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Pembelajaran Membaca dan Menulis Bahasa Arab di MA Sunan Pandanaran Mubarokah, Zakiyatunnisa Al
TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab Vol 2 No 1 (2020): Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Jurusan Pendidikan Bahasa Arab IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/tsaqofiya.v2i1.22

Studi ini bertujuan untuk mendeskripsikan perencanaan, pelaksanaan, dan evaluasi pembelajaran keterampilan membaca dan menulis bahasa Arab serta kesesuaianya dengan teori psikologi perkembangan linguistik remaja di kelas XI Program Keagamaan Madrasah Aliyah Sunan Pandanaran. Jenis penelitian yang dipakai adalah penelitian lapangan dengan metode analisis deskriptif kualitatif. Hasil penelitian menunjukan bahwa (1) Perencanaan pembelajaran keterampilan membaca dan menulis bahasa Arab meliputi penyusunan silabus dan rencana pelaksanaan pembelajaran pada awal tahun pembelajaran, (2) pelaksanaan pembelajaran dilaksanakan dalam tiga kegiatan, yakni kegiatan awal (Pendahuluan), kegiatan inti (eksplorasi, elaborasi, dan konfirmasi), dan kegiatan penutup. (3) Evaluasi pembelajaran meliputi teknik pelaksanaan, instrument dan tindak lanjut dari hasil evaluasi. (4) Hasil komparasi menyatakan bahwa perencanaan, pelaksanaan, dan evaluasi pembelajaran keterampilan membaca dan menulis bahasa Arab secara keseluruhan sesuai dengan psikologi perkembangan linguistik remaja

Pembelajaran Membaca dan Menulis Bahasa Arab di MA Sunan Pandanaran (Tinjauan Psikologi Perkembangan Linguistik Remaja) Al Mubarokah, Zakiyatunnisa
TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab Vol 2 No 1 (2020): Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Jurusan Pendidikan Bahasa Arab IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/tsaqofiya.v2i1.87

This study aims to describe planning, implementation, evaluation of Arabic learning and their compatibility with the psychology of adolescent linguistic development in class XI of religious programs Sunan Pandanaran Islamic high school. This type of research is field research with qualitative descriptive methods. The result of the study indicate that the (1) Arabic reading and writing skills includes the preparation of a syllabus and plans for implementing learning at the beginning of the learning year. (2) The implementation of learning is carried out in three activities, namely the initial ativity (introduction), the core activities (exploration, elaboration and confirmation), and closing activities. (3) Learning evaluation includes implementation techniques, instruments and follow-up from the evaluation results. (4) comparative results state that the palnning, implementation and evaluation as a whole are in accordance with the psychology of adolescent linguistic development

Pelatihan Metode Pembelajaran Aktif Bagi Guru Untuk mengatasi Learning Loss Di Madrasah Nurul Iman Kota Jambi Budi Sanjaya; Muhammad Qodri; Tomi Enramika; Zakiyatunnisa Al Mubarokah; Putri Hardiyanti; Rasidin; Ali Musa Lubis; Mursyid; Irfan; Mustar
Jurnal Pengabdian kepada Masyarakat Nusantara Vol. 3 No. 2.1 Desember (2022): SPECIAL ISSUE
Publisher : Cv. Utility Project Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (439.153 KB)

Pasca terjadinya pandemi covid-19 banyak menimbulkan dampak dalam proses pembelajaran seperti loss learning. Loss learning juga terjadi pada Madrasah Nurul Iman Kota Jambi dimana siswa kurang bersemangat mengikuti proses pembelajaran di madrasah, pembelajaran di dominasi oleh guru mengakibatkan pembelajaran cenderung kurang aktif. Berdasarkan permasalahan tersebut memunculkan ide dari beberapa dosen Prodi Pendidikan Bahasa Arab UIN Sulthan Thaha Saifuddin Jambi untukmemberikan bimbingan kepada guru - guru dimadrasah tersebut agar menambah kapasitas pengetahuan mengenai metode pembelajaran aktif didalam kelas. Adapun metode yang digunakan dalam Pengabdian Kepada Masyarakat( PKM ) ini adalah pelatihan atau workshop yang berlangsung dalam satu hari dengan peserta guru – guru madrasah yang bertempat di Madrasah Nurul Iman Kota Jambi. Sedangkanmateri yang disampaikan dalam pelatihan yaitumetode pembelajaran aktif dan penerapannya didalam kelas serta merumuskannya dalam Rencana Pelaksanaan Pembelajaran (RPP) dengan harapan agar pembelajaran di Madrasah Nurul Iman Kota Jambi tidaklagi hanya didominasi oleh guru tapi berpusat kepada siswa. Setelah pelatihan ini dilakukan guru – guru menunjukan respon yang sangat positif,mengikuti kegiatan dengan antusias dalam bentuk praktik dan diskusiserta menambah wawasan dan pengalaman dalam dunia pendidikan.

