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All Journal Buletin Al-Turas Jurnal Pendidikan Islam Language Literacy: Journal of Linguistics, Literature, and Language Teaching LEKSIKA Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Geneologi PAI : Jurnal Ilmiah Bidang Pendidikan Agama Islam TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab Edunesia : jurnal Ilmiah Pendidikan Hijai - Journal on Arabic Language and Literature Indonesian Educational Research Journal Urwatul Wutsqo : Jurnal Studi Kependidikan dan Keislaman
Maman Abdurahman
Universitas Pendidikan Indonesia
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Studi Kontrastif Kalimat Verbal Bahas Arab-Bahasa Indonesia dan Implikasinya dalam Pengajaran Nahwu Maman Abdurahman
Buletin Al-Turas Vol 13, No 2 (2007): Buletin Al-Turas
Publisher : Fakultas Adab dan Humaniora, UIN Syarif Hidayatullah Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1253.303 KB) | DOI: 10.15408/bat.v13i2.4243

Abstract

This paper aims to describe the similarity and the difference ofArabic and Indonesian verbal sentence structure. To get this goal used thecontrastive and comparative methods. The material object is limited by verbal sentence structure with it contains 1) single transitive sentence 2) double transitive sentence 3) intransitive sentence 4) semi transitive sentence, and passive sentence. The data resources taken from five Arabic and Indonesian grammar/syntax books chosen and analyzed quantitatively, such as describing. selecting, contrasting. and concluding. The result of analyzed data concludes some of syntax similarities between Arabic and Indonesian verbal sentence structure. This difference looks that the Arabic active verbal sentence structure more variety than Indonesian and Indonesianpassive verbal sentence structure more variety than Arabic.
PENGARUH MADRASAH KUFAH DALAM KITAB NAHWU YANG DIAJARKAN DI INDONESIA Halimatus Sa'diyah; Maman Abdurahman; Asep Sopian
Hijai - Journal on Arabic Language and Literature Vol 4, No 1 (2021)
Publisher : Bahasa dan Sastra Arab, Fakultas Adab dan Humaniora, UIN Sunan Gunung Djati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/hijai.v4i1.12741

Abstract

تناقش هذه الدراسة مدرسة الكوفة التي كان لها تأثير كبير على تطور اللغة ، خاصة في استخدام المصطلحات في كتاب النحو. استخدمت هذه الدراسة منهج الدراسة الأدبية والمنهج النوعي لمعرفة تأثير مدرسة الكوفة على الكتاب الذي يستخدمه الطلاب الإندونيسيون لتعلم اللغة العربية وهو كتاب الجرمية. وأظهرت نتائج الدراسة أن ابن عجورم مؤلف الكتاب من أتباع مدرسة الكوفة ، ويدل على ذلك العديد من المصطلحات المستخدمة في مدرسة الكوفة والتي تستخدم أيضا في كتاب الجرمية على النحو التالي: (1) استخدام مصطلح الخفض للإشارة إلى اعراب اسم الذي يتميز بكسره وليس جر (2) استخدام المصطلح "المفعول الذي لم يسم فاعله لمصطلح الفاعل في الفعل المبني للمجهول ، وليس لمصطلح نائب الفاعل. (3) استخدام مصطلح كيف ما هو جزء من الأفعال الجوازم أو عامل الذي يمكن أن يضع فعل مضارع في مرتبة المجزوم كما يعتقد علماء الكوفة. (4) وعلامة الاسم هي إدراج الألف واللام كما يعتقد علماء الكوفة ، أما عند علماء البصرة فإن هذا هو حكم الألف واللام. لا السيفة. (6) استخدام الأسماء الخامسة وهي أبوك، أخوك، حموك، فوك، ذو مال، بينما استخدم علماء البصرة الأسماء الستة بإضافة هنوك.]This study discusses the Kufah Madrasah which has had a lot of influence on the development of Nahwu, especially on the use of terms in the Arabic grammatical book. This study used a literary study method and a qualitative approach to find out the influence of the Kufah madrasah on the book used by Indonesian students to learn Arabic, namely the al-Jurumiyah book. The results of the study show that Ibn Ajurrum, the author of the book, is a follower of the Kufa madrasah, this is indicated by the many terms used in the kufah madrasah which are also used in the al-Jurumiyah book as follows, (1) the use of the term al-khafd for i'rab isim which marked by kasroh, not the term jarr; (2) the use of the term al-maf'ul al-ladhi lam yusamma fa'iluh for the term subject in the passive verb, not the term na'ib al-fa'il; (3) the use of the term kayfama is part of al-af'al al-jawazim or of amil (particle) which can put fi'il mudari 'into the majzum position, as believed by kufah scholars; (4) the sign of a noun is the inclusion of alif and lam as believed by Kufah scholars, whereas according to the scholars of Basrah, this is the rule of alif and lam (5) the use of the term an-na'at, not al-sifah; (6) the use of al-asma al-khamsah, namely abuka, akhuka, hamuka, fuka, dhu mal, while Basrah scholars used al-asma al-siita by adding hanuka.
Penerapan Metode Drill And Practice Dalam Menghafal Doa-Doa Wudhu Di DTA Nurun Ni’mah Alvia Hairunisa; maman abdurahman
Geneologi PAI: Jurnal Pendidikan Agama Islam Vol 10 No 1 (2023)
Publisher : Program Studi Pendidikan Agama Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/geneologipai.v10i1.8409

