Article Per Year (5 Year)
p-Index From 2021 - 2026
2.286
P-Index
This Author published in this journals
All Journal Al-Tahrir: Jurnal Pemikiran Islam JURNAL TADRIS STAIN PAMEKASAN EDUKASI: Jurnal Pendidikan Islam Al-Wijdan : Journal of Islamic Education Studies Al-Hayat: Journal of Islamic Education Martabat: Jurnal Perempuan dan Anak Misykat: Jurnal Ilmu-ilmu Al-QurÆan, Hadist, Syariah dan Tarbiyah Paedagogia: Jurnal Pendidikan JURNAL PUSAKA : Media Kajian dan Pemikiran Islam JURNAL PENDIDIKAN, SAINS DAN TEKNOLOGI IRSYADUNA: Jurnal Kemahasiswaan Ihsanika : Jurnal Pendidikan Agama Islam Muhibbul Arabiyah: Jurnal Pendidikan Bahasa Arab Journal of Educational Research and Practice The Elementary Journal JURNAL PUSAKA: Media Kajian dan Pemikiran Islam
Luk-luk Nur Mufidah
UIN Sayyid Ali Rahmatullah Tulungagung
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

Published : 24 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 24 Documents
Search

 1   2   3 
TEKNIK PENGAJARAN TATA BAHASA ARAB DENGAN MEDIA KARTU KATA GUNA MEMBERIKAN PEMAHAMAN TENTANG QOWA’ID KEPADA PESERTA DIDIK Mu'awwanah, Roisatul; Nurhayati , Anin; Mufidah, Luk- Luk Nur
Irsyaduna: Jurnal Studi Kemahasiswaaan Vol. 2 No. 3 (2022): Desember
Publisher : LP3M STIT Al Urwatul Wutsqo Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (353.798 KB) | DOI: 10.54437/irsyaduna.v2i3.741

Abstract

Arabic language learning is the learning of foreign languages that has been taught in schools. To be able to read and write and translate Arabic writing, it requires an adequate mastery of nahwu and shorof knowledge. The obstacle experienced by students so far is the difficulty of formulating nahwu shorof in an easy way of learning. Judging from these problems, teachers should have developed learning strategies. Which in the learning strategy includes learning methods and techniques, which function so that learning in the classroom can run more effectively and efficiently. In other words, learning techniques are certain activities carried out in the classroom in accordance with the strategies and methods chosen that are in accordance with the approach to the existing problems. In this article, we will discuss grammar learning techniques (qowaid) to make it easier for students to understand nahwu and shorof material.
Metode Al-Bidayah Dalam Meningkatkan Kemampuan Reseptif Bahasa Arab: Qiraah Renaldi, Frisna Septian; Mufidah, Luk-Luk Nur; Nurhayati, Anin
Irsyaduna: Jurnal Studi Kemahasiswaaan Vol. 3 No. 1 (2023): April
Publisher : LP3M STIT Al Urwatul Wutsqo Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/irsyaduna.v3i1.747

Abstract

Methods are regular means used to carry out a job. The method has a purpose so that the material to be delivered can be received by students well. The choice of learning methods must be adjusted to the needs of students, because improper learning methods will cause the learning process to take place less effectively and learning objectives cannot be carried out optimally. The al-bidayah method is one of the methods in Arabic language learning that is considered effective for learning students' maharah qiraah. Using a qualitative library research approach, this article reviews the complex al-bidayah  method and its role in increasing reseptive. Abillities in the form of maharah qiraah. Reseachers obtained data by reading, writing and analyzing the conntents pf the  manual for the al-bidayah method and using it as a primary research  data source. The  results showed that al-bidayah method is an applicable method used for reseptive learning of arabic. This is because al-bidayah method has a systematic arragement of chapters and sub-chapters. The role of the al-bidayah method in improving students’ reseptive abilities is in the aspects of nahwu and sharf.
Teknik Pembelajaran Kosa Kata Bahasa Arab Dengan Multimedia Nisa', Beta Fadiatun; Nurhidayati, Anin; Mufidah, Luk-Luk Nur
Irsyaduna: Jurnal Studi Kemahasiswaaan Vol. 3 No. 1 (2023): April
Publisher : LP3M STIT Al Urwatul Wutsqo Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/irsyaduna.v3i1.806

