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All Journal Arabi : Journal of Arabic Studies Arabiyatuna : Jurnal Bahasa Arab Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Jurnal Pendidikan Islam International Journal of Arabic Language Teaching IJALT Chalim Journal of Teaching and Learning Lahjatuna: Jurnal Pendidikan Bahasa Arab Jurnal Pendidikan Islam Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab
Masnun Masnun
Universitas Islam Internasional Darullughah Wadda'wah
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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استخدام طريقة التكرار في تنمية حفظ القرآن (دراسة الحالة في معهد دار اللغة والدعوة بانقيل باسوروان) Umar; M. Isroul Laili; Masnun
Jurnal Pendidikan Islam Vol 11 No 1 (2021)
Publisher : Research Department (Lemlit) Islamic Institute of Darullughah Wadda’wah Bangil, Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/jpi.v11i1.573

Abstract

مستخلص البحث هذا البحث مدفوع بالمشاكل من الحفاظ الذين يشعرون بالصعبة في زيادة الحفظ. احيانا هم يستطيعون لزيادة الحفظ واحيانا يفقدون حفظهم. ولذلك،حضرت طريقة التكرار لتحسين الحفظ وزيادته. إضافة إلى ذلك، طريقة التكرار يمكن أن يقوي القلوب. بناء على المشاكل المذكورة يهدف هذا البحث لوصفية طريقة حفظ القرآن الكريم باستخدام طريقة التكرار. اساليب جمع البيانات المستخدمة في هذا البحث هي المقابلة والملاحظة والتوثيق. اساليب تحليل البيانات المستخدمة هي استقرائية واستنتاجية. أما نتائج البحث هي أن طريقة التكرار فعال لتنمية حفظ القرآن الكريم في معهد دار اللغة والدعوة، بانقيل، باسوروان. العوامل الداعمة هي توفر البنية التحتية الملائمة، القرارات من مدير المعهد الداعمة انضباط الأساتيذ فى التعليم وحالة الفصل جذابا. أما العوامل المعوقة هي الأنشطة من التلاميذ الكثيرة، عدم الإنضباط من التلاميذ على الزمان وعدم الحماسة المداومة من التلاميذ فى اتباع الدراسة.
Project-Based Learning: Principles, Characteristics, and Application in Teaching Grammar Rules Masnun, Masnun; Munjiah, Ma'rifatul; Yasmar, Renti
Arabiyatuna: Jurnal Bahasa Arab Vol. 8 No. 2 (2024)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v8i2.10880

Abstract

This study aims to address the challenges of teaching grammar, which often relies on theoretical material with limited practical application, individual teaching methods, and a teacher-cantered approach. It proposes the use of project-based learning (PjBL) as a model to engage students actively and improve their understanding of grammar. The research, conducted at Nurul Ulum Islamic Religious School for Girls in Kebonsari, Malang, East Java, explores the implementation of the PjBL model in grammar instruction and the nature of the projects used in this context. The model comprises three main stages: pre-action (goal setting, tool selection, and time planning), action (assignment, planning, and evaluation), and post-action. During the action phase, students work collaboratively to construct sentences based on Qur'anic verses, with a specific focus on understanding grammatical rules such as the nominative case for nouns. The findings suggest that this approach fosters students’ initiative, independence, and cooperation while promoting responsibility in problem-solving tasks. This model enhances students' active participation and engagement, making grammar instruction more dynamic and contextually relevant.
Interactive Whiteboard as a Medium for Nahwu Learning: Bridging Technology and Arabic Grammar Education Masnun; Segaf Baharun; Sultan Abdus Syakur
Jurnal Internasional Pendidikan Bahasa Arab Vol 7 No 01 (2025): International Journal of Arabic Language Teaching (IJALT)
Publisher : Postgraduate of IAIN Metro Lampung Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/ijalt.v7i01.9977

Abstract

People who have mastered Nahwu often struggle to adjust to using technology. This research investigates the integration of Interactive Whiteboards (IWBs) as a transformative tool in Nahwu (Arabic syntax) learning, addressing the longstanding challenges associated with traditional pedagogical approaches. The study emphasizes the unique contribution of IWBs in bridging the gap between traditional Nahwu instruction and technology-based learning by incorporating multimodal strategies, such as dynamic diagrams, real-time feedback, and interactive sentence-building exercises. These features not only enhance student engagement but also simplify the comprehension of intricate grammatical rules, making Nahwu more accessible to modern learners. The qualitative research involved 30 students and 5 educators from an Islamic boarding school, utilizing interviews, focus group discussions, classroom observations, and document analysis. Key findings demonstrate that IWBs significantly improve cognitive retention, student participation, and the overall effectiveness of Nahwu instruction. Practical recommendations include providing robust teacher training on IWB integration, designing interactive lesson plans tailored to the needs of Generation Z learners, and leveraging IWB capabilities to foster collaborative and inquiry-based learning environments. This study highlights IWBs as a cornerstone in modernizing Arabic grammar education, offering actionable insights for educators and institutions aiming to implement technology-driven teaching solutions effectively.
Senior Teaches Junior (STJ) Approach in Enhancing Arabic Vocabulary through Kitab Af'al: A Case Study in Malaysia Masnun, Masnun; Hanifansyah, Nur; Khalid, Syarif Muhammad Syaheed bin
Arabi : Journal of Arabic Studies Vol 9, No 2 (2024)
Publisher : IMLA (Arabic Teacher and Lecturer Association of Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24865/ajas.v9i2.851

