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All Journal LiNGUA: Jurnal Ilmu Bahasa dan Sastra Al Ishlah Jurnal Pendidikan JETL (Journal Of Education, Teaching and Learning) Jambura Elementary Education Journal Jurnal Ilmu Pendidikan Islam Aphorisme: Journal of Arabic Language, Literature, and Education JPLED Jurnal Pengabdian Masyarakat Riyahuna: Jurnal Pendidikan Bahasa Arab Daarus Tsaqofah Jurnal Pendidikan Pascasarjana Universitas Qomaruddin Mumtaza: Journal of Arabic Teaching, Linguistic and Literature Al-Mazaya: Jurnal Pendidikan Bahasa Arab
Muhammad Tareh Aziz
Universitas Islam Darul 'Ulum
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Integrasi Asas Andragogi Dengan Pembelajaran Muhadastah: Studi Kasus LPBA MASA Surabaya Laili Mas Ulliyah Hasan; Muhammad Tareh Aziz; Firdausi Nurharini
Al-Mazaya: Jurnal Pendidikan Bahasa Arab Vol. 2 No. 1 (2024): Mei 2024
Publisher : Program Studi Pendidikan Bahasa Arab Universitas Nahdlatul Ulama Purwokerto

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Abstract

This research aims to explore and analyze Muhadastah's learning competencies by applying the principles of Andragogy at the Arabic Language Education Institute (LPBA) at the Great Mosque of Sunan Ampel (MASA) Surabaya. The research methodology uses qualitative methods with participants consisting of students and teachers who are involved in Muhadastah learning at LPBA. Participants were selected purposively to ensure appropriate representation of varying levels of Arabic speaking skills. Data was collected through classroom observations, interviews with teachers, and student questionnaires. Class observations were carried out to observe Muhadastah's learning practices using the principles of Andragogy, while interviews with teachers aimed to gain a deeper understanding of the application of Andragogy principles in Muhadastah's learning. In addition, student questionnaires were used to evaluate their perceptions of Muhadastah learning with this approach. The qualitative data collected will be analyzed using a thematic analysis approach, with data organized, coded, and categorized based on themes that emerge from classroom observations, interviews, and questionnaire responses. The research findings highlight the application of Andragogy principles in Muhadastah learning, the challenges in combining these two concepts, as well as the potential and benefits of integration to improve the quality of Arabic language learning. The recommendations that can be made are teacher training, increasing access to resources, and developing a curriculum that is more oriented to student learning needs.
Implementation of Arabic Language Learning From an Integration Theory Perspective on Reading Ability Muhammad Tareh Aziz; M. Abdul Hamid; Nurhadi Nurhadi
JETL (Journal of Education, Teaching and Learning) Vol 10 (2025): Special Issue
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v10i1.6722

Abstract

Arabic language learning in Indonesia still needs to improve for Arabic language learners at the high school level, except for learning at Madrasah Aliyah Muallimin Muallimat Jombang, which is different from other schools. The advantage of this school is that its students can have the skills to read Arabic. This research shows that: 1) Implementation of the specific objective aspects of Arabic language learning material is interconnected and interrelated between one subject and another. The aim is for students to have read, 2) The implementation of Arabic language learning material is multidisciplinary, with the existence of linkages and mutual support between Arabic language learning material and religious material as well as a combination of classic Arabic and modern Arabic material. 3) The implementation of the method in this school is divided into two parts, namely the first method outside the classroom, which consists of prayer and reading aliyah together; the second method in learning is the integration of grammar and translation methods, singing methods, writing methods, reading methods, as well as audiolingual methods. 4) Two evaluations were used: the learning evaluation, which used daily, formative, and summative evaluations. Second, learning evaluation to determine the achievement of school goals by using two evaluation models in the final grade, namely a book reading test and a comprehensive test.
Co-Authors Adhimah, Syifaul Alfi Nurrosyiid Arif, Mochamad Dewien Nabielah Agustin Ervan Shodiq Firdaus, Ferry Maulana firdausi nurharini Hasan, Laili Mas Ulliyah Hosnan Iva Setyawati Izzah Nur Hudzriyah Hasan Laili Mas Ulliyah Hasan Lestari Widodo M. Abdul Hamid M. Kemal Husain Al-Firdausy Mas’ud Moh. Faizal Hidayatullah Moh. Syafi'i Mufarrohah Muhammad Rido’i Muhammad Rido’i Muhid Nurhadi Nurhadi Nurharini, Firdausi Nurselafia Riyadi Riyadi Umi Machmudah Ummi Sholehawati Zamzamy, Muhammad