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All Journal Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Didaktika: Jurnal Kependidikan Jurnal Pendidikan dan Pembelajaran Alsinatuna
Ahmad Maghfurin
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Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Nilai-Nilai Pendidikan Karakter dalam Buku “Saleh Ritual Saleh Sosial” Karya Kh. A. Mustofa Bisri Muhammad Khoirul Anam; Agus Sutiyono; Ahmad Maghfurin
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 3 No. 2 (2024): April 2024
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v3i2.2499

Abstract

Character education has always been an important pillar of education in facing various problems. The problem with our education is that we often encounter students who summarize the things they have done, fight, have low respect for parents and teachers, speak impolite words in communication and often use harsh and even dirty words.This study focuses on the values of character education contained in the book "Saleh Ritual Saleh Sosial" by KH. A. Mustofa Bisri. In this study, the author aims to reveal some of the character education values contained in the book. The approach used in this research is a qualitative approach. While the method used is content analysis, a method used to reveal a large text. organized into main summaries.As for the values of character education found, there are seventen values of character education, namely 1) Adil, 2) Dermawan`, 3) Musyawah 4)Tawadhu` 5) Saleh, 6) Manusiawi, 7) Sabar, 8) Syukur, 9)Takwa, 10) Ridha, 11) Guyub, 12) Jejeg, 13) Istiqamah, 14) Iqtishat, 15)Halim, 16) I`tidal, 17) Sak Madyo.
Al-Imlā' Tiqniyyah fa'ālah li Kasyf al-Musykilāt wa al-Ḥulūl fi Ta'līm al-Lugah al-'Arabiyyah Ahmad Maghfurin; Siti Nafisah; Asmaa Abusamra
ALSINATUNA Vol 7 No 1 (2021): December 2021
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v7i1.3655

Abstract

This research aims to extrapolate the weaknesses of students at SMP (Junior High School) Sadamiyyah-Jepara. The dictation test method is used to obtain data about error types of student answers.  Data analysis is carried out through two phases: identifying errors, and then searching for their source. The research found several problems facing students at SMP Sadamiyyah in writing dictated texts. The most important are those related to writing Arabic letters, understanding vocabulary, grammars, and the overall meaning of sentences used in the dictation process. One causes these problems is the nature of Arabic writing, and the other is due to their lack of listening and their weakness in Arabic. The sound varies with its symbols in some Arabic words, the proximity of the source of some letters also inherits the difficulty of distinguishing between them. In addition, the lack of vocabularies and grammars hinders the overall understanding of the meanings of sentences. Dictation is a test of arabic comprehensive ability. Therefore, improving students’ ability in the dictation requires a lot of language practices. Students' poor in dictation becomes a starting point for reforming the Arabic language education process integratively.
Comparative Study: Millennials' and Gen Z's Perceptions of Using DeepL for Arabic Learning Neli Dian Rahmawati; Naifah; Ahmad Maghfurin; Ahmad Muthohar; Nasikhin
Didaktika: Jurnal Kependidikan Vol. 14 No. 3 (2025): Vol. 14 No. 3 Agustus 2025
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2235

Abstract

This study aims to comparatively analyze the perceptions of Millennials and Generation Z regarding the use of DeepL as a tool for learning Arabic at Islamic universities. Employing a qualitative approach with a phenomenological design, data were collected through in-depth interviews, with validity ensured using source, technique, and time triangulation. The data were analyzed using the Miles and Huberman model to identify patterns of differences and similarities in DeepL utilization. The findings indicate that Millennials rely more on conventional learning methods, using DeepL primarily as a supplementary tool for translation and vocabulary comprehension. They prefer guidance from lecturers, classical books, or recordings of native speakers to enhance their phonology, morphology, and syntax skills. In contrast, Generation Z is more technologically adaptive, integrating DeepL with additional applications such as the Arabic Morphology Analyzer and online forums to deepen their understanding. They tend to be more skeptical of AI accuracy and are more proactive in exploring various digital resources. This study contributes theoretically by reinforcing Marc Prensky’s (2001) digital native theory, Piaget’s (1972) constructivism theory, and Bandura’s (1986) social learning theory in the context of AI-based Arabic language learning. However, this study is limited in scope, as it was conducted only at UIN Walisongo Semarang. Therefore, further research should be conducted at various other Islamic universities to obtain a broader understanding of AI usage patterns in Arabic language learning.
Optimizing Students' Interest in Learning and Mastery of Arabic Vocabulary Through the Use of Interactive Games Gimkit Assyfa Dwi Utami; Ahmad Maghfurin
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 11 No. 1 (2025)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v11i1.5375

Abstract

This study investigates the effectiveness of Gimkit, an innovative gamified learning platform, in enhancing students’ interest and vocabulary mastery in Arabic at MTs Sadamiyyah Jepara. The purpose of this study is to see the impact of Gimkit on students' interest and mastery of vocabulary in Arabic at MTs Sadamiyyah Jepara. The research employs a classroom action research (CAR) approach, conducted in two cycles, with data gathered through observation, questionnaires, interviews, and vocabulary tests. Findings indicate that Gimkit significantly boosted student engagement, motivation, and vocabulary retention by transforming traditional Arabic learning into an interactive and enjoyable experience. The platform’s unique features, such as real-time quizzes, competitive games, and reward systems, created a dynamic learning environment that addressed common challenges, including low motivation and difficulty in memorizing vocabulary. Adjustments made during the intervention, such as customizing vocabulary sets and incorporating collaborative activities, further optimized student performance. This study underscores the potential of gamification as a transformative tool in Arabic language education, offering practical insights into how technology can foster greater participation, improve linguistic competence, and promote positive learning attitudes in Islamic educational settings.
Co-Authors Agus Sutiyono Ahmad Muthohar Asmaa Abusamra Assyfa Dwi Utami Muhammad Khoirul Anam Naifah nasikhin Neli Dian Rahmawati Siti Nafisah