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All Journal Arabia: Jurnal Pendidikan Bahasa Arab Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Haerullah, Ira Safira
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Education Languange, Linguistic, Communication & Media

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للصف السابع الثانوية ACTFL تحليل مواد الكتاب المدرسي اللغة االعربية على أساس Adam, Muhammad Zikran; Haerullah, Ira Safira; Rosyidi, Abdul Wahab; Muhaiban, Muhaiban
Arabia Vol 16, No 1 (2024): JURNAL ARABIA
Publisher : Program Studi Pendidikan Bahasa Arab Fakultas Tarbiyah IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/arabia.v16i1.18468

Abstract

Abstract This study discusses how the results of the analysis of teaching materials using the ACTFL (America Counsil On The Teaching Of Foreign Languages) guidelines where language skills are divided into levels of distingueshed, superior, advanced, intermediate and novice. The researcher used the entrance of the palm and its type of library study and the researcher analyzed the book of teaching Arabic language on the curriculum KMA 183 for the seventh grade of Middle School and the results of the research were the teaching materials in this book given the ACTFL is divided into the ability to read skill at the low intermediate level and writing skill at the low novice level and listening skill at the low novice level and speech skill at the low novice level.Keywords: Education Materials, Language Skills, ACTFL Guidelinesملخصتناقش هذه الدراسة كيف نتائج التحليل مواد التعليم باستخدام إرشادات ACTFL (America Counsil On The Teaching Of Foreign Languages) حيث تنقسم المهارات اللغوية إلى مستويات و هي المميز و المتقن و المقدم و المتوسط و المبتدئ. استخدم الباحث مدخل الكفي و نوعه دراسة المكتبة و قيام الباحث بتحليل كتاب تعليم اللغة العربية على منهاج KMA 183 للصف السابع المدرسة الثانوية  و نتائج البحث كانت المواد التعليم في هذا الكتاب بالنظر إلى  ACTFLينقسم إلى قدرة على مهارة القراءة في مستوى المتوسط الأساسي و مهارة الكتابة في مستوى المبتدئ الأساسي و مهارة الاستماع في مستوى المبتدئ الأساسي و مهارة الكلام في مستوى المبتدئ الأساسي.الكلمات  الرئيسية : مواد التعليم ، مهارات اللغوية ، إرشادات ACTFLAbstrakPenelitian ini membahas bagaimana hasil analisis bahan ajar menggunakan pedoman ACTFL (America Counsil On The Teaching Of Foreign Languages) dimana kemampuan berbahasa dibagi menjadi tingkatan istimewa, unggul,  mahir, madya dan pemula. Peneliti menggunakan  pendekatan kualitatif dan dengan jenis studi kepustakaan. Peneliti menganalisis buku pengajaran bahasa Arab pada kurikulum KMA 183 untuk madrasah tsanawiyah kelas tujuh dan hasil penelitian adalah bahan ajar dalam buku ini dengan melihat pedoman ACTFL dibagi menjadi kemampuan membaca pada tingkat menengah dasar dan keterampilan menulis pada tingkat pemula dasar dan keterampilan mendengarkan pada tingkat pemula dasar dan keterampilan berbicara pada tingkat pemula dasarKata kunci:  Bahan Ajar, Kemahiran Berbahasa, Pedoman ACTFL
Improving 21st Century Students' Learning Skills through the Group Investigation Cooperative Learning Model in Arabic Classes Sarif, Suharia; Yasmadi, Yasmadi; Jundi, Muhammad; Fitri, Titi; Haerullah, Ira Safira; Hasibuan, Renni; Gustian, Nabil
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol 8, No 2 (2024): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpba.v8i2.34552

Abstract

This study explores the Group Investigation (GI) model's role in developing 21st-century skills in collaboration, communication, creativity, and problem-solving in Arabic language learning. Addressing a research gap, it examines how GI enhances these skills, fostering effective learning and student engagement in the classroom. This study uses a qualitative approach, and it examines the implementation of the Group Investigation model in teaching Arabic to 57 students in two classes. Observations over 3 hours per class focused on student interactions during group assignments, highlighting activeness, role distribution, opinion exchange, and task allocation. Documentation through photos and videos validated the observations and supported the analysis of 21st-century skills. Data analysis employed an interactive approach. The results of the study indicate that the implementation of the Group Investigation cooperative learning model in Arabic learning instruction significantly illustrates students' 21st-century skills. This study contributes to Arabic language learning by demonstrating that the Group Investigation (GI) model enhances 21st-century skills, particularly creativity. Future research should explore additional strategies within GI to strengthen communication and collaboration while evaluating its impact on Arabic language learning outcomes.
Improving 21st Century Students' Learning Skills through the Group Investigation Cooperative Learning Model in Arabic Classes Sarif, Suharia; Yasmadi, Yasmadi; Jundi, Muhammad; Fitri, Titi; Haerullah, Ira Safira; Hasibuan, Renni; Gustian, Nabil
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 8 No. 2 (2024): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpba.v8i2.34552

Abstract

This study explores the Group Investigation (GI) model's role in developing 21st-century skills in collaboration, communication, creativity, and problem-solving in Arabic language learning. Addressing a research gap, it examines how GI enhances these skills, fostering effective learning and student engagement in the classroom. This study uses a qualitative approach, and it examines the implementation of the Group Investigation model in teaching Arabic to 57 students in two classes. Observations over 3 hours per class focused on student interactions during group assignments, highlighting activeness, role distribution, opinion exchange, and task allocation. Documentation through photos and videos validated the observations and supported the analysis of 21st-century skills. Data analysis employed an interactive approach. The results of the study indicate that the implementation of the Group Investigation cooperative learning model in Arabic learning instruction significantly illustrates students' 21st-century skills. This study contributes to Arabic language learning by demonstrating that the Group Investigation (GI) model enhances 21st-century skills, particularly creativity. Future research should explore additional strategies within GI to strengthen communication and collaboration while evaluating its impact on Arabic language learning outcomes.
Co-Authors Abdul Wahab Rosyidi Adam, Muhammad Zikran Fitri, Titi Gustian, Nabil Hasibuan, Renni Jundi, Muhammad Muhaiban Muhaiban Sarif, Suharia Solly Aryza Yasmadi Yasmadi, Yasmadi