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All Journal Arabiyatuna : Jurnal Bahasa Arab PROGRES PENDIDIKAN
Fajar Alamin
Universitas Pendidikan Indonesia
Religion Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Interpreting Arabic-Indonesian Grammatical Linguistic Symbols in Yellow Book Learning: Semiotic Analysis Fajar Alamin; Asep Sopian; Nunung Nursyamsiah
Arabiyatuna: Jurnal Bahasa Arab Vol. 8 No. 1 May (2024)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v8i1.9444

Abstract

The grammatical linguistic symbols (GLS) are used in teaching yellow book (kitab kuning /traditional Islamic texts) and Arabic grammar in traditional Islamic boarding schools using regional languages such as Javanese and Sundanese, and are beginning to be adopted in the Indonesian language. This study aims to explore their usage practices in the latter language while examining their benefits, limitations, and impacts. This research novelty lies in its focus on the Indonesian language, considering that previous studies on GLS primarily focused on regional languages. The research method employed is descriptive qualitative, utilizing observation, interviews, and tests as instruments at Pondok Tahfidz Zawiyah Darul Hayat. The observational and interview data are analyzed using Saussure's semiotics theory. The test results are used to determine the impact of using GLS. This study investigates the use of GLS in Indonesian and examines its advantages, drawbacks, and effects. The results show that GLS is useful for comprehending yellow book grammatical functions, particularly those related to syntax, fa'idah, and word abbreviations. Notwithstanding its benefits, GLS isn't universally applicable and might cause mistakes, particularly when choosing symbols. Test results indicate that GLS helps with grammatical position determination. In an effort to address these limitations, the research recommends the creation of a standardized guidebook explaining the use of GLS and the addition of new symbols to support uncovered grammatical functions. This study makes a substantial contribution to the preservation of local knowledge in the context of Indonesian Islamic boarding schools, especially with regard to Arabic grammar teaching. By examining this aspect, the study enriches understanding not only of language dynamics but also of cultural preservation and educational practices in Indonesia.
EDUCATION IN THE ERA OF ARTIFICIAL INTELLIGENCE: AXIOLOGICAL STUDY Fajar Alamin; Sofyan Sauri
PROGRES PENDIDIKAN Vol. 5 No. 2 (2024): May 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/prospek.v5i2.423

Abstract

Education in the era of Artificial Intelligence (AI) presents new challenges in the axiological aspect, namely the moral and ethical values related to the use of AI technology in the learning process. This article aims to conduct an axiological study of education in the era of artificial intelligence with a focus on understanding the values that emerge along with the development of AI technology and their implications in the educational context. The research approach used is literature analysis to explore understanding of the use of AI in education and its implications for moral and ethical values. The results of the study show that the use of AI technology can provide significant benefits in increasing the effectiveness and efficiency of learning, but also raises several axiological problems. This research is qualitative research involving literature analysis, the data obtained will be processed thematically. In its conclusion, this article emphasizes the need to develop axiological awareness in education in the era of artificial intelligence. By paying attention to moral and ethical values, education can be an effective forum for developing a generation that is technologically intelligent and has a strong axiological awareness. This effort needs to be supported by critical thinking, reflection, and collaboration between educators, stakeholders and related parties to ensure that the application of AI technology in education runs ethically and responsibly.
Co-Authors Asep Sopian Nursyamsiah, Nunung Sofyan Sauri