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All Journal Kordinat : Jurnal Komunikasi antar Perguruan Tinggi Agama Islam Ta'lim Al-Muyassar: Journal of Arabic Education Lisanul Arab: Journal of Arabic Learning and Teaching
Muhammad Qadhafi
universitas islam jakarta
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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العلاقة بين قدرة التلاميذ على القراءة وقدرتهم على الإملاء بمدرسة روضة المتعلمين الإسلامية المتوسطة بكاسي Muhammad Qadhafi; Awaluddin Faj
Ta'lim Vol 5, No 1 (2023): METODE PENDIDIKAN
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/ta'lim.v5i1.1409

Abstract

This researcher wants to reveal the relationship between the ability to read and the ability to dictate. This research is a quantitative research type, and the researcher uses the statistical approach. The method used by the researcher in this research is the correlational method, because it contains the correlation between the two variables. The researcher takes the study population of all first-grade students from Raudhatul Al-Muta'alimiin Islamic Junioor high School in Bekasi, the number of which is 26 students. Correlational analysis to find out the correlation between the ability to read and the ability to dictate, and the researcher uses the Correlation Product Moment rule in his research.The ability of pupils in the first class in the school to read indicates an excellent grade, because the average grade they obtained was 90.19. The result of the students' ability to spell is indicative of a good grade, because the grade average they obtained was 75.84. The existence of a relationship between the ability to read and the ability to dictate, and this relationship obtained a result of 0.549 which lies between (0.40- 0.70) because the ro score is greater than the rt score of the percentile ability at 5% confidence (0.388) and greater than The ability of the percentile at 1% confidence level (0.496), and its value was at the average degree, and this degree indicates that the alternative hypothesis (Ha) is “accepted” and the original hypothesis (Ho) is rejected. The researcher concludes that there is a correlation between students' ability to read and their ability to dictate at Raudhatul Al-Muta'alimiin Islamic Junioor high School in Bekasi Keywords:        Qiro’ah, imla’, reading, writing, dictation, kitabah
Teaching Prepositions in Surah Ar-Rahman: Analysis and Effective Teaching Methods Muhammad Qadhafi; Aliyatul Jannah; Azmi Ali Muchtar
Al-Muyassar: Journal of Arabic Education Vol 5 No 1 (2026): Al-Muyassar: Journal of Arabic Education
Publisher : Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/al-muyassar.v5i1.13828

Abstract

This research aims to identify the prepositions in the Arabic grammar and to know the meanings of the prepositions in Surat Al-Rahman. The prepositions, which are simple materials, are not distinguished from the rules of the Arabic language, and has an important role in Arabic grammar, whether in the texts of the Holy Quran or other sciences. Learning prepositions and their rules is important. This research is library research, and it collects all data related to the topic of discussion. After obtaining data and research materials from the library, the researcher collects and classifies all data and materials to suit the research interests. The results of this research are that in Surah Ar-Rahman there are 94 prepositions. Each preposition has many meanings that differ from one another depending on the context of the word. In Surah Ar-Rahman, the preposition "min" has the meaning of partiality, the meaning of initiation, the meaning of in, the meaning of emphasis, the meaning of substitution, the meaning of "an", and the meaning of causation. The preposition "Ba" has the meaning of attachment, transitivity, swearing, substitution, companionship, and superiority. The preposition "ila" has the meaning of ending, accompanying, and near. The preposition "an" has the meaning of "on", substitution, from, and far. The preposition "ala" has the meaning of "in", "with", and "from". The preposition "kaf" has the meaning of comparison and emphasis. The preposition "lam" has the meaning of clarification, strengthening, and exclamation. The preposition "rabbi" has the meanings of abundance and diminution. There are two appropriate methods for teaching Arabic grammar using prepositions, as Kamel Mahmoud explains in his article "Methods of Teaching Arabic Grammar," namely the syllogistic method and the inductive method. The syllogistic method involves moving thought from a general rule to a specific rule, or from the general to the specific, i.e., from the rule to examples. The inductive method involves moving thought to a general rule or from the specific to the general, i.e., from examples to the rule.
Teacher Strategies for Overcoming Students' Difficulties in Learning Arabic Vocabulary at Al-Hikma Islamic Primary School in Bintaro Azmy Ali Muchtar; Farah Nursaidah; Muhammad Qadhafi
Al-Muyassar: Journal of Arabic Education Vol 5 No 1 (2026): Al-Muyassar: Journal of Arabic Education
Publisher : Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/al-muyassar.v5i1.13829

Abstract

This study aims to determine the teacher's strategy in overcoming students' learning difficulties in learning Arabic vocabulary at SDIT Al-Hikmah Bintara. Students' difficulties in understanding, memorizing, and applying Arabic vocabulary are caused by internal and external factors, such as the lack of variety in teaching methods, low student motivation, and the lack of use of interactive learning media. This study used descriptive qualitative method with observation, interview, and documentation techniques. The results showed that most students had difficulty in memorizing long vocabulary, understanding the meaning of words, and reading in Arabic. To overcome this problem, teachers apply the talaqqi method, the use of songs and poems, as well as interactive quizzes and games. In addition, teachers utilize visual media such as videos and pictures to clarify the meaning of vocabulary and repeat the material regularly to improve student retention. With the application of innovative and effective strategies, students are expected to understand and memorize Arabic vocabulary more easily, thus improving their language skills.
Analysis of the Difficulties in Teaching Arabic Language to Students: Field Study at "Sarj Al-Huda" Islamic Primary School, East Jakarta Muhammad Qadhafi; Niken Sundari; Taufik Hidayat; Tahir Wijaya; Soraiya Mohammad Usman
Al-Muyassar: Journal of Arabic Education Vol 5 No 2 (2026): Al-Muyassar: Journal of Arabic Education
Publisher : Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/hfs4tb43

