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All Journal ARABIYAT Taqdir Ihya al-Arabiyah: Jurnal Pendidikan Bahasa dan Sastra Arab Kalamuna Tanwir Arabiyyah: Arabic as Foreign Language Journal Al-Muyassar: Journal of Arabic Education
Nurul Hidayah
Universitas Islam Negeri Raden Fatah Palembang
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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AL-ITTIJÂHÂT AL-HADÎTSAH FÎ TA’LÎM AL-LUGHAH AL-‘ARABIYYAH BI AL-MA’HAD AS-SALAFI (DIRÂSAH AL-HÂLAH BIMADRASAH AL-MU’ALLIMÎN WA AL-MU’ALLIMÂT SABILUL HASANAH BANYUASIN) Nurul Hidayah
Taqdir Vol 1 No 1 (2015): Taqdir
Publisher : Program Studi Pendidikan Bahasa Arab Fakultas Ilmu Tarbiyah dan Keguruan UIN Raden Fatah

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

Abstract

لم يتجه المعاهد السلفية المعاصرة دراسته إلى الاتجاهات الحديثة فى تعليم اللغة العربية. أما مدرسة المعلمين و المعلمات في معهد سبيل الحسنة تحاول أن توسع تعليم اللغة العربية إلى المهارات الأخرى وهي مهارة الاستماع والكلام والكتابة، ولا تقتصر في مهارة القراءة فحسب. والبحث الذى تقوم به الباحثة من نوع البحث الوصفي بالمدخل الكيفي. إن الاتجاهات الحديثة فى تعليم اللغة العربية بمدرسة المعلمين و المعلمات تتمثل من ناحيتين وهي طرق التدريس والمواد التعليمية. قدمت هذه المدرسة المواد التعليمية الشاملة فى تعليم اللغة العربية، لا تهتم إلى المواد لمهارة القراءة فحسب بل تتوسع إلى المهارات الآخرى وهي المهارة الاستماع ومهارة الكلام ومهارة الكتابة، أما المواد التعليمية التى قدمت المدرسة إلى الطلاب فهي النحو والصرف والتمرين والمطالعة والإنشاء والتهجى والإملاء والمنطق والبلاغة والعروض والمحادثة وإصلاح اللغة. وليعلم هذه المواد، اختار المعلمون الطرق المناسبة بالمواد التعليمية، يسهل الطرق الطلاب لفهم الدرس، والطرق التعليمية التي يستخدمها المدرسة عند التعليم فهي طريقة القواعد والترجمة وطريقة القراءة وطريقة المباشرة وطريقة السمعية الشفوية. Banyak Pondok Pesantren Salaf belum melaksanakan pembelajaran Bahasa Arab dengan metode yang modern. Pondok Pesantren Sabilul Hasanah sudah memulai untuk memperluas pembelajaran Bahasa Arab kepada keterampilan lain yaitu Ketrampilan mendengar, keterampilan berbicara, dan keterampilan menulis. Karena pembelajaran bahasa Arab disini tidak hanya terfokus kepada keterampilan memebaca saja. Penelitian yang dilakukan oleh penulis adalah penelitian kualitatif lapangan. Arah pembelajara Bahasa Arab secara modern di Pondok Pesantren Sabilul Hasanah terlihat dari dua hal yaitu metode pembelajaran dan materi pembelajaran. Pondok Pesantren ini memberikan materi pembelajaran Bahasa Arab secara menyeluruh, tidak terfokus hanya di keterampilan membaca saja tetapi mencakupi tiga keterampilan berbahasa lainnya. Materi pembelajran yang di ajarkan di pondok pesantren Sabilul Hasanah adalah Nahwu, Shorf, At- Tamriin, Muthola’ah, Insya’, Imla’, Ilmu Mantiq, Balaghoh, Muhadatsah dan Lain- lain. Untuk memberikan pemahaman yang maksimal kepada siswa, guru mengajarkan materi- materi tersebut dengan beberapa metode pembelajaran yang sesuai, diantaranya adalah metode Qowa’id dan Tarjamah, Metode Qira’ah, metode langsung, dan lain- lain.
TA’LÎM MAHÂRAH AL-QIRÂ’AH LIKULLI MARÂHIL AL-TA’LÎM MUKMIN MUKMIN; NURUL HIDAYAH
Taqdir Vol 3 No 2 (2017): TAQDIR
Publisher : Program Studi Pendidikan Bahasa Arab Fakultas Ilmu Tarbiyah dan Keguruan UIN Raden Fatah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/taqdir.v3i2.1768

