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All Journal AJIS : Academic Journal of Islamic Studies Tarbiyatuna: Jurnal Pendidikan Ilmiah Alsinatuna
Putri, Annindita Hartono
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Pendekatan Humanistik Dalam Pembelajaran Bahasa Arab Perspektif K.H. Ahmad Dahlan Hijriyah, Athiyah Laila; Putri, Annindita Hartono; Sovinaz, Sovinaz; Isnaini, Rohmatun Lukluk
Tarbiyatuna: Jurnal Pendidikan Ilmiah Vol. 9 No. 1 (2024): Januari-Juni
Publisher : Sekolah Tinggi Ilmu Tarbiyah Ibnu Sina Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55187/tarjpi.v9i1.5628

Abstract

Penelitian ini bertujuan untuk mengkaji pendekatan humanistik dalam pembelajaran bahasa Arab menurut K.H. Ahmad Dahlan. Metode yang digunakan adalah kualitatif deskriptif melalui studi kepustakaan (library research) dengan sumber data primer “Paradigma Pendidikan Berkemajuan: Teori dan Praksis Pendidikan Progresif Religius KH Ahmad Dahlan” yang mana dalam buku tersebut KH Ahmad Dahlan mengkaji metode dan pendekatan pengajaran baik agama islam, pengetahuan umum hingga Bahasa Arab. Sumber data sekunder yang berasal dari berbagai buku dan karya ilmiah yang mengkaji tentang tokoh tersebut. Data dikumpulkan menggunakan teknik dokumentasi dan dianalisis dengan analisis isi (content analysis). Hasil penelitian menunjukkan bahwa pendekatan humanistik dalam pembelajaran bahasa Arab menurut K.H. Ahmad Dahlan menekankan pendekatan yang personal, interaktif, dan kontekstual. Pendekatan ini tidak hanya fokus pada penguasaan bahasa, tetapi juga pada pengembangan potensi peserta didik secara menyeluruh, mencakup aspek spiritual, moral, dan sosial. Terdapat tiga prinsip pembelajaran Bahasa Arab yaitu: menjelaskan tujuan pembelajaran Bahasa Arab kepada peserta didik dan memberikan latihan penguasaan keterampilan berbahasa Arab; bermain peran berbahasa dengan peserta didik sesuai dengan konteks masa kini; dan memberikan contoh penggunaan berbahasa Arab kepada para peserta didik. Selanjutnya, implementasi humanistik dalam pembelajaran Bahasa Arab adalah dengan menggunakan metode pembelajaran yang relevan sesuai kebutuhan peserta didik seperti thariqah mubasyarah, program pertukaran pelajar, kelas imersi Bahasa dan interaksi peserta didik dengan penutur asli, penciptaan bi’ah lughawiyyah, dan menanamkan pemahaman mengenai konteks sosial dan budaya Arab.
Enhancing Reading Skills of Surah Al-Zalzalah: A Makharijul Huruf Study at Nurul Hasanah TPQ Putri, Annindita Hartono
AJIS: Academic Journal of Islamic Studies Vol. 9 No. 2 (2024)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ajis.v9i2.11083

Abstract

This research aims to analyze the role of teaching Makharijul Huruf in enhancing Quranic reading skills, particularly focusing on Surah Al-Zalzalah, at the Nurul Hasanah Quranic Education Park in Jakarta. The research method employed is a qualitative approach with a case study, involving observation, interviews, and documentation. The results indicate that understanding Makharijul Huruf serves as the fundamental basis in the science of Tajwid, influencing Tajwid aspects and forming a strong foundation for correct Quranic reading. At Nurul Hasanah Quranic Education Park in Jakarta, the teaching of Makharijul Huruf incorporates kinesthetic approaches, auditory instructions, and interactive games. Evaluation involves memorization of targets and materials, recognizing that each child's reading ability may differ. Despite the positive impact of teaching Makharijul Huruf, difficulties in pronouncing certain letters such as 'ذ', 'ز', 'ض', 'ص', 'ح', and 'ث' were identified. Continuous improvement is necessary to ensure that every student can overcome pronunciation difficulties, enhance Quranic reading abilities, and support the development of effective teaching methods at the Quranic Education Park. This research is expected to contribute to the development of relevant teaching methods to improve Quranic reading skills in the Quranic Education Park.
Exploring Arabic Diglossia in Learning Kalām: Bridging the Gap in Daily Communication Putri, Annindita Hartono; Thoyyibah, Anisatu
ALSINATUNA Vol 9 No 2 (2024): June 2024
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v9i2.7076

Abstract

This study explores the phenomenon of Arabic diglossia specifically the coexistence and functional differentiation between fusha (formal) and ‘amiyah (informal) varieties in the instruction of speaking skills (kalām) at Markaz Arabiyah Pare, an Arabic learning center in Kediri, East Java, Indonesia. Centering on the Akbarnas (Akselerasi Bahasa Arab Nasional, National Arabic Language Acceleration) class program, the research seeks to identify the types, contexts, and underlying factors influencing diglossic language use in daily communicative practices. Situated within the broader discourse of sociolinguistics and Arabic language pedagogy, this study addresses a notable gap in empirical research concerning the implementation of diglossia within non-formal educational settings. Employing a qualitative descriptive approach, data were collected through observation, semi-structured interviews, and ethnographic documentation, and analyzed using the Miles and Huberman model. The findings demonstrate that fusha predominates in formal classroom instruction, while ‘amiyah is more commonly employed in informal, non-academic interactions thus enhancing students’ communicative adaptability. This dual usage reflects the institution’s language policy. It is also shaped by instructors’ backgrounds many studied in the Middle East and students’ prior exposure to Arabic-speaking contexts. The study concludes that integrating both varieties into instructional design fosters pragmatic competence and contextual fluency. These findings offer significant implications for Arabic language educators and curriculum developers seeking to bridge the divide between formal instruction and real-world language use.
Co-Authors Anisatu Thoyyibah Hijriyah, Athiyah Laila Rohmatun Lukluk Isnaini, Rohmatun Lukluk Sovinaz, Sovinaz