Articles
<![CDATA[Pemerolehan Bahasa Dalam Perspektif Psikolinguistik Dan Alquran ]]>
<![CDATA[Ahmad Muradi]]>
<![CDATA[ Tarbiyah : Jurnal Ilmiah Kependidikan Vol 7, No 2 (2018): Desember ]]>
Publisher : <![CDATA[Universitas Islam Negeri Antasari Banjarmasin, South Kalimantan, Indonesia ]]>
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DOI: 10.18592/tarbiyah.v7i2.2245
<![CDATA[Pemerolehan bahasa merupakan proses yang dialami manusia dalam perkembangan bahasanya. Pemerolehan ini bersifat alami.Pokok masalah dalam artikel ini adalah 1) Bagaimana teori pemerolehan bahasa dalam perspektif psiklinguistik dan Alquran. 2) Bagaimana proses pemerolehan bahasa dalam perspektif psiklinguistik dan Alquran. Sedangkan tujuan penulisan ini adalah 1) mendeskripsikan teori pemerolehan bahasa dalam perspektif psiklinguistik dan Alquran. 2) mendeskripsikan proses pemerolehan bahasa dalam perspektif psiklinguistik dan Alquran.Tiga teori telah membahas secara cermat terhadap pemerolehan bahasa ini, yaitu teori behavioristik, teori nativis dan fungsional. Sementara itu, berbagai kajian tersebut juga telah dibahas oleh Alquran.Teori behavioristik mengatakan bahwa pemerolehan bahasa melalui perilaku verbal, yaitu dengan adanya stimulus lalu kemudian direspon dan pada akhirnya menumbulkan bahasa. Sedang teori nativis mengatakan bahwa pemerolehan bahasa dengan kapasitas genetik yang mempengaruhi kemampuan kita dalam memahami bahasa di sekitar kita, yang hasilnya adalah sebuah konstruksi sistem bahasa yang tertanam dalam diri kita. Sementara teori fungsional mengatakan bahwa pemerolehan bahasa bergantung kepada perkembangan kognitif. Jadi, seseorang berdasar output bahasa, lalu memprosesnya dengan memberi makna dan pada akhirnya melahirkan bahasa sebagai input. Adapun dalam Alquran, proses pemerolehan bahasa dengan ujaran dan stimulus yang didapat dari luar. Kemudian disambut oleh potensi yang dimiliki dan dibantu dengan piranti yang ada. Kemudian, manusia mencerna pesan yang sampai dan mengolahnya dengan proses berpikir dan memori yang dimiliki. Lalu diteruskan dengan memahaminya dan pada akhirnya tercipta bahasa ‘baru’.]]>
<![CDATA[POTRET PELAKSANAAN SUHBAT USTÂDZ DAN TÛLUZ ZAMÂN DALAM PEMBELAJARAN BAHASA ARAB DARING ]]>
<![CDATA[Fatwiah Noor]]>;
<![CDATA[Ahmad Muradi]]>;
<![CDATA[Jamal Syarif]]>;
<![CDATA[Arif Rahman Hakim]]>
<![CDATA[ Arabi : Journal of Arabic Studies Arabi : Journal of Arabic Studies | Vol. 7 No. 2 December 2022 ]]>
Publisher : <![CDATA[IMLA (Arabic Teacher and Lecturer Association of Indonesia) ]]>
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DOI: 10.24865/ajas.v7i2.521
<![CDATA[The pandemic has affected various aspects of life, including the field of education by implementing online learning. Limited time and communication between teachers and students in the learning process provide different conditions. This is inversely to the terms proposed by Imam Shafi'i for seeking knowledge. He said there are 6 terms, namely Dzaka’, Hirsh, Ijtihad, Bulghah, Suhbat Ustadz and Tūluz Zaman. The purpose of this paper is to present the concept of Suhbat Ustadz and Tūluz Zaman in online learning at UPB. This paper conveys a quantitative approach with a descriptive qualitative method. Data obtained from the results of a survey from students and teachers. The results show that the concept of Suhbat Ustadz can be seen from the use of teleconference media and other communicative media. While the concept of tūluz zaman can be seen from the unlimited learning time or the availability of time outside of lecture hours.]]>
<![CDATA[TUTORS AND STUDENTS ACTIVITIES IN ONLINE ARABIC LEARNING: A FREEDOM TO LEARN PERSPECTIVE ]]>
<![CDATA[Ahmad Muradi]]>;
<![CDATA[Jamal Syarif]]>;
<![CDATA[Fatwiah Noor]]>;
<![CDATA[Arif Rahman Hakim]]>
<![CDATA[ Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban | Vol. 8 No. 1 June 2021 ]]>
Publisher : <![CDATA[Syarif Hidayatullah State Islamic University of Jakarta, Indonesia ]]>