Development of Canva Application-Based Arabic Learning Media to Improve The Skills of 21st Century Educators Tomi enramika; Zakiyatunnisa Al Mubarokah; Putri Hardiyanti
Nusantara Education Vol. 2 No. 1 (2023): Nusantara Education
Publisher : PT. Islamic Research Publisher

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After the COVID-19 pandemic has had a lot of impact on the learning process, all learning activities tend to be dominated by technology. Mastery of technology is a must, including for educators in learning Arabic. The purpose of this study is to explain the development of Arabic learning media in accordance with the demands of the 21st century, as for the skills that must be mastered by educators in the 21st century, namely being able to master the 4Cs which are a means to achieve success in life, while the 4C skills in question are Communication, Collaboration, Critical thinking and Problem Solving, and Creativity and Innovation skills and one of the supporting applications in media making Arabic learning that is appropriate for the 21st century is through the Canva application. The type of research used is a literature study of research results that have been published in national journals and proceedings. The results of the research that using the Canva application can be used in designing attractive Arabic learning media in accordance with the demands of the times so that it will facilitate teachers in the learning process and achieve the learning goals that have been set.

Pelatihan Public Speaking Untuk Dakwah Pada Santri Dan Santriwati Pondok Pesantren Arrahmah Kota Jambi Nurfazillah; Fitri Ana Siregar; Urwawuska Ladini; Saldi Yulistian; Latusi Anggriani; Angger Hidayat; Zakiyatunnisa Al Mubarokah
AMMA : Jurnal Pengabdian Masyarakat Vol. 2 No. 5 (2023): AMMA : Jurnal Pengabdian Masyarakat
Publisher : CV. Multi Kreasi Media

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Islamic boarding schools are one of the Islamic religious education institutions in Indonesia, consisting of mosques, students, pondoks, kiai, and yellow books in an effort to educate and maintain religious values and norms for the community, one of which is the Arrahmah Litahfiizhil Qur'an Alkarim Islamic Boarding School in Jambi. Based on the results of the observations made, it was found that most of the students had not mastered public speaking, so they did not dare to appear in front of the general public to preach, so that became the basis for the need for public speaking training for Santri and Santriwati at the Islamic Boarding School. This public speaking activity went through several stages, including; observation, orientation, introduction of material, practice, and evaluation. In general, the implementation of this community service activity has been going well thanks to the cooperation between the committees and the support of various parties. However, there were a number of things to note after the activity took place, namely, that the training participants needed continuous assistance after this activity because there were still some students who did not understand terms in foreign languages.

PENDEKATAN KOMUNIKATIF DALAM PENGAJARAN BAHASA ARAB Putri Hardiyanti; Tomi Enramika; Zakiyatunnisa Al Mubarokah
Al-TARQIYAH: Jurnal Pendidikan Bahasa Arab Vol. 7 No. 1 (2024): Al-Tarqiyah
Publisher : Pendidikan Bahasa Arab FTK UIN Sulthan Thaha Saifuddin Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/altarqiyah.v7i1.69

This article aims to find out how the communicative approach can be used as an approach in teaching Arabic, especially in teaching Arabic for foreign speakers. The aim to be achieved in writing this article is to explain communicative language teaching related to communicative competence, the concept of language teaching with a communicative approach, assumptions, characteristics and things that are included in Arabic language teaching. The communicative approach or communicative language teaching is based on linguistic theory which states that language is a tool for communication. The communicative approach is based on the assumption that every human being has an innate ability called a "language acquisition device". Therefore, language skills are creative and are determined more by internal factors. The characteristics of the communicative approach are dynamic, contextual, and apply to spoken language, written language, and various other symbol systems and are related to theories that differentiate between competence and performance and are relative, not absolute. The advantage of this approach lies in its communicative characteristics. This approach emphasizes communication so that fluency in using language will quickly be achieved. Meanwhile, the weakness of this approach lies in its assessment. Every opportunity students are involved in activities that emphasize fluency while the assessment mostly focuses on accuracy.

Development of Canva Application-Based Arabic Learning Media to Improve The Skills of 21st Century Educators Tomi enramika; Zakiyatunnisa Al Mubarokah; Putri Hardiyanti
Nusantara Education Vol. 2 No. 1 (2023): Nusantara Education
Publisher : PT. Islamic Research Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66325/nusantaraeducation.v2i1.58

After the COVID-19 pandemic has had a lot of impact on the learning process, all learning activities tend to be dominated by technology. Mastery of technology is a must, including for educators in learning Arabic. The purpose of this study is to explain the development of Arabic learning media in accordance with the demands of the 21st century, as for the skills that must be mastered by educators in the 21st century, namely being able to master the 4Cs which are a means to achieve success in life, while the 4C skills in question are Communication, Collaboration, Critical thinking and Problem Solving, and Creativity and Innovation skills and one of the supporting applications in media making Arabic learning that is appropriate for the 21st century is through the Canva application. The type of research used is a literature study of research results that have been published in national journals and proceedings. The results of the research that using the Canva application can be used in designing attractive Arabic learning media in accordance with the demands of the times so that it will facilitate teachers in the learning process and achieve the learning goals that have been set.

