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All Journal International Journal of Evaluation and Research in Education (IJERE) ARABIYAT Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam AT TA´DIB IJTIHAD Lisanudhad Ihya al-Arabiyah: Jurnal Pendidikan Bahasa dan Sastra Arab al-Afkar, Journal For Islamic Studies Ijaz Arabi Journal of Arabic Learning Educan : Jurnal Pendidikan Islam IZDIHAR Al Mahara: Jurnal Pendidikan Bahasa Arab Jurnal Pendidikan dan Konseling RESEARCH AND DEVELOPMENT JOURNAL OF EDUCATION (RDJE) International Journal of Arabic Language Teaching IJALT Mantiqu Tayr: Journal of Arabic Language Inovasi Kurikulum Journal Of Human And Education (JAHE) Innovative: Journal Of Social Science Research
Ahmad Hidayatullah Zarkasyi
Universitas Darussalam Gontor, Indonesia
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Teaching Aids Development for Arabic Lessons to Enhance Student’s Reading Skills Ahmad Hidayatullah Zarkasyi; Gita Hanina; Siti Anne Barkah Nur Fauziah
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol 9, No 1 (2022)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v9i1.25496

Abstract

This study aims to enhance students reading skills of the ninth-grade students in Madrasah I'dadiyah Muhammadiyah. This research is research and development Borg & Gall study used to obtain a specific production, know the effectiveness of its implementation, and verify its validity for scholars, using the qualitative and quantitative approach to analyze quantitative and qualitative data. The methods used in it consisted of interviews, Tests, questionnaires, and written documents. In analyzing the data, this research used the Statistical Package for the Social Sciences, version 25 SPSS 25 method T-Test, and the Wilcoxon Signed. The developed educational aids come in the Android program by choosing the appropriate material, exercises, and teaching methods. The effectiveness is obtained from the results of the pre and post-tests by implementing: descriptive statistical analysis, conditional testing, and inferential testing in the extended experiment, and the result indicates that there is progress in their language proficiency, especially in reading skills. These teaching aids are attractive and exciting and help students learn Arabic, especially reading Arabic.
Kurikulum Merdeka for arabic language learning according to Piaget’s cognitive development theory Ahmad Hidayatullah Zarkasyi; Alin Safaraz Himam; Rahmat Hidayat Lubis; Sintya Kartika Prameswari; Iffatunnisail Badriya
Inovasi Kurikulum Vol 20, No 2 (2023): Inovasi Kurikulum, August 2023
Publisher : Himpunan Pengembang Kurikulum Indonesia (HIPKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v20i2.61359

