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Pendampingan Guru Bahasa Arab Pondok Pesantren Nahdlotul Ulum Kota Metro dalam Pengembangan Media Pembelajaran Bahasa Arab Berbasis Teknologi, Informasi & Komunikasi (ICT) Muhammad Syaifullah; Nailul Izzah; Nahdla, Naila Cahya
Dedikasi: Jurnal Pengabdian kepada Masyarakat Vol 16 No 2 (2023): Juli-Desember
Publisher : Pusat Pengabdian Kepada Masyarakat Lembaga Penelitian dan Pengabdian Kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/dedikasi.v16i2.9416

Islamic boarding schools are religious institutions that provide education and teaching as well as develop and disseminate Islamic religious knowledge. Learning includes human elements, materials, facilities, equipment and procedures that influence each other to achieve learning objectives, in this case humans involved in the teaching system consist of students, teachers and other personnel, the material includes; books, blackboards and others. Facilities and equipment consist of classrooms and audiovisual (learning media). Procedures include schedules and methods of delivering information, teaching practice, exams and so on. However, the lack of teacher understanding of the procedures and principles of choosing the right media results in the learning media used cannot support the learning process optimally. The steps of assistance in the process of approaching the Asset Based Communities Development (ABCD) method and tools in finding and recognizing assets are Appreciative Discovery, Asset development analysis, Program strategy analysis, Program narrative summary, Program monitoring and evaluation techniques. So it is hoped that Arabic teachers of Nahdlotul Ulum Islamic Boarding School, North Metro, Metro City can develop Arabic Learning Media Based on Technology, Information & Communication (ICT).

Tantangan Pelestarian Pembelajaran Bahasa Arab Santri Pondok Pesantren Nahdlatul Ulum Nahdla, Naila Cahya; Munawar, Endang
Al Maghazi : Arabic Language in Higher Education Vol. 2 No. 1 (2024): Al Maghazi : Arabic Language in Higher Education
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/al.v2i1.1201

This research aims to identify and discuss effective strategies in overcoming various obstacles that arise in the process of preserving Arabic language learning for students at the Nahdlatul Ulum Metro Islamic Boarding School. This type of research is descriptive qualitative research. Data was collected through interviews and observations, the data obtained was processed using the following procedures; Data reduction; by analyzing systematically by identifying patterns and relevant information, displaying data to make the data easier to understand, and providing a clearer view of the research results. and Data verification which involves double-checking the accuracy of the data and findings obtained by this research to produce and provide various strategies that are relevant, adaptive and effective for Arabic language teachers in the learning process in the world of education related to life in Islamic boarding schools and current developments. The researcher hopes that this research can add to knowledge and contribute ideas to optimize the efforts of an Islamic boarding school institution in preserving and quality of learning, especially for Arabic language students, and it is hoped that it can increase professionalism in teaching so that the goals in learning Arabic can be achieved well and efficiently.

An Analysis of the Implementation of Khot Learning at Nahdlatul 'Ulum Islamic Boarding School Nahdla, Naila Cahya; Syaifullah, Muhammad; Amalia, Dian Risky
International Journal on Advanced Science, Education, and Religion Vol 8 No 2 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i2.887

The Lack of attention to the writing aspect in khot learning can have a negative impact on students' ability to understand and interpret the rules of khot. This study aims to analyze the implementation of khot learning at the Nahdlatul 'Ulum Metro Lampung Islamic Boarding School and identify the obstacle factors. The approach of this research uses qualitative descriptive methods and data collection in this study is by observation, interview, and documentation techniques. The data analysis used in this study is a miles and huberman analysis through data reduction, data presentation, and conclusions. The result of this research is that Khot Learning is carried out in a structured manner through four stages: The introduction stage as the initial basic understanding, the basic practice stage as strengthening, the development stage as the deepening stage, and the application and creativity stage as the stage of art production and expression. And obstacles in learning khot are technical obstacles such as inadequate infrastructure and limited time, non-technical obstacles such as the motivation and interests of students who are not the same, as well as academic/pedagogical obstacles such as difficulties in asking questions and difficulties in understanding the structure, arrangement, and writing techniques of Arabic letters.