Abstract

مهارة القراءة هي جزء من المهارات اللغوية الأربعة. وقد تعلم متعلم اللغة العربية هذه المهارات أكثر من المهارات الأخرى. هم يستخدمون كفاءتهم في قواعد اللغة العربية ليقرؤوا الكتب الصفراء أي النصوص القديمة ثم يناقشون المباحث في هذا الكتب مع الآخرين باستخدام اللغة الوطنية. بالنظر إلى ذلك، فينبغي على الطلبة أنيعودهم التكلم أو التحدث باللغة العربية لأنهم قد نالوا المفردات من القراءة. ولكن بعض الطلبة لم يتكلموا باللغة العربية جيدا بسبب قلة الوقت لتعبير دروسهم العربية، مهما كانوا يدرسون النصوص. فلابد على المعلم أن يتعود الطلاب ليقراء النص بوجه صحيح بالقراءة السرية ثم الجهرية طبعا بنطق صحيح لجيمع أصوات الأحرف، وصحة الإعراب حتى يعبر مايقرأ بوقت قليل ويفهم الطلاب القراءة فهما جيدا ويعرها بعدها كقياس من فاهم النصوص المقروءة.
Konsep Aritmetika pada Perubahan Kata Bahasa Arab Nurul Hidayah; Mukmin Mukmin; Listia Eltika
Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 4 No. 2 (2023): Journal of Arabic Education & Arabic Studies
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat (P3M) STAI DR. KHEZ. Muttaqien Purwakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52593/klm.04.2.04

Abstract

This study aims to find out the changes in Arabic words in terms of arithmetic perspectives that occur either changing in word classification or only changing in terms of users (fa'il) of the verb. This research uses library research, the focus of the study is 29 wazan contained in the morphology of the Arabic language. So, the analysis is an elaboration of the arithmetic patterns contained in the wazan. The results of this study show that the derivation (tashrif ishtilahy) consists of additional letters that are at the beginning, in the middle and at the end of the word, the addition of letters is varied in number, some get an additional one letter, some get an additional two letters, and the addition of three letters, this addition makes a fairly significant change in meaning, although the meaning still has the same root. In the letter subtraction only three letters are reduced (illat letters). Meanwhile, in the multiplication process, there is one letter that is duplicated in the form of tasydid after previously the word was added to a certain number of letters. In the inflection process, the letter added is a letter that indicates the number of performers of the verb and the gender of the perpetrator, while in nouns the change is found in the plural of estimates where the change is influenced by a certain wazan.
Reorientation of The Arabic Language Curriculum for Secondary Education in The Endemic Era Mukmin Mukmin; Nurul Hidayah; Siti Marpuah
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol 10, No 2 (2023)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v10i2.34960

Abstract

The role of secondary education in the 21st century is increasingly vital for preparing students who will enter higher education and responding to the learning transition due to the Covid-19 pandemic. This form of response is by reviewing the orientation of the Arabic language curriculum in secondary education in South Sumatera. So, this research aims to analyze the reorientation of the Arabic language curriculum in secondary education in South Sumatera. The research method used by researchers is a case study method with a multisite design. Researchers collected qualitative data by interviews, observation and documentation in each place, then proceed with generalizations from the data collection results, and then conclusions are drawn as research data findings. The results of this research show that both schools had efforts to direct students to be active in learning Arabic, namely by changing books and adding books that support ongoing Arabic language learning activities, the schools also provide a conducive environment for the learning process. To convey this material, the teacher also chooses a student-centered method, hoping that students will always be active and that Arabic will not only end up as a language of study. As a measure of achievement, teachers have maximized the provision of media-based assignments and exam questions, even though the measurement techniques carried out by teachers have only focused on cognitive measurements, and have not yet entered into the affective and psychomotor domains.
PEMBELAJARAN MAHARAH KITABAH BERBASIS COLLABORATIVE LEARNING Fariz, Muhammad; Mukmin, Mukmin; Hidayah, Nurul
Ihya al-Arabiyah: Jurnal Pendidikan Bahasa dan Sastra Arab Vol 11, No 2 (2025)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/ihya.v11i3.26205

Abstract

Arabic language learning comprises four essential skills: listening (istima'), speaking (kalam), reading (qira'ah), and writing (kitabah). Among these, writing is considered the most challenging skill for Indonesian students due to differences in writing systems and grammar structures. This study aims to examine the effectiveness of the Collaborative Learning strategy in improving students' Arabic writing skills (maharah al-kitabah) at MI Marfu'ah Palembang. Using a mixed-methods approach, qualitative data were obtained through observation, interviews, and documentation, while quantitative data were gathered through pre-test and post-test results. The findings reveal that students taught through Collaborative Learning showed significant improvement in writing performance, active participation, and motivation compared to those taught using conventional methods. The study concludes that Collaborative Learning effectively enhances Arabic writing skills and fosters cooperation and responsibility among students
UNDERSTANDING THE STUDENT TEAM ACHIEVEMENT DIVISION (STAD) MODEL IN MAHARATUL KITABAH LEARNING: AN EFFECTIVENESS ANALYSIS THROUGH THE ARABICVERSE TEXTBOOK AT FATHONA PAKJO PALEMBANG JUNIOR HIGH SCHOOL Shabrina, Annisa; Hidayah, Nurul; Jamanuddin, Jamanuddin
Ihya al-Arabiyah: Jurnal Pendidikan Bahasa dan Sastra Arab Vol 11, No 2 (2025)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/ihya.v11i3.26543