Abstract

The effectiveness of the Arabic educational process can't be separated from the curriculum that has been set and implemented properly. Kurikulum Merdeka, especially in Arabic language learning, is a new curriculum that has not been tested implementatively after its launch and is thought to be not following the level of student learning ability. Jean Piaget has given birth to a comprehensive theory of cognitive development which is the basis for the creation and development of educational curricula in the world. The purpose of cognitive development in Arabic language learning is to increase understanding to obtain new information. This study aims to determine the suitability and analyze the relevance of competence and objectives of Kurikulum Merdeka for Arabic language learning with Jean Piaget's cognitive theory. This study employs a descriptive analysis method along with a qualitative research design. While the method used is the method of observation and literature study. The data used is qualitative in the form of words, sentences, discourse, text, and the entire contents of Kurikulum Merdeka for Arabic language learning. The results of the analysis show that Kurikulum Merdeka for Arabic language learning achieves good results in its suitability and relevance to Jean Piaget's theory of cognitive development. AbstrakKeberhasilan proses belajar mengajar bahasa Arab tidak lepas dari kurikulum yang telah ditetapkan serta diterapkan dengan baik. Kurikulum Merdeka khususnya dalam pembelajaran bahasa Arab merupakan kurikulum baru yang belum teruji secara implementatif setelah diluncurkannya dan diduga belum sesuai dengan tingkatan kemampuan belajar siswa. Jean Piaget telah melahirkan teori perkembangan kognitif yang komprehensif yang menjadi dasar dalam pembuatan dan pengembangan kurikulum pendidikan di dunia. Tujuan perkembangan kognitif dalam pembelajaran bahasa arab adalah untuk meningkatkan pemahaman untuk memperoleh informasi baru. Penelitian ini bertujuan untuk mengetahui kesesuaian dan menganalisis relevansi kompetensi dan tujuan kurikulum Merdeka untuk pembelajaran bahasa Arab dengan teori kognitif Jean Piaget. Desain penelitian ini menggunakan penelitian kualitatif dengan pendekatan deskriptif analisis. Adapun metode penelitian yang digunakan adalah metode observasi dan studi literatur. Data kualitatif yang digunakan berupa kata, kalimat, wacana, teks, dan keseluruhan isi kurikulum Merdeka untuk pembelajaran bahasa Arab. Hasil analisis menunjukkan bahwa Kurikulum Merdeka untuk pembelajaran bahasa Arab mencapai hasil yang baik pada kesesuaian dan relevansinya dengan teori perkembangan kognitif Jean Piaget.Kata Kunci: Kurikulum Merdeka; pembelajaran bahasa Arab; perkembangan kognitif; teori Jean Piaget
The Effectiveness of Listening Team Learning Strategies to Improve the Results of class five in Fiqh Lesson at Islamic Boarding School Darussalam Gontor 2 for Female Zarkasyi, Ahmad Hidayatullah; Solihah, Dwi Aprilia; Khoiriyah, Dini Rofiatul
Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam Vol 13, No 2 (2023)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jm.v13i2.18268

Abstract

Listening Team Strategy cooperative learning model that requires students to think critically, and each group has a different task. So, students can play an active role in expressing their opinions. The low average result in fiqh lesson (bidayatul mujtahid) of class five in Fiqh lesson (Bidayatul Mujtahid) of Islamic Boarding School Darussalam Gontor 2 for female shows that students do not understand the material as whole. Based on the description above, this research aims to: (1) Know the result before and after using the methode from Listening Team in strategy for the experimental class and (2) know the result before and after using conventional learning in the control class (3) to know the effectiveness of listening team strategy on learning outcomes  (Bidayatul Mujtahid) of class five in Fiqh lesson at Islamic Boarding School Darussalam Gontor 2 for female. The type of research in this study is quantitative experiments using a quasi-experiment design, namely a nonequivalent control group design with the form of a pretest-posttest control group design. Test the initial and final tests in both classes. Based on the results of this study, researchers concluded that the Listening Team strategy effected to increase the learning outcomes of class five of Islamic teacher training college. Researchers hope that further research to deepen the learning tractor and improve student outcomes. It can help students to understand learning material, especially fiqh lesson.
Analysis of Teacher Self-Efficacy on Increasing Student’s Learning Motivation in Arabic Speaking Skill Rochmat, Cecep Sobar; A’yun, Qurrotul; Ahmad Hidayatullah Zarkasyi; Zahirah, Sayyidah Aisyah
Jurnal Internasional Pendidikan Bahasa Arab Vol 7 No 01 (2025): International Journal of Arabic Language Teaching (IJALT)
Publisher : Postgraduate of IAIN Metro Lampung Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/ijalt.v6i02.9351

Abstract

Arabic has four skills necessary mandatory mastered by students, and Arabic speaking skill becomes the most prominent skill. In learning Arabic speaking skills, student needs motivation from the teacher to master this skill. However not all teacher has the ability to instill the motivation to learn. That's what makes the students feel the difficult in learning Arabic speaking skills. One of the teacher's abilities to finish the problem is high self-efficacy. Therefore, this research is intended to teacher self-efficacy and pragmatic to help the problems of learning Arabic skills. To see if teacher self-efficacy can play a role in learning Arabic speaking skills, this research was presented using descriptive qualitative methods. The data is collected by field survey on teacher self-efficacy during the learning process and listening method by listening to the teacher’s speaking during the learning process to obtain oral data. Based on research results, the majority of teachers struggle to improve their self-efficacy in terms of motivating students to learn Arabic speaking skills. Pragmatic studies can assess teacher’s words in motivating the students, because that’s what can influence student’s interest in learning Arabic speaking skill. The teacher improves their self-efficacy, not only through motivating students but also by improving their ability to organize the class while teaching.
Implementation of Visual Auditory Kinesthetic Learning Model in Mastering Arabic Vocabulary at MTsN 5 Pandeglang: Implementasi Model Pembelajaran Visual Auditory Kinestetik dalam Penguasaan Mufradāt di MTsN 5 Pandeglang Hani’atul Mabruroh; Siti Nurfadlilah; Ahmad Hidayatullah Zarkasyi; Nia Hayati Nufus
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol. 10 No. 2 (2024)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/almahara.2024.0102-02

