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All Journal Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan El-Tsaqafah: Jurnal Jurusan PBA Tadris al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Purwasandy, Tubagus Kesa
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Arts Education Languange, Linguistic, Communication & Media Social Sciences Other

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Dalālah “Al-Syaikhayn” fī Al-Mushṭalahāt Al-Fiqhiyyah wa Al-Hadīstiyyah (Al-Muhadditsīn) wa Mutadlamunātuhā fī Ta’līm Al-Lughah Al-‘Arabiyyah Zahra, Maryam Jamilah; Purwasandy, Tubagus Kesa
Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol 1, No 1 (2022): Tadris 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/ta.v1i1.17404

Abstract

Penelitian ini bertujuan untuk mengklarifikasi signifikansi istilah “Syaikhain” dalam istilah fiqih dan hadis serta pengaruhnya terhadap pengajaran bahasa Arab. Penelitian kualitatif ini mengandalkan metode deduktif, yaitu dengan melihat sumber dan referensi yang paling menonjol yang bersangkutan dengan mempelajari topik ini, kemudian menggunakan metode deskriptif analitis untuk memperjelas topik penelitian. Hasil penelitian menunjukkan bahwa makna istilah “kedua Syekh” dalam istilah fikih berbeda-beda di masing-masing Ajaran Fikih. Dalam doktrin Hanafi, mengacu pada Abu Hanifah dan Abu Yusuf. Dalam doktrin pemikiran Maliki, mengacu pada Ibn Abi Zayd al-Qayrawani dan al-Qabisi. Dalam doktrin Syafi'i, itu menunjukkan al-Rafi'i dan al-Nawawi. Dalam doktrin pemikiran Hanbali, itu menunjukkan konsiliator Ibn Qudamah al-Maqdisi dan al-Majd Ibn Taymiyyah. Adapun istilah “dua Syekh” dalam istilah hadits, itu menunjukkan dua imam Al-Bukhari dan Muslim. Implikasi dari makna istilah “dua syekh” dalam pengajaran bahasa Arab antara lain bahwa guru harus memperjelas konotasi istilah ini dalam arti leksikal usia tua. Kemudian beliau menjelaskan kepada para pembelajar bahwa boleh menggunakan kata “Syekh” dalam bahasa dan hadis, bagi orang yang ilmunya bertambah, dan dia terkenal dengan ilmunya dan kecerdikannya di kalangan manusia. Dan dia mengatakan kepada mereka banyak konotasi kata-katanya sesuai dengan ilmu yang dimaksudkan.
ANALISIS LATIHAN DAN EVALUASI BUKU BAHASA ARAB KURIKULUM 2013 MTS KELAS VIII BERDASARKAN PRESPEKTIF RUSYDHI AHMAD THU’AIMAH Tiandini, Ajeng Euis; Purwasandy, Tubagus Kesa; Basuki, Danang Dwi
El-Tsaqafah : Jurnal Jurusan PBA Vol. 23 No. 2 (2024): Oktober 2024
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/tsaqafah.v23i2.11434

Abstract

This study aims to assess the relevance of exercises and evaluation in the  Bahasa Arab book for the 2013 Curriculum of Grade VIII MTs, based on the perspective of Rusydhi Ahmad Thu’aimah. In this study, the researcher uses qualitative research and a descriptive content analysis method. The data collection technique was carried out through document study, where the researcher reviewed and analyzed the content of the Bahasa Arab book used in Grade VIII MTs to determine whether the elements of exercises and evaluation align with the theory proposed by Rusydhi Ahmad Thu’aimah. The results of the study show that the three elements of exercises and evaluation according to Rusydhi Ahmad Thu’aimah (1989) have been fully met in the Bahasa Arab book for the 2013 Curriculum of Grade VIII MTs. These three elements are language exercises, independent learning, and tests and evaluation. In terms of language exercises, the book provides various activities that focus on language skills, such as exercises in understanding sentence structure, vocabulary usage, and applying Arabic grammar rules in appropriate contexts. These exercises are designed to enhance students’ ability to communicate both orally and in writing. In the element of independent learning, the book provides students with opportunities to learn independently through various activities, such as individual tasks, practice questions, and reflection. The presented material encourages students to actively seek information and practice without fully relying on the teacher’s guidance, thereby fostering greater independence in learning. In the element of tests and evaluation, the book includes assessments that are appropriate to the students’ level of understanding, with formative and summative tests to measure students’ competency achievements. These evaluations are not limited to knowledge alone, but also assess the language skills acquired by students throughout the learning process. Tests are given at the end of each lesson, while evaluations are conducted every three lessons.
Dalālah “Al-Syaikhayn” fī Al-Mushṭalahāt Al-Fiqhiyyah wa Al-Hadīstiyyah (Al-Muhadditsīn) wa Mutadlamunātuhā fī Ta’līm Al-Lughah Al-‘Arabiyyah Zahra, Maryam Jamilah; Purwasandy, Tubagus Kesa
Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 1 No. 1 (2022): Tadris 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/ta.v1i1.17404

