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All Journal JDM (Jurnal Dinamika Manajemen) Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab Media Akademika Al-Baro`ah Jurnal Ilmiah Peuradeun Arabiyatuna : Jurnal Bahasa Arab Ijaz Arabi Journal of Arabic Learning IZDIHAR Journal of Education, Humaniora and Social Sciences (JEHSS) Loghat Arabi: Jurnal Bahasa Arab & Pendidikan Bahasa Arab Money: Journal of Financial and Islamic Banking Al Himam: Jurnal Ilmu Ilmu Pendidikan & Bahasa Arab Ad-Dhuha: Jurnal Pendidikan Bahasa Arab dan Budaya Islam
Muhammad Qodri
Fakultas Tarbiyah IAIN Sulthan Thaha Saifuddin Jambi
Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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التدريس التبادلي في تعليم مهارات الاستيعاب القرائي الناقد والابداعي Qodri, Muhammad
Jurnal Pendidikan Bahasa Arab dan Budaya Islam Vol 1 No 2 (2020): Ad-Dhuha: Jurnal Pendidikan Bahasa Arab dan Budaya Islam
Publisher : Fakultas Keguruan dan Ilmu Pendidikan,Universitas Jambi

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

Abstract

التدريس التبادلي هو نشاط تعليمي يتخذ شكل الحوار بين المعلمين والطلاب فيما يتعلق بقطع من نص ما بغرض توصيل معناه. والتدريس التبادلي يعد أسلوبا للقراءة يعتقد أنه يعزز من عملية التدريس، حيث يقدم للطلاب أربع استراتيجيات محددة للقراءة تستخدم بفاعلية وبوعي لدعم الفهم وهي التساؤل والتوضيح والتلخيص والتنبؤ. الاستيعاب القرائي عملية عقلية تستدعي القيام بعدد من العمليات مثل الفهم، والّتفسير، والتّحليل، وإعادة البناء، والنّقد، بهدف الحصول على المعنى الذي قصده الكاتب تصريحا أو تلميحا، واتخاذ قرارات حول النّص المقروء. أما الإجراءات في تطبيق التدريس التبادلي في تعليم مهارات الاستيعاب القرائي الناقد والابداعي فهي يقود المعلم الحوار، مطبقا الاستراتيجيات الفرعية على فقرة قرائية من نص ما، خلال النموذجة يعرض المعلم على الطلاب كيفية استخدام الاستراتيجيات، من خلال التفكير بصوت مرتفع، لتوضيح العمليات العقلية التي استخدمها في كل منها على حدة، توزيع بطاقات المهمات المتضمنة في الاستراتيجيات الفرعية على الطلاب في أثناء جلوسهم في الوضع المعتاد، بدء مرحلة التدريبات الموجهة، حيث يقوم الطلاب بالقراءة الصامتة لفقرة من النص. الكلمة الأساسية : التدريس التبادلي، الاستيعاب القرائي الناقد والإبداعي
Ta’tsīru Ṭarīqati Ta‘Līm Al-Kamm ‘Alā Itqān Al-Mufradāt Ladā At-Talāmīdh Bi Al-Madrasah Ats-Tsānawiyyah Al-Islāmiyyah Al-Falāḥ Jāmbī: تأثير طريقة تعليم الكم على إتقان المفردات لدى التلاميذ بالمدرسة الثانوية الإسلامية الفلاح جامبي Qodri, Muhammad; Zulmi Marisa
Al-Himam Vol 4 No 2 (2025): Al Himam: Jurnal Ilmu-Ilmu Pendidikan & Bahasa Arab
Publisher : Prodi Pendidikan Bahasa Arab Sekolah Tinggi Agama Islam As-Sunnah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51590/alhimam.v4i2.1065

Abstract

This study is motivated by the difficulty of students understanding every Arabic word due to the lack of vocabulary they have, the use of inappropriate methods which has an impact on their mastery of Arabic vocabulary. This study is comparative quantitative research with an experimental type, using tests, documentation, with natural test analysis methods & hypothesis testing. The findings are : The results of vocabulary mastery using the experimental class obtained the largest value of 100, the smallest value of 55, and the equation 83.45. The results of vocabulary mastery without using the control class were the highest score 100, the smallest score 20, the equation 67.93. This means that the results of mastering Arabic vocabulary using the quantity teaching method are greater than the results of students mastering Arabic vocabulary without the quantum teaching method. This shows that there is a big difference between the results of mastering Arabic vocabulary between students who use quantitative methods and those who do not use quantitative methods. Meanwhile, the effect size results are 0.915 with a rate of 82%, meaning that the quantum teaching method has a significant influence on the results of Arabic vocabulary mastery. The conclusion of this research is that hypothesis testing uses the Independent Sample T-test with a significance result of 0.05 < 2-tailed, namely 0.001 < 0.05. The degree of influence means 0.915 which means 82%. accepted. The results show that there is a significant effect of using quantitative teaching methods in increasing Arabic vocabulary among students.
The Suitability of Arabic Language Question Item in the Perspective of Bloom Taxonomy Revision l Tanasub Bunudi As’ilah al-Lughah al-‘Arabiyyah fi Dhaui Tashnif Bloom al-Mu'addal Qodri, Muhammad; Asrori, Imam; Bahruddin, Uril
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 14 No 1 (2022): Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/albayan.v14i1.8188

