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TATHBÎQ MANHAJ TA’LÎM AL-LUGHAH AL-‘ARABIYYAH ‘ALA ASÂS AL-TAHSHÎL AL-DIRÂSÎ FÎ AL-JÂMI’ÂT AL-ISLÂMIYYAH BI MATARAM INDONESIA Nasarudin Nasarudin
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

This study aimed to reveal the process of learning as an implementation of the Arabic language curriculum based on learning outcomes in two Arabic education study programs at Mataram State Islamic University and Muhammadiyah University Mataram. This research used a qualitative approach descriptive types with multi-site studies. The research findings unveiled that the process of implementation the Arabic language curriculum based on learning outcomes that refers to the Indonesian Qualification Framework (IQF) combined two approaches, namely student-centered learning (STL) and teacher-centered learning (TCL) by varying the use of learning methods in achieving learning outcomes set in the Semester Learning Plan. In addition, the lecturers apply the SCL approach more than the TCL.

ISTIKHDĀM AL-KITĀB AL ‘ARABIYATI LĪ AL-NĀSYI'IN LI MAHMŪD ISMĀIL SHĪNĪ WA AL-ASHDIQĀ' FI TARQIYAT MAHĀRAT AL-LUGAT AL- ARABIYAT LADA AL-TULLĀBI FĪ AL-MADRASAT AL MUTAWASSITHAT AL-FAJAR MATARAM Habiburrahman Habiburrahman; Nasarudin Nasarudin
Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban VOL 4 No. 1 April 2021
Publisher : STIQ Amuntai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v4i1.540

This study aims to investigate the development of students’ beliefs about learning Arabic in Intensive Arabic Course program at IAIN Palangka Raya across the educational backgrounds and gender. This study used a quantitative research approach by combining cross sectional and longitudinal research types. There are 214 (two hundred and fourteen) new students in Academic Year 2019 at IAIN Palangka Raya as participants of the study. Data were analyzed by using mean, independent sample test and ANOVA. The results showed that 1) the new students studying in the intensive Arabic course program had a strong belief about Arabic learning 2) there was no statistically significant difference between the students belief about Arabic learning across gender and the educational backgrounds at the beginning of the Intensive Arabic Course meeting, 3) there was no statistically significant difference between the students’ beliefs about Arabic learning across the educational backgrounds and the gender after the end of the Intensive Arabic course program, 4) there was no statistically significant difference in development of students' belief about learning Arabic between the beginning and the end of the Intensive Arabic Course program. Keywords: Arabic, beliefs about language learning, course, development

Responsbiliti Kurikulum Pendidikan Bahasa Arab Terhadap Wisata Syariah di Lombok-NTB Nasarudin Nasarudin
IJECA (International Journal of Education and Curriculum Application) 2018: Proceeding of The 1st International Conference on Halal Tourism, Products, and Services 2018
Publisher : Universitas Muhammadiyah Mataram

Kajian ini bertujuan untuk mengungkapkan responsibiliti kurikulum pendidikan bahasa Arab dalam pengembangan wisata syariah di Lombok pada dua perguruan tinggi yaitu Universitas Muhammadiyah Mataram (UMMat) dan Universitas Islam Negeri (UIN) Mataram. Kurikulum pendidikan bahasa Arab di Universitas Muhammadiyah Mataram dan UIN Mataram merespon pengembangan pariwisata di Lombok dengan memberikan peranan-peranan antara lain: menyiapkan sumber daya penerjemah dan pemandu wisata, mendesain materi perkuliahan berkarakter tentang pariwisata melalui mata kuliah yang bervariasi, dan membangun komunikasi dengan prodi pariwasata dalam mengembangkan materi bahasa Arab untuk pariwisata.

MEDIA PEMBELAJARAN BAHASA ARAB DI MADRASAH IBTIDA’IYAH NURUL ISLAM Nurjannah, Helwani, Nasarudin, Husnan Nurjannah, Helwani, Nasarudin, Husnan
Ibtida'iy : Jurnal Prodi PGMI Vol 7, No 2 (2022): Oktober
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ibtidaiy.v7i2.12293

Abstrak: Penelitian ini bertujuan untuk mengetahui ragam penggunaan media pembelajaran Bahasa Arab ditingkat Madrasah, yang nantinya akan berdampak pada empat kompetensi yang harus dicapai siswa yaitu kemampuan menyimak (Istima’), berbicara (kalam), membaca (Qira’ah), dan menulis (kitabah). Metodelogi yang digunakan dalam penelitian ini adalah pendekatan kualitatif dengan proses pengumpulan data menggunakan wawancara dan observasi. Hasil penelitian ini mencatat bahwa; 1). Madrasah Ibtida’iyah Nurul Islam memiliki beberapa media pembelajaran bahasa Arab seperti, alat peraga, LCD, papan tulis dan buku paket Bahasa Arab, serta terdapat media pendukung yang dibuat oleh guru bahasa Arab seperti; kartu kosakata, kartu bergambar, cerita pendek, poster berbahasa Arab, papan bahasa Arab, kotak tata bahasa, video pembelajaran, dan lagu berbahasa Arab. 2). Cara penggunaan media pembelajaran Bahasa Arab di MI Nurul Islam berfariasi, seperti; penyesuaian dengan tujuan pembelajaran, materi yang diajarkan, metode pembelajaran yang digunakan, bahkan penggunaan media pembelajaran juga divariasikan sesuai dengan kondisi siswa, sehingga berdampak pada pemberian pemahaman kepada siswa terkait materi yang telah diajarkan, munculnya motivasi siswa, mengikis rasa bosan siswa, meningkatkan daya ingat siswa, dan meningkatkan daya kreatifitas siswa dalam proses pembelajaran.Abstract: This study aims to find out the various uses of Arabic language learning media at the Madrasah level, which will later have an impact on the four competencies that students must achieve, namely listening (Istima'), speaking (kalam), reading (Qira'ah), and writing (kitabah) skills. The methodology used in this research is a qualitative approach with the data collection process using interviews and observation. The results of this study noted that; 1). Madrasah Ibtida'iyah Nurul Islam has several Arabic learning media such as teaching aids, LCDs, blackboards and Arabic textbooks, and there are supporting media made by Arabic teachers such as; vocabulary cards, picture cards, short stories, Arabic posters, Arabic boards, grammar boxes, learning videos and Arabic songs. 2). How to use Arabic learning media at MI Nurul Islam varies, such as; adjustments to the learning objectives, the material being taught, the learning methods used, even the use of learning media is also varied according to the conditions of the students, so that it has an impact on providing understanding to students regarding the material that has been taught, the emergence of student motivation, eroding student boredom, improving memory students, and increase the creativity of students in the learning process.