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DOI: 10.15408/a.v8i1.20663
<![CDATA[Arabic learning amid the Covid-19 pandemic has changed offline to online. At the same time, the government launched a merdeka belajar (freedom to learn) program. Therefore, activities that support Arabic learning are needed. This article aimed to describe the tutors' and students' activities to improve the student’s Arabic skills at UIN Antasari Banjarmasin from freedom to learn perspective. A descriptive qualitative method was used by collecting data using a survey towards students, and interviews with tutors and Language Development Unit (UPB) staff. The results of this study described tutors' and students' activities in online Arabic learning. Tutors' activities are described by the personality of tutors, teaching materials, media, methods, and learning motivation. The students' activities are described by the process of online Arabic learning and the efforts made to improve their Arabic skills. Based on tutors' and students' activities, it was found that tutors and students applied a good learning culture through activities that support the mastery of Arabic in listening, speaking, reading, and writing.]]>
<![CDATA[WÂQI’ TA’LÎM MAHÂRAH AL-KITÂBAH BI INDÛNÎSIYYÂ MUSYKILATAN WA HULÛLAN ]]>
<![CDATA[Ahmad Muradi]]>
<![CDATA[ Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban | Vol. 5 No. 1 June 2018 ]]>
Publisher : <![CDATA[Syarif Hidayatullah State Islamic University of Jakarta, Indonesia ]]>
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DOI: 10.15408/a.v5i1.7795
<![CDATA[The purpose of this study was to describe the variant of student thesis on learning to write Arabic language and description of the students’ thesis results. This research used descriptive qualitative research method by using content analysis. The author analyzed 42 related theses of writing Arabic in accordance with the variant of kitâbah discussion and the results of those theses. The results of this study were 1) the study variant of Arabic writing consisted of 6 studies on Arabic painting, 16 studies on writing imlâ, 19 studies on the making of insyâ, and 1 study on Arabic writing material analysis. 2) The result of this thesis research was that experimental study about the use of technique, method, and media was effective in improving learning result except one research stating ineffective. The results of this research showed that there were alternatives that can solve the problem of learning to write Arabic nowadays.]]>
<![CDATA[PENDEKATAN KOMUNIKATIF DALAM PEMBELAJARAN BAHASA ARAB ]]>
<![CDATA[Ahmad Muradi]]>
<![CDATA[ Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol 1, No 1 (2014) ]]>
Publisher : <![CDATA[Syarif Hidayatullah State Islamic University of Jakarta, Indonesia ]]>
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DOI: 10.15408/a.v1i1.1129
<![CDATA[The communicative approach in language learning emphasizes on the mastery of language proficiency. Communicative approach is based on some psychological theories of language and learning. The purpose of language learning, according to this approach, is factual communication, where students can use foreign language as a communication tool. In other words, the purpose of this approach is that students have the competence to communicate in a language they have learned in a variety of social situations. Communicative approach is also called the functional approach, in which the language is used as its functions. This article describes the application of communicative approach for teaching Arabic in Indonesian contexts. DOI: 10.15408/a.v1i1.1129]]>
<![CDATA[Kesalahan Fonetik pada Pidato Berbahasa Arab Mahasiswa Jurusan Pendidikan Bahasa Arab UIN Antasari Banjarmasin ]]>
<![CDATA[Almajudha, Yahana]]>;
<![CDATA[Muradi, Ahmad]]>;
<![CDATA[Munadi, Fathullah]]>;
<![CDATA[Abdullah, Mohamad]]>