Abstract

This paper discusses the importance of education as a conscious and planned effort to create an effective learning environment, enabling students to develop their spiritual, intellectual, and linguistic potential. One of the challenges in learning foreign languages, particularly Arabic, lies in mastering vocabulary. The research focuses on implementing the Visual, Auditory, and Kinesthetic (VAK) learning model to address this issue, which integrates visual, auditory, and physical engagement in the learning process at State Junior High School 5 Pandeglang Banten. Researchers use quantitative-experimental research, Pre-Experimental with a Pretest-Posttest Group Design approach, and researchers use the Probability Sampling method. Using random sampling techniques, researchers chose a sample size of 20% from 200 students. The methods used to collect data are tests and documentation. The data analysis method in this study used the non-parametric Mann-Whitney t-test with the help of SPSS 25. The U or Mann-Whitney value is 0.000, and the Wilcoxon W value is 2296.00. The Z value is -6.709 with a significant Asymtop value of 0.000. Because the considerable value is less than 0.005 (0.000<0.005), Ha is accepted, and Ho is rejected. So, it can be concluded that using the VAK Learning Model influences the mastery of Arabic vocabulary at MTs Negeri 5 Pandeglang, Banten. With the results of this research, the researcher decided to make the following suggestion for all teachers to develop student learning efficiency, especially in mastering Arabic vocabulary with good models. Hopefully, this research will become a reference for future researchers, completing deficiencies and expanding knowledge. Keywords: Arabic Learning, Learning Model, Visual Auditory and Kinesthetic, Vocabulary Mastery
Taṭbῑq Wasā’il al-ta’lῑm Educandy li Taḥsῑni Natā’ij at-Ta‘allum fῑ Mādda al-Lugah al-‘Arabiyah lῑ as-Saf al-Khāmis B fῑ al-Madrasah al-Ibtidā’iyyah Qurratu A‘yun: Penerapan Media Educandy Untuk Meningkatkan Hasil Belajar Dalam Materi Bahasa Arab Pada Kelas 5B MI Qurrota A’yun Yogyakarta Raihana Nur Azizah; Ahmad Hidayatullah Zarkasyi; Astuti Sifa’urrohmah; Nur Izzah Humaira Hasyim
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol. 10 No. 2 (2024)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/almahara.2024.0102-12

Abstract

Students in class 5B at MI Qurrota A’yun need help learning Arabic, which is considered problematic. The teaching method, limited to the teacher's guidebook, makes students feel less motivated and inactive during the learning process, negatively impacting their learning outcomes, which remain below the Minimum Completeness Criteria (KKM). Therefore, learning media that can improve students' interest and motivation is needed. One such media is Educandy, as its interactive form can attract students' attention and facilitate their understanding and memorization of vocabulary. Thus, this research aims to improve student's learning outcomes and enthusiasm in class 5B after applying Educandy media in Arabic language materials. The research method used in this study is Classroom Action Research (PTK), and the subjects are the students of class 5B at MI Qurrota A’yun. Data collected by the researcher from documentation, test results, observations, and interviews are analyzed through data reduction, data presentation, and conclusion drawing. This research shows that the application of educational learning media can improve students' learning outcomes in class 5B at MI Qurrota A’yun. The average score increased by 29% from 6.32 in the first round to 8.18 in the second round. Furthermore, the media also successfully increased the students' enthusiasm for learning, with an increase of 38% from 68% in the first round observation to 92% in the second round observation. Keywords: Learning Enthusiasm, Learning Outcomes, Teaching Aids (Educandy)
الجناس والسجع في سورة الملك (دراسة تحليلية بديعية) Miftahul Khoir; Ahmad Hidayatullah Zarkasyi
al-Afkar, Journal For Islamic Studies Vol. 8 No. 1 (2025)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v8i1.1276

