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All Journal Qismul Arab: Journal of Arabic Education Al-Irfan: Journal Of Arabic Literature and Islamic Studies
Haqiqy, M. Syihabul Ihsan Al
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Religion Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Other

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Manajemen Program Ekstrakulikuler Bahasa Arab di Madrasah Kamilaini, Azka; Agustina, Rahmah Fadhilah; Haqiqy, M. Syihabul Ihsan Al; Mufidah, Nuril
Qismul Arab: Journal of Arabic Education Vol. 3 No. 02 (2024): Qismul Arab: Journal of Arabic Education
Publisher : STAI Syaichona Moh. Cholil Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62730/qismularab.v3i02.85

Abstract

This research aims to describe the management of extracurricular programs in madrasas, how the planning of extracurricular programs is carried out, and the organization, implementation, and evaluation of Arabic language programs in madrasah.  This research uses a qualitative approach of case study type.  The research subject was Madrasah Aliyah AL-Rosyid Bojonegoro, Indonesia, in 2024. Data collection techniques used were observation, interviews, and documentation. Data analysis used Milles and Huberman's model through three stages: condensation, presentation, and conclusion drawing. The results of this study indicate that the management is made through stages, namely needs analysis and compiling a work program (PROKER), which is prepared every semester in the form of extracurricular time allocations, activity schedules and materials. Organizing in the form of creating an organizational structure along with their respective roles to support running the madrasah/school extracurricular program. Program implementation involves activities such as intensive training for extracurricular coaches, class visits to observe and provide direct feedback, and effective communication patterns between students and teachers. Extracurricular programs at MA Al Rosyid are divided into diniyah as a continuous extracurricular program and periodic extracurricular programs such as muhadharah training and Arabic MC training. Several evaluations are conducted, and daily evaluations focus on achieving daily learning objectives and providing immediate feedback. Weekly evaluation involves assessing student progress in language skills and adapting teaching methods as needed. Monthly evaluations include a thorough reflection on the effectiveness of the program and an improvement plan. Annual evaluations aim to assess the program's overall impact on students' Arabic language proficiency and the achievement of long-term goals.
Transforming the Teaching of Arabic Writing Skills through the Think Pair Share Strategy Agustina, Rahmah Fadhilah; Haqiqy, M. Syihabul Ihsan Al
Al-Irfan : Journal of Arabic Literature and Islamic Studies Vol. 8 No. 2 (2025)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-irfan.v8i2.493

Abstract

riting instruction in Arabic often faces various challenges, such as low student motivation, limited vocabulary, and a lack of ability to develop ideas in written form. These conditions make the learning process less effective and result in suboptimal student writing performance. Therefore, it is necessary to apply a cooperative learning strategy such as Think-Pair-Share as an alternative to enhance students’ participation and writing skills through collaboration. The purpose of this study is to describe the implementation of the Think-Pair-Share strategy in teaching maharah al-kitābah (writing skills). The subjects of this study were eighth grade students of State Islamic Junior High School of Batu. Data collection techniques included observation, unstructured interviews with ten students, and documentation related to the main Arabic textbook. The data analysis technique employed the flow model of Miles, Huberman, and Saldana, which consists of data condensation, data display, and verification. The results of the study show that the use of the Think-Pair-Share strategy in maharah al-kitābah consists of five steps: (1) Introduction, the teacher divides students into several groups; (2) Think, students answer questions individually and write them on worksheets; (3) Pair, students discuss their answers in groups and write the best group answer on the worksheet; (4) Share, students present the group’s work on the board, which is then commented on by other groups; and (5) Closing, the teacher provides feedback by clarifying, correcting, and concluding the correct answers from each group’s discussion. Thus, the use of this strategy not only emphasizes the collaborative aspect but also integrates critical thinking and individual reflection processes before writing.
Co-Authors Agustina, Rahmah Fadhilah Kamilaini, Azka NURIL MUFIDAH