Reconceptualizing Speaking Self-Efficacy and Learning Motivation in Arabic Higher Education: Evidence from Indonesian Islamic Universities Nida Ul Khasanah; Budi Sanjaya; Zakiyatunnisa Al Mubarokah
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 4 No. 2 (2026): Journal of Arabic Language Learning and Teaching (JALLT)
Publisher : Universitas Islam Negeri Palangka Raya Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jallt.v4i2.532

Speaking competence occupies a central position in Arabic language education, yet students in Arabic Language Education programs often encounter psychological challenges that affect their confidence and motivation to develop oral communication skills. While previous studies have discussed speaking proficiency, anxiety, and motivation in foreign language learning, the relationship between speaking self-efficacy and learning motivation in the context of Arabic higher education, particularly in Indonesian Islamic universities, remains insufficiently explored. Therefore, this study investigates the correlation between speaking self-efficacy and learning motivation among students of the Arabic Language Education Study Program. A quantitative correlational design was employed, involving all 62 third-semester students at UIN Sulthan Thaha Saifuddin Jambi through total sampling. Data were collected using a validated Likert-scale questionnaire and analyzed using descriptive statistics and Pearson’s Product-Moment correlation. The results showed that students’ speaking self-efficacy and learning motivation were generally at moderate to high levels. The magnitude dimension emerged as the strongest component of self-efficacy, while persistence in effort was the dominant indicator of motivation. The correlation analysis revealed a strong and significant positive relationship between speaking self-efficacy and learning motivation (r = 0.893; p < 0.001). These findings suggest that strengthening students’ speaking self-efficacy through successful learning experiences, constructive feedback, and emotion regulation may substantially enhance their motivation to learn Arabic speaking skills.

The Implementation of a Differentiated Approach in Arabic Online Interaction Skills Learning Via ChatGPT at MAN 1 Musi Banyuasin South Sumatra Zakiyatunnisa Al Mubarokah; Urwawuska Ladini; Masykur Hamba Roohimi
Tarling : Journal of Language Education Vol. 10 No. 1 (2026): Januari 2026
Publisher : Arabic Language Education Study Program, Tarbiyah and Teacher Training, UIN Prof K.H Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/tarling.v10i1.16181

This study aims to describe the implementation of a differentiated approach in learning Arabic online interaction skills through ChatGPT at MAN 1 Musi Banyuasin, South Sumatra. The research method used is descriptive qualitative with thirty-three students and one Arabic teacher as research subjects. Data collection techniques used observation, interviews, and documentation. The Miles & Huberman method of data analysis, which includes data reduction, data presentation, and conclusion drawing. The results of this study indicate that implementing a differentiated approach in learning Arabic online interaction skills through ChatGPT consists of three stages, namely the planning, implementation and authentic assessment stages. (1) Learning planning is designed by preparing a flexible Teaching Module equipped with a mapping of student abilities and needs through diagnostic assessments. (2) Learning implementation begins with grouping students according to the mapping results to facilitate students in the learning process and discussions among their choices. (3) The authenticity of the assessment can be adjusted to the abilities and interests of students, while the diversity of assessments can be adjusted to the style and passion of students in assignments, projects or formative assessments. Meanwhile, Arabic language teachers employ a differentiated approach to content, process, and product differentiation for each student. Challenges faced by teachers in implementing the independent curriculum include curriculum adaptation, resource and time availability, and diverse student learning styles. The findings of this study indicate that the approach used by teachers in online interactive Arabic learning is effective and can facilitate student learning.

Digital Play in Language Learning: A Narrative-Based Approach to Understanding Student Motivation in Interactive Arabic Assessments Desvia Rahmawati; Musli Musli; Mustar Mustar; Dina Chabib Uluum; Putri Hardiyanti; Abdul Hakim Abdurrahman Husein; Zakiyatunnisa Al Mubarokah; Mohamad Hussin
International Journal of Educational Narratives Vol. 4 No. 4 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i4.3812

Background. The development of digital technology in education has encouraged teachers to implement interactive learning media to increase student engagement during the learning process. In Arabic language learning, conventional teaching methods often make students less active and less motivated during classroom activities. Quizizz is one of the gamification-based learning platforms that can create a more interactive, competitive, and enjoyable learning environment for students. Purpose. This study aimed to explore students’ learning experiences during the implementation of Quizizz in Arabic language learning, particularly related to emotional engagement, classroom participation, interaction, motivation, and reflective learning experiences. Method. This study employed a qualitative approach using Narrative Inquiry with a phenomenological-narrative orientation. The participants consisted of one Arabic language teacher and four students selected purposively based on their involvement in Quizizz-based learning activities. Data were collected through in-depth interviews, classroom observations, reflective conversations, and documentation. Data analysis was conducted using thematic narrative analysis by organizing participants’ experiences into thematic clusters. Results. The findings showed that the use of Quizizz increased students’ emotional engagement, classroom participation, interaction, motivation, and self-confidence during Arabic learning activities. Students experienced a more interactive and enjoyable learning atmosphere through leaderboard features, scoring systems, and direct feedback during quizzes. Conclusion. Quizizz not only functioned as a digital evaluation tool but also created meaningful learning experiences through interactive, reflective, and gamified learning activities in Arabic language learning.

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