<![CDATA[ Jurnal Al-Maqoyis Vol 11 No 1 (2024) ]]>
Publisher : <![CDATA[UIN ANTASARI ]]>
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DOI: 10.18592/jams.v11i1.11140
<![CDATA[Arabic speech is one of the lessons learned by the fourth-semester students in Arabic Language Education Department at Antasari State Islamic University Banjarmasin which is included in the khiṭābah wā masrahiyyah course. In speech activities, pronunciation errors or phonetic errors require more attention because these errors will affect the meaning captured by the listener. The purpose of this study was to find the phonetic errors in Arabic speech of Arabic Language Education students of Antasari Islamic State University. This research utilized a qualitative research using content analysis. The data collection techniques used were documentation, free listening, and note-taking techniques. Then the data were analyzed using error analysis techniques. From the data collected, it can be concluded that the phonetic errors in Arabic speech were by subsituting letters with other letters, resulting in a total of 13 forms of sound changes. All forms of letter substitution occur on letters that are suspected of having similar sounds in Arabic.]]>
<![CDATA[HIGHER ORDER THINKING SKILLS DALAM KOMPETENSI DASAR BAHASA ARAB ]]>
<![CDATA[Muradi, Ahmad]]>;
<![CDATA[Mubarak, Faisal]]>;
<![CDATA[Darmawaty, Ridha]]>;
<![CDATA[Hakim, Arif Rahman]]>
<![CDATA[ Arabi : Journal of Arabic Studies Vol 5, No 2 (2020) ]]>
Publisher : <![CDATA[IMLA (Arabic Teacher and Lecturer Association of Indonesia) ]]>
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DOI: 10.24865/ajas.v5i2.293
<![CDATA[Learning Arabic is more dominant as a skill than a Science. The learners’ goals are able to use Arabic both spoken and written well and correctly. While HOTS is more dominant in requiring learners to think integrally. Therefore, it is important to consider the extent to which the Ministerial Regulation accommodates HOTS through a study of the basic competence of Arabic contained in it. This study is a literature review of the basic competence of Arabic in the Decree of the Minister of Religion (KMA) number 183 in 2019 in HOTS perspective. The object of this study is the basic competence of Arabic in KMA 183 in 2019. The result shows the basic competence of Arabic in KMA 183 in 2019 to accommodate the ability in higher order thinking such as problem solving, critical thinking, and reasoning. While the Basic Competence in KMA didn’t achieve creative thinking and decision making.]]>
<![CDATA[PENGEMBANGAN KOMPETENSI GURU BAHASA ARAB MELALUI IMLA SEBAGAI ORGANISASI PROFESI ]]>
<![CDATA[Muradi, Ahmad]]>
<![CDATA[ Arabi : Journal of Arabic Studies Vol 1, No 2 (2016) ]]>
Publisher : <![CDATA[IMLA (Arabic Teacher and Lecturer Association of Indonesia) ]]>
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DOI: 10.24865/ajas.v1i2.2
<![CDATA[This study aims to explain the role of IMLA in developing Arabic teacher competences. Indeed a teacher is a precious profession, carrying valuable tasks to educate and build character of the nation. Teacher is a precious profession to create a good life. Therefore, teacher should develop their competences including Arabic language teacher. The intended competences in Arabic language learning are language competence, communicative competence, and cultural competence. IMLA is the abbreviation of (Ittihad Mudarrisi al-Lughah al-‘Arabiyyah), a organization established to build and develop Arabic teachers’ competences in Indonesia. This opportunity is given to Arabic teachers in IMLA organization to affiliate with its agendas, management, and association in local, national, and international scope. There are many information will be gained through the various agendas to develop teachers’ competence. For the example is like attending seminars, workshops, and other trainings held by the organization. IMLA organization is able to connect local teachers and lecturers to the foreign ones especially from Arabic emirate countries.DOI: 10.24865/ajas.v1i2.2]]>