Abstract

إن الجناس والسجع جزء من علم البديع، وهما من جمال اللغة العربية في الشعر وفي القرآن الكريم، أيضا أحد خصائص القرآن الكريم. فالجناس هو تشابه اللفظين في النطق واختلافهما في المعنى، وهو نوعان: الجناس التام والجناس غير التام. وأما السجع هو اتفق في أواخر الجمل، أيضا في الحرف الأخير، وهو أربعة أنواع: السجع المطرف، و السجع المرصع، والسجع والمتوازي، والسجع المشطر. وكان هذا البحث من نوع البحث المكتبي (Library Research). وأما المنهج الذي استخدم الباحث المنهج الوصف، وأما الأسلوب المستخدم في جمع البيانات هي الطريقة الوثائقية. والأسلوب تحليل البيانات في هذا البحث هي تحليل المضمون. فاستنتج الباحث أن نتائج البحث المتواصلة كما يلي: 1) أن الآيات التي تتضمن على الجناس في سورة الملك ( وهي الآية (3)، (8-9)، (20-21)، (29-30)، وهي من الجناس غير التام. والآيات التي تتضمن على السجع في سورة الملك هي 13 آية، 8 آيات للسجع المطرف وهي الآية (1-3)، (6-7)، (12-13)، (14-15)، (16-17)، (23-24)، (25-27)، (29-30)، وآية واحدة للسجع المرصع وهي الآية (10-11)، و (4) آيات للسجع المتوازي وهي الآية (4-5)، (8-9)، (18-19)، (20-2). 2) ونوع الجناس الذي وجده الباحث في سورة الملك هو الجناس غير التام. 3) ونوع السجع الذي وجده الباحث في سورة الملك هو السجع المطرف، والسجع المرصع، والسجع المتوازي.
Fa'āliyyatu Ṭarīqah at-Taqlīd Wa At-Taḥfīẓ Fīī Ta'allumi Mādati Tamrīn al-Lughah al-'Arabiyyah Fīīl Ma'had Al-Īmān Ponorogo Ahmad Hidayatullah Zarkasyi; Ahmad Farhan Rif'an Najib; Alif Cahya Setiyadi; Arya Wira Nugraha; Arsya Shafarul Nawenza
Mantiqu Tayr: Journal of Arabic Language Vol. 4 No. 2 (2024): Mantiqu Tayr: Journal of Arabic Language
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/mantiqutayr.v4i2.5059

Abstract

In the era of globalization, mastering Arabic has become increasingly important as an international language used  in  many  religious,  academic,  and  professional  contexts. The background of this study centers around the growing importance of mastering Arabic in the era of globalization. There for, this study aims to enhance students' Arabic language skills at exploring the effectiveness of the mimicry and memorizing method in teaching of tamrin lughoh at the Al Iman boarding school. The problem is the low ability of students in speaking Arabic and lack of interest and motivation during the learning process in the classroom. The method used quantitative quasi-experimental method with pre-test and post-test design on two groups: experimental group and control group. The results showed a significant improvement in learning tamrin lughoh and improving students' language skills after the application of the Mim-Mem method. The mean score of the experimental group increased from 21.45 to 27.35, while the control group only increased from 21.25 to 26.45. This shows that the Mim-Mem method is effective in learning tamrin lughoh and improving students' language skills. Researchers suggest that future research places more emphasis on implementation and focuses on increasing the achievement of the values and ultimate goals of good Arabic language learning.
The Role of Islam in the Development of the Arabic Language: History and Its Influence Ahmad Hidayatullah Zarkasyi; Mohammad Iqbal Gusti Rakasiwi
al-Afkar, Journal For Islamic Studies Vol. 8 No. 2 (2025)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v8i2.1460