Abstract

Vocabulary is a basic element for foreign language learners to acquire proficiency in the language. Language learners need to design effective learning techniques so that vocabulary mastery can be optimal. The majority of language teachers use the technique of translating into their mother tongue directly. While this translation technique has a weak level of adhesion in memory. The technique of introducing words to students can be through providing context, definitions, synonyms, antonyms, original items, imitations, pictures, demonstrations, and finally translation. Recognition of word meanings in these ways can utilize the development of educational technology with learning media. One variety of learning media that can be used to introduce vocabulary is multimedia. Multimedia that can represent text, sound, images, animation, and video can be an effective alternative learning media. In the hope that it can increase students' enthusiasm for learning and make learning more enjoyable. Therefore, this article describes Arabic vocabulary learning techniques and the use of interactive media as a means of learning Arabic vocabulary.
Penerapan Metode Sam’iyah Syafawiyah (Audio Lingual) Berbasis Pendekatan Komunikatif: The Application of the Sam'iyah Syafawiyah Method (Audio Lingual) Based on Communicative Approach Mufidah, Luk Luk Nur; Nurhayati, Anin; Hanifah, Indaful
MUHIBBUL ARABIYAH: Jurnal Pendidikan Bahasa Arab Vol. 3 No. 1 (2023): MUHIBBUL ARABIYAH: Jurnal Pendidikan Bahasa Arab
Publisher : Himpunan Mahasiswa Program Studi (HMPS) Pendidikan Bahasa Arab Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) Institut Agama Islam Negeri (IAIN) Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/pba.v3i1.109

Abstract

This article discusses the significant role of the Arabic language in social life. Arabic is a communication tool with several functions: obtaining something, controlling someone's behavior, expressing feelings or ideas, interacting with others, learning and finding meaning, creating a world of imagination, and conveying information. This should be realized with an interactive and communicative learning process. Then, it takes careful planning starting from the chosen approach. The communicative approach has developed communicative abilities and the teaching procedures of the four language skills in gradation. This approach is interpreted into the sam'iyyah syafawiyah method. This method emphasizes listening, mimicking, and pronouncing language sounds, such as sentences and dialogues. This research employs a descriptive qualitative method with data collection techniques through observation, interviews, and documentation. From the discussion in this journal, the sam'iyyah syafawiyah method with this communicative approach uses learning with four Arabic language skills starting from listening, speaking, reading, and writing. Artikel ini membahas peran penting bahasa Arab dalam kehidupan sosial. Bahasa Arab sendiri merupakan salah satu alat komunikasi yang memiliki beberapa fungsi, yaitu memperoleh sesuatu, mengendalikan perilaku seseorang, mengungkapkan perasaan atau ide, berinteraksi dengan orang lain, belajar dan mencari makna, menciptakan dunia imajinasi, dan menyampaikan informasi. Hal ini seharusnya diwujudkan dengan proses pembelajaran yang interaktif dan komunikatif. Diperlukan perencanaan yang cermat mulai dari pendekatan yang dipilih. Pendekatan komunikatif telah mengembangkan kemampuan berkomunikasi serta prosedur pengajaran empat keterampilan berbahasa secara bertahap. Pendekatan ini diinterpretasikan ke dalam metode sam'iyyah syafawiyah. Metode ini menekankan cara mendengarkan, meniru, dan melafalkan suara bahasa, seperti kalimat dan dialog. Penelitian ini menggunakan metode kualitatif deskriptif dengan teknik pengumpulan datanya melalui observasi, wawancara dan dokumentasi. Dari pembahasan dalam jurnal ini, dapat disimpulkan bahwa metode sam'iyyah syafawiyah dengan pendekatan komunikatif ini menggunakan pembelajaran dengan empat keterampilan bahasa Arab mulai dari keterampilan mendengarkan, berbicara, membaca, dan menulis.
Analisis Problematika dalam Pembelajaran Bahasa Arab: Pendekatan Linguistik dan Non-Linguistik: Analysis of Problematics in Arabic Language Learning: Linguistic and Non-Linguistic Approaches Mufidah, Luk-Luk Nur; Nurhayati, Anin; Faizah, Bilqis Nurul
MUHIBBUL ARABIYAH: Jurnal Pendidikan Bahasa Arab Vol. 3 No. 2 (2023): MUHIBBUL ARABIYAH: Jurnal Pendidikan Bahasa Arab
Publisher : Himpunan Mahasiswa Program Studi (HMPS) Pendidikan Bahasa Arab Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) Institut Agama Islam Negeri (IAIN) Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/pba.v3i2.113

