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All Journal El-Jaudah : Jurnal Pendidikan Bahasa dan Sastra Arab PESAGI (Jurnal Pendidikan dan Penelitian Sejarah) Jurnal Dedikasia : Jurnal Pengabdian Masyarakat AT-TAISIR: Journal of Indonesian Tafsir Studies Al Himam: Jurnal Ilmu Ilmu Pendidikan & Bahasa Arab Jurnal Intelek Dan Cendikiawan Nusantara LISANIA: Journal of Arabic Education and Literature Jurnal Intelek Insan Cendikia Journal of Social, Education and Religious Studies Rayah Al-Islam : Jurnal Ilmu Islam
Anwar Sidik
Unknown Affiliation
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Physics Social Sciences Other

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Kajian Metode Al-Insya' Dan Unsur-Unsur Dasar Dalam Pembelajaran  Bahasa Arab Shofiyah Shofiyah; Hariyanti Hariyanti; Anwar Sidik
Jurnal Intelek Dan Cendikiawan Nusantara Vol. 2 No. 6 (2025): Desember 2025 - Januari 2026
Publisher : PT. Intelek Cendikiawan Nusantara

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Abstract

Pembelajaran bahasa Arab mencakup empat keterampilan berbahasa, yaitu menyimak, berbicara, membaca, dan menulis. Di antara keterampilan tersebut, maharah al-kitabah merupakan keterampilan produktif yang menuntut kemampuan berpikir sistematis, penguasaan kosakata, serta penerapan kaidah kebahasaan secara tepat. Salah satu metode yang banyak digunakan dalam pembelajaran menulis bahasa Arab adalah metode al-insya’. Namun, sebagian besar kajian sebelumnya lebih menekankan aspek praktis penerapan metode ini di kelas, sementara kajian konseptual yang mengaitkan metode al-insya’ dengan unsur-unsur dasar pembelajaran bahasa Arab masih relatif terbatas. Oleh karena itu, artikel ini bertujuan untuk mengkaji metode al-insya’ serta menganalisis keterkaitannya dengan unsur-unsur dasar pembelajaran bahasa Arab. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian kepustakaan (library research). Data diperoleh melalui penelaahan terhadap buku-buku rujukan, artikel jurnal, dan penelitian terdahulu yang relevan dengan metode al-insya’ dan pembelajaran kitabah. Data yang terkumpul dianalisis secara deskriptif-analitis untuk mengungkap karakteristik metode al-insya’ serta perannya dalam mendukung penguasaan unsur bunyi, kosakata, dan tata bahasa. Hasil kajian menunjukkan bahwa metode al-insya’, baik dalam bentuk al-insya’ al-muwajjah maupun al-insya’ al-hurr, memiliki peran strategis dalam mengembangkan keterampilan menulis bahasa Arab secara bertahap dan sistematis. Metode ini tidak hanya melatih kemampuan menulis, tetapi juga memperkuat pemahaman peserta didik terhadap unsur-unsur kebahasaan yang menjadi fondasi keterampilan berbahasa. Dengan demikian, metode al-insya’ dapat dipandang sebagai pendekatan integratif yang relevan untuk meningkatkan kualitas pembelajaran kitabah bahasa Arab
Transformasi Kurikulum Bahasa Arab: Analisis Lima Pendekatan dalam Penguatan Kemahiran Berbahasa untuk Peradaban Islam Masa Depan Adyllah, Nola; Marhamah Ulfa; Rizka Sari; Salahuddin Al Asadullah; Anwar Sidik; Sri Masyitah; Siti Kholifah
Rayah Al-Islam Vol. 9 No. 3 (2025): Rayah Al-Islam: Jurnal Ilmu Islam July 2025
Publisher : Institut Muslim Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37274/rais.v9i3.87

Abstract

The transformation of the Arabic language curriculum is essential for developing language skills that meet the challenges of the contemporary era and the needs of the future Islamic civilization. This study aims to analyze the transformation of the Arabic curriculum through five curriculum evaluation approaches: goal-oriented, need assessment, formative, responsive, and connoisseurship. Using a qualitative literature study and descriptive analysis of curriculum documents and previous evaluation results, the research found that the current Arabic curriculum is still dominated by cognitive approaches such as memorization and grammar, while communicative skills and students’ contextual needs are less addressed. Formative assessments and stakeholder participation in curriculum development are also limited. The novelty of this study lies in its recommendation for an integrative curriculum transformation combining language competencies, Islamic values, cultural identity, and 21st-century skills. The implication is the urgent need to revise the curriculum to be more responsive to students’ needs and global challenges, thus producing future generations capable of active contributions to Islamic civilization.
Gangguan Bahasa dan Implikasinya terhadap Pembelajaran: Kajian Neourolinguistik pada Disleksia dan Gagap Hariyanti; Shofiyah; Anwar Sidik
Journal of Social, Educational and Religious Studies Vol. 2 No. 1 (2026): Maret 2026
Publisher : Suria Academic Press

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Abstract

This study aims to analyze language disorders in children, particularly dyslexia and stuttering, from neurolinguistic and psycholinguistic perspectives. A qualitative approach with a library research design was employed by reviewing relevant books, journal articles, and previous studies. The findings indicate that children’s language abilities are closely related to the integrated functioning of various brain areas responsible for phonological processing, visual–auditory integration, and speech production. Disruptions in these neurological systems can lead to language disorders, especially dyslexia and stuttering. Dyslexia is identified as a written language disorder caused by differences in the structure and function of brain regions involved in phonological processing, resulting in difficulties in reading, writing, and spelling despite normal intelligence levels. Meanwhile, stuttering is a speech fluency disorder characterized by sound repetitions, sound prolongations, and speech blocks due to instability in speech motor control, disrupted speech rhythm, and inefficient speech feedback mechanisms. The neurolinguistic approach provides a comprehensive understanding of language disorder mechanisms by integrating neurological, psycholinguistic, and pedagogical aspects and serves as a foundation for developing more effective intervention strategies. Phonological and multisensory interventions are recommended for dyslexia, while fluency training, desensitization techniques, and emotional regulation are recommended for stuttering. Future research is encouraged to develop empirical and interdisciplinary studies to strengthen the implementation of neurolinguistic approaches in language learning and therapy for children.
Co-Authors Adyllah, Nola Aksir Amwali Annisa Egy Bayu Adhani Fitri Mawaddah Bako Gesta Lestari HARIYANTI Hariyanti Hariyanti Hidayah, Nur Hidayah Marhamah Ulfa Marni Lubis Melani Rosada Mudinillah, Adam Nola Adyllah Nurazizah Bancin Padli Johari Rina Ristiyani Rizka Sari Salahuddin Al Asadullah Shofiyah Shofiyah Shofiyah Siti Kholifah Siti Nurhidayati Sri Masyitah Syaiful M. Zulfikar Hafizh