analyze the effect of using the Al-Mumtaz application on student learning outcomes at UIN Mahmud Yunus Batusangkar and provide evidence-based recommendations regarding the effectiveness of digital learning applications. This study used a quantitative pre-experiment design with a sample of Arabic language education students who used the Al-Mumtaz application. Data were collected through initial and final tests, and analyzed using validity, reliability, normality, homogeneity, and paired t tests. The analysis showed that 10 out of 15 questions were valid and reliable. The data were normally distributed and met the assumption of homogeneity of variance. The paired t-test revealed a significant mean difference between the pre-test (62.50) and post-test (89.00) scores after the use of Al-Mumtaz application, with an increase of 23.50.The use of Al-Mumtaz application in Arabic language learning at UIN Mahmud Yunus Batusangkar provides significant results.This study confirms the positive effect of Al-Mumtaz application on student learning outcomes and highlights the importance of technology in improving the effectiveness of learning in the academic environment.

Pemanfaatan Aplikasi Kahoot Sebagai Media Pembelajaran Bahasa Arab Interaktif Riantimun , Andi Fauzi; Hasanul Mutawakkilin; Adella Ira Wanti; Danial Hilmi; Okita Fatma Marliana
Shaut al Arabiyyah Vol 11 No 2 (2023): JURNAL SHAUT AL-'ARABIYAH
Publisher : Jurusan Pendidikan Bahasa Arab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/saa.v11i2.44090

Pemanfaatan aplikasi Kahoot pada pembelajaran sudah tidak asing lagi digunakan di dalam pembelajaran berbagai mata pelajaran. Aplikasi Kahoot dinilai mampu memancing semangat dan minat siswa ketika mengikuti proses pembelajaran. Sama halnya dalam pembelajaran bahasa Arab, aplikasi Kahoot! digunakan sebagai media pembelajaran Interaktif untuk merangsang minat dan antusias peserta didik pada saat menjalani proses pembelajaran di dalam kelas. Dengan demikian hal itu dapat meningkatkatkan hasil belajar siswa. Penelitian ini bertujuan untuk mendeskripsikan bagaimana pemanfaatan aplikasi Kahoot! sebagai media pembelajaran Bahasa Arab Interaktif dan dampaknya pada minat belajar siswa di MTs Sirotul Fuqoha’ Gondang Legi Kabupaten Malang. Peneitian ini menggunakan metode kualitatif pendekatan penelitian lapangan dan kuantitatif dengan analisis statistik deskriptif dan uji agresi liner sederhana. Hasil dari penelitian ini adalah 1) Pemanfaatan aplikasi Kahoot! dalam pembelajaran bahasa Arab di MTs Sirotul Fuqoha’ Gondang Legi Kabupaten Malang dilakukan pada kegiatan inti untuk menelaah kembali pemahaman peserta didik tentang materi yang dijelaskan oleh guru. Dan 2) Pemanfaatan aplikasi Kahoot! dalam pembelajaran bahasa Arab di MTs Sirotul Fuqoha’ Gondang Legi Kabupaten Malang memberikan dampak positif terhadap minat belajar siswa yang dibuktikan dengan sigifikan aplikasi Kahoot! (X1) 0,00 < 0,05 dan nilai t tabel = t (a/2;n-1 = t (0,1;27) = 1.70329. Berarti nilai t hitung lebih besar dari pada t tabel (5.095 > 1.70329), maka H0 ditolak dan H1 diterima. Sehingga hipotesis penelitian diterima

RECRUITMENT MANAGEMENT FOR MEMBERS OF ARABIC LEARNING IN ARABIC LANGUAGE STUDENT ASSOCIATION Falaqi, Muhamad Rizal; Ahda, Ahmad Fahmi Arif; Hilmi, Danial
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 7 No. 2 (2020)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v7i2.15742

We steered this research to explore the recruitment and selection management of members based on interests applied by the selection team in the Arabic language student association. This research was a case study with a qualitative approach. The data were collected by interview, documentation, and observation. The results revealed that students who took part in the selection were classified based on their interests or skills through interviews and tests conducted by the selection team. However, the selection team experienced 2 obstacles: 1) time constraints during the selection process, 2) obstacles after the recruitment process. The first obstacle was when some students did not know what interests they have and the second one was when the members lost their motivation and commitment to learn. These obstacles affect other members and the learning process in the Arabic language student association. Therefore, the right recruitment process will attract more members that meet the qualifications and influence the student association. Then, in turn, it will make students more creative, explore themselves, become generation of achievers.