<![CDATA[استخدام وسيلة حمالة المفاتيح في تعليم المفردات لطلبة الصف الخامس بمدرسة الخير الابتدائية الإسلامية باراباي كاليمنتان الجنوبية ]]>
<![CDATA[Ahla Rizqina]]>;
<![CDATA[Ahmad Muradi]]>;
<![CDATA[Ahmad Arifin]]>
<![CDATA[ Al Washliyah : Jurnal Penelitian Sosial dan Humaniora Vol. 2 No. 2 (2024) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al Washiliyah Barabai ]]>
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DOI: 10.70943/jsh.v2i2.68
<![CDATA[The researcher selected this title after identifying several challenges in the vocabulary learning of fifth-grade students at Al-Khair Barabai Integrated Islamic Elementary School. Some students had difficulty pronouncing, understanding, and memorizing Arabic vocabulary. Additionally, the Arabic teacher's reliance on books and the blackboard as teaching tools led to boredom and a lack of motivation among some students. This study focuses on the implementation of “gantungan kunci” media as a tool in teaching vocabulary to these students. The goal of the research is to assess the effectiveness of using “gantungan kunci”media in enhancing vocabulary learning. The study employed a quantitative approach with a quasi-experimental design, involving an experimental group and a control group. The research sample included class VB, which used “gantungan kunci” media, and class VA, which did not. The findings revealed that the post-test U-test results showed a Sign (2-Tailed) value of 0.00, which is below 0.05, with average scores of 85.23 for the experimental group and 58.92 for the control group. This indicates that the null hypothesis (Ho) is rejected, while the alternative hypothesis (Ha) is accepted, confirming that the use of “gantungan kunci” media in vocabulary instruction is effective for fifth-grade students at Al-Khair Barabai Integrated Islamic Elementary School.]]>
<![CDATA[ANMATH AL-TA’ALLUM LADA AL-THALABAH FI MAHARAH AL-KALAM BI JAMI’AH ANTASARI AL-ISLAMIYYAH AL-HUKUMIYYAH ]]>
<![CDATA[Muradi, Ahmad]]>;
<![CDATA[Harisca, Rodhy]]>;
<![CDATA[Alkautsari, Syarimah]]>;
<![CDATA[Oensyar, H. M. Kamil Ramma]]>;
<![CDATA[Muin, Muhamad Fatkhul]]>
<![CDATA[ Journal of Applied Transintegration Paradigm Vol. 1 No. 1 (2021): Journal of Applied Transintegration Paradigm ]]>
Publisher : <![CDATA[LPPM UIN Sulthan Thaha Saifuddin Jambi ]]>
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DOI: 10.30631/brkn5b44
<![CDATA[Abstract: This study presents a learning style that is preferred by students who graduated from salafi boarding school on kalam skills. The purpose of this study was to determine the preferred independent learning style in kalam skills in graduated from salafi boarding school in Arabic education study programs. This research is field research using case study method and explanation building analysis technique. Data collection uses observation and interview methods. The object of this study is the learning style of students graduating from salafi boarding school on kalam skills. The research subjects were one student from Mursyidul Amin Gambut and one student from Darus Salim boarding school Bati Bati which is now under Arabic Language Study Program. Based on the result of the study it can be concluded that the learning styles of students graduating from salafi boarding school have different learning style. However they have a tendency to learn using style that they like. The trend of kalam learning style that is liked by the first student is auditory learning style with affective and social language learning strategies in vocabulary development. Whereas the tendency of learning style favored by the second student is auditory learning style with affective and social strategies and through language learning steps through speaking.]]>
