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NURIL MUFIDAH

Jurusan Fisika

Author-ID : 322855

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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PENGARUH AI (ARTIFICIAL INTELEGENCE) TERJEMAH TERHADAP KEMAMPUAN BERPIKIR KRITIS MAHASISWA PENDIDIKAN BAHASA ARAB Muhammad, Nawawi Aulia; Mufidah, Nuril
Maharaat Lughawiyyat: Jurnal Pendidikan Bahasa Arab Vol 4 No 1 (2025): Maharaat Lughawiyyat
Publisher : Program Studi Pendidikan Bahasa Arab Fakultas Ilmu Tarbiyah dan Keguruan UIN Maulana Malik Ibrahim Malang

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

This study aims to analyze the effect of using Artificial Intelligence (AI) as a medium for Arabic translation on students' critical thinking skills. Using a quantitative descriptive approach, data was collected through a questionnaire distributed to 31 7th-semester students in the 2024/2025 academic year. The results showed that the majority of students have a positive perception of the use of AI, with 48.4% agreeing and 29% strongly agreeing that AI is effective in supporting the translation process. In addition, 25.8% of respondents strongly agreed that AI helped them understand Arabic texts, while 45.2% felt that AI encouraged in-depth analysis of text structures. In the evaluation aspect, 38.7% of students felt that they were able to judge the quality of AI-generated translations. The study also found that AI contributed to the development of students' creative thinking skills, with 67.7% of respondents finding it helpful in developing new ideas in Arabic writing. Overall, these results show that AI not only improves translation efficiency but also plays an important role in developing students' critical thinking skills, although there are still challenges that need to be overcome to maximize its utilization.

Arabic Speaking Skills Learning Model Based on the Communicative Approach of Finocchiaro and Brumfits Theory for Students in Pesantren Tamam, Muhammad Ibnu; Rosyidi, Abdul Wahab; Mufidah, Nuril
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 2 (2025): Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i2.3306

Traditional language teaching methods in pesantren, which heavily emphasize grammar and translation, are often ineffective in developing real-world communication skills. The communicative approach offers an alternative by focusing on language use in practical, social contexts to build students' communicative competence, including discourse competence, sociolinguistic abilities, grammatical knowledge, and strategic competence. The aim of this study is to explain the model of a communicative approach on language teaching for speaking skill according to Finocchiaro and Brumfits theory, and to explain procedures that can be applied to students to improve students' language skills. This study uses a qualitative research method with a literature study approach. The results show that communicative approach emphasizes the importance of the ability to communicate effectively in the target language, where learners not only understand the rules of the language theoretically, but can also use the language in real-life situations. Communicative approach is related to students of pesantren who learn a second language, especially Arabic language for their daily activity and its done and can be implemented based on pesantren needs. Thus, the procedures for learning communicative language developed by Finochairo and Brumfit is suitable for a beginner language learning, especially students in pesantren.

Developmental Psychology In the Arabic Language Learning and Teaching Process/ Psikologi Perkembangan Dalam Proses Belajar Mengajar Bahasa Arab Nuzula, Firdausi; Mufidah, Nuril
Jurnal Bahasa Arab Vol. 1 No. 1 (2024): Jurnal Bahasa Arab
Publisher : Bumi Lingua Edu Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69988/nw10hb49

This article discusses the importance of developmental psychology in learning and teaching the Arabic language. Data were obtained from a literature study in the form of journal article documents and reference books related to developmental psychology and Arabic language learning. The results of the study showed that developmental psychology provides insights into how individuals develop cognitively, socially, and emotionally at various stages of their lives. This understanding is crucial for teachers in designing and implementing effective teaching strategies that cater to the needs of students. The article highlights how teaching strategies tailored to students' developmental stages can enhance motivation and learning outcomes. Additionally, the article identifies the challenges teachers face in applying the principles of developmental psychology, such as individual differences among students, limited resources, and inadequate training. Teachers can create a more inclusive and effective learning environment by addressing these challenges through continuous support and training. Implementing developmental psychology in Arabic language teaching is expected to help students reach their full potential and improve the overall quality of education.