Abstract

This study analyzes the effectiveness of the Student Team Achievement Division (STAD) model in teaching maharatul kitabah (Arabic writing skills) at Fathona Pakjo Palembang Junior High School using a mixed-methods approach, combining both quantitative and qualitative methods. The quantitative approach involves descriptive analysis to evaluate students' learning outcomes before and after implementing the STAD model. In contrast, the qualitative approach explores students' and teachers' experiences during the learning process. Data were collected through observations, interviews with teachers and students, and an analysis of instructional documents. The findings indicate that implementing the STAD model significantly enhances students' understanding of Arabic language structures and their writing skills. Additionally, the use of the Arabicverse textbook as a teaching resource supports the learning process by providing systematic and practice-based materials. The most prominent keywords in this study are learning, the STAD model, and Arabicverse. These findings have significant implications for developing Arabic language teaching strategies at the secondary school level, particularly in utilizing cooperative learning methods to improve students' writing skills
Enhancing Arabic Vocabulary Learning through Fill-in-the-Blank Sentence Puzzles: Evidence from a Quasi-Experimental Study on Retention and Learner Engagement Ahmad Fikri; Harisah Harisah; Abdul Hafidz bin Zaid; Mukmin Mukmin; Nurul Hidayah
Al-Muyassar: Journal of Arabic Education Vol 5 No 1 (2026): Al-Muyassar: Journal of Arabic Education
Publisher : Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/al-muyassar.v5i1.16149

Abstract

Vocabulary mastery is essential in language learning, particularly in Arabic, which features complex morphological and syntactic structures. However, vocabulary instruction ofte relies on memorization, limiting meaningful and sustained acquisition. This study examines the effectiveness of fill-in-the-blank sentence puzzles as a contextual instructional strategy to enhance vocabulary learning, retention, and learner engagement. A quasi-experimental design with a non equivalent control group was employed, involving 50 junior secondary students (25 experimental, 25 control). Data were collected through pretest, posttest, delayed posttest, an a motivation questionnaire. Quantitative data were analyzed using t-test and effect size calculations. The results show that the experimental group significantly outperformed the control group in both immediate learning (t(48) = 7.85, p < 0.001) and retention (t(48) = 6,92, p < 0.001). The experimental group also achieved higher retention (93.44% vs. 90.63%) and engagement (M = 88 vs. 72). These findings indicate that contextual puzzle-based tasks promote deeper cognitive processing and more durable vocabulary acquisition. This study provides emperical support for contextua; and task-based vocabulary learning and offers a practical, low-resource strategy for enhancing Arabic vocabulary instruction.
Innovation in Local Culture-Based Arabic Language Learning at Aishwa Nahla Islamic Boarding School, Palembang Mukmin Mukmin; Nurul Hidayah; Irmansyah Irmansyah; Balyanan Furay Fisha; Salsa Vira Ningsih; Dea Marvina; Daud Elega
Tanwir Arabiyyah: Arabic as Foreign Language Journal Vol 6, No 1: June (2026)
Publisher : Universitas Muhammadiyah Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31869/aflj.v6i1.8160

Abstract

Arabic speaking instruction (maharah kalam) remains challenging due to the dominance of vocabulary memorization, grammatical mastery, and teachercentered learning with limited contextual relevance. This study examined Arabic language instruction at Aishwa Nahla Islamic Boarding School, analyzed the integration of Palembang local culture into maharah kalam learning, and evaluated its contribution to students’ Arabic competence. A mixed-methods approach with a sequential explanatory design. The study involved 26 eighthgrade students, while qualitative data also included one Arabic language teacher. Data were collected through observation, interviews, questionnaires, documentation, and pre-test–post-test assessments and analyzed using thematic analysis, paired-sample t-test, and N-Gain score. Findings revealed that integrating Palembang local culture fostered more communicative and contextualized learning. Students’ mean scores increased from 66.0 to 83.7 (p 0.05), with an N-Gain score of 52.39, indicating moderate effectiveness. The study suggests that local culture can serve as a meaningful pedagogical resource in Arabic-speaking instruction.
Co-Authors Abdul Hafidz Bin Zaid Ahmad Fikri Balyanan Furay Fisha Daud Elega Dea Marvina Fariz, Muhammad Harisah, Harisah Irmansyah Irmansyah Jamanuddin, Jamanuddin Listia Eltika Mukmin Mukmin Mukmin Mukmin Mukmin, Mukmin Salsa Vira Ningsih Shabrina, Annisa Siti Marpuah