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All Journal Abjadia, International Journal of Education Maharaat Lughawiyyat
Aulia, Herlina
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Education Languange, Linguistic, Communication & Media Other

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تحليل الأخطاء في نطق الحروف الهجائية عند ضوء نظرية الإمام خليل بن أحمد لدى تلاميذ مدرسة الحكمة الدينية مالانج Aulia, Herlina
Maharaat Lughawiyyat: Jurnal Pendidikan Bahasa Arab Vol 2 No 3 (2023): Maharaat Lughawiyyat
Publisher : Program Studi Pendidikan Bahasa Arab Fakultas Ilmu Tarbiyah dan Keguruan UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpba.v2i3.2957

Abstract

This study explains about the mispronunciation of hijaiyyah letters by using the theory of Imam Kholil bin Ahmad as the basis. Based on the results of observation, it is found that the students of Madrasah Diniyah Al-Hikmah mispronounced the hijaiyyah letters and were not able to pronounce the hijaiyyah letters fluently and correctly in accordance with the makhorijul of the letters and the properties of the letters. This study aims to describe the forms of the hijaiyyah letters mispronunciation, the reasons affecting the mispronunciation of hijaiyyah letters, and the efforts made by teachers to correct the mispronunciation of hijaiyyah letters. This study uses a descriptive qualitative method. The data collection techniques used are observation, interviews, documentation, and tests. The data analysis consists of three stages, including data reduction, data presentation, and conclusion drawing. For testing the validity of the data, a triangulation study is used. The results of this study are the mispronunciation of hijaiyyah letters is divided into four forms; those are letter replacement, letter deletion, letter addition, and letter disguise. في هذا البحث بيّنت الباحثة عن تحليل الأخطأ في نطق الحروف الهجائية عند ضوء نظرية الإمام خليل بن أحمد. ومن عملية الملاحظة وجدت الباحثة أنّ كثير من التلاميذ المدرسة الدينية الحكمة يخطؤون في نطق الحروف الهجائية ولم يستطيعوا أن ينطقوا الحروف الهجائية فصيحة وواضحة بناء على مخارج الحروف وصفات الحروف. استخدمت الباحثة المدخل الكيفي الوصفي. وأمّا طريقة جمع البيانات هي الملاحظة والمقابلة والوثائق والاختبار. وكان تحليل البيانات في هذا البحث الكيفي تتكون من ثلاثة طرق لحصول بيانات البحث وهي تقليل البيانات وتقديم البيانات والاستخلاص. واستخدمت الباحثة طريقة تأكيد صحة البيانات بطريقة التثليث. نتائج هذا البحث هي أنّ أشكال الأخطأ في نطق الحروف الهجائية هناك أربعة أشكال، وهي إبدال الحروف وحذف الحروف وزيادة الحروف وتشوية الحروف.
Implementing Deep Learning in Arabic Language Education at Madrasah Aliyah: Enhancing Critical Thinking and Contextual Learning Aulia, Herlina; Mahliatussikah, Hanik
Abjadia : International Journal of Education Vol 10, No 3 (2025): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v10i3.33342

Abstract

This study examines the implementation of deep learning in Arabic language education at Madrasah Aliyah (MA) in Indonesia. Employing a descriptive qualitative approach, data were obtained through library research and in-depth interviews with five Arabic teachers from different madrasah. The study identified five key instructional strategies applied by teachers: critical discussion, problem-solving, project-based learning (PjBL), student presentations, and the integration of digital tools and AI-based applications such as Kahoot and Quizizz. Critical discussion was consistently implemented across all madrasah, while the adoption of other strategies varied depending on institutional context and teacher readiness. Student responses toward interactive and technology-supported strategies were generally positive, demonstrating increased engagement and participation. Nevertheless, several challenges hinder optimal implementation, including limited technological infrastructure, rigid curricula, insufficient professional training, and assessment practices dominated by objective tests and lower-order thinking skills (LOTS). Authentic, project-based, and reflective assessments remain underutilized, resulting in a misalignment with the constructive alignment principle and limiting the comprehensive evaluation of learning outcomes. The findings suggest that while deep learning principles have begun to take root in Arabic language teaching at MA, achieving their full potential requires targeted interventions in infrastructure development, teacher capacity building, and the alignment of assessment practices with higher-order learning objectives.
Co-Authors Mahliatussikah , Hanik