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All Journal Asatiza: Jurnal Pendidikan Journal of Multidisciplinary Inquiry in Science, Technology and Educational Research Al-Irfan: Journal Of Arabic Literature and Islamic Studies
Hamidah, Husnul
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Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Living Hadis: Relevansi Makna Syukur Terhadap Tradisi Nyadran di Desa Abar-Abir Hamidah, Husnul; Nasrulloh, Nasrulloh
Journal of Multidisciplinary Inquiry in Science, Technology and Educational Research Vol. 2 No. 1b (2025): NOVEMBER 2024 - JANUARI 2025 (TAMBAHAN)
Publisher : UNIVERSITAS SERAMBI MEKKAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32672/mister.v2i1b.2772

Abstract

Penelitian ini mengeksplorasi relevansi makna syukur terhadap tradisi Nyadran di Desa Abar-Abir dalam konteks living hadis. Nyadran adalah sebuah tradisi lokal yang menggabungkan elemen budaya dan ajaran Islam, di mana masyarakat Desa Abar-Abir melakukan ritual tahunan untuk menghormati leluhur dan mengucapkan syukur atas berkah yang diberikan. Penelitian ini menggunakan pendekatan kualitatif dengan metode observasi dan wawancara mendalam untuk mengumpulkan data dari partisipan yang terlibat dalam tradisi Nyadran. Hasil penelitian menunjukkan bahwa tradisi Nyadran memiliki relevansi yang kuat dengan konsep syukur dalam hadis. Tradisi ini tidak hanya sekadar ritual, tetapi juga merupakan ekspresi rasa syukur komunitas terhadap nikmat yang telah diterima. Nyadran juga berperan penting dalam memperkuat solidaritas sosial dan ikatan komunitas, serta memperkokoh identitas keagamaan masyarakat Desa Abar-Abir. Penelitian ini menyimpulkan bahwa tradisi Nyadran merupakan manifestasi living hadis yang menggambarkan bagaimana ajaran Islam dapat diintegrasikan dalam praktik budaya lokal, sehingga menciptakan harmoni antara nilai-nilai agama dan tradisi masyarakat.
Formative assessment as a learning tool: Enhancing Arabic vocabulary and grammar through interactive evaluation in a non-formal setting Hamidah, Husnul; Razida, Mirdawati; Qomari, Nur
Asatiza: Jurnal Pendidikan Vol. 6 No. 3 (2025): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v6i3.3043

Abstract

Despite the established theoretical potential of formative assessment, a significant gap exists in understanding its practical application and impact within Arabic language pedagogy, particularly in non-formal educational settings. This study addresses this gap by exploring the role of evaluation tools in enhancing vocabulary and grammar mastery at LKP Kampung Arab Al-Azhar Pare, a non-formal institution in Indonesia. Employing a qualitative descriptive methodology, data were collected through semi-structured interviews with five teachers and twenty students, non-participant observations, and document analysis. The findings reveal a comprehensive typology of evaluation tools, strategically implemented as active pedagogical strategies rather than mere measurement instruments. These tools, which range from digital gamified quizzes (e.g., Kahoot, Wordwall) to collaborative performance tasks, were found to significantly enhance student engagement, foster a deeper conceptual understanding of grammar, and reinforce the functional application of vocabulary. A critical factor in their efficacy was the consistent provision of explanatory, task-focused feedback from teachers. The study concludes that a formative, integrated evaluation system is instrumental in bridging the gap between assessing knowledge and actively cultivating it. This research offers a replicable framework for non-formal institutions and contributes to Arabic language pedagogy by empirically demonstrating how a holistic assessment approach can transform learning processes and outcomes.
Gamified Assessment: Utilizing Kahoot to Improve Vocabulary Learning Outcomes Hamidah, Husnul; Hasaniyah, Nur; Anshory, Abdul Muntaqim Al
Al-Irfan : Journal of Arabic Literature and Islamic Studies Vol. 8 No. 1 (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.v8i1.441

Abstract

The mastery of vocabulary (mufradat) remains a major challenge in Arabic language learning, particularly in non-formal educational contexts where learners often struggle with retention and active recall. Conventional assessment techniques frequently fail to engage learners, resulting in low motivation and limited learning outcomes. This study aims to examine the use of the Kahoot application as a formative assessment tool in teaching Arabic vocabulary at LKP Kampung Arab Al-Azhar Pare. Specifically, it investigates how interactive, game-based digital platforms can enhance student engagement and support vocabulary retention. Employing a qualitative descriptive method, the research collected data through classroom observations, teacher and student interviews, and learner feedback. The findings reveal that the integration of Kahoot significantly increased students’ enthusiasm, participation, and motivation during vocabulary review sessions. Moreover, the platform provided immediate feedback, encouraged healthy competition, and transformed the evaluation process into an enjoyable learning experience. The study concludes that Kahoot is an effective medium for assessing Arabic vocabulary learning in non-formal education settings, offering a more dynamic and learner-centered approach to evaluation. The contribution of this study lies in highlighting the pedagogical potential of gamified assessment tools to improve language acquisition and learner motivation in Arabic language education.
Co-Authors Anshory, Abdul Muntaqim Al Nasrulloh Nasrulloh Nur Hasaniyah Qomari, Nur Razida, Mirdawati