Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
P-Index
This Author published in this journals
All Journal Lahjah Arabiyah: Jurnal Bahasa Arab dan Pendidikan Bahasa Arab
Ahmadi Muhammadiyah
Univesitas Ibrahimy Situbondo
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
MEMBANGKITKAN POTENSI DIRI DAN MINAT SISWA DALAM BELAJAR BAHASA ARAB DENGAN NILAI-NILAI HYPNOTEACHING Akhsan Akhsan; Ahmadi Muhammadiyah
Lahjah Arabiyah: Jurnal Bahasa Arab dan Pendidikan Bahasa Arab Vol. 2 No. 1 (2021): Lahjah Arabiyah - January
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/lahjah.v2i1.40-51

Abstract

The most important obstacle today in learning Arabic is that the awareness of the importance of Arabic in students has not been fully formed. This fact occurs because Arabic learners and teachers, especially in Indonesia, are still trapped in policies (regulations regarding the continuity of learning in class, time and space issues), curriculum (objectives and boundaries of competence), and methodology (theories that must be put into practice). Coupled with the "image" and "mindset" that has been formed in society that Arabic is only the language of religion. Make students aware that Arabic is one of the international languages ​​and it is useful in their world life. This problem is a fundamental problem which academics and Arabic language practitioners have to slowly resolve. The purpose of learning Arabic must be shifted from "teaching the language" to "teaching the language", teaching methodology must be "constructed" from practicing theory and curriculum to exploring potential and arousing student interest. With the application of Hipnoteaching values, it is hoped that teachers will be able to design Arabic language learning that is able to increase the potential, talents, and interests of students in Arabic. Hypnoteaching values ​​according to the results of this study, it can be adopted in Arabic learning with the following concepts : 1) Place, Location and Arabic Study Room Setting, 2) Mental and psychological settings of Arabic teachers and students, 3) Early Learning Stimulus, 4) Setting communication styles in Arabic learning, 5) Enabling the class with practice is not just a transfer of knowledge or knowledge of Arabic, 6) Evaluation and 7) Closing Activities of Learning Arabic.
علم الصرف، نظرياته وتطوراته والاستفادة منه في تعليم اللغة العربية Akhsan Akhsan; Ahmadi Muhammadiyah; Wahyudin Wahyudin; Zulli Umri
Lahjah Arabiyah: Jurnal Bahasa Arab dan Pendidikan Bahasa Arab Vol. 2 No. 2 (2021): Lahjah Arabiyah - July
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/lahjah.v2i2.91-104

Abstract

Sharf is one of the most important branches of knowledge in Arabic, by which a learner can know and understand the form of a word, its origin, its changes, and its meaning, so that it is hoped that he will be able to understand the Arabic text he reads and hears. The substance of the Sharf is to discuss the forms of words with the aim of knowing the meaning of each of these word changes. The goal of learning Sharaf is to teach students about changes in the form of a word to another word to find out its true meaning. Sharf science is one of the scientific principles in Arabic which is one of the media (intermediaries) to master language skills. Therefore, the Sharf should be taught by paying attention to the following matters: 1) Teaching the Sharf science is not a goal (learning the science of Sharf for the Sharf) but as a instrumen (tool) to get competence and language skills, 2) Teaching the Sharf requires a lot of practice and not only focus on teaching the rules and forgetting the basic function, 3) it must be taught in stages according to the students' abilities, for example from Mujarrad to Mazid and practice in perfect sentences (Jumlah Mufidah).
Co-Authors Akhsan Akhsan Wahyudin Wahyudin Zulli Umri Siregar, Zulli Umri