Pengawasan dan Evaluasi Program Bahasa Di Mayantara School Malang Putra, Alde Mulia; Rokhaniyah, Hesti; Masruhan, Masruhan; Hilmi, Danial
Jurnal Kata : Bahasa, Sastra, dan Pembelajarannya Vol 12, No 1 Apr (2024): JURNAL KATA (BAHASA, SASTRA, DAN PEMBELAJARANNYA)
Publisher : Universitas Lampung

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

The program that has been planned will run well in accordance with the objectives if during program implementation there is monitoring and evaluation. So far, many programs have not run well because the person in charge involved is less than optimal in implementing them, this is triggered by a lack of supervision and evaluation from the manager which leads to misappropriation/manipulation. Mayantara School is one of the non-formal institutions engaged in the language which in general has been fairly advanced because the applied programs have been implemented well, one of the programs at Mayantara School is the Foreign Language course. The purpose of the research is to identify supervision and evaluation at the Mayantara School. The method used is qualitative with the type of field research, to identify the Supervision and Evaluation of language programs at the Mayantara School. Data collection techniques include observation, interviews, and documentation. And the data were analysed using Miles and Huberman’s theory with data reducing steps, data display, and conclusion. From the research, it concluded that the supervision and evaluation of the language program at the Mayantara School course institution have been fully implemented, the language program was designed and written in the activity structure, a supervisory team within the institution was formed to directly monitor the course of activities, after that an evaluation consisting of three stages was carried out. Program yang telah direncanakan akan berjalan dengan baik sesuai dengan tujuan apabila pada saat pelaksanaan program terdapat monitoring dan evaluasi. Selama ini banyak program yang tidak berjalan dengan baik karena penanggung jawab yang terlibat kurang optimal dalam melaksanakannya, hal ini dipicu oleh kurangnya pengawasan dan evaluasi dari pengelola sehingga berujung pada penyelewengan/manipulasi. Sekolah Mayantara merupakan salah satu lembaga nonformal yang bergerak di bidang bahasa yang secara umum sudah terbilang maju karena program-program yang diterapkan telah dilaksanakan dengan baik, salah satu program yang ada di Sekolah Mayantara adalah kursus Bahasa Asing. Tujuan penelitian adalah untuk mengetahui supervisi dan evaluasi di Sekolah Mayantara. Metode yang digunakan adalah kualitatif dengan jenis penelitian lapangan, untuk mengidentifikasi Supervisi dan Evaluasi program bahasa di Sekolah Mayantara. Teknik pengumpulan data meliputi observasi, wawancara, dan dokumentasi. Dan data dianalisis menggunakan teori Miles dan Huberman dengan langkah reduksi data, penyajian data, dan penarikan kesimpulan. Dari penelitian disimpulkan bahwa supervisi dan evaluasi program bahasa pada lembaga kursus Sekolah Mayantara telah dilaksanakan secara penuh, program bahasa dirancang dan dituangkan dalam struktur kegiatan, dibentuk tim pengawas di dalam lembaga yang memantau langsung jalannya program. jalannya kegiatan, setelah itu dilakukan evaluasi yang terdiri dari tiga tahap. Keywords: Monitoring, Evaluation, Language program

TA'LIM AL-QAWA'ID AL-NAHWIYAH 'ALA ASAS MADKHAL AL-TANWIM AL-MAGHNATHISI Hilmi, Danial
Arabi : Journal of Arabic Studies Vol. 2 No. 1 (2017)
Publisher : IMLA (Arabic Teacher and Lecturer Association of Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24865/ajas.v2i1.23

Teaching of Arabic grammar in university needs to innovation in building teaching and learning methods that meet students' brain needs. However, the problem of teaching basic grammar lies in their lack of understanding in building what they have learned. To solve this problem, the author introduces grammar instruction on the basis of the hypnosis entrance that invites them to learn to introduce encouraging words in the subconscious mind so as to add enthusiasm to the desired achievement as desired. In education, it is an important element to invite students to focus on the use of the learned material. The result indicates that the entrance to hypnosis is effective to solve problems of grammatical rules in university education.

