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All Journal Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Mantiqu Tayr: Journal of Arabic Language Kilmatuna: Journal Of Arabic Education Al-Mu'arrib: Jurnal Pendidikan Bahasa Arab
Syarofit, Miqdarul Khoir
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Education Languange, Linguistic, Communication & Media Other

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Penerapan Metode Suggestopedia Dalam Pembelajaran Mufradāt Syarofit, Miqdarul Khoir; Wahhab, Abdul; Mahliatussikah, Hanik
Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Vol 8 No 1 April 2025
Publisher : STIQ Amuntai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v8i1.4799

Abstract

Vocabulary (mufradat) is considered a fundamental element that supports communication, reading, and writing skills in the Arabic language. Research indicates that a good mastery of vocabulary significantly contributes to language learning success. The Suggestopedia method, which utilizes suggestion, music, and a comfortable learning environment, has proven effective in enhancing students' vocabulary acquisition. This method consists of six key elements in its implementation: (1) authority, (2) infantilization, (3) double-plane communication, (4) intonation, (5) rhythm, and (6) pseudo-passivity. Through these elements, the method creates an enjoyable and supportive learning atmosphere. Therefore, we expect its application to positively contribute to Arabic language teaching at the primary and secondary education levels.  This study aims to describe the Suggestopedia method, the meaning and urgency of vocabulary learning, and the implementation of Suggestopedia in vocabulary instruction. The research employs a literature review method by analyzing various books and journal articles relevant to the Suggestopedia method. The findings indicate that (1) Suggestopedia is a method that emphasizes the use of suggestion to create feelings of enjoyment, confidence, and relaxation, enabling both the right and left hemispheres of the brain to function effectively. (2) Mastery of vocabulary is a crucial factor in Arabic language skills, including communication, reading, writing, and text comprehension. (3) There are six key elements to consider in applying the Suggestopedia method for vocabulary instruction: the teacher’s full role, learners as information receivers similar to young children, double-plane communication sources, the use of vocal intonation, musical rhythm, and a calm and comfortable attitude.
نهج التعلم القائم على المهام (TBLL: TASK-BASED LANGUAGE LEARNING) لتحسين مهارات التفكير النقدي باللغة العربية Syarofit, Miqdarul Khoir; Salma, Ria Fauziah; Ahsanuddin, M
Kilmatuna: Journal Of Arabic Education Vol. 5 No. 1 (2025): April : KILMATUNA: Jurnal Pendidikan Bahasa Arab
Publisher : Institut Pesantren Sunan Drajat Lamongan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55352/pba.v5i1.1518

Abstract

Pembelajaran bahasa Arab sering kali berorientasi pada hafalan dan penerjemahan, sehingga kurang mendukung pengembangan keterampilan berpikir kritis siswa. Penelitian ini bertujuan untuk mengeksplorasi efektivitas Pendekatan Pembelajaran Berbasis Tugas (Task-Based Language Learning/TBLL) dalam meningkatkan keterampilan berpikir kritis dalam pembelajaran bahasa Arab. Melalui metode studi pustaka dan analisis deskriptif eksploratif, penelitian ini mengkaji konsep, kelebihan, kekurangan, dan penerapan TBLL dalam pembelajaran bahasa Arab. Hasil penelitian menunjukkan bahwa TBLL mampu menciptakan pembelajaran yang lebih bermakna dengan melibatkan siswa dalam tugas-tugas autentik seperti diskusi, pemecahan masalah, dan pembuatan proyek kreatif. Pendekatan ini tidak hanya meningkatkan kompetensi bahasa, tetapi juga mendorong pengembangan keterampilan berpikir kritis, seperti analisis, evaluasi, dan pengambilan keputusan. Meskipun demikian, TBLL memerlukan perencanaan yang matang dan adaptasi terhadap kebutuhan individu siswa untuk mengatasi tantangan yang mungkin timbul, seperti perbedaan tingkat kemampuan dan kurangnya fokus pada tata bahasa.
Pengembangan Kurikulum Bahasa Arab Berbasis Multiple Intelligences di Markaz Arabiyah Pare Salma, Ria Fauziah; Syarofit, Miqdarul Khoir
AL-MUARRIB JOURNAL OF ARABIC EDUCATION Vol. 5 No. 1 (2025): Al-Muarrib: Journal Of Arabic Education
Publisher : Institut Agama Islam Negeri Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/al-muarrib.v5i1.5422

Abstract

Penelitian ini bertujuan mengembangkan dan mengevaluasi efektivitas kurikulum bahasa Arab berbasis Multiple Intelligences di Markaz Arabiyah. Teori Howard Gardner yang mengemukakan delapan jenis kecerdasan dijadikan dasar pendekatan untuk mengakomodasi keragaman peserta didik. Penelitian menggunakan metode R\&D model ADDIE yang dilaksanakan selama satu tahun akademik, melibatkan 120 peserta didik dan 15 pengajar melalui purposive sampling. Data dikumpulkan melalui kuesioner, wawancara, observasi, dan tes, lalu dianalisis secara mixed-method. Hasil menunjukkan peningkatan signifikan kemampuan bahasa Arab sebesar 27,8% pada aspek menyimak, berbicara, membaca, dan menulis. Selain itu, motivasi belajar meningkat pada 85,3% peserta dan partisipasi aktif naik 43,6%. Aktivitas berbasis kecerdasan linguistik, visual-spasial, musikal, dan interpersonal memberikan kontribusi terbesar. Penelitian ini menegaskan pentingnya reorientasi kurikulum bahasa Arab dengan pendekatan Multiple Intelligences untuk mengoptimalkan pembelajaran.
Tāḥlīl Kitāb TOAFL “Muqārrār Tāḥdīd āl-Mustāwā” āl-Mustānīdī īlā āl-Iṭār āl-Ūrūbī āl-Mārjāʿī āl-Mushtārāk līl-Lughāt Syarofit, Miqdarul Khoir; Mahliatussikah, Hanik; Alfan, Muhammad; Abushihab, Eiman F.
Mantiqu Tayr: Journal of Arabic Language Vol. 5 No. 2 (2025): Mantiqu Tayr: Journal of Arabic Language
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/mantiqutayr.v5i2.6390

Abstract

The rising demand for standardized Arabic language proficiency tests, especially for international institutions like Al-Azhar University in Egypt, underscores the need to evaluate current assessment tools for validity and global alignment. This study analyzes the TOAFL Muqarrar Taḥdīd Mustawā textbook using the Common European Framework of Reference for Languages (CEFR) to assess its suitability for testing the language skills of prospective students of Al-Azhar University in Egypt. Employing a descriptive qualitative method with quantitative data estimation, the study examined the number of questions, their distribution across language skills (listening, reading, writing, grammar), difficulty levels, and CEFR classification (A1–C2). Findings show that most items are concentrated at the intermediate levels (B1–B2), with limited coverage of advanced levels (C1–C2). Additionally, the distribution of skills is uneven, and questions lack integration within realistic contexts. The study recommends enhancing content diversity, incorporating higher-order thinking and critical reasoning tasks, and improving the integration of skills to align more closely with CEFR standards. This research offers a structured evaluation model for Arabic language testing materials, providing a systematic approach to analyze test content and language proficiency alignment. The study recommends aligning local Arabic language assessments with international frameworks, such as the CEFR, to enhance students’ academic readiness and competitiveness in global academic contexts.
Co-Authors Abushihab, Eiman F. Ahsanuddin, M Alfan, Muhammad Mahliatussikah , Hanik Salma, Ria Fauziah Wahhab, Abdul