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All Journal IHSAN : Jurnal Pendidikan Islam ARKHAS: Journal of Arabic Language Teaching
Ashari, M Yahya
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Humanities Education Languange, Linguistic, Communication & Media Other

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Enhancing Arabic Writing Skills Through the Genre-Based Approach in Senior High School Ashari, M Yahya; Huda, Mokhammad Miftakhul; Mahfudhoh, Rifatul
Journal of Arabic Language Teaching Vol 4 No 2 (2024): ARKHAS ~ Journal of Arabic Language Teaching
Publisher : Postgraduate Study Programme of Universitas Islam Negeri KH. Achmad Siddiq Jember, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/arkhas.v4i2.2137

Abstract

Arabic writing skills require systematic and progressive learning with clear stages like concept building, modeling, and practice. However, previous studies have often overlooked the importance of combining structured learning models with contextual themes in improving writing proficiency. Addressing this gap, the present study is going to investigate the application of the Genre-Based Approach using the Teaching Learning Cycles Model in Arabic writing instruction. The study is based upon the theme of Travel. The target population is 32 students. A qualitative approach with a descriptive method was used, whereby data were collected through classroom observation, assignments, tests, FGD, and documentation. Data were analyzed using descriptive analysis techniques. The results show that the GBA with the TLC Model provide gradual learning, through the introduction of concepts, modeling, and practice activities in group and individual settings. It also integrated the 4C skills of 21st-century learning: critical thinking, communication, collaboration, and creativity. Students' learning mastery increased from 39.72% to 87.19% with a mean increase from 60.28 to 81.67 after the intervention. The learning process was also rated positively by observers. This study concludes that GBA with the TLC Model is effective in improving Arabic writing skills through structured, contextual, and collaborative learning experiences.
Hubungan Pemahaman Ilmu Tajwid Dengan Kemampuan Membaca Al-Qur’an Kelas VIII MTs Al Huda Sumobito Jombang Kusumawati, Alfiya; Ashari, M Yahya; Amrulloh
IHSAN : Jurnal Pendidikan Islam Vol. 2 No. 3 (2024): 2024
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/ihsan.v2i3.325

Abstract

Ilmu tajwid merupakan kaidah cara membaca huruf al-Qur’an secara baik dan benar. Kemampuan membaca al-Qur’an adalah mampu melafalkan bacaan ayat al-Qur’an sesuai tajwidnya, makharijul huruf,kelancaran/tartil saat membaca al-Qur’an.  Kemampuan membaca al-Qur’an siswa MTs Al Huda rata- rata sudah baik, akan tetapi hasil belajar materi tajwid yang khususnya materi hukum bacaan mad  pada mata pelajaran al-Qur’an Hadis masih ada di bawah rata-rata, sangat sayang sekali jika bacaan al-Qur’an sudah baik tetapi belum memahami dengan benar mengenai kaidah- kaidah hukum tajwid.Tujuan penelitian ini untuk mengetahui hubungan pemahaman tajwid dengan kemampuan membaca al-Qur’an kelas VIII siswa MTs AlHuda Sumobito Jombang. Desain penelitian ini menggunakan field Research. Jenis penelitian kuantitatif, pengumpulan data menggunakan observasi, dokumentasi, wawancara, dan Tes. Teknik analisis data penelitian ini menggunakan rumus korelasi product moment dengan 38 responden. Hasil penelitian :1) Pemahaman ilmu tajwid “sangat baik” karena berada di interval 74-100 dengan prosentase 71%. 2) Kemampuan membaca al-Qur’an “sangat baik” karena berada di interval 74-100 dengan presentase 81%. 3) Hasil perhitungan korelasi sebesar 0,763, yakni nilai r terletak antara 0,70-0,90 yang memiliki interprestasi “tinggi”. Maka dapat diketahui bahwa adanya hubungan antara pemahaman ilmu tajwid dengan kemampuan membaca al-Qur’an siswa kelas VIII MTs AlHuda Sumobito Jombang.
Enhancing Arabic Writing Skills Through the Genre-Based Approach in Senior High School Ashari, M Yahya; Huda, Mokhammad Miftakhul; Mahfudhoh, Rifatul
Journal of Arabic Language Teaching Vol. 4 No. 2 (2024): ARKHAS ~ Journal of Arabic Language Teaching
Publisher : Postgraduate Study Programme of Universitas Islam Negeri KH. Achmad Siddiq Jember, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/arkhas.v4i2.2137

Abstract

Arabic writing skills require systematic and progressive learning with clear stages like concept building, modeling, and practice. However, previous studies have often overlooked the importance of combining structured learning models with contextual themes in improving writing proficiency. Addressing this gap, the present study is going to investigate the application of the Genre-Based Approach using the Teaching Learning Cycles Model in Arabic writing instruction. The study is based upon the theme of Travel. The target population is 32 students. A qualitative approach with a descriptive method was used, whereby data were collected through classroom observation, assignments, tests, FGD, and documentation. Data were analyzed using descriptive analysis techniques. The results show that the GBA with the TLC Model provide gradual learning, through the introduction of concepts, modeling, and practice activities in group and individual settings. It also integrated the 4C skills of 21st-century learning: critical thinking, communication, collaboration, and creativity. Students' learning mastery increased from 39.72% to 87.19% with a mean increase from 60.28 to 81.67 after the intervention. The learning process was also rated positively by observers. This study concludes that GBA with the TLC Model is effective in improving Arabic writing skills through structured, contextual, and collaborative learning experiences.
Co-Authors Amrulloh Huda, Mokhammad Miftakhul Kusumawati, Alfiya Mahfudhoh, Rifatul