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All Journal YASIN: Jurnal Pendidikan dan Sosial Budaya EL-FUSHA
M. Arif Setyabudi
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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فعالية تعليم قواعد النحو باستخدام الوسيلة التعليمية ‘الخرائط الذهنية’ (الدراسة الكمية لطلبة الفصل الثاني في المدرسة الدينيّة ‘ألستِ’ واتوكوسيك باسوروان جاوى الشرقية) Dihin Adhani’mah; M. Arif Setyabudi
EL-FUSHA: Jurnal Bahasa Arab dan Pendidikan Vol 2 No 1 (2021): El-FUSHA Jurnal Bahasa Arab dan Pendidikan
Publisher : Program Studi Pendidikan Bahasa Arab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/el-fusha.v2i1.1865

Abstract

Nahwu science has been taught by many educational institutions in Indonesia, especially Madrasah Diniyah which applies the classical method (rote) in every lesson. However, sometimes the learning process at Madrasah Diniyah seems monotonous, boring and difficult for students to digest or understand. The results of the reliability test and correlation test: 1) The results of the Cronbach Alpha value reliability test between the Qowaid Nahwu sig learning effectiveness of (0.687> 0.6) and the Concept Mapping Learning Method of (0.707> 0.6) indicate no relationship. 2) The calculation of the correlation test that has been carried out with the Spearman correlation test from producing a value of 0.472 shows that H0 is accepted and HA is rejected, this indicates that there is no relationship between the variables of the effectiveness of Qowaid Nahwu learning and the Concept Mapping Learning Method. The spearman correlation coefficient value of -0.076 shows a negative correlation.
Taʾthīr istikhdām al-qirāʾah al-muṣawwarah ʿalā al-qudrah maharat al-qirāʾah fī taʿlīm al-ʿArabiyyah li-ṭālibāt al-faṣl al-ʿāshir fī al-madrasah al-ʿāliyyah al-islāmiyyah al-ahliyyah "Muʿallimāt" Cukir, Jombang Jihanul Khofifah; M. Arif Setyabudi
EL-FUSHA: Jurnal Bahasa Arab dan Pendidikan Vol 3 No 2 (2022): EL-FUSHA Jurnal Bahasa Arab dan Pendidikan
Publisher : Program Studi Pendidikan Bahasa Arab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/el-fusha.v3i2.3500

Abstract

Arabic has four skills, namely reading skills, listening skills, speaking skills and writing skills. And Arabic illustrated reading affects reading skills in Arabic lessons for class x students. and because of this, the researcher wanted to know the effect of illustrated reading on maharahqira’ah or the ability to read Arabic texts in class X students at Madrasah Aliyah, Cukir College, Jombang. Here the researcher uses a quantitative approach with a correlational approach and data collection, in this study there are three namely notes, tests, and documents. The research results can be concluded as follows: 1) Students of class X religion at Madrasah Aliyah, CukirJombang, are able to read illustrated readings well, fluently and in accordance with intonation rules, they can understand text in Arabic by using pictures, 2) Students of class X religion at Madrasah Aliyah, CukirJombang, in learning Arabic are able to apply maharahqira'ah or reading skills in Arabic illustrated readings After the Spearman correlation test was carried out, the sig value was 0.002 which means (H0) was rejected and (HA) was accepted and the Spearman correlation coefficient value which means the effect of illustrated reading on the ability of maharahqira’ah students of class X Madrasah Aliyah, JombangMuallimat College is strong.
Taʾthīr istikhdām al-qirāʾah al-muṣawwarah ʿalā al-qudrah maharat al-qirāʾah fī taʿlīm al-ʿArabiyyah li-ṭālibāt al-faṣl al-ʿāshir fī al-madrasah al-ʿāliyyah al-islāmiyyah al-ahliyyah "Muʿallimāt" Cukir, Jombang Jihanul Khofifah; M. Arif Setyabudi
EL-FUSHA: Jurnal Bahasa Arab dan Pendidikan Vol 3 No 2 (2022): EL-FUSHA Jurnal Bahasa Arab dan Pendidikan
Publisher : Program Studi Pendidikan Bahasa Arab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/el-fusha.v3i2.3500

Abstract

Arabic has four skills, namely reading skills, listening skills, speaking skills and writing skills. And Arabic illustrated reading affects reading skills in Arabic lessons for class x students. and because of this, the researcher wanted to know the effect of illustrated reading on maharahqira’ah or the ability to read Arabic texts in class X students at Madrasah Aliyah, Cukir College, Jombang. Here the researcher uses a quantitative approach with a correlational approach and data collection, in this study there are three namely notes, tests, and documents. The research results can be concluded as follows: 1) Students of class X religion at Madrasah Aliyah, CukirJombang, are able to read illustrated readings well, fluently and in accordance with intonation rules, they can understand text in Arabic by using pictures, 2) Students of class X religion at Madrasah Aliyah, CukirJombang, in learning Arabic are able to apply maharahqira'ah or reading skills in Arabic illustrated readings After the Spearman correlation test was carried out, the sig value was 0.002 which means (H0) was rejected and (HA) was accepted and the Spearman correlation coefficient value which means the effect of illustrated reading on the ability of maharahqira’ah students of class X Madrasah Aliyah, JombangMuallimat College is strong.
Penerapan Kahoot! dalam Pembelajaran Bahasa Arab di SMA Muhammadiyah 1 Nganjuk Najwa Hafana; M. Arif Setyabudi
YASIN Vol 5 No 4 (2025): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i4.6283

Abstract

Low student interest and understanding of Arabic language lessons present major challenges in secondary education, necessitating innovative learning media that can enhance student engagement and motivation. This study aims to describe the implementation of the interactive learning media Kahoot! in Arabic language instruction at SMA Muhammadiyah 1 Nganjuk. Employing a qualitative case study design, data were collected through observations, in-depth interviews, and documentation involving teachers and eleventh-grade students. The findings reveal that Kahoot! is used as an evaluation and reinforcement tool following conventional instruction. Supporting factors include school policies endorsing digital device use and the availability of Wi-Fi networks. Conversely, obstacles encountered involve limited internet connectivity and unequal access to devices among students. The study concludes that Kahoot! effectively increases student participation and motivation in Arabic language learning. The implications highlight the need to strengthen digital infrastructure and enhance teacher capacity to optimize the use of technology-based interactive learning media across diverse educational contexts.
Co-Authors Dihin Adhani’mah Jihanul Khofifah Najwa Hafana