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All Journal Ijaz Arabi Journal of Arabic Learning Al-HIbru: Jurnal Ilmu Bahasa Arab dan Pembelajarannya
Hisyam Zaini
Universitas Islam Negeri Sunan Kalijaga Yogyakarta, Indonesia
Religion Languange, Linguistic, Communication & Media

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Reflective Teaching Approach: Theory And Practice For Effective Arabic Learning/ Pendekatan Reflective Teaching: Teori Dan Praktik Untuk Pembelajaran Bahasa Arab Yang Efektif Faiq Ilham Rosyadi; Hisyam Zaini; Nasiruddin Nasiruddin
Ijaz Arabi Journal of Arabic Learning Vol 5, No 2 (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.v5i2.14201

Abstract

The approach to learning Arabic often applied is only limited to a specific focus. This causes the quality of learning Arabic not to reach its maximum rate. This study aims to formulate the Arabic language learning approach framework through reflective thinking. This article is from a literature study using the descriptive analysis method. The data collection technique used in this research is through exploration and in-depth study of documents, books, journal articles, or other text sources related to the research subject. The primary data of this research is the educational framework "OECD Future of Education and Skills 2030 Conceptual learning framework-Anticipation-Action-Reflection Cycle for 2030". After collecting the data needed in the study, the data is reviewed, analyzed, interpreted, and packaged into a comprehensive learning approach framework. The results of this study indicate that the reflective approach guides the teacher's awareness in exploring, questioning, and reframing the portrait of learning that has been done to make interpretations and make appropriate and sustainable choices. The reflective approach to learning Arabic can be made through three stages of questions. First, questions about what happens in the classroom, questions for yourself as a teacher, and questions about teaching done by teachers. Meanwhile, practically, the reflective teaching approach can be realized in the following steps: mapping, informing, contesting, appraisal, and acting. Mapping deals with the question "as Arabic teachers, what should we do? Informing relates to the question "what is the nature of teaching?" Contesting relates to the question "how should we teach?" Appraisal relates to a question "How do Arabic teachers teach with new alternatives?" Acting is related to the teacher's understanding of new alternatives to teaching.
IMPROVING ARABIC LANGUAGE LEARNING MOTIVATION THROUGH THE SPIRIT OF MAN JADDA WAJADA: A PRE-EXPERIMENTAL STUDY Machmud Yunus; Hisyam Zaini
Jurnal Al-Hibru Vol. 3 No. 1 (2026): Al-Hibru: Jurnal Ilmu Bahasa Arab dan Pembelajarannya (September-Februari)
Publisher : Yayasan Haiah Nusratul Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59548/hbr.v3i1.591

Abstract

The improvement of motivation in learning Arabic by applying the principle of man jadda wajada is a strategic and relevant step. This principle not only motivates students to study earnestly but also shapes a positive mindset oriented toward success. The aim of this study is to observe the differences in learning motivation before and after the application of the man jadda wajada motivational phrase. Research Method: The research used a pre-experimental design with a one-group pre-test and post-test framework, utilizing a questionnaire that had undergone validity and reliability testing. The study was conducted with 33 respondents, using total sampling, and was carried out from August to December 2024. Research Results: The difference in learning motivation scores, with a positive shift (post-intervention scores higher than pre-intervention scores), was recorded in 26 students from the moderate motivation category, showing a significant change to 25 students in the high motivation category. The computed rank differences showed that the positive shift in the high motivation category was more dominant, with the average positive rank score higher than the negative rank score. Wilcoxon test analysis showed a significant difference between learning motivation scores before and after the man jadda wa jadda motivational intervention, with a Wilcoxon test result of p = 0.000 (α = 0.05).
Co-Authors Faiq Ilham Rosyadi Machmud Yunus Nasiruddin Nasiruddin