Abstract

This study examines the effectiveness of Kitab Af’al in enhancing Arabic vocabulary acquisition using the Senior Teaches Junior (STJ) approach. The research evaluates how structured peer-teaching frameworks foster vocabulary retention and sustainable learning. A mixed method approach was employed, observing 30 students in a classroom setting. Kitab Af’al, featuring 540 verbs, was taught through techniques like spaced repetition, mnemonic devices, and thematic chunking. Data collection included observations, interviews, and documentation analysis. Results show that the combination of Kitab Af’al with the STJ approach significantly improved vocabulary mastery, while also building students' confidence and leadership. Peer-led sessions created a collaborative learning environment and a repository of effective teaching strategies for future application. This study highlights the synergy between traditional resources and innovative methods, offering a cost-effective and sustainable solution for Arabic language acquisition. It underscores the potential of the STJ model to empower students in resource-constrained educational settings.
فعّالية استخدام بطاقة الأسئلة النّحويّة في تنمية مهارة القراءة (بالتطبيق على طلّاب المستوى الأوّل الثانويّ بمعهد دار اللغة والدعوة بانقيل) Masnun; Muhammad Amin
Lahjatuna: Jurnal Pendidikan Bahasa Arab Vol. 3 No. 2 (2024): Lahjatuna: Jurnal Pendidikan Bahasa Arab
Publisher : Program Studi Pendidikan Bahasa Arab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/lahjatuna.v3i2.1628

Abstract

أهداف هذا البحث تتحدّد على السؤالين الرئيسيّين، أوّلاً عما يتعلّق بكيفية استخدام بطاقة الأسئلة النحويّة، وثانياً عما مدى فعّاليتها في تنمية مهارة القراءة لدى طلّاب المستوى الأوّل الثانويّ بمعهد دار اللغة و الدعوة بانقيل جاوى الشرقية. اختار الباحثان في دراستهما المدخل الكمّيّ واعتمدا على المنهج التجريبيّ. واستَخْدَمَا في جمع البيانات المتعلّقة بحالة تعليم مهارة القراءة وموقف مدرّسي مادة تطبيق القراءة أساليب مهمّة، وهي المقابلة والملاحظة والاختبار. في تحليل نتيجة الاختبار القبليّ والبعديّ من كل مجموعة استخدم الباحثان الرموز: اختبار - ت (T-test). وبعد أن قاما بعرض البيانات ثم تحليلها ومناقشتها استخلصا النتائج أنّ استخدام بطاقة الأسئلة النحويّة يكون فعالاً في سبيل ترقية مهارة القراءة لدى طلّاب المستوى الأوّل الثانويّ بمعهد دار اللّغة والدّعوة بانقيل، وأشارا إلى ذلك بانكشاف نتيجة « ت - الاحصائيّ / T-test » = 54،5 أكبر من نتيجة « ت – الجدوليّ / T-table » في المستوى المعنويّ  1 %  = 46،3 ، وأكبر من المستوى المعنويّ 5 % = 66،2، وهذا يعني أنّ فروض هذا البحث مقبولة.
Tajāribu al-Habīb Hasan Baharun Fī Ta’līmi Mahārah al-Kalām Min Manẓūr al-Naẓarriyāt al-Lughawiyyah wa al-Nafsiyyah al-Tarbawiyyah Masnun, Masnun -
Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 4 No. 1 (2021): Lughowiyyat: Jurnal Pendidikan Bahasa Dan Sastra Arab
Publisher : Fakultas Tarbiyah Program Studi Pendidikan Bahasa Arab Universitas Islam Internasional Darullughah Wadda'wah Bangil Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/lughawiyyat.v4i1.450

Abstract

ABSTRACT This study aims to reveal Habib Hasan Baharun's experiments in developing speaking skills from the perspective of linguistic theory and educational psychology. This study uses qualitative approach with historical methods. The data of this study were obtained from interviews, observation and documentation, and were validated using data triangulation techniques. This research resulted in the findings of his experiments in developing speaking skills from the perspective of linguistic theory and educational psychology. In educational psychology theory, two theoretical schools, behaviorism theory and cognitive theory, are in accordance with his experiments. The theories of behaviorism are connectionism theory, classical conditioning theory, and the law of contiguity while the cognitive theories are generative theory, which is every human being has the ability to learn language which was originally obtained from birth. Thus in the language environment he gives full freedom to his students to carry out language activities. In linguistic theory, two streams of theory, structural theory and transformative generative theory, are in accordance with his experiments. The structural theories state "The origin of language is speech, and Language skills are acquired from habits supported by practice and reinforcement." while the transformational generative theories state "language skills are a process of creativity". Keywords: experiment, speaking skill, linguistic theory, educational psychology theory
Co-Authors Baharun, Segaf Khalid, Syarif Muhammad Syaheed bin M Isroul Laili M. Isroul Laili Muhammad Amin muhammad zaini muhammad zaini Munjiah, Ma'rifatul Nur Hanifansyah Renti Yasmar, Renti Sultan Abdus Syakur Umar zawawi ahmad