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All Journal Abjadia, International Journal of Education Edukasiana: Jurnal Inovasi Pendidikan Indonesian Journal of Arabic Studies
Muhajir Muhajir
Universitas Islam Negeri Sunan Kalijaga Yogyakarta
Education Languange, Linguistic, Communication & Media Mathematics Other

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Kamus Online Sebagai Media Penerjemahan Teks Bagi Calon Guru Bahasa Arab Yuniarti Amalia Wahdah; Muhajir Muhajir; Abdurrahman Wahid Abdullah
Edukasiana: Jurnal Inovasi Pendidikan Vol. 2 No. 3 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v2i3.368

Abstract

Bersamaaan dengan berkembangnya teknologi di era revolusi 4.0 ini, kamus yang memiliki peran dalam penerjemahan juga mengalami perkembangan. Kini kamus tidak hanya ditemukan dalam bentuk cetak, namun sudah dikembangkan dalam bentuk kamus online. Penelitian ini bertujuan untuk mendeskripsikan penggunaan kamus online di kalangan mahasiswa PBA IAIN Manado sebagai media penerjemahan teks berbahasa Arab serta presepsi mahasiswa dalam penggunaan kamus online. Penulis menggunakan metode penelitian survei yang besifat deskriptif dalam penelitian ini. Data diperoleh memalui instrumen kuesioner. Adapun sampel dalam penelitian ini adalah mahasiswa Program Studi Pendidikan Bahasa Arab IAIN Manado semester Ganjil (5) TA 2022-2023. Hasil temuan menunjukkan bahwa mahasiswa PBA IAIN Manado menggunakan kamus online sebagai media penerjemahan teks bahasa Arab. Dan kamus online yang paling banyak diminati oleh para mahasiswa adalah kamus Al-Ma'any. Dalam penggunaanya, mayoritas mahasiswa lebih banyak menggunakan kamus online untuk menerjemahkan kata per kata bahasa Arab. The conclusion of this study is that the presence of this online dictionary is very helpful in the translation process and makes it easier for them to translate Arabic texts.
The Compatibility of Al-‘Arabiyyah Baina Yadaik Textbook Volume I with Adolescent Cognitive Psychology Tsania Sausan Hasna; Muhajir Muhajir
Indonesian Journal of Arabic Studies Vol. 6 No. 2 (2024)
Publisher : UIN Siber Syekh Nurjati Cirebon, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ijas.v6i2.16471

Abstract

Purpose: This study seeks to evaluate the compatibility of the Al-‘Arabiyyah Baina Yadaik Volume I textbook with adolescent cognitive psychology. Specifically, it examines the suitability of its material presentation, language use, and exercise questions in relation to the cognitive developmental stages of adolescents. Methods: The research employs a library-based methodology, utilising documentation as the primary data collection technique. Content analysis was conducted on the Al-‘Arabiyyah Baina Yadaik Volume I textbook, which served as the primary data source. Secondary sources include books and other materials relevant to the study. Findings: The analysis of Al-‘Arabiyyah Baina Yadaik Volume I reveals that it is well-suited for use as an Arabic language textbook for seventh-grade junior high school students. The presentation of material, linguistic choices, and exercise formats align with Jean Piaget's theory of adolescent cognitive development, which emphasises logical thinking abilities. Research Implications: This research underscores the significance of tailoring Arabic language learning materials to foster logical reasoning while addressing students' emotional needs to enhance motivation and learning efficacy. However, the study's scope is confined to the textbook's content and structure, without accounting for external factors such as cultural, social, or classroom dynamics. Moreover, its relevance is limited to junior high school students in Indonesia, which may reduce its applicability to broader educational contexts.
A Conceptual Framework for Developing an Arabic Qawāʾid Curriculum Based on Cognitive Grammar Aufa Rahma; Firman Alamsyah; Nursyahidatul Urwati; Muhajir Muhajir
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.42568

Abstract

Arabic qawāʾid learning in formal education remains predominantly influenced by rule-based approaches that emphasize memorization and formal grammatical accuracy rather than meaningful language use. This condition often separates grammatical structures from communicative contexts and learners’ cognitive processes, resulting in difficulties in applying grammatical knowledge in authentic communication. This study addresses the question of how Cognitive Grammar can provide a conceptual foundation for developing a more contextual and meaning-oriented Arabic qawāʾid curriculum. Using a literature study method with a descriptive-analytical approach, this study analyzes relevant works on Cognitive Grammar, Arabic grammar instruction, and curriculum development collected from academic books, journal articles, and related scholarly publications. The analysis focuses on identifying conceptual principles, curriculum components, and sequencing patterns relevant to Cognitive Grammar–based qawāʾid curriculum development. The findings show that a Cognitive Grammar–based curriculum positions grammar as a meaningful symbolic system grounded in cognition and usage-based language experience. The proposed framework integrates learning objectives, instructional materials, learning processes, evaluation, and sequencing within a coherent meaning-based system. In addition, qawāʾid content sequencing is organized based on meaning salience, usage frequency, prototypicality, and conceptual accessibility rather than formal grammatical complexity. The conceptual contribution of this study lies in offering an integrative framework that connects Cognitive Grammar principles with Arabic qawāʾid curriculum design in a systematic and pedagogically oriented manner. This study concludes that Cognitive Grammar provides a meaningful conceptual foundation for developing a more contextual, cognitively aligned, and communicative Arabic qawāʾid curriculum.
Co-Authors Abdurrahman Wahid Abdullah Aufa Rahma Firman Alamsyah Nursyahidatul Urwati Tsania Sausan Hasna Yuniarti Amalia Wahdah