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PEMBELAJARAN BAHASA ARAB BERDASARKAN METODE PENDIDIKAN RASULULLAH SAW Oensyar, M.Kamil Ramma
Jurnal Al Maqoyis Vol 1, No 2 (2013)
Publisher : Jurnal Al Maqoyis

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Sebagaimana kita ketahui bahwa kehidupan Nabi Muhammad Saw tidak hanya sebagai Rasul saja, tetapi juga sebagai kepala negara, sebagai pedagang, sebagai kepala rumah tangga, sebagai panglima perang, dan juga sebagai guru. Hal ini tentu semakin mengokohkan kebenaran firman Allah yang menegaskan bahwa Rasulullah adalah panutan dan teladan segenap umat manusia yang beriman dalam segala sisi kehidupannya, tidak terkecuali sebagai pendidik. Beliau menyampaikan dakwah dengan penuh sikap bijaksana, dengan ucapan-ucapan sopan yang tidak menyakitkan hati sasaran dakwah dan dengan berbagai macam metode yang mudah diterima oleh sahabat.Â Kata kunci : Pembelajaran bahasa Arab, Pendidikan Rasulullah SAW

STRATEGI PENGAYAAN PENGAJARAN KETERAMPILAN BERBICARA BAHASA ARAB BAGI NON ARAB Oensyar, M. Kamil Ramma
Khazanah: Jurnal Studi Islam dan Humaniora Vol 9, No 1 (2011)
Publisher : UIN Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/khazanah.v9i1.3050

Pembelajaran keterampilan berbicara bahasa Arab bagi non Arab tergolong masih membutuhkan pengembangan- pengembangan secara terus menerus, baik dari sisi metode, media, dan strategi pengajarannya serta lain sebagainya. Makalah ini membahas tentang teknik praktis bagi seorang guru bahasa Arab dalam mengajarkan keterampilan berbicara dengan baik dan benar. Sehingga semakin hari semakin dapat memperoleh kesempurnaan dalam pengajaran Bahasa Arab

PEMBELAJARAN BAHASA ARAB BERDASARKAN METODE PENDIDIKAN RASULULLAH SAW M.Kamil Ramma Oensyar
Jurnal Al-Maqoyis Vol 4, No 1 (2017)
Publisher : UIN ANTASARI

Sebagaimana kita ketahui bahwa kehidupan Nabi Muhammad Saw tidak hanya sebagai Rasul saja, tetapi juga sebagai kepala negara, sebagai pedagang, sebagai kepala rumah tangga, sebagai panglima perang, dan juga sebagai guru. Hal ini tentu semakin mengokohkan kebenaran firman Allah yang menegaskan bahwa Rasulullah adalah panutan dan teladan segenap umat manusia yang beriman dalam segala sisi kehidupannya, tidak terkecuali sebagai pendidik. Beliau menyampaikan dakwah dengan penuh sikap bijaksana, dengan ucapan-ucapan sopan yang tidak menyakitkan hati sasaran dakwah dan dengan berbagai macam metode yang mudah diterima oleh sahabat.Kata kunci : Pembelajaran bahasa Arab, Pendidikan Rasulullah SAW

STRATEGI PENGAYAAN PENGAJARAN KETERAMPILAN BERBICARA BAHASA ARAB BAGI NON ARAB M. Kamil Ramma Oensyar
Khazanah: Jurnal Studi Islam dan Humaniora Vol 9, No 1 (2011)
Publisher : UIN Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/khazanah.v9i1.3050

Pembelajaran keterampilan berbicara bahasa Arab bagi non Arab tergolong masih membutuhkan pengembangan- pengembangan secara terus menerus, baik dari sisi metode, media, dan strategi pengajarannya serta lain sebagainya. Makalah ini membahas tentang teknik praktis bagi seorang guru bahasa Arab dalam mengajarkan keterampilan berbicara dengan baik dan benar. Sehingga semakin hari semakin dapat memperoleh kesempurnaan dalam pengajaran Bahasa Arab

Tahlil Kitab Ta’lim Al-Lughah Al-‘Arabiyyah Al-Ladziy Allafahu Al-Duktur Hidayat M. Kamil Ramma Oensyar; Nur Amalia
HuRuf Journal : International Journal of Arabic Applied Linguistic Vol 1, No 1 (2021): June 2021
Publisher : Rumah Jurnal IAIN Bukittinggi

