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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab Lisan An Nathiq : Jurnal Bahasa dan Pendidikan Bahasa Arab JURPIKAT (Jurnal Pengabdian Kepada Masyarakat) Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Al-Uslub: Journal of Arabic Linguistic and Literature Al-Fashahah: Journal of Arabic Education, Linguistics, and Literature Kilmatuna: Journal Of Arabic Education Tadris: Jurnal Pendidikan Islam Ad-Dhuha: Jurnal Pendidikan Bahasa Arab dan Budaya Islam Indonesian Journal of Islamic Education and Local Culture Lughaat: Journal of Arabic Linguistics Berbakti
Ady Muh. Zainul Mustofa
Universitas Jambi
Religion Humanities Dentistry Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Patterns and Factors of Arabic Writing Errors: A Descriptive Study in Learning through the Imlā’ Mandzūr Method Era Aprianti; Neldi Harianto; Ady Muh. Zainul Mustofa
Al-Uslub: Journal of Arabic Linguistic and Literature Vol. 9 No. 02 (2025): Al-Uslub: Journal of Arabic Linguistic and Literature
Publisher : Jurusan Bahasa dan Sastra Arab Fakultas Adab dan Humaniora UIN Sulthan Thaha Saifuddin Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/al-uslub.v9i02.238

Abstract

This study aims to describe in depth the patterns of errors in Arabic writing and the factors causing these errors in the use of the imla’ mandzur method in class VIII 2 at Al-Falah Islamic Junior High School in Jambi. This study is decriptive qualitative, with data collection techniques through observation, interviews, and documentation. The reserch subjects consisted of Arabic language teachers and eighth grade students. Data analysis was carried out throught the stages of data collection, data reduction, data presentation, and conclusion drawing. The results showed that there were five patterns of writing errors mare by students, namely errors in connecting letters, errors in writing hamzah qath’I, errors in reducing letters, errors in writing similar-sounding Hijaiyyah letters, and errors in wriring harakat. The factors causing these errrors include diverse educational backgrounds, lack of practice in writing Arabic, and concentration factors, namely lack of focus during learning. The implications of this study indicate that the application of the imla’ mandzur method needs to be accompanied by intensive practice and guidance so that students are able to write letters or spellings in Arabic according to the correct writing rules, as well as providing input for teachers to improve the effectiveness of Arabic writing intruction in schools. This research also contributes to improving students’ accuracy and motivation in Arabic writing.
The Influence of  Tiktok Social Media on the @kursusarab Account as an Arabic Language Learning Medium Bunga Putri Rahmadani; Ady Muh. Zainul Mustofa; Anwar Sanusi; Neldi Herianto
Kilmatuna: Journal Of Arabic Education Vol. 6 No. 1 (2026): April : KILMATUNA: Jurnal Pendidikan Bahasa Arab
Publisher : Institut Pesantren Sunan Drajat Lamongan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55352/pba.v6i1.2285

Abstract

This study aims to analyze the influence of TikTok social media on the @kursusarab account as an Arabic language learning medium on students' learning interest at Al-Falah Islamic High School in Jambi City. The background of this study is the initial findings that indicate a lack of attention and interest in learning students in Arabic language learning. This study uses a quantitative method with a One Group Pretest Postest Design. The subjects of the study were eleventh grade students. Data were collected through pretest and posttest to measure students' interest before and after the application of TikTok social media on the @kursusarab account in the learning process. The research instrument used was a questionnaire statement test. The results showed a significant increase in students' learning interest after the use of TikTok social media on the @kursusarab account with an average pretest value of 56.40 increasing to 69.80 in the posttest. The paired TTest test showed a significance value of 0.001 (P <0.05), which indicates that TikTok social media on the @kursusarab account has a positive effect on students' learning interest. The results of this study are expected to provide a positive contribution in the development of more effective and interactive Arabic language learning methods at the secondary school level, as well as provide insight into the use of TikTok social media to increase students' interest in learning.
Use of Lughahku Web Media Based on Google Site to Improve The Arabic Language Skills of MTs Students Ady Muh. Zainul Mustofa; Rahmah Insani; Bainah Bainah; Amami Shofiya Al Qorin; Salman Jufri
Al-Fashahah: Journal of Arabic Education, Linguistics, and Literature Vol 6, No 1 (2026): Al-Fashahah: Journal of Arabic Education, Linguistics, and Literature
Publisher : Fakultas Teknik Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/al-fashahah.v6i1.81615