Abstract

Penelitian ini bertujuan untuk mengklarifikasi signifikansi istilah “Syaikhain” dalam istilah fiqih dan hadis serta pengaruhnya terhadap pengajaran bahasa Arab. Penelitian kualitatif ini mengandalkan metode deduktif, yaitu dengan melihat sumber dan referensi yang paling menonjol yang bersangkutan dengan mempelajari topik ini, kemudian menggunakan metode deskriptif analitis untuk memperjelas topik penelitian. Hasil penelitian menunjukkan bahwa makna istilah “kedua Syekh” dalam istilah fikih berbeda-beda di masing-masing Ajaran Fikih. Dalam doktrin Hanafi, mengacu pada Abu Hanifah dan Abu Yusuf. Dalam doktrin pemikiran Maliki, mengacu pada Ibn Abi Zayd al-Qayrawani dan al-Qabisi. Dalam doktrin Syafi'i, itu menunjukkan al-Rafi'i dan al-Nawawi. Dalam doktrin pemikiran Hanbali, itu menunjukkan konsiliator Ibn Qudamah al-Maqdisi dan al-Majd Ibn Taymiyyah. Adapun istilah “dua Syekh” dalam istilah hadits, itu menunjukkan dua imam Al-Bukhari dan Muslim. Implikasi dari makna istilah “dua syekh” dalam pengajaran bahasa Arab antara lain bahwa guru harus memperjelas konotasi istilah ini dalam arti leksikal usia tua. Kemudian beliau menjelaskan kepada para pembelajar bahwa boleh menggunakan kata “Syekh” dalam bahasa dan hadis, bagi orang yang ilmunya bertambah, dan dia terkenal dengan ilmunya dan kecerdikannya di kalangan manusia. Dan dia mengatakan kepada mereka banyak konotasi kata-katanya sesuai dengan ilmu yang dimaksudkan.
Arabic Language Learning Program in Non-Formal Classroom and Factors That Influence Its Completeness (Case Study in One of the Housing Complexes in Karawang) Sutrisno, Muhammad; Purwasandy, Tubagus Kesa; Mulhendra, Mulhendra
Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Vol. 20, No. 1 : Al Qalam (In Progress January 2026)
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (STIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/aq.v20i1.5886

Abstract

This study aims to analyze the factors that influence the learning achievement of participants in a non-formal Arabic language learning program and identify possible solutions to overcome these obstacles. This study used a qualitative approach with data collection techniques such as observation, interviews, and reflective journals. The results showed variations in learning achievement; some respondents had never completed a program, while others had successfully completed certain programs such as Muyassar volume 1, Ilmu Shorof, and BISA. Inhibiting factors were divided into two categories: internal and external. Internal factors included low learning motivation and difficulty understanding the material, while external factors included workloads, schedule conflicts, health conditions, family responsibilities, and minimal social support. Some solutions proposed by respondents included time flexibility, improving teaching quality, social support, utilizing technology, more effective learning methods, fostering motivation, and establishing learning priorities. These findings indicate that implementing non-formal Arabic language learning requires a holistic, adaptive, and integrative approach to enable students to achieve optimal program completion.
ANALISIS LATIHAN DAN EVALUASI BUKU BAHASA ARAB KURIKULUM 2013 MTS KELAS VIII BERDASARKAN PRESPEKTIF RUSYDHI AHMAD THU’AIMAH Tiandini, Ajeng Euis; Purwasandy, Tubagus Kesa; Basuki, Danang Dwi
El-Tsaqafah : Jurnal Jurusan PBA Vol. 23 No. 2 (2024): Oktober 2024
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/tsaqafah.v23i2.11434

Abstract

This study aims to assess the relevance of exercises and evaluation in the  Bahasa Arab book for the 2013 Curriculum of Grade VIII MTs, based on the perspective of Rusydhi Ahmad Thu’aimah. In this study, the researcher uses qualitative research and a descriptive content analysis method. The data collection technique was carried out through document study, where the researcher reviewed and analyzed the content of the Bahasa Arab book used in Grade VIII MTs to determine whether the elements of exercises and evaluation align with the theory proposed by Rusydhi Ahmad Thu’aimah. The results of the study show that the three elements of exercises and evaluation according to Rusydhi Ahmad Thu’aimah (1989) have been fully met in the Bahasa Arab book for the 2013 Curriculum of Grade VIII MTs. These three elements are language exercises, independent learning, and tests and evaluation. In terms of language exercises, the book provides various activities that focus on language skills, such as exercises in understanding sentence structure, vocabulary usage, and applying Arabic grammar rules in appropriate contexts. These exercises are designed to enhance students’ ability to communicate both orally and in writing. In the element of independent learning, the book provides students with opportunities to learn independently through various activities, such as individual tasks, practice questions, and reflection. The presented material encourages students to actively seek information and practice without fully relying on the teacher’s guidance, thereby fostering greater independence in learning. In the element of tests and evaluation, the book includes assessments that are appropriate to the students’ level of understanding, with formative and summative tests to measure students’ competency achievements. These evaluations are not limited to knowledge alone, but also assess the language skills acquired by students throughout the learning process. Tests are given at the end of each lesson, while evaluations are conducted every three lessons.
Co-Authors Basuki, Danang Dwi Mulhendra, Mulhendra Sutrisno, Muhammad Tiandini, Ajeng Euis Zahra, Maryam Jamilah