Textbooks are a very important component in the learning process. The researcher conducts an analysis here using the theory of Rusydi Ahmad Thu'aimah in his book Manahij Tadris Al-lughah Al-Arabiyyah Bi-ta'lim Al-asasi about the criteria for writing Arabic books for elementary third graders. The results of the study explain that: Dars (1) regarding "Ta'aruf" is all appropriate except for maharah istima'. Dars (2) regarding “Al-Amiluna Bil-Madrasah” are all appropriate except maharah istima' and qira'ah. Dars (3) on “Al-marafiq Wal-Adawatul Madrasiyyah” are all appropriate except for istima' maharah. Dars (4) on “Al-alwan” are all appropriate except maharah istima'. Dars (5) on “Al-unwan” are all appropriate except maharah istima' and qira'ah. Dars (6) on “Baiti” are all appropriate except maharah istima'. Dars (7) on “Min Yaumiyyatunal Usroh” are all in agreement except maharah istima' and qira'ah.الكتب المدرسية هي عنصر مهم للغاية في عملية التعليم. أجرى الباحث تحليلاً هنا باستخدام نظرية الرشدي أحمد طعيمة في كتابه "مناهج تدريس اللغة العربية بالتعليم الأساسي" حول معايير تأليف الكتب العربية لطلاب الصف الثالث الابتدائي. وقد أوضحت نتائج الدراسة أن: دارس (1) بخصوص "التعارف" مناسبة كلها باستثناء مهارة الاستماع (2) بخصوص "العاملون بالمدرسة" كلها مناسبة باستثناء مهارة الاستماع والقراءة (3) في "المرافق والضوئية" كلها مناسبة باستثناء مهارة الاستماع. (4) وفي "الألوان" كلها مناسبة باستثناء مهارة الاستماع. (5) وفي "العنوان" كلها مناسبة ما عدا مهارة الاستماع والقراءة. (6) وفي "بيتي" كلها مناسبة باستثناء مهارة الاستماع. (7) وفي "من يوميات الأسرة" جميعهم متفقون فيما عدا مهارة الاستماع والقراءة.

Tahlil Kitab Ta’lim Al-Lughah Al-‘Arabiyyah Al-Ladziy Allafahu Al-Duktur Hidayat M. Kamil Ramma Oensyar; Nur Amalia
HuRuf Journal : International Journal of Arabic Applied Linguistic Vol 1, No 1 (2021): June 2021
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/huruf.v1i1.4879

Textbooks are a very important component in the learning process. The researcher conducts an analysis here using the theory of Rusydi Ahmad Thu'aimah in his book Manahij Tadris Al-lughah Al-Arabiyyah Bi-ta'lim Al-asasi about the criteria for writing Arabic books for elementary third graders. The results of the study explain that: Dars (1) regarding "Ta'aruf" is all appropriate except for maharah istima'. Dars (2) regarding “Al-Amiluna Bil-Madrasah” are all appropriate except maharah istima' and qira'ah. Dars (3) on “Al-marafiq Wal-Adawatul Madrasiyyah” are all appropriate except for istima' maharah. Dars (4) on “Al-alwan” are all appropriate except maharah istima'. Dars (5) on “Al-unwan” are all appropriate except maharah istima' and qira'ah. Dars (6) on “Baiti” are all appropriate except maharah istima'. Dars (7) on “Min Yaumiyyatunal Usroh” are all in agreement except maharah istima' and qira'ah.الكتب المدرسية هي عنصر مهم للغاية في عملية التعليم. أجرى الباحث تحليلاً هنا باستخدام نظرية الرشدي أحمد طعيمة في كتابه "مناهج تدريس اللغة العربية بالتعليم الأساسي" حول معايير تأليف الكتب العربية لطلاب الصف الثالث الابتدائي. وقد أوضحت نتائج الدراسة أن: دارس (1) بخصوص "التعارف" مناسبة كلها باستثناء مهارة الاستماع (2) بخصوص "العاملون بالمدرسة" كلها مناسبة باستثناء مهارة الاستماع والقراءة (3) في "المرافق والضوئية" كلها مناسبة باستثناء مهارة الاستماع. (4) وفي "الألوان" كلها مناسبة باستثناء مهارة الاستماع. (5) وفي "العنوان" كلها مناسبة ما عدا مهارة الاستماع والقراءة. (6) وفي "بيتي" كلها مناسبة باستثناء مهارة الاستماع. (7) وفي "من يوميات الأسرة" جميعهم متفقون فيما عدا مهارة الاستماع والقراءة.

Affixation In Arabic-Indonesian And Its Effect On Change Of Meaning/ أحرف الزيادة في اللغة العربية واللغة الإندونيسية وتأثيرها في تغيير المعنى Faisal Mubarak; Ahmad Abdul Rahman; Asikin Nor; Sajidah Sajidah; M. Kamil Ramma Oensyar
Ijaz Arabi Journal of Arabic Learning Vol 6, No 1 (2023): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v6i1.13561

One of the branches of morphology is affixation. Affixation is a bound morpheme that is placed on the base morpheme. This article aims to describe: 1) the similarities in affixation in Arabic and Indonesian, 2) the differences in affixation in Arabic and Indonesian, and 3) the effect of affixation on the change of meaning. This research is a literature study using a qualitative approach with a contrastive analysis method, namely comparing by looking for similarities and differences between the two languages (Arabic and Indonesian) and also using constant analysis. The primary data in this study is the Qur'an, namely Surah Al-Mu'minun, and its translation, and secondary data are taken from books related to the research. The results showed similarities between Arabic and Indonesian affixation in Surah Al-Mu’minūn, namely the affixation with prefixes and suffixes, and there were two additional affixations in one word. The difference is that in Arabic, only affixation, while in Indonesian, affixation and pronouns. And the effects of the change of meaning in Arabic are in the form of gender (masculine and feminine) and the structure of numbers (singular, dual, and plural). In Indonesian, noun and adjective forms change to verbs. And for both (Arabic and Indonesian) change in active and passive forms of verbs and change in command words.