Abstract

This research aims to describe the difficulties faced by sixth-grade students at Sirojul Huda Islamic Elementary School in East Jakarta in learning Arabic, to identify the factors influencing these difficulties, and to propose appropriate solutions to overcome them. The research employed a descriptive qualitative approach supported by a questionnaire. Data was collected through observation, interviews, documentation, and the questionnaire itself. This methodology allowed the researcher to gain a comprehensive understanding of the educational reality and the challenges students face in learning Arabic. The research findings revealed that students encounter a range of linguistic and non-linguistic difficulties. The linguistic difficulties included a weak command of Arabic vocabulary, difficulty speaking Arabic, and a limited ability to understand some grammatical rules. The non-linguistic difficulties included limited opportunities for practice and training, weak motivation to learn, and certain aspects of the teaching methods and educational resources used. These results indicate that difficulties in learning Arabic are not solely related to linguistic factors but are also influenced by psychological, educational, and environmental factors surrounding the learners. To address these difficulties, the study recommends developing teaching methods to be more interactive and engaging, providing greater opportunities to practice the Arabic language inside and outside the classroom, enhancing students’ motivation and self-confidence, in addition to employing diverse educational tools that contribute to the development of various language skills.
Pengaruh Media Pembelajaran Terhadap Hasil Belajar Siswa (Survey di SMK Nurul Iman Jakarta) Ade Syifa Fauziah; Firdaus Suhaimi; Muhammad Qadhafi
Kordinat: Jurnal Komunikasi antar Perguruan Tinggi Agama Islam Vol. 25 No. 2 (2026): Jurnal Komunikasi antar Perguruan Tinggi Agama Islam
Publisher : Kopertais Wilayah I DKI Jakarta dan Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/kordinat.v25i2.53477

Abstract

This study was motivated by the suboptimal learning outcomes in Islamic Religious Education (PAI) among students at SMK Nurul Iman Jakarta. It aimed to analyze the relationship between the use of audiovisual learning media and students’ PAI learning outcomes. The study employed a quantitative method with a descriptive correlational approach. The study population consisted of 343 students, from whom a sample of 77 students was selected using Slovin’s formula. Data were collected through questionnaires to measure the use of audiovisual learning media and documentation of students’ learning outcome scores. The data were analyzed using the Pearson Product-Moment correlation technique. The results revealed a positive and significant relationship between the use of audiovisual learning media and PAI learning outcomes, with a correlation coefficient of 0.724, exceeding the critical (r)-table value of 0.2227 at the 5% significance level. The coefficient of determination of 52.41% indicates the proportion of variation in learning outcomes statistically associated with the use of audiovisual media in the research model. Therefore, the use of audiovisual learning media is positively and significantly related to PAI learning outcomes. These findings may serve as a consideration for teachers when selecting learning media appropriate to the subject matter and students’ characteristics.
أثر وسيلة الواقع المعزز القائمة على أسمبلر إيدو في الاحتفاظ بمفردات اللغة العربية: دراسة شبه تجريبية على طلاب المرحلة المتوسطة Muhammad Rafif; Azmy Ali Muchtar; Muhammad Qadhafi
Lisanul Arab: Journal of Arabic Learning and Teaching Vol. 15 No. 2 (2026): Lisanul Arab
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/laa.v15i2.54269

Abstract

This study examines the effect of Augmented Reality (AR) media using the Assemblr Edu application on Arabic vocabulary retention among Grade 8 students at State Islamic Junior High School 24, East Jakarta. A quasi-experimental method with Non-Equivalent Control Group Design was employed, involving 64 students divided into two classes: an experimental group (32 students) using AR-based Assemblr Edu media, and a control group (32 students) using traditional instruction. Data were gathered through pre-tests, post-tests, and semi-structured interviews conducted two weeks after the post-test to assess long-term retention. Statistical analysis using the Wilcoxon Signed-Rank Test and Mann-Whitney U Test revealed a statistically significant difference between the two groups (Sig. = 0.009 < 0.05). The experimental group attained a mean N-Gain score of 91.81% (effective category), compared to 82.21% in the control group, with an effect size of r = 0.618, indicating a large effect. Interview findings confirmed that 3D AR models supported stronger memory encoding, enabling students including low-achieving ones to recall vocabulary two weeks after instruction. These results demonstrate that Assemblr Edu-based AR significantly enhances Arabic vocabulary retention, providing an empirical basis for integrating interactive digital media in Arabic language classrooms.
Co-Authors Ade Syifa Fauziah Aliyatul Jannah Awaluddin Faj Azmi Ali Muchtar Farah Nursaidah Firdaus Suhaimi Muchtar, Azmy Ali Muhammad Rafif Niken Sundari Soraiya Mohammad Usman Tahir Wijaya Taufik Hidayat