An Analysis of the Implementation of Khot Learning at Nahdlatul 'Ulum Islamic Boarding School Nahdla, Naila Cahya; Syaifullah, Muhammad; Amalia, Dian Risky
International Journal on Advanced Science, Education, and Religion Vol 8 No 2 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i2.887

The Lack of attention to the writing aspect in khot learning can have a negative impact on students' ability to understand and interpret the rules of khot. This study aims to analyze the implementation of khot learning at the Nahdlatul 'Ulum Metro Lampung Islamic Boarding School and identify the obstacle factors. The approach of this research uses qualitative descriptive methods and data collection in this study is by observation, interview, and documentation techniques. The data analysis used in this study is a miles and huberman analysis through data reduction, data presentation, and conclusions. The result of this research is that Khot Learning is carried out in a structured manner through four stages: The introduction stage as the initial basic understanding, the basic practice stage as strengthening, the development stage as the deepening stage, and the application and creativity stage as the stage of art production and expression. And obstacles in learning khot are technical obstacles such as inadequate infrastructure and limited time, non-technical obstacles such as the motivation and interests of students who are not the same, as well as academic/pedagogical obstacles such as difficulties in asking questions and difficulties in understanding the structure, arrangement, and writing techniques of Arabic letters.

Strategi Pembelajaran Qira’ah di Pondok Pesantren Nahdlatul ‘Ulum Kota Metro Nahdla, Naila Cahya; Nadilla, Afifah; Roji, Fatkhur
Al Maghazi : Arabic Language in Higher Education Vol. 1 No. 2 (2023): Al Maghazi : Arabic Language in Higher Education
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/al.v1i2.716

Learning Arabic is learning a foreign language which is considered difficult by most students, even though learning Arabic is actually easy. A lesson requires the use of learning strategies so that students do not find it difficult. Arabic learning strategies are carried out so that students can receive material more effectively and efficiently. The choice of strategy must be based on the language proficiency taught to students. This type of research is research that uses a qualitative approach conducted at the Nahdlatul 'Ulum Islamic Boarding School. In this study, data was collected through observation and documentation. The results obtained in the research field are In designing learning strategies there are several components that must be considered, namely preliminary learning activities, information delivery, student participation, tests, and follow-up activities. Arabic language learning strategies based on language proficiency are divided into six, namely mufradat learning strategies, tarkib learning strategies, istima' learning strategies, kalam learning strategies, qira'ah learning strategies, and kitabah learning strategies.

An Analysis of the Implementation of Khot Learning at Nahdlatul 'Ulum Islamic Boarding School Nahdla, Naila Cahya; Syaifullah, Muhammad; Amalia, Dian Risky
International Journal on Advanced Science, Education, and Religion Vol 8 No 2 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i2.887

The Lack of attention to the writing aspect in khot learning can have a negative impact on students' ability to understand and interpret the rules of khot. This study aims to analyze the implementation of khot learning at the Nahdlatul 'Ulum Metro Lampung Islamic Boarding School and identify the obstacle factors. The approach of this research uses qualitative descriptive methods and data collection in this study is by observation, interview, and documentation techniques. The data analysis used in this study is a miles and huberman analysis through data reduction, data presentation, and conclusions. The result of this research is that Khot Learning is carried out in a structured manner through four stages: The introduction stage as the initial basic understanding, the basic practice stage as strengthening, the development stage as the deepening stage, and the application and creativity stage as the stage of art production and expression. And obstacles in learning khot are technical obstacles such as inadequate infrastructure and limited time, non-technical obstacles such as the motivation and interests of students who are not the same, as well as academic/pedagogical obstacles such as difficulties in asking questions and difficulties in understanding the structure, arrangement, and writing techniques of Arabic letters.

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