Utilization Of The Opexams Website As An Educational Instructional Media In Teaching Arabic Reading Skills/ Pemanfaatan Website Opexams Sebagai Media Instruksional Edukatif Dalam Pembelajaran Maharah Qiraah Nuruddin, Dzaky; Mufidah, Nuril
Jurnal Bahasa Arab Vol. 2 No. 1 (2025): Jurnal Bahasa Arab
Publisher : Bumi Lingua Edu Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69988/jba.v2i1.65

This study describes the use of the Opexams website, its development, and its use as an instructional medium in learning reading skills. Data collection techniques used documentation from various relevant sources, such as research results, books, and articles. Data analysis used the Logical Framework Approach model. The results of the study indicate that using the Opexams website can help students learn Arabic reading skills by utilizing various features and services provided. These features help improve reading skills, develop students' abstract thinking skills, and create learning media. The Opexams website provides broad accessibility and an interactive nature, supporting learning. Features such as Quizzes, Question Bank, Online Exams, and AI Question Generator offer students a diverse and attractive learning experience.

Implementing Mumarasah Al-Lughah to Enhance Maharah Kalam Among Arabic Language Education Students: A Poac-Based Management Approach Oktari, Sri Jomila; Mufidah, Nuril; Amrullah, Abdul Malik Karim
Abjadia : International Journal of Education Vol 10, No 4 (2025): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v10i4.34759

This research aims to analyze the implementation of the mumarasah al-lughah program in improving the Arabic language skills of students of the Arabic Language Education Study Program (PBA) UIN Imam Bonjol Padang based on the classic management theory POAC (Planning, Organizing, Actuating, Controlling). The research used descriptive qualitative method, with the research subjects being PBA students of UIN Imam Bonjol Padang who participated in the mumarasah al-lughah program, the program committee, and other related parties totaling 30 people. Data collection techniques were conducted through in-depth interviews and official program documentation. Data analysis uses an inductive analysis model which includes data reduction, data presentation, and conclusion drawing. The results showed that the implementation of the mumarasah al-lughah program has been managed systematically according to the POAC principle (planning, organizing, implementing and supervising): program planning involves identifying student needs and preparing a curriculum based on communicative methods; organizing is done through the formation of an implementation team and division of tasks; program implementation includes routine Arabic language practice and guidance by experts; and supervision is carried out through periodic evaluation and continuous improvement. The implementation of POAC management is proven to contribute significantly in improving students' Arabic language skills, creating a conducive learning environment, and building students' confidence in communicating. The findings provide theoretical and practical contributions to the development of Arabic language learning programs in higher education, especially in the management of a POAC-based program.

Emotional Intelligence Approach in Block System Arabic Learning: A Case Study at MTs NU Pakis Alkamala, Safira Naili; Muassomah, Muassomah; Mufidah, Nuril
Abjadia : International Journal of Education Vol 10, No 4 (2025): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v10i4.33755

The process of learning Arabic does not rely solely on students’ cognitive abilities, but is also influenced by affective aspects such as emotional intelligence. This study aims to analyze the implementation of an emotional intelligence approach in block system-based Arabic language instruction at MTs NU Pakis. The approach refers to Goleman’s five components of emotional intelligence: self-awareness, self-regulation, motivation, empathy, and social skills. The study employed a descriptive qualitative method using observation and interview techniques. The results indicate that emotional intelligence is actively integrated into the intensive three-day learning process. The teacher successfully created a conducive and interactive learning environment, facilitated students’ emotional regulation, and enhanced engagement and learning motivation. Positive social interactions between teacher and students, as well as among peers, contributed to the development of a collaborative learning atmosphere.

التقويم معيارى المرجع والتقويم محكى المرجع في معالجة نتائج اختبارالطلاب Opier, Ulfa Mawaddah Ahmad; Mufidah, Nuril; Hanafi, Dewi Chamidah; Mustofa, Saiful
Shaut al Arabiyyah Vol 13 No 2 (2025): JURNAL SHAUT AL-'ARABIYAH
Publisher : Jurusan Pendidikan Bahasa Arab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/saa.v13i2.59019

The urgency assessment is carried out in processing student test results. The two forms of assessment carried out by the teacher are the norm reference assessment (NRA) and the benchmark reference assessment (BRA). The purpose of this study is to describe: 1) the application of NRA and BRA in processing student test results; 2) The advantages and disadvantages of NRA and BRA in processing student test results; 3) Differences and similarities between NRA and BRA in processing student test results. The research method used is a qualitative method with a library model. The primary data sources for this research are research journals and e-journals related to NRA and BRA in processing student test results, while the secondary data are books related to NRA and BRA in processing student test results. The results in this study are: 1) NRA is used to compare student success relative to other students, while BRA is used to measure exactly the competencies that determine success. 2) The advantages and disadvantages of NRA-BRA can be seen from the development of student learning outcomes. 3) The difference between NRA and BRA is based on 3 criteria, namely test development, student performance assessment standards and the purpose of the test.