Peran Sertifikasi Guru Terhadap Peningkatan Mutu Pembelajaran Dan Pengelolaan Kelas (Kajian Studi Literature Riview) Muhammad Ihsan Dacholfany; Risnawati Risnawati; Megi Afroka; Rosa Zulfikhar; Lefina Souisa; Nasarudin Nasarudin
Journal on Education Vol 6 No 1 (2023): Journal On Education: Volume 6 Nomor 1 Tahun 2023
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i1.3574

The purpose of this study is to determine the extent to which teacher certification plays a role in improving the quality of learning and classroom management. This research design is a literature study using a qualitative approach. This research describes the role of certified teachers synergizing with each other to carry out duties and responsibilities such as to carry out learning evaluations in formal education units consistently through daily test assessments, assignments, midterm and semester tests. Certification is a motivation for teachers to improve the quality of learning this is because teachers perform well in their fields. In line with that, teachers who have certification are also able to do good classroom management, because certified teachers are professional teachers in carrying out the learning process, so they are able to create a conducive, effective and comfortable classroom atmosphere. So that the teacher's job is not only to teach and educate, but also as a good classroom manager by acting as a facilitator, motivator, demonstrator, mediator and evaluator. All of this has been done well by certified teachers in applying discipline to manage learning and improve the quality of learning professionally in each.

Counseling For Teaching Arabic At Schools Nur Jannah; Nasarudin Nasarudin; Husnan Husnan; Ahmad Helwani; Mujiburrahman Mujiburrahman; Fifi Satrillah
Ijaz Arabi Journal of Arabic Learning Vol 6, No 2 (2023): Ijaz Arabi Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v6i2.20858

Counseling is assistance services for students both individually and in groups so that they are independent and develop optimally, in personal guidance, social guidance, study guidance, and career guidance, through various types of services and support activities, based on applicable norms. This study aimed to find out the advice and counseling services at schools, to know the direction and counseling service procedures, and to find out what problems students have and how to solve the issues. This type of research is descriptive qualitative research, a method that utilizes qualitative data and is described descriptively. The results of this study are that there are guidance and counseling services for partner schools, which are SDIT Imam Asy-Syafi'i Mataram, MTs Al-Madaniyah, and MTs An-Najah, Indonesia. The issues that arise are that students have difficulty speaking using Arabic, students mishear Arabic utterances because of improper pronunciation, students feel bored in learning because it is difficult to understand, students find it challenging to practice Arabic vocabulary because their original accent is very attached and difficult to change, students have difficulty reading Arabic texts because they do not understand the text and are not fluent in reading Arabic texts, students have problem writing because they are not used to writing Arabic letters. The direction of writing is from right to left because they are used to writing from left to right. Students also often feel shy and insecure when reading Arabic texts or practicing Arabic sentences in front of many people because they fear being wrong. The procedures carried out by the teachers include providing appropriate learning materials to students, providing lots of Arabic practice in learning Arabic, practicing reading aloud to overcome obstacles to reading skills, speaking, and embarrassment in mentioning Arabic sentences. The reading practice also makes it hard to overcome problems with the articulation of words and makes students fluent in pronouncing Arabic sentences. Problems learning Arabic and other issues can be appropriately handled in various ways and methods according to the difficulties experienced by students.

TATHBÎQ MANHAJ TA’LÎM AL-LUGHAH AL-‘ARABIYYAH ‘ALA ASÂS AL-TAHSHÎL AL-DIRÂSÎ FÎ AL-JÂMI’ÂT AL-ISLÂMIYYAH BI MATARAM INDONESIA Nasarudin Nasarudin
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol 5, No 2 (2018)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v5i2.8940

This study aimed to reveal the process of learning as an implementation of the Arabic language curriculum based on learning outcomes in two Arabic education study programs at Mataram State Islamic University and Muhammadiyah University Mataram. This research used a qualitative approach descriptive types with multi-site studies. The research findings unveiled that the process of implementation the Arabic language curriculum based on learning outcomes that refers to the Indonesian Qualification Framework (IQF) combined two approaches, namely student-centered learning (STL) and teacher-centered learning (TCL) by varying the use of learning methods in achieving learning outcomes set in the Semester Learning Plan. In addition, the lecturers apply the SCL approach more than the TCL.

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