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Abdul Wahab Rosyidi

Universitas Islam Negeri Maulana Malik Ibrahim Malang

Author-ID : 364717

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

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نموذج التعلم النشط بمعرض التعلم لتعليم مهارة الكلام في مدرسة دار القرآن الثانوية موجوكرطا Nihayatin Musyafa’ah; Abdul Wahab Rosyidi; R. Taufiqurrochman
JURNAL IJ-ATL Vol 5, No 2 (2021): Arabic Teaching and Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v5i2.2270

مستخلص البحث: مهارة الكلام هي أهم المهارات في تعليم اللغة العربية، لأن اللغة هي الكلام ولا الكتابة. واللغة هي الوسيلة الوحيدة التي تستطيع بها الفرد يتصل بالثقافة الأخرى وأنها اللغة هي العنصر الأساسى في تقوية الرابط والفرد التفاهم مع الآخين، بالكلام نعرف مافي ذهن الإنسان ونعرف ما المراد بقول القائل. فينبغي المدرّس أن يختار أو يصمم النمودج أو الاستراتيجية لترقية مهارة اللغوية الطلاب خاصة مهارة الكلام. والهدف هذا البحث لوصف تطبيق تعليم مهارة الكلام القائم على نمودج التعلم النشاطى بمعرض التعلم، وكذلك فعّليتها. واستخدمت الباحثة بمنهج التجربي والمدخل الكمي، والتصميم بالاختبار القبلي والبعدي في المجموعة التجريبة ومجموعة الضابطة. أمّا تنائج هذا البحث وهي تطبيق نمودج التعلم النشاطى بمعرض التعلم وهي فعّالة لأن هذا النموذج يهتم بدور نشاط الطلاب حتي يجعل الدراسة أو عملية تعليم والتعلم جذّابة، ويستطيعون أن يطوّر كفائتهم لممارسة تكلم اللغة العربية، وهذا البيان من الملاحظة الباحثة عند تطبيق هذا النموذج. ومن الحصول على التحليل الاحصائ، نرى إلى المغرى الثاني (sig 2-tailed) (0.000 < 0.05) ومعناه فردّ Ha وقبولHo. يعني هناك فرق الهام بين الاختبار البعدي في تلك المجموعتين. وهذا يدلّ أن توجد فعالية تعليم مهارة الكلام القائم على نموذج التعلم النشاطي بمعرض التعلم.تعليم مهارة الكلام القائم على نموذج التعلم النشاطى بمعرض التعلم في مدرسة دار القرآن الثانوية موجوكرطا

Content Analysis Of Books In Learning Arabic For Primary School On The Basis Of The Common European Framework Of Reference (CEFR)/ تحليل محتوى الكتب في تعليم للغة العربية للإبتدائية على أساس الإطار المرجعي الأوروبي المشترك ( CEFR) Lilis Suaibah; Imam Asrori; Abdul Wahab Rosyidi
Ijaz Arabi Journal of Arabic Learning Vol 5, No 3 (2022): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v3i5.16691

Textbooks have an essential role in the educational process. They are the essential means necessary to achieve the objectives of the educational curriculum and their active role in the success of the educational process. In addition, textbooks contain materials for educational objectives and attention to the level of thinking, knowledge, skills, and affection that students must learn in order to obtain the relevant basic competency. A good textbook should have standards that conform to the standard. Indonesia did not have a specific standard for teaching Arabic or competencies in Arabic. The reference frameworks in the world have varied in this field, including the European Common Reference Framework. This research aims to analyze the content of books teaching Arabic for first, second, and third graders based on the Common European Framework of Reference (CEFR). The use of this research is qualitative research, and the method of data collection uses the library research method using a tool from the book of highlights, while data analysis uses the analytical techniques of the content and the standard of the universality of the typical European frame of reference and the results of the research is the analysis of the contents based on the standard of the universality of the typical European frame of reference which are six contents (7,69%) fit at level A1 pra (not matched with level efficiency), 66 contents (84.62%) fit at level A1 (beginner), and 6 contents (7.69%) fit at level A2 (Elementary).