Co-Authors A. Wahid Hasyim Abdul Malik Karim Amrullah Abdul Wahab Rosyidi Abdussalam, Abdulganiy Abimbola Adebisi, Aliy Abdulwahid Agustia, Dwi Putri Agustina, Rahmah Fadhilah Ahadi, Ahmad Fibrian Nurul Ahyarudin, Ahyarudin Al Farabi, Moh Rifqi Falah Al Haqiqy, Muhammad Syihabul Ihsan Al-Farabi, Moh. Rifqi Falah Alfakhaera, Arieni Alkamala, Safira Naili Aminuddin Atiqurrahman, Hamdi Auriel Zaeni, Rahmania Bahtiyar, Fadhli Hakim boy, la Bugis, Riki Choridah, Rifka Arifatul Dessy Putri Wahyuningtyas Fahrudin Nur, Muhammad Farihana, Intan Rahmadany Faruq, Muhammad Fauziyyah, Eva Firdausi Nuzula Fitriana, Afidatul Aabawaini Fitriyanti Fitriyanti Hamidi, Saddam Reza Hamzah, Muhammad Abi Hanafi, Dewi Chamidah Hanini, Filza Aina Haqiqy, M. Syihabul Ihsan Al Harahap, Desi Hariyanti Huda, M. Miftakhul Ibad, Irsyadul Ida Ayu Putu Sri Widnyani Imamah, Anisul Islam, Nur Izzatul Isyaty, Irtahat Jannah, Mawaddatul Jazilah, Ela Kamilaini, Azka Karim Amrullah, Abu Malik Karim, Abdul Malik Khan, Lubna Farah Komaludin, Jajang Kusumaning, Diana Lilik Indriharta, Lilik Lubis, Amanda Maftukhah, Nuriatul Maulidi Maulidiyah, Robi'atul Laili Mawaddah Ahmad Opier, Ulfa Misbahul Jannah Mohammad Idrees, Mohammad Umar Hafiz Muassomah Muassomah Mufliha Mufliha, Mufliha Muhammad Umar Muhammad, Nawawi Aulia Mukadam, Abdur-Rasheed Mahmoud Munjiah, Ma'rifatul Muyassaroh, Hikmatul Faizah Nafilah, Sayidah Alfa Najmi, Nurun Naqiyah, Neni Ngarifah, Imroatul Nismah, Nevin Nur Halifah, Nur Nur Kholis Nuruddin, Dzaky Nurul Ainiy Nuryani, Warisma Riski Nuzula, Alfiyah Firdausi Oktari, Sri Jomila Opier, Ulfa Mawaddah Ahmad Qulub, Ahmad Tibbil Qur'ani, Ainun Suci R. Taufiqurrochman, R. Taufiqurrochman Rahmah, Lulu Arifah Rasyidi, Abdul Wahab Rizqi, Muhammad Galuh Rosihan Anwar, Muhammad Rukmini, Neng Vivie Nurfauziah Saâ€™adah, Nihayatus Saidah, Ummu Saidna Zulfiqar Bin-Tahir, Saidna Zulfiqar Saiful Mustofa Saputra, Prayoga Sayer, Inaad Mutlib Silvia, Neng Suryawati, Dessy SUSANTI, RIKZA AZHARONA Syafi'i, Taqyuddin Ibnu Tamam, Muhammad Ibnu Taufiqurrochman, R Tengku Riza Zarzani N Tibbil Qulub, Ahmad Utami, Wiwit Nazilah Wahab Rosyidi, Abdul Wahananto, Juri Wahid, Abdor Rahman Waro, Ruhamaul Wazkia, Hanif Winingrum, Hani Yolanda, Refiyana Zaeni, Rahmania Auriel Zahriw, Zahroo

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