Abstract

Problematika refers to units or patterns that indicate structural differences between one language. Problematika in learning Arabic is divided into two categories: problems arising from the language itself (linguistic problems) and problems arising outside the language itself (non-linguistic issues). This research uses a descriptive qualitative method with data collection techniques through observation, interviews, and documentation. The findings of this research indicate the need for evaluation in Arabic language learning to rectify suboptimal conditions by the planned objectives. This evaluation is crucial to ensure that Arabic continues to evolve and meet the demands of the present time. Promblematika adalah unit-unit atau pola-pola yang menunjukkan adanya perbedaan struktur antar satu bahasa dengan bahasa yang lain. Problematika dalam mempelajari bahasa Arab terbagi menjadi dua, yaitu problematika yang berasal dari bahasa itu sendiri (problem linguistik), dan problematika yang muncul di luar zat bahasa itu sendiri (problem non linguistik). Penelitian ini menggunakan metode kualitatif deskriptif dengan teknik pengumpulan datanya melalui observasi, wawancara dan dokumentasi. Hasil temuan penelitian ini menunjukkan perlunya evaluasi dalam pembelajaran bahasa Arab guna memperbaiki ketidakoptimalan sesuai dengan tujuan yang telah direncanakan. Evaluasi tersebut penting agar bahasa Arab dapat terus berkembang dan sesuai dengan tuntutan masa kini.
Summative Assessment of Islamic Education Subject in Merdeka Curriculum Fitria, Nabila Nayyirotul; Mufidah, Luk Luk Nur; Setiawati, Puput
Journal of Educational Research and Practice Vol. 2 No. 3 (2024): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v2i3.157

Abstract

The objective of this research is to examine the implementation of summative assessment within the “Merdeka” Curriculum, specifically in Islamic Religious Education courses. The adoption of this curriculum is still relatively new in the education process, and many teachers have not yet achieved optimal success in applying it. Although this assessment closely resembles that of the previous curriculum, it requires alignment with learning indicators and individual student characteristics to accurately reflect learning objectives. This study employs a qualitative descriptive methodology, gathering data from library research. The primary reference for this research is the “Merdeka Belajar” curriculum strategy from the Ministry of Education and Culture of the Republic of Indonesia. Summative assessment refers to evaluations conducted at the end of an academic year or semester. For the successful implementation of summative assessment in Islamic Religious Education within the Merdeka Curriculum, this research identifies nine essential phases: (1) defining competencies; (2) selecting an assessment structure; (3) providing necessary assessment tools; (4) establishing an assessment scale; (5) scheduling assessments; (6) completing summative assessments on time; (7) processing assessment results; (8) providing feedback and reports; and (9) conducting an evaluation.
Strategi Guru Dalam Pembelajaran Menghafal Juz Amma pada Anak Usia Dini di TK Plus Hasyim Asy’ari Pikatan Blitar Indria Neng Putri; Luk-luk Nur Mufidah
The Elementary Journal Vol. 1 No. 2 (2023): Oktober 2023
Publisher : Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/tej.v1i2.77

Abstract

This research is based on the condition of researchers in the field that there are at least some Qur'ani programs in early childhood education institutions because of the limited facilities and infrastructure that are inadequate at the institution. The research focus of this thesis is: (1) How is the teacher planning in learning to memorize juz 'amma in early childhood at TK Plus Hasyim Asy'ari Pikatan? (2) How is the implementation of the teacher in learning to memorize juz 'amma in early childhood at TK Plus Hasyim Asy'ari Pikatan? (3) How is the teacher's evaluation in learning to memorize juz 'amma in early childhood at TK Plus Hasyim Asy'ari Pikatan?. The purpose of this study is to find out the strategies used by teachers in learning to memorize juz 'amma, as well as to provide inspiration or reference for other early childhood education institutions that the limitations that exist in the institution do not make it an obstacle for educators to be able to teach the Qur'an. 'an to students well. This study uses a qualitative approach. The type of research used is field research (field research).
Implementasi Model Pembelajaran Kooperatif Tipe Student Team Achievement Division Dalam Menguatkan Karakter Tanggung Jawab Peserta Didik Pada Mata Pelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) MIN 4 Tulungagung Venytia Eka Lukitasari; Luk-luk Nur Mufidah
The Elementary Journal Vol. 2 No. 1 (2024): April 2024
Publisher : Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/tej.v2i1.89