Abstract

. Along with the emergence of ideas for reforming religious education and with government support, some of these diverse religious education institutions come into contact with programmatic modern classical education methods. Not only do parents play an important role in children's education, but teachers as educators also become an important part in the process of memorizing children's prayers. This study describes the implementation of the drill and practice method in DTA Nurun Ni'mah. The stages of implementing the drill and practice method at DTA Nurun Ni'mah are the preparation stage, the implementation stage, and the learning evaluation stage. The results showed that the drill and practice method had a significant impact on students' memorization results, although not all students were able to memorize well. But the application of this method helps teachers to more easily carry out the learning process of memorizing prayers. The advantage of the drill and practice method applied at dta nurun ni'mah is that it helps strengthen students' long-term memory, provides continuous repetition of the material or skills being learned. While the weakness is that students only memorize or repeat without really understanding the underlying concepts or principles, and cause boredom in students.
Investigation of Qawā’id Al-‘Arabiyyah Learning in IIK Program Based on Ṭarīqah An-Nuṣūṣ Al-Mutakāmilah At MAN 1 Sumedang Fayidla Nurul Fikri; Mia Nurmala; Maman Abdurahman; Syukran Syukran
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 11 No. 2 (2025)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v11i2.5505

Abstract

The purpose of this study is to describe various information regarding the implementation of ṭarīqah an-nuṣūṣ al-mutakāmilah in qawā'id al-‘arabiyyah learning. This research paradigm is interpretive with a qualitative approach. The research method used is a case study. The data collection techniques used are observation, interview, and document analysis. The data analysis technique in this research uses pattern-matching theory. The results showed that ṭarīqah an-nuṣūṣ al-mutakāmilah is an applicative and interactive learning method based on Arabic texts used to improve the ability of qawā'id al- 'arabiyyah to students. This method can help students apply the material quickly. Teachers and students are actively involved in learning and use supporting books published by the Ministry of Religious Affairs of the Republic of Indonesia in 2020.
Analysis of Learning Obstacles in the Damair Rules Material in Arabic Language Learning Lislis Cahyati; Maman Abdurahman; Nalahuddin Saleh
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 14 No. 2 (2025): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v14i2.2161

Abstract

This study aims to analyze learning obstacles in mastering the rules of damair, particularly damair munfa?ilah and damair mutta?ilah, in Arabic language learning among Grade X.1 students at Madrasah Aliyah Al Inayah, Bandung. The research employs a qualitative approach using a case study design. Data were collected through diagnostic tests and interviews, involving students who had previously studied the topic of damair. Interview participants were selected using maximum variation sampling, a type of purposive sampling that considers the diversity in students' performance levels. The analysis revealed that students' learning obstacles can be classified into three categories based on Brousseau’s theory: (1) ontogenic obstacles, related to students’ limited vocabulary and cognitive readiness; (2) epistemological obstacles, involving misconceptions and conceptual errors in understanding the rules of damair; and (3) didactical obstacles, resulting from unsystematic instructional approaches, particularly in explaining the function of damair within i‘rab structures, which hinder students’ comprehensive understanding of grammatical relations. The findings of this study are expected to serve as a basis for developing more targeted teaching strategies, thereby improving students’ understanding of damair rules and supporting the overall enhancement of their Arabic language proficiency.
LEARNING ARABIC QAWĀ‘ID THROUGH INSTAGRAM: A MULTIMEDIA LEARNING PERSPECTIVE Fayza Maulidia; Maman Abdurahman
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 10, No 1: June 2026 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v10i1.13400