Tipologi Pemikiran Cendekiawan Muslim Ridwan Ridwan; Abdul Wahab Rosyidi
el Harakah: Jurnal Budaya Islam Vol 8, No 2 (2006): EL HARAKAH
Publisher : UIN Maulana Malik Ibrahim Malang

In the process of the development of intellectualism, Moslem scholars were successful to make a dynamic atmosphere in Islamic thoughts to point out. Their popular and well-socialized thoughts develop and bring positive impact on the knowledge and the perception of religion in the society. The development of the scholar's Islamic thought has different characteristic and pattern which is interesting to analyse. The purpose of this paper is to explore the Islamic thought especially those which were written in daily newspaper Jawa Pos during the Ramadhan 1425 H. The essays written by some Moslem scholars have different characteristic as the understandings about fasting are varied. The scholars have different perception on it. The different point of view creates different way of thinking covering formalistic, transformatic, realistic, and Idealistic which all lead to sociocultural change. Dalam proses pengembangan intelektualisme, ulama muslim berhasil membuat suasana dinamis dalam pemikiran Islam untuk ditunjukkan. Pikiran mereka yang populer dan disosialisasikan dengan baik berkembang dan membawa dampak positif pada pengetahuan dan persepsi agama di masyarakat. Perkembangan pemikiran Islam cendekiawan memiliki karakteristik dan pola yang berbeda yang menarik untuk dianalisis. Tujuan makalah ini adalah untuk menggali pemikiran Islam terutama yang ditulis di surat kabar Jawa Pos selama bulan Ramadhan 1425 H. Esai yang ditulis oleh beberapa ilmuwan muslim memiliki karakteristik yang berbeda karena pemahaman tentang puasa bervariasi. Para ilmuwan memiliki persepsi yang berbeda mengenai hal itu. Sudut pandang yang berbeda menciptakan cara berpikir yang berbeda yang mencakup formalistik, transformasional, realistis, dan Idealistik yang semuanya mengarah pada perubahan sosiokultural.

DOA DALAM TRADISI ISLAM JAWA Abdul Wahab Rosyidi
el Harakah: Jurnal Budaya Islam Vol 14, No 1 (2012): EL HARAKAH
Publisher : UIN Maulana Malik Ibrahim Malang

Doa etymologically means request something to God in certain ways. while some ulama define doa is a self statement presence to Allah the Almighty about our weakness, shortages, inabilities, and disgraces, then we ask Allah the Almighty in order the weaknesses, shortages, inabilities, and humiliations are removed and replaced with the strengths, capabilities and a high degree both in human sight and in Allah sight. In the theory needs said, that basically human beings need to feel safe (safety need), and the safety need leads to the two forms, namely: safety needs of life and safety needs of the property. Safety needs emerged as the most important requirement if psychology needs have been fullfilled. this behavior as reflected in the lives of Javanese who always do doa in the form of slametan ceremony. Slametan aims to achieve slamet (safety), namely a condition in which the events will move smoothly to follow a predetermined path and will not happen misfortunes to just anyone. Doa Secara etimologi artinya memohon sesuatu kepada Allah SWT dengan cara- cara tertentu. Sedangkan beberapa ulama mendefinisikan doa berarti pernyataan diri ke hadirat Allah SWT tentang kelemahan, kekurangan, ketidakmampuan serta kehinaan kita, kemudian kita memohon sesuatu kepada Allah SWT agar kelemahan, kekurangan, ketidakmampuan serta kehinaan ini diangkat dan digantikan dengan kelebihan, kemampuan serta derajat yang tinggi baik di sisi manusia maupun di sisi-Nya. Dalam teori kebutuhan dikatakan; bahwa pada dasarnya manusia membutuhkan rasa aman (safety need), dan rasa aman itu mengarah pada dua bentuk yakni kebutuhan keamanan jiwa dan keamanan harta. Kebutuhan rasa aman muncul sebagai kebutuhan yang paling penting kalau kebutuhan psikologis telah terpenuhi. Hal tersebut sebagaimana tercermin dalam perilaku hidup orang Jawa yang selalu melakukan Doa dalam bentuk upacara slametan. Slametan bertujuan untuk mencapai keadaan slamet, yaitu suatu keadaan dimana peristiwa-peristiwa akan bergerak mengikuti jalan yang telah ditetapkan dengan lancar dan tak akan terjadi kemalangan-kemalangan kepada sembarang orang.