PENGEMBANGAN BAHAN AJAR BAHASA ARAB BERBASIS TEORI BELAJAR KONSTRUKTIVISME UNTUK MAHASISWA Hamid, M. Abdul; Hilmi, Danial; Mustofa, M. Syaiful
Arabi : Journal of Arabic Studies Vol. 4 No. 1 (2019)
Publisher : IMLA (Arabic Teacher and Lecturer Association of Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24865/ajas.v4i1.107

Teaching materials are very important in the process of learning Arabic; therefore, the teaching and learning process requires motivation to increase student language competence. With regard to the material taught in higher education, the urgency of constructivism theory has not yet fulfilled in the success of learning. As a result, the theory becomes a necessity for the development of teaching material to strengthen their interest in developing language competencies. This study intended to develop Arabic teaching materials for students in Islamic Religious Colleges so that they do not depend on books sourced from Arab countries that have different cultures than local cultures. Based on the results of the needs analysis, the textbook product was produced, which is named al-Arabia li al-Hayah along with inputs from experts. The results of this book trial showed that this book was effective to meet the needs of students in improving Arabic competence through mastery of vocabulary in their environment.

Co-Authors Abdul Basid Abdul Muhith Abdul Rasyid Hidayat Abdul Wahab Abdurrahman Shobirin Adam AlBarki Adella Ira Wanti Adella Ira Wanti Afiah, Lisnu Afifah Anjaina Widodo Afifah Shofia Faradisa Afifah, Shery Fara Agus Salim Agus Wahid Hasan Ahda, Ahmad Fahmi Arif Ahmad 'Ali Maghfur Ahmad Azhari Ahmad Azhari Ahmad Azhari Ahmad Fahmi Arif Ahda Ahmad Faiz Mahbubi Addaraini Ahmad Syamsudin Ahmad Zahruddin Aini Nurul Al Haqiqy, M. syihabul Ihsan Al-latifatuzzahra, Siti Safira Ali Fuddin Nasution Alif Cahya Setiyadi Aliyah, Varda Himmatul Alvina, Vikria Tahta Amaliah Farhan Amelia, Atika Amelia, Ulfi AMINUDIN Amri, Lalu Sofyanda Maulana Amrina Rosyada Ana Mahbubah Anis Nurma Sabila Anwar, Muhammad Rosihan Aramina Aramina Ardyansyah Ardyansyah Ardyansyah Ardyansyah Ariska Kusuma Wardani Ariyanti, Nova Arsandi, Arsandi Atika Amelia Atika Ameliana Bahagia, Anissa Fatih Nur Fadilah Putri Bahrun, Muhammad Farhan Bakri Mohamed Bkheet Ahmed Destia Harsita Dewi, Aprilianing Tyas Tri Tungga Dwi Anti Yuningrum Dzun Nur Nafi’ah Muamaroh Erna Herawati Evy Nur Rohmawaty Faiza Fitria Fakhrurrozi Fakhrurrozi, Fakhrurrozi Falaqi, Muhamad Rizal Farnaz, Taliah Aqilah Fatim, Al Lastu Nurul Febriani, Suci Ramadhanti Fiqri Aly Firman Nurul Fauzi Firsa Afra Yuslizar Firsa Afra Yuslizar Fithtriyah, Aidah