Abstract

This study investigated the use of the Instagram account @arabfaham as a medium for learning Arabic grammar (qawā‘id) from the perspective of the Cognitive Theory of Multimedia Learning. It aimed to examine how multimedia-based content can address learners’ difficulties in understanding qawā‘id, which are often perceived as abstract and theoretical. A descriptive qualitative method was used to analyze the presentation of instructional content and user responses. Data were collected through documentation of selected Instagram Reels focusing on mubtada’ and khabar, as well as online interviews with users. The findings showed that the content was mainly delivered through interactive quizzes combining Arabic text and visual elements, which supported active cognitive processing. User interactions indicated a high level of engagement, particularly through answering questions and participating in discussions in the comment section. Furthermore, the content reflected key principles of multimedia learning, including dual channel, limited capacity, active processing, contiguity, segmenting, and personalization. These studies contributed to the growing body of research on digital language learning by demonstrating that Instagram can serve not only as a content delivery platform but also as an interactive learning environment that enhances learners' understanding and practical application of Arabic grammatical structures.
Plotagon Story Media to Improve Learning Interest and Arabic Vocabulary Mastery: An Experimental Study Dea Adelpina; Maman Abdurahman; Shofa Musthofa Khalid; Muhammad Irfan Wijaya
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 1 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i1.1584

Abstract

Arabic language learning still faces challenges, particularly students' low learning interest and limited vocabulary mastery due to the dominance of conventional and less interactive teaching methods. Previous studies have examined the use of digital learning media; however, many of them focused on either learning interest or vocabulary mastery separately. This study aims to examine the effectiveness of Plotagon Story media in simultaneously improving students' learning interest and Arabic vocabulary mastery. The study employed a true experimental design with a pretest–posttest control group. The participants were 36 students assigned to the experimental and control groups. Data were collected using a learning interest questionnaire and an Arabic vocabulary mastery test, and analyzed using ANCOVA. The findings showed that students taught using Plotagon Story demonstrated higher learning interest and better vocabulary mastery than students receiving conventional instruction. These results indicate that animation-based digital media can promote more interactive and meaningful Arabic learning. This study suggests that Plotagon Story can serve as an alternative instructional medium to strengthen Arabic language instruction, particularly in madrasah contexts.
Review of Constructivism Theory In Analyzing Conventional Learning Media for Arabic Subjects Salma Salsabila Prissa; Maman Abdurahman; Shofa Musthofa Khalid
TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab Vol 7 No 2 (2025): Tsaqofiya: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Jurusan Pendidikan Bahasa Arab UIN Kiai Ageng Muhammad Besari onorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/93hs7f32

Abstract

This study explores the use of conventional teaching media in Arabic language instruction at a Madrasah Ibtidaiyah in Kuningan, using constructivist theory as an analytical framework. Employing a qualitative case study approach, data were collected through classroom observations and interviews with teachers and students, then analyzed using the Miles and Huberman model. Findings show that while blackboards and textbooks align with students’ cognitive development, their use does not fully support active, collaborative, or reflective learning. Lower-grade students remain teacher-dependent, whereas upper-grade students begin to show autonomy, though collaborative interaction is still minimal. This research highlights the untapped potential of conventional media in resource-limited settings and contributes to the theoretical discourse on constructivism by emphasizing the need for more participatory and contextual learning strategies. It calls for teachers to redesign instruction that integrates constructivist principles with available media to foster deeper student engagement. Future studies should compare conventional and digital media across diverse contexts to further enrich the pedagogical application of constructivist theory in language learning.   Abstrak Penelitian ini mengeksplorasi penggunaan media pengajaran konvensional dalam pembelajaran bahasa Arab di Madrasah Ibtidaiyah di Kuningan, dengan menggunakan teori konstruktivis sebagai kerangka analisis. Dengan menggunakan pendekatan studi kasus kualitatif, data dikumpulkan melalui observasi kelas dan wawancara dengan guru dan siswa, kemudian dianalisis menggunakan model Miles dan Huberman. Temuan menunjukkan bahwa meskipun papan tulis dan buku teks selaras dengan perkembangan kognitif siswa, penggunaannya tidak sepenuhnya mendukung pembelajaran aktif, kolaboratif, atau reflektif. Siswa kelas bawah masih bergantung pada guru, sementara siswa kelas atas mulai menunjukkan otonomi, meskipun interaksi kolaboratif masih minim. Penelitian ini menyoroti potensi media konvensional yang belum dimanfaatkan dalam lingkungan terbatas sumber daya dan berkontribusi pada wacana teoretis tentang konstruktivisme dengan menekankan perlunya strategi pembelajaran yang lebih partisipatif dan kontekstual. Penelitian ini mendorong guru untuk mendesain ulang pembelajaran yang mengintegrasikan prinsip-prinsip konstruktivis dengan media yang tersedia guna mendorong keterlibatan siswa yang lebih mendalam. Penelitian selanjutnya sebaiknya membandingkan media konvensional dan digital dalam berbagai konteks untuk lebih memperkaya penerapan pedagogis teori konstruktivis dalam pembelajaran bahasa.
The Dynamic of Teaching Arabic Speaking Skills: A Case Study Ali Farhan; Maman Abdurahman; Mia Nurmala
Indonesian Educational Research Journal Vol. 4 No. 1 (2026): Current trends in education and learning
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v4i1.162