Abstract

This research is motivated by the character of responsibility which is an important character. According to the data that has been obtained, MIN 4 Tulungagung has implemented a cooperative approach, one of which is the (STAD) Model. With this model, the good character that emerges is the character of responsibility. The research focus in writing this thesis is how to plan, implement and evaluate the model (STAD). The aim of this research is to describe in depth the planning, implementation and evaluation of the learning model (STAD) to strengthen the character of responsibility. This research uses a qualitative descriptive research method. Data was obtained through interviews, observation and documentation. Data analysis uses data condensation, data presentation, and drawing conclusions. Test the validity of the data using a credibility test which includes increased persistence and triangulation. The results of this research show that the STAD model planning used includes activities for planning the learning process, preparing competent staff and teachers who already have a teacher certification certificate. For the implementation stage of the STAD or discussion model, the STAD steps are followed, namely: the teacher presents lessons, forms discussion groups, gives discussion group assignments and individual assignments, provides learning evaluations and awards, and finally the teacher and students draw conclusions about the learning. There are two stages of evaluating the STAD learning model, namely the teacher evaluates the students' abilities and evaluates the students' responsible character through the STAD model.
PENDIDIKAN MULTIKULTURAL DAN IMPLIKASINYA TERHADAP KEBIJAKAN PENDIDIKAN Mufidah, Luk-Luk Nur
JURNAL PUSAKA : Media Kajian dan Pemikiran Islam Vol. 3 No. 2 (2016): Edisi 6
Publisher : LPPI Universitas Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/ps.v3i2.37

Abstract

Multicultural education is one of the alternatives to integrate diversity in Indonesia. Multicultural education and implementation is a strategy based on the concept of diversity that exists in society, particularly that of the learners, either in the form of ethnic, cultural, language, religion, social status, age, gender, or capabilities. With multicultural education that teaches the values of tolerance and togetherness more intensively, students are expected to not only be able to absorb the lessons learned, but also to have awareness to always behave humanist, pluralist and democratic. It is also expected that learners will appreciate all the differences that exist and regard it as a wonderful blend of life. Keywords: Pendidikan Multikultural, kebijakan pendidikan
Effectiveness of Advanced Organizer Learning Strategies on the Achievement of Fiqh with Varied Cognitive Styles Mufidah, Luk-Luk Nur
Al-Hayat: Journal of Islamic Education Vol 8 No 1 (2024): Al-Hayat: Journal of Islamic Education
Publisher : Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v8i1.502

Abstract

This study aimed to ascertain the treatment variable's primary influence and interaction effect on learning achievement in the Fiqh course. This study used a quasi-experimental approach, namely the nonequivalent control group design. The participants of the study were divided into two classes, namely Class A and Class B. A random process is conducted in the selection of the study subject class. In contrast, allocating students within each class is considered a fixed entity (intact group) that cannot be altered. The gathered data underwent statistical inference processing utilizing the two-lane 2x2 variant analysis technique. The findings indicated significant variations in learning outcomes in Fiqh courses between two groups of students instructed using different advanced organizer strategies, namely mind maps and concept maps. Additionally, no significant disparity in student achievement in Fiqh courses was observed between students with field dependence and field independence cognitive styles. Furthermore, no interaction effect was found between the learning strategies of advanced organizer types (mind maps and concept maps) and field dependence and field independence cognitive styles on learning achievement in Fiqh courses. The descriptive statistics analysis indicates that implementing the mind map advance organizer strategy (mean 78.59) exhibits a higher level of effectiveness than the concept map advance organizer strategy (mean 67.61) in enhancing student academic performance. It can be inferred that the advanced organizer technique known as the mind map type is consistently more effective than the concept map type, irrespective of variations in cognitive styles. In essence, using mind maps as an advanced organizer by students renders the consideration of cognitive style unnecessary, as it does not exert a differential impact on enhancing academic performance.
Co-Authors Anin Nurhayati Anissatul Mufarohah Faizah, Bilqis Nurul Fitria, Nabila Nayyirotul Hanifah, Indaful Indria Neng Putri Mu'awwanah, Roisatul Nik Haryanti Nisa', Beta Fadiatun Nur Kholis Nurhayati , Anin Nurhidayati, Anin Prim Masrokan Muthohar Renaldi, Frisna Septian Reni Marvianasari Setiawati, Puput Siti Muslihah Venytia Eka Lukitasari