Abstract

This study aims to determine the extent to which the Lughahku web media utilizing Google Sites can improve the Arabic language skills of seventh-grade students at MTs Laboratorium Jambi. This study uses a quantitative descriptive method with 26 students as participants, through observation, questionnaires, and learning documentation. The results of the study show that students responded positively because this media is easy to use, interesting, and helpful in mastering vocabulary and language skills. Interactive features such as videos and quizzes also succeeded in increasing students' enthusiasm for learning, participation, and self-confidence. Thus, Lughahku media can be considered effective as one of the supporting media in Arabic language learning at the MTs level.
PENERAPAN METODE COOPERATIVE LEARNING TIPE STUDENT TEAM ACHIEVEMENT DIVISION PADA PEMBELAJARAN BAHASA ARAB DALAM PENINGKATAN HASIL BELAJAR SISWA MI DARUL ARIFIN JAMBI Abdurrauf Ramadhan, Ahmad; Rahman, K.A; Shofiya Al Qorin, Amami; Harianto, Neldi; Muh. Zainul Mustofa, Ady
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50965

Abstract

This study aims to describe the implementation of the Cooperative Learning method of Student Teams Achievement Division (STAD) type and determine its effectiveness in improving Arabic learning outcomes of fourth-grade students at MI Darul Arifin Jambi. This study employed Classroom Action Research (CAR) conducted in two cycles. The research subjects consisted of 22 fourth-grade students of MI Darul Arifin Jambi. Data were collected through observation, interviews, learning achievement tests, and documentation. The data were analyzed using qualitative and quantitative descriptive analysis. The results showed that the implementation of the STAD Cooperative Learning method improved students’ Arabic learning outcomes. This was indicated by the increase in students’ average scores in each cycle. Before the implementation, the average score was 53.4 with very low classical completeness. In the first cycle, the average score increased to 64.3 with a completeness percentage of 18%. In the second cycle, the average score increased to 78.6 with classical completeness reaching 77% or 17 students achieving the minimum mastery criteria. Therefore, the STAD method proved effective in improving Arabic learning outcomes at MI Darul Arifin Jambi.
ANALYSIS OF PEDAGOGICAL APPROACHES IN OVERCOMING DIFFICULTIES IN READING ARABIC FOR STUDENTS AT MADRASAH IBTIDAIYYAH NURUL YAQIN SUNGAI DUREN Riski, Ahmad; Sahrizal Pahlepi; Agung Yusup; Neldi Haryanto; Ady Muh. Zainul Mustofa
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.59847

Abstract

This study aims to analyze the pedagogical approaches applied by teachers in overcoming students' difficulties in reading Arabic (maharah qira'ah) at Madrasah Ibtidaiyyah Nurul Yaqin Sungai Duren. The ability to read Arabic is an essential foundational skill that students need to master; however, in practice, various difficulties are still found that hinder the learning process. This research employs a descriptive qualitative approach. Data were collected through observation, in-depth interviews, and documentation. The data sources included Arabic language teachers and students. Data analysis was conducted through the stages of data reduction, data presentation, and conclusion drawing, using source triangulation and member checks to ensure data validity. The findings indicate that the pedagogical approach implemented by the teacher is student-centered learning, employing methods such as shared reading,轮流 reading (reading in turns), repeated practice, discussion, and individual guidance. The teacher also applies scaffolding strategies by providing gradual assistance to students experiencing difficulties. The reading difficulties encountered by students include: first, difficulty distinguishing Hijaiyah letters that have similar shapes, such as ب (ba), ت (ta), and ث (tsa), as well as ج (jim), ح (ha), and خ (kha). Second, errors in reading vowel marks (harakat). Third, difficulty pronouncing new vocabulary. The factors causing these difficulties consist of internal factors (differences in basic abilities, low mastery of letters) and external factors (lack of practice at home, limited learning time). The pedagogical approaches applied proved effective in overcoming students' reading difficulties. This is evidenced by improvements in students' ability to recognize letters, accuracy of pronunciation, reading fluency, as well as increased motivation and self-confidence. This study recommends that teachers continue to develop varied and adaptive pedagogical approaches, and enrich learning media to support the improvement of students' Arabic reading skills.
Co-Authors Abdullah, Nurazzelena Binti Abdulloh Alusamah Abdulloh Alusamah Abdurrauf Ramadhan, Ahmad Afrian Pratama, Firman Agung Yusup Alya Mafaza Amami Shofiya Al Qorin Annisaa Nurjayanti, Vina Bella Anwar Sanusi Anwar Sanusi Arif Sugian Bainah Bainah Bunga Putri Rahmadani Era Aprianti Harianto, Neldi K.A. Rahman Mohamad Muspawi Mohammad Muspawi Mohammad Muspawi Muhammad Sobri Muhammad Sobri Muhammad Sobri Neldi Haryanto Neldi Herianto Ningsih, Arum Gati Nori Nopita Sari Padhil Hudaya Rahmah Insani Rahman, K.A Riski, Ahmad Rofiazka Fahmi Huda Sahrizal Pahlepi Salman Hasani Shofiya Al Qorin, Amami Supian Wiwit Rahma Wati Yani Heryani Yayan Rahtikawati Yusup , Agung