Abstract

The content of the items in the Arabic language questions between the language and elements of the skill was not balance. It was based on the linguistic elements or the linguistic skills and the percentage of each levels of knowledge that is not balance. This study aimed to analyze the suitability of UAMBN Arabic language test Question Item for Madrasah Aliyah level with Bloom Taxonomy Revision. Research data was obtained from documentation and interviews. The documents were the Arabic language questions for the national final exam at the stage of the Islamic secondary school in the 2016/2017 academic year. Meanwhile, the interview was conducted with an expert in the evaluation of Arabic language education and the director of curriculum center and the stakeholders of Arabic language question items design. The findings of this study were the question items of Arabic test of UAMBN were suitable with Core Competency and Basic Competency. Question items of Education Unit Level Curriculum 13 both were suitable to the Bloom Taxonomy revision. It consisted of cognitive process dimension in the LOTS, MOTS, and HOTS level. The conclusion of this research was the Arabic language test for Madrasah Aliyah was considered good if it met all levels in the revised Bloom Taxonomy perspective. The researchers suggested to the classifier of the items of the Arabic language test questions in the school level that they should keep the three language elements and the four language skills in the content of the items in sufficient distribution.
Developing a Competency-Based Arabic Curriculum to Foster Merdeka Belajar in Indonesian Madrasahs Raswan, Raswan; Husni, Arman; Mudhofir, Ihwan; Qodri, Muhammad; Husein, Sudi Yahya; Muradi, Ahmad; Ashfia, Ahmad
Jurnal Ilmiah Peuradeun Vol. 13 No. 3 (2025): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v13i3.1930

Abstract

This study examined the development and implementation of a competency-based Arabic curriculum in Indonesian madrasahs and its implications for students’ learning independence. Employing a qualitative case study design complemented by a descriptive student survey, data were collected through interviews with teachers and principals, classroom observations, and student responses. The findings demonstrated that the curriculum significantly enhanced students’ motivation, enjoyment, and comprehension of Arabic, with 85% reporting greater motivation, 80% increased enjoyment, and 75% improved understanding. Teachers and principals affirmed that the competency-based approach facilitated the design of more relevant materials, clearer assessments, and adaptive teaching strategies, while observations revealed more dynamic student engagement and collaborative learning. Integrating the principles of Merdeka Belajar, the curriculum promoted learner autonomy and contextualized language use, though challenges remained in addressing diverse learning styles and teacher readiness. The study highlighted the novelty of explicitly linking linguistic proficiency with critical thinking, cultural literacy, and real-world application within a faith-based educational context. These insights not only enrich discussions on competency-based education in Islamic schools but also provide a practical model adaptable to other Muslim-majority countries and multilingual environments.
Ta’tsir Istikhdam Thariqah al-Sam’iyah al-Syafawiyah wa Thariqah al-Mubasyarah ‘ala Nataij Ta’allum Maharah al-Kalam bi Madrasah al-Tsanawiyah (Dirasah Muqaranah) Mustar, Mustar; Yusraini, Yusraini; Qodri, Muhammad; Umasugi, Muhammad Kumaini; Pertiwi, Nadia Indah
Arabiyatuna: Jurnal Bahasa Arab Vol. 7 No. 2 November (2023)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v7i2.8111

Abstract

This article aimed to compare students' Arabic language learning outcomes of speaking skills due to the use of Audio-Lingual and direct methods. The author compared the results of the two methods to see their impacts on students’ Arabic speaking skills at Madrasah Aliyah Nurul Iman Ulu Gedong. This referred to comparative quantitative research with the type of experimental research (Post-Test-Only Control). The results of this research showed that: 1). Students' Arabic speaking skills using the Audio-Lingual method obtained the highest score of 95 and the lowest score of 53 with an average of 73.79. 2). Students’ Arabic speaking skills using the Direct method obtained the highest score of 66 and the lowest score of 28 with an average of 47.71. Thus, students’ Arabic speaking skills taught using the Audio-lingual method were higher than those taught using the direct method. 3). Based on the results of hypothesis testing using the paired sample t-test, there was a significant difference in learning outcomes of students' Arabic speaking skills as getting taught by using Audio-lingual and the Direct methods.
Co-Authors Ahmad Muradi Arman Husni Ashfia, Ahmad Dio Caisar Darma Hakim, Yundi Permadi Hasan Busri Husein, Sudi Yahya Imam Asrori Mudhofir, Ihwan Muhbib Abdul Wahab Musdalifah Azis Mustar Mustar, Mustar Nurida Isnaeni PERTIWI, NADIA INDAH Rahmi Lubis Raswan Raswan, Raswan RR. Ella Evrita Hestiandari Sanjaya, Budi Suryani Hardjo, Suryani Umasugi, Muhammad Kumaini Uril Bahruddin, Uril Yusraini yusraini Zainal Ilmi Zulmi Marisa