Abstract

Arabic was formed long before Islam came or is also called the al-asru al-jahili period. Arabic is part of the South Semitic language family spoken by people living in the Arabian peninsula, in the southwest part of the Asian continent and at the same time by some people it is considered a oldest historical language. As it develops, currently Arabic is the official language in various countries, for example: Qatar, Chad, Palestine, Morocco, Egypt, Lebanon, Libya, Sudan, Oman, Gambia, Somalia, Iraq, Tunisia and many more. There is still a lot of debate about the history of the emergence of the Arabic language, due to the lack of concrete evidence in the form of artifacts etc. that prove the emergence of the Arabic language. This makes it difficult to prove where and when it emerged. The big question is whether Arabic is a derivative of Semitic languages or is it actually its parent. Using the analysis method in this paper, Arabic is found to be very important in the history of Islamic civilization.
EVALUATION OF THE ARABIC LANGUAGE TEXTBOOK FOR GRADE 7 BY THE MINISTRY OF RELIGIOUS AFFAIRS (KEMENAG) 2020 Rasiyani, Alfiyah; Zarkasyi, Ahmad Hidayatullah; Ummi, Rizky; Gustia, Irma
Ihya al-Arabiyah: Jurnal Pendidikan Bahasa dan Sastra Arab Vol 9, No 1 (2023)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/ihya.v11i2.24089

Abstract

Given the importance of textbooks that meet students' needs, this study aims to analyze the strengths and weaknesses of the Grade 7 Arabic language textbook published by Kemenag in 2020. This textbook is designed to help students learn Arabic as a foreign language. The study employs a qualitative descriptive method using content analysis techniques, with data extracted directly from the textbook and analyzed based on predetermined criteria. The findings indicate that the textbook has strengths in its simplicity of language, theme relevance, and support for speaking and listening skills. However, it also has weaknesses, such as an excessive amount of vocabulary, insufficient emphasis on grammar, too many exercises, limited variety in learning media, and a lack of guidance for teachers on how to use the book effectively. This study is expected to contribute to improving the quality of Arabic language education in schools, particularly by aligning the content with the needs of non-native Arabic-speaking students
Co-Authors Abdul Hafidz Bin Zaid Aghitsna Rahmatika Agus Yasin Ahmad Farhan Rif'an Najib Ahmad Harun Arrasyid Ahmad Zalzuli Aksani Taqwim Alif Cahya Setiyadi Alin Safaraz Himam Arif Chasanul Muna Arsya Shafarul Nawenza Arya Wira Nugraha Astuti Sifa’urrohmah Azmi, Dhea Fairuz A’yun, Qurrotul Cecep Sobar Rochmat Dedi Mulyanto Dwi Jayanti Fahrurrozi Fairuz Subakir Ahmad Fatim, Al Lastu Nurul Fitra Awalia Rahmawati Gita Hanina Gita Hanina Gustia, Irma Hani'atul Mabruroh Hanina, Gita Iffatunnisail Badriya Ihwan Mahmudi Imroatul Istiqomah Julisal Farah Khoiriyah, Dini Rofiatul Ladzatul Mudawamah Marheni Br Maha Miftahul Khoir Mohammad Iqbal Gusti Rakasiwi Muhammad Wahyudi Muthmainnah Choliq Nia Hayati Nufus Nur Izzah Humaira Hasyim Nurjanah, Anita Nurul Azizah Rahmad Maulana Tazali Rahmat Hidayat Raihana Nur Azizah Rasiyani, Alfiyah Risna Rianti Sari Sa'idah, Mandrasi Amira Sekar Ayu Silvi Anggraini Sintya Kartika Prameswari Siti Anne Barkah Nur Fauziah Siti Nur Khodijah Binti H. Abu Samah Siti Nurfadlilah Solihah, Dwi Aprilia Ummi, Rizky Wulandari, Citra Eka Zahirah, Sayyidah Aisyah Zain Irsyad Gandhi Zuhrotul Mufidah