Tahlilu al-Mawaad al-Dirasiyah Fii al-Lughah al-Arabiyah Lii as-Shaff 4-6 al-Ibtidaaii Fii Dhoui al-Ithor al-Urubii al-Musytarik Lii al-Lughah Ahmad Zainullah; Imam Asrori; Abdul Wahab Rosyidi
TADRIS AL-ARABIYAT: Jurnal Kajian Ilmu Pendidikan Bahasa Arab Vol. 2 No. 2 (2022): JULI 2022
Publisher : Institut Agama Islam Darusssalam Blokagung

Kurikulum adalah bagian penting dalam proses pembelajaran bahasa. Dalam kurikulum bahasa Arab yang berdasarkan KMA 183 tahun 2019 perlu kiranya untuk dikaji standar kompetensinya dalam bahan ajar sehingga nantinya capaian hasil pembelajaran tidak hanya memenuhi kebutuhan secara nasional melainkan juga bisa secara internasional. Di dunia Internasional juga sudah banyak berkembang standart-standart dalam pembelajaran bahasa bahkan di setiap benuanya memiliki standart sendiri. Amerika mempunyai ACTFL, Eropa mempunyai CEFR sebagai standart pembelajaran bahasa. Penelitian ini menggunakan metode kualitatif untuk menganalisis isi bahan ajar bahasa Arab kelas 4-6 Madrasah Ibtidaiyyah (MI) menurut CEFR. Hasil penelitiannya, bahwa semua keterampilan bahasa untuk kelas 4 berada di tingkat A1. Dan semua keterampilan bahasa untuk kelas 5 berada di tingkat A1. Dan keterampilan mendengar untuk kelas 6 berada di tingkat A1 sedangkan untuk keterampilan berbicara, membaca dan menulis berada di tingkat A2.

Manajemen Program Bahasa Arab di Pondok Pesantren Daarul Ukhuwwah Putri 2 Malang Dian Ahmad Jufrih; Abdul Wahab Rosyidi; Usfiyatur Rusul

Publisher : Fakultas Agama Islam Universitas Yudharta Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35891/mu'allim.v5i1.3474

The purpose of this research is to describe matters related to the managemen of the Arabic Language Program at the Daarul Ukhuwwah Putri 2 Islamic Boarding School in Malang. From the aspect of planning, organizing, implementing and evaluating. In this study, researchers used descriptive qualitative methods. Where the data obtained by the researcher comes from observation and interview data, which is then carried out by analyzing data condensation, data display and Drawing and Verifying Conclusions. The results showed that the managemen of Arabic language learning program planning at Daarul Ukhuwwah adopted the Kuliiyatul Muallimin Al Islamiyah Curriculum at Pondok Modern Darussalam Gontor, Ponorogo. At the organizing stage, an organizational structure is formed for each division. One of them is the Central Language section which is held directly by the ustadzah. The implementation stages of the Arabic language program include: Arabic language learning in class, distribution of mufrodat, muhadasah activities, muhadhoroh activities and language festivals. At the evaluation stage, Pondok Pesantren Daarul Ukhuwwah Putri 2 Malang consists of daily, weekly, monthly, and annual evaluations.