ANMATH AL-TA’ALLUM LADA AL-THALABAH FI MAHARAH AL-KALAM BI JAMI’AH ANTASARI AL-ISLAMIYYAH AL-HUKUMIYYAH Ahmad Muradi; Syarimah Alkautsari; H. M. Kamil Ramma Oensyar
Journal of Applied Transintegration Paradigm Vol. 1 No. 1 (2021): JATP
Publisher : LPPM UIN Sulthan Thaha Saifuddin Jambi

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Abstract: This study presents a learning style that is preferred by students who graduated from salafi boarding school on kalam skills. The purpose of this study was to determine the preferred independent learning style in kalam skills in graduated from salafi boarding school in Arabic education study programs. This research is field research using case study method and explanation building analysis technique. Data collection uses observation and interview methods. The object of this study is the learning style of students graduating from salafi boarding school on kalam skills. The research subjects were one student from Mursyidul Amin Gambut and one student from Darus Salim boarding school Bati Bati which is now under Arabic Language Study Program. Based on the result of the study it can be concluded that the learning styles of students graduating from salafi boarding school have different learning style. However they have a tendency to learn using style that they like. The trend of kalam learning style that is liked by the first student is auditory learning style with affective and social language learning strategies in vocabulary development. Whereas the tendency of learning style favored by the second student is auditory learning style with affective and social strategies and through language learning steps through speaking.

Students' Difficulties In Arabic: A Study Of The Background Of Students Arabic Language Education Norlaila, Norlaila; Muradi, Ahmad; Oensyar, M. Kamil Ramma; Arifin, Ahmad
Ijaz Arabi Journal of Arabic Learning Vol 8, No 2 (2025): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v8i2.32092

This paper explores the difficulties in learning Arabic based on the students' backgrounds, along with various solutions that can maximize the effectiveness of Arabic Language Education for students. This research conveys a descriptive approach with a field study. It is a simple quantitative and qualitative descriptive study, providing a narrative description of the situation. Data was collected through interviews with 25 Arabic Program (PBA) students, PBA lecturers, and The Arabic Language Student Association (HMP PBA) activists. The data analysis model used in this research follows the model of Miles, Huberman, and Saldana. The result shows that each student in the PBA study program faces difficulties in Arabic language skills and components according to their educational background. Students from modern pesantren backgrounds do not experience many language difficulties. The most significant difficulty for students is kalam skills. The factors influencing language difficulties include interest, educational background, teaching and methodological aspects, environment, student activities, and psychological and economic factors. The efforts made by the study program to strengthen students' language skills are still limited, consisting mainly of additional activities such as kalam and qiraah practice. HMP Bahasa Arab also organizes language communities, such as language workshops (daurah lughah) and competitions related to Arabic language proficiency. However, these activities are only attended by some students who are already relatively proficient in the language.

Perbandingan Makna Majaz dalam Surah Al-Baqarah antara Terjemah Al-Qur’an Kementerian Agama dan H.B. Jassin (Studi Analisis Kritik) Faisal Mubarak; Arifin, Ahmad; Abdul Latif; Ade Destri Deviana; Syamsuni; M. Kamil Ramma Oensyar
Al-Fathin: Jurnal Bahasa dan Sastra Arab Vol 8 No 01 (2025): Al-Fathin: Jurnal Bahasa dan Sastra Arab
Publisher : Institut Agama Islam Negeri Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/24avbq26

Majaz is a pronunciation used not in its original meaning because there is a relationship ('alaqah) and a sign (qarinah) that diverts one's understanding to arrive at the original meaning. In the Qur'an there are majaz expressions that are not in their original meanings, it is necessary to look at the context of the sentences in the verse and refer to the books of interpretation and balaghah to find their original meanings. The purpose of this research is to know the differences in the translation of H.B. Jassin and the Ministry of Religion against the specified majaz of ayat. The type of research used in this study is library research. Primary data from verses containing majaz in Surah Al-Baqarah translation H.B. Jassin and the Ministry of Religion. The researcher uses content analysis for data analysis model. The results emergence there are 14 figurative expressions in Surah Al-Baqarah have different translations between H.B. Jassin's translation and the Ministry of Religious Affairs' translation. The differences be divided into two categories: differences in meaning, which include literal (harfiyyah) meaning and interpretive (tafsiriyah) meaning, and differences in the type of word meaning, which include differences in the type of noun (isim) and verb (fi'il).

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