Abstract

Students' Arabic language skills can be influenced by the quality of test books, which play a role in supporting student learning. This study examines the maharah al-kalam component in the Arabic textbook for Grade XI students and its implementation in the classroom. The study employed a qualitative case study design and was conducted at SMAIT Al Kahfi in Bogor. The book analyzed referred to MoRA Textbook Evaluation Standards, and its implementation data were collected through classroom observations, interviews, and documentation. The findings show that the content and material aspect scored 44.5%, which is categorized as appropriate. The presentation aspect received 52.5%, also categorized as moderate appropriate. The language aspect achieved 69.1% and was categorized as appropriate. The maharah al-kalam aspect scored 74% and was categorized as appropriate. Besides, the graphical aspect received a perfect score of 100%, categorizing it as highly appropriate. Overall, these results do not fully meet the textbook standards set by MoRA. The successful use of the textbook in Grade XI maharah al-kalam instruction heavily depends on teachers’ ability to apply suitable teaching methods, use various instructional media, and incorporate additional learning materials. Based on these findings, the textbook is still a useful learning resource. However, it needs further development to better address the requirements of Arabic language learning in today’s world
Arabic Language Learning in a Multicultural Context at Pesantren Asep Sopian; Maman Abdurahman; Mad 'Ali; Yusuf Ali Tantowi; Ani Nur Aeni; Hikmah Maulani
Jurnal Pendidikan Islam Vol 11 No 1 (2025): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v11i1.44104

Abstract

Arabic language education in Indonesia faces the challenge of being perceived as mono-cultural and narrowly religious, often excluding broader multicultural contexts. This study explores Arabic language learning in pesantren (Islamic boarding schools) across culturally diverse regions in Indonesia to identify how multicultural values are integrated into the curriculum. Employing a qualitative phenomenological approach, the research was conducted in six provinces: West Java, Central Java, East Java, Lombok, Bali, and Sulawesi. Data were collected through in-depth interviews and surveys involving 50 Arabic teachers and 300 students in pesantren institutions. The findings reveal that Arabic learning in pesantren reflects four key dimensions of multicultural integration: cultural, social, intellectual, and spiritual. These dimensions shape learners’ engagement with Arabic not only as a religious language but also as a medium for intercultural dialogue and identity negotiation. Additionally, regional cultural influences significantly affect teaching strategies and learners’ motivations. The research highlights the potential of pesantren to serve as transformative spaces for multicultural Islamic education, bridging religious values with local cultural diversity. This study underscores the importance of recontextualizing Arabic instruction within Indonesia’s multicultural society, promoting inclusivity while maintaining pesantren’s core religious missions in the evolving landscape of education in the era of the Industrial Revolution 4.0.
Co-Authors Ali Farhan Alvia Hairunisa Ani Nur Aeni, Ani Nur Asep Sopian Dea Adelpina Fayidla Nurul Fikri Fayza Maulidia Halimatus Sa'diyah Hana Siti Hapsah Hikmah Maulani Lislis Cahyati Mad 'Ali Mia Nurmala Muhammad Irfan Wijaya Nalahuddin Saleh Nalahuddin Saleh Salma Salsabila Prissa Shofa Musthofa Khalid, Shofa Musthofa Syukran Tantowi, Yusuf Ali