Greene & Petty تحليل الكتاب المدرسي "العربية تجمعنا" سلسلة للناطقين بغيرها للصف الثاني المدرسة الإبتدائية على أساس Renni Hasibuan; Nabila; Abdul Wahab Rosyidi; Muhaiban
Nady Al-Adab : Jurnal Bahasa Arab Vol. 20 No. 1 (2023): Nady al-Adab
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20956/jna.v20i1.24587

كانت مواد الكتاب المدرسي لا تزال هناك بعض العقبات والصعوبات في الفهم، وغير جذاب للغاية ولم يعلق في ذكريات الطلاب. بذالك استهدف هذا البحث على معرفة جودة الكتاب المدرسي "العربية تجمعنا" بمعايير جودة ل Greene & Petty في ثلاثة جوانب: جانب المؤثرة لاهتمام الطلاب، جانب تحفيز الطلاب، وجانب اللغوية. واعتمد البحث على المدخل الكيفي لمنهج البحث الوصفي التحليلي، ومصدر البيانات هو مواد كتاب "العربية تجمعنا". الأسلوب المستخدمة لجمع البيانات هي: قراءة الكتاب المحلل، حين قراءته يقوم الباحث بمراعات خمسة معايير جودة ل Greene and Petty، وصف نتائج التحليل حسب المعايير، تجميع البيانات الداعمة التي توجد في الكتاب المحلل، استنتاج عن جودة الكتاب حسب المعايير. وفي تحليلها بالخطوات التالية: تقرير مالمواد للملاحظة وتدوينها، تصنيف البيانات بطريقة تحديد المواد في كل موضوع في الكتاب المحلل حسب خمسة معايير ل Greene and Petty والمؤشرات المحصولة عليها، استنتاج حسب المؤشرات المحصولة وبعد إقامة الباحثون بالتحليل والمناقشة هذا الكتاب والنتائج كما يلي: 1) توفير الجوانب المأثرة في اهتمام الطلاب في الكتاب العربية تجمعناسلسلة للناتطقين بغيرها من المؤشرات والتلوين، وغلاف الكتاب، وجودة الورق .2) توفير الجوانب في تحفيز الطلاب في هذا كتاب مع المؤشرات المادة الحديثة والتواصل بمعايير جودة الكتاب. 3) لم تتوفر بجوانب اللغوية المستخدمة فيه لأنها لا تناسب بقدرة الطلاب للصف الثاني في المدرسة الابتدائية. بجانب ذلك، توفرت المفردات واضحة، سهل الفهم، وتحتوي كل الفقرة على التماسك والخطاب وفقا للمادة التي تم حملها. بناء على النتائج الآخيرة أن هذا الكتاب لاحق لتعليم اللغة العربية في المرحلة الابتدائية

Al-DirᾹsah Al-TahlῙliyyah Li MuhtawᾹ Al-KitᾹb Al-MadrasῙy Li Ta’lῙm Al-Lugah Al-’Arabiyyah FῙ Al-Marhalah Al-ṠᾹnawiyyah ’AlᾹ AsᾹs Cefr (Al-Iṭar Al-Marja’Ῑ Al-Aurubbiy Al-Musytarak) Arif Taufikurrohman; Imam Asrori; Abdul Wahab Rosyidi
Rayah Al-Islam Vol 6 No 2 (2022): Rayah Al Islam Oktober 2022
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Sekolah Tinggi Ilmu Bahasa Arab Ar Raayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37274/rais.v6i2.577

معرفة مستوى محتوى كتاب تعليم اللغة العربية في المرحلة الثانوية العامة من الأمور المهمة لأنها تكون منطلقا في إعداد مادة تعليم اللغة العربية في المرحلة الجامعية. وبدون معرفة المستوى قد يقع التكرار في تحديد مستواها ويؤدي إلى تأخر الارتقاء بالمستوى اللغوي إلى المستوى الأعلى. وتهدف هذه الدراسة إلى تحليل وصف محتوى الكتاب المدرسي في المرحلة الثانوية على أساس الإطار المرجعي الأروبي المشترك. وسلك الباحث في كتابة هذا البحث المنهج الوصفي بحيث يصف محتوى الكتاب ويحللها ثم يقيسها على أساس الإطار المرجعي الأوروبي المشترك (CEFR) لمعرفة المستوى اللغوي من هذا الكتاب المدرسي. وتوصل الباحث في هذا البحث إلى النتائج التالية: أولا، أن محتوى الكتاب المدرسي الأول في المرحلة الثانوية العامة للفصل العاشر يكون بين مستويات A1 و A2و B1؛ وثانيا، أن الكتاب الثاني والثالث يترددان بين مستويين، هما: B1 و B2 من المستويات اللغوية Knowing the level of content of Arabic textbooks at the high school level is important because it is the starting point in preparing Arabic teaching materials at the university level. Without knowing the level, repetition can occur in determining the level and cause delays in increasing the linguistic level to a higher level. The purpose of this study was to analyze the description of the content of textbooks at the general secondary level based on the Common European Terms of Reference. In writing this research, the researcher used a descriptive approach to describe the contents of the book, analyzed it and then measured it based on the Common European Framework of Reference (CEFR) to determine the language level of this textbook. In this study, the researcher achieved the following results: First, the contents of the first textbook at the general secondary level for the tenth semester were at levels A1, A2, B1, and secondly that the second and third books echoed between two levels, namely: B1 and B2 language level.