Fitra, Muh. Naufal Gesbi Rizqan Rahman Arief Gesbi Rizqan Rahman Arief Hadawiyah, Rabiatul Hadi Saputra Hadi Saputra Hadiatus Sa'adah Hadziq, Muhammad Fadhil Halimatus Sa'diyah Halimatus Sa`diyah Hamid, M. Abdul harahap , arpin aminuddin Harahap, Desi Hariyanti Harvina H, Lola Haryati, Ratih Hasan Basri Hasanul Mutawakkilin Hasna'i Masruhani Hesti Rokhaniyah, Hesti Hesty Maulida Eka Putry Hilmi, Mustafiqul Husnatul Hamidiyyah Siregar Ilham Hanif Rahman Ilham Kurniawan Ilma Aziza Inayatur Rosyidah Iwan Harsono Jannah, Nidaul Jannah, Yeni Prihatin Miftahul Janniarni Toha Safutri Jiddah Hassan Muhammad Khusnul Mubarok, Khusnul Lailatun Ni'mah Ellayus Laily Fitriani Lely Fathiyatus Sa’diyah Lisnu Afiah M Sholih Salimul Uqba M Syahrul Anwar M. Anas Hidayat M. Heryadi M. Redho Rahman M. Yogi Riyantama Isjoni Madian Fitri Salma Maghfur, Ahmad 'Ali Mahbubah, Ana Masruhan Masruhan Mokoginta, Siti Mustika Vevi Muhamad Rizal Falaqi Muhammad Fairus Al-Hakim Muhammad Ridha Muhammad Setia Muhammad Yunus Anis Munirul Abidin Muqoddimah, Hubby Nurul Mustofa, M. Syaiful Mutawakilin, Hasanul Muthiah Muthiah Muthiah Muthiah, Muthiah Najih Syahrul Ichwan Niâ€™mah, Lailatun Ni’mah, Lailatun Nur Azaliah Mar Nur Hadi Nur Hadi Nur Hadi Nur Ila Ifawati Nur Toifah Nur, Muhammad Fahrudin Nur, Muhammaf Fahrudin Nurhadi Nurhadi Nurhadi Nurul Elmira Harmelinda Nurul Fadlilah Nurul Syahrayni Okita Fatma Marliana Oktari, Sri Jomila Putra, Alde Mulia Qurani, Ainun Suci Qurrotul A'yuni Qurrotul A'yuni R. Taufiqurrochman Rabiatul Hadawiyah Rachmad Ramadhan Rachmawaty Rachmawaty Rahma Yanti, Silvia Rahmah, Nasywa Nuzila Rahmah Rahmat Hidayat Rakhmaddiniah Sulistyawati Rasuliy, Mohammad Walid Riantimun , Andi Fauzi Risna Rianti Sari Rofiatus Sholeha Sa'diyah, Halimatus Saâ€™adah, Hadiatus Safutri, Janniarni Toha Salma Laksmita Benedik Salwa Qozziyatul Mardhiyah Saputra, Riski Janu Sari, Devi Rafika Satyaningrum, Retnowati Sa’adah, Hadiatus Sa’diyah, Halimatus Shobirin, Shobirin Siti Millatul Mardhiyah Siti Mustika Vevi Mokoginta Siti Nur Khasanah Sonia Mu'tasimatul 'Azimah Suci Ramadhanti Febriani sulistiawati tia _ Sundirah, Sundirah Supriyansyah Supriyansyah Susanti Lathifa Ulfi Sutaman, Sutaman Syarifah, Hilyah Syauqiah, Zulfa Syuhadak, Syuhadak Syukran Tamam, Muhammad Ibnu Thufeyl Vandayo Ulfah Nurfadhila Umi Machmudah Ummu Sulaimah Saleh Urrahmah, Nisa Varda Himmatul Aliyah Venia Nuzulul 'Adila Wahhab, Abdul Wiwik Prasetiyo Ningsih Yakin, Haqqul Yuswandi Zaeni, Rahmania Auriel Zahra, Azizatiz Zakiya Arifa Zamani, Athira Fakhriatuz Zen, Aatina Khairal Athiyyah Zuyyina Ilmy Azizah

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