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All Journal Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab Jurnal Al-Maqayis Dirosatuna: Journal of Islamic Studies alfazuna: Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Lisan An Nathiq : Jurnal Bahasa dan Pendidikan Bahasa Arab Discovery : Jurnal Ilmu Pengetahuan Muhadasah : Jurnal Pendidikan Bahasa Arab Khidmatuna : Jurnal Pengabdian Kepada Masyarakat JILSA (Jurnal Ilmu Linguistik dan Sastra Arab) Jurnal Islam Nusantara Fashohah : Jurnal Ilmiah Pendidikan Bahasa Arab Kilmatuna: Journal Of Arabic Education Journal Of Arabic Language Studies And Teaching LISANIA: Journal of Arabic Education and Literature Dzil Majaz Bilingua Lā-Syakka (Jurnal Pengabdian Kepada Masyarakat)
Ahmad Nuruddin
Institut Agama Islam Sunan Kalijogo Malang
Religion Arts Humanities Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Problematika Pembelajaran Bahasa Arab di Indonesia Berbasis Analisis Fishbone Ummu Kaltsum; Ahmad Nuruddin; Achmad Ja’far Sodik; Shofwatul Fu’adah; Muh Sabilar Rosyad
Muhadasah: Jurnal Pendidikan Bahasa Arab Vol. 7 No. 2 (2025): Muhadasah: Jurnal Pendidikan Bahasa Arab
Publisher : Program Studi Pendidikan Bahasa Arab Institut Agama Islam Sunan Kalijogo Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51339/muhad.v7i2.4529

Abstract

Penelitian ini menganalisis problematika pembelajaran Bahasa Arab di Indonesia menggunakan Fishbone Analysis untuk mengidentifikasi akar masalah secara menyeluruh. Metode penelitian yang digunakan yaitu penelitian kualitatif dengan jenis fenomenologi pada problematika pembelajaran bahasa Arab, dengan melakukan wawancara, observasi, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa kendala pembelajaran bahasa Arab di Indonesia bersifat multidimensional, meliputi faktor pedagogis, teknis, dan lingkungan. Keterbatasan kompetensi guru, minimnya media dan bahan ajar kontekstual, kurangnya fasilitas pendukung, serta lingkungan belajar yang tidak mendukung praktik bahasa saling memperkuat satu sama lain dan menurunkan efektivitas pembelajaran. Oleh karena itu, peningkatan kualitas pembelajaran membutuhkan intervensi terpadu melalui pelatihan guru, pengembangan bahan ajar inovatif, pemanfaatan media yang beragam, serta penguatan lingkungan berbahasa agar proses belajar lebih efektif dan berkelanjutan.
Cognitive Construction of Critical Thinking in Argumentative Writing among Arabic Language Education Students at UIN Fatmawati Sukarno Bengkulu: البناء المعرفي للتفكير الناقد في الكتابة الحجاجية لدى طلبة قسم تعليم اللغة العربية بجامعة فاطماواتي سوكارنو الإسلامية الحكومية بنجكولو Achmad Ja'far Sodik; Wildana Wargadinata; Abdul Wahab Rosyidi; Ahmad Nuruddin
LISANIA: Journal of Arabic Education and Literature Vol. 9 No. 2 (2025)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/lisania.v9i2.568-589

Abstract

This study aims to reveal the cognitive construction of critical thinking in the argumentative writing of students in the Arabic Language Education Department (PBA) at UIN Fatmawati Sukarno Bengkulu. Using a qualitative approach, the data consisted of units of ideas within sentences, paragraphs, and texts derived from students’ argumentative essays collected through writing assignments in the insya’ course. Data analysis followed Miles and Huberman’s model: data reduction, data display, verification, and conclusion drawing. The findings show that the cognitive construction of critical thinking comprises four dimensions: interpretation, analysis, inference, and evaluation. Interpretation involves perspective and definition formation; analysis includes argument components and structure; inference consists of deductive and inductive reasoning; and evaluation covers argument accuracy and logical validity. These findings contribute to the development of argumentative writing instruction by mapping how critical thinking emerges in students’ texts.
Co-Authors Abdul Wahab Rosyidi Achmad Ja'far Sodik Achmad Ja’far Sodik Ahmad Mubaligh Ahmad Nur Aloraini, Mohammed Ahmed Mohammmed A’laa, Achmad Amry Zumaro Diah Retno Ningsih Dzulhijjah, Siti Khoirotin Elok Rufaiqoh Elok Rufaiqoh, Elok Faishol Mahmoed Adam Ibrahim Fajar Ledianto Hanisyi, Asmad Khoirul Mustaqim Ledianto, Fajar Maghfirotul A’bidah Mirwan Akhmad Taufiq Mohammad Zaki Muh Sabilar Rosyad Muhammad Abdur Rozaq Muhammad Arif Muhammad Hafidz Muhammad Iqbal Fathoni Muhsin Muiz Nihayatul Ilmi Nurul Fikri Nurul hayati Shofwatul Fu’adah Slamet, Fayrus Abadi Sodik, Achmad Ja’far Sutaman, Sutaman Sutiah Sutiah Syaifuddin, A. Syukran Syukran Taufikur Rohman B P Ulum, Samsul Umi Sumbulah Ummu Kaltsum Ummu Kaltsum Wildana Wargadinata Yaqin, Muhammad ‘Ainul Zainal Arifin