Analysis of Teaching Materials for Arabic Textbooks for Islamic Junior High School Based on CEFR Standards Khambali Khambali; Imam Asrori; Abdul Wahab Rosyidi; Nurhasanah Nurhasanah
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol 10, No 1 (2023)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v10i1.30439

Today Arabic is no longer the language of the Islamic holy book but has become an international language, the ministry of religion revised the curriculum by adding a special point, namely Arabic learning is directed at communicative. The research method used is content analysis with a qualitative approach. The data collection technique is documentation, while the aim is to determine the suitability of MTs textbooks with CEFR standard measuring instruments. From the results of the analysis it was found that the content of the MTs Arabic textbook material was generally at the level of A1-A2 on the CEFR standard, this level was in accordance with the needs of MTs students, but in terms of presentation it was still not appropriate because the portion of the material was still dominated by understanding the text. it is necessary to readjust the preparation of material that focuses more on the Arabic language needs of students and more contextual and provides a larger portion of language skills practice activities.

DEVELOPING READING SKILLS TEACHING MATERIALS BASED ON THE SCIENTIFIC APPROACH FOR STUDENT OF MANSYAUL HUDA BOJONEGORO EAST JAVA Dessy suryawati; Abdul Wahab Rosyidi
Inspiratif Pendidikan Vol 12 No 2 (2023): JURNAL INSPIRATIF PENDIDIKAN
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/ip.v12i2.44305

In accordance with the regulation of the Minister of Education and Culture No. 81 A 2013 Appendix VI regarding aspects of the 2013 Curriculum Scientific Approach which includes: Observing, Questioning, Exploring, Reasoning and Communicating. The learning concepts offered by the 2013 curriculum can be a new hope and challenge for learning Arabic. The end result is an increase and a balance between the ability to become good human beings (soft skills) and humans who have the skills and knowledge to live properly (hard skills) from students which include aspects of attitude, knowledge, and skills competencies. Based on this, the researchers developed teaching materials to support the 2013 Scientific Approach Arabic book used in schools to improve the Reading Skills of 4th grade MI students. Mansyaul Huda. So the researcher formulates the problem as follows: 1) How is the development of textbooks to improve reading skills with a scientific approach? 2) What is the feasibility of textbooks to improve reading skills with a scientific approach? 3) How is the validity (feasibility) of textbooks to improve reading skills with a scientific approach? . This study aims to 1) describe the process of making textbooks 2) describe the feasibility of textbooks 3) describe the validity of textbooks. This research uses a development methodology with the ADDIE.. In collecting data the researchers used the method of observation, interviews, documents, questionnaires and tests. In analyzing the data obtained from the questionnaire, the researcher used the linkert scale. The results of this study are: 1) The researcher applies the steps of the ADDIE method and implements the steps of the Scientific approach in the teaching materials 2) The value of the validity of the textbook is based on a material and language expert questionnaire with a percentage of 68%. design experts achieve a 100%. And the results of the validation of the Arabic language teacher reached a percentage of 92%. This shows that the developed textbook is suitable for use in learning Arabic. 3) This teaching material is said to be effective which can be proven by the t-test value of 10,146 which is greater than 2,056. With these results, it is known that the teaching materials for Arabic books to improve reading skills are good and feasible to be implemented in grade student elementary school IV

