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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

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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 | 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.
Evaluasi Ranah Afektif Pembelajaran Pendidikan Agama Islam Dalam Persepektif Kurikulum 2013 Mufidah, Luk Luk Nur
AL-WIJDÃN Journal of Islamic Education Studies Vol. 5 No. 1 (2020): Juni 2020
Publisher : Faculty of Islamic Sciences, Raden Rahmat Islamic University Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (757.674 KB) | DOI: 10.58788/alwijdn.v5i1.400

Abstract

We realize that between the learning process, behavior, human growth and development and how our thoughts and our feelings are interconnected and very influential in decision making. PAI teachers found several problems in carrying out the Affective domain evaluation. This study aims to describe and analyze the planning, implementation and evaluation of the affective domain in SMAN 1 and SMKN 1 Kertosono Nganjuk. This research design uses a multi-site study design, which seeks to describe a particular setting, object or event in detail and in depth. There are similarities and differences in the planning for evaluating PAI learning in the affective domain at SMAN 1 Kertosono Nganjuk and SMKN 1 Kertosono Nganjuk. The equation is an affective domain of PAI learning evaluation planning in the two schools that are both planned and outlined in the RPP. The difference is that in SMAN 1 Kertosono Nganjuk pays more attention to the whole affective domain of the PAI learning evaluation planning procedure. Reporting the evaluation of PAI affective domain learning in SMAN 1 Kertosono Nganjuk and SMKN 1 Kertosono Nganjuk have similarities and differences. The equation is an affective domain of PAI learning evaluation reporting in the two schools together with the cooperation of PAI teachers, BK teachers and homeroom teachers. While the difference is that in SMAN 1 Kertosono Nganjuk the evaluation data is entered into the curriculum and then to the homeroom teacher and the BK then the curriculum is ready to print. Whereas at SMKN 1 Kertosono Nganjuk, each subject submitted the subject value to the evaluation section then submitted it to the homeroom teacher. Reporting the evaluation of PAI affective domain learning in SMAN 1 Kertosono Nganjuk and SMKN 1 Kertosono Nganjuk have similarities and differences. The equation is an affective domain of PAI learning evaluation reporting in the two schools together with the cooperation of PAI teachers, BK teachers and homeroom teachers. The difference is that in SMAN 1 Kertosono Nganjuk the evaluation data is entered into the curriculum and then to the homeroom teacher and the BK then the curriculum is ready to print. Whereas at SMKN 1 Kertosono Nganjuk, each subject submitted the subject value to the evaluation section then submitted it to the homeroom teacher.   Key Words: Affective domain evaluation,  PAI, Curriculum 2013.
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