Co-Authors Abdul Basid Abdul Wahab Naf'an Abidin, M. Imam Zaenal Adam, Muhammad Zikran Afifah, Nor Agung Heru Setiadi ahmad arifin Ahmad Fathoni Ahmad Karnel, Muhammad Iqbal Ahmad Kholil Ahmad Nuruddin Ahmad Zainullah, Ahmad Al Husna, Lathifah Alfani, Achwan Andaru Bahy, Moh. Buny Arif Taufikurrohman Asmaniah, Neli Aulannisa, Farah Aulia Humaira Aulia Rahman Aulia Rahman Bima Fandi Asy'arie Choridah, Rifka Arifatul Dessy suryawati Dian Ahmad Jufrih Dian Ahmad Jufrih Elok Rufaiqoh, Elok Erlina Erlina Faisal Mahmoud Adam Farah Aulannisa Fauzi Ahmad Muda Febriani, Suci Ramadhanti Firmansyah, Muh. Guntur Fitra, Muh. Naufal Fitriana, Yulia Maulidina Hadi Solikin Haerullah, Ira Safira Hamid, M. Abdul Hidayah, Eni Zulfa Hilmi, Mustafiqul Huda, Mokhammad Miftakhul Ibrahim, Nahla Ibrahim El Jack Ilahi, Muhamad Muzaki Kurnia Imam Asrori Khambali Khambali, Khambali Khowarizmi Abdul Karim Khuluq, Muchsinul Kirom, Abdul Laili Mas Ulliyah Hasan Lando, Natalia S. Lilis Suaibah Mahbub Humaidi Aziz Mahesa, Jaka Imam Mardiyah, Tika Maryam, Shovi Maulana, Bayu Wahyu Mi'rotin, Sholikah Mia Nurmala Miftahul Khair Moh. Ainin Moh. Buny Andaru Bahy Muhaiban Muhaiban Muhammad Ghafar Muhammad Syaifullah Muhyidin Yahya Muis, Muhsin Murtadlo, Nurul Muzna Rohmatia Matdoan Nabila Nihayatin Musyafa’ah Nismah, Nevin Noor Zinatul Hamidah Nor Afifah Nurhasanah Nurhasanah Nurhasanah Nurhasanah NURIL MUFIDAH Nuril Mufidah Nurul Fadhilah Nuzula, Alfiyah Firdausi Octriana, Leny Primasti Nur Yusrin Hidayanti R. Taufiqurrochman Rahayu, Suci Yuta Renni Hasibuan Ridwan Ridwan Ridwan, Ridwan Risna Rianti Sari Rukmini, Neng Vivie Nurfauziah Sahkholid Nasution Saleh, Zeiburhanus Salma, Kunti Nadiyah Sodik, Achmad Ja'far Sodik, Achmad Ja’far Solikin, Hadi Syafni, Hafidhah SYAIFUDIN, MOH. SYAMSU ALAM Syamsul Anam Syarifaturrahmatullah, Syarifaturrahmatullah Tamam, Muhammad Ibnu Taufiqurrochman Taufiqurrochman Taufiqurrochman, Taufiqurrochman Taufiqurrohman Taufiqurrohman Taufiqurrohman Taufiqurrohman Thasya, Tiasa Ulum, Mohammad Samsul Umi Machmudah Uril Bahruddin, Uril Usfiyatur Rusul Usfiyatur Rusul Usfiyatur Rusuli Waro, Ruhamaul Wazkia, Hanif Widyaningrum, Leily Wildana Wargadinata Wiwik Prasetiyo Ningsih Yahya, Muhyidin Yolanda, Refiyana Zaeni, Rahmania Auriel Zainal Islam, Muhammad Rizqi Zainul Fuat Zaki, Zaki Ahmad Farid Zulpina, Zulpina

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