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All Journal Alsinatuna AT-TAKLIM: Jurnal Pendidikan Multidisiplin
Zulli Umri Siregar
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Fa’aliyyah Istikhdām Kitāb al-Lugah al-‘Arabiyyah al-Muṭawwar fi Ḍaui al-Takāmul baina al-‘Ilm wa al-Wahy bi Qism al-Riyāḍiyyāt wa al-‘Ulūm al-Ṭabī’iyyah bi Jāmi’ah Sunan Gunung Jati al-Islāmiyyah al-Hukūmiyyah Bandung Siti Sanah; M. Abdul Hamid; Zulli Umri Siregar
ALSINATUNA Vol 6 No 2 (2021): June 2021
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v7i2.3108

Abstract

The purpose of this study is to measure / test the effectiveness of the use of textbooks developed for Mathematics and Natural Sciences Department students to improve their academic achievement in Arabic subjects. This study used a quasi-experimental research method, namely giving treatment and measuring the consequences of the treatment. And how to obtain the data used in this study is a test (pretest and posttest). This trial was analyzed using the T and Anova test. The results of this study indicate that the average pre-test score of the Mathematika Education Students is 37.00 (low), the Physics Education Students are 32.31 (low); Chemistry Education is 33.17 (low) and Biology Education is 28.53 (low). For the average Postest Arabic Language Learning Outcomes for Mathematics Education Students of 79.74 (high); Physics education of 81.93 (high); Chemistry Education is 80.43 (high) and Biology Education is 81.72 (high). It can be seen that all student study programs have experienced a high increase in Arabic learning outcomes with an average increase of more than 0.70 (70%). The theoretical conclusion of this study is that the use of science-based textbooks that are integrated with the Al-quran verses for Islamic University students is very effective in increasing their academic achievement in Arabic courses.
TIPOLOGI KESALAHAN IMLA’ VISUAL-MEKANIS: STRATEGI REDUKSI PROBLEMATIKA MENULIS ARAB SISWA MADRASAH TSANAWIYYAH USWATUN HASANAH Abdul Rosyid; Dzikri Ahmad Fauzi; Fadhli Fakhrurrozi Furkony; Fitraman; Zulli Umri Siregar
AT-TAKLIM: Jurnal Pendidikan Multidisiplin Vol. 3 No. 1 (2026): At-Taklim: Jurnal Pendidikan Multidisiplin (Januari 2026) In Press
Publisher : PT. Hasba Edukasi Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71282/at-taklim.v3i1.1506

Abstract

This study aims to identify and analyze the typology of imlā’ (orthography) errors in Arabic writing skills among students at MTs Uswatun Hasanah. A descriptive quantitative method was employed, utilizing error analysis techniques on 30 students. Data were collected through writing tests, yielding a corpus of 120 identified errors classified into ten orthographic categories. The findings reveal that the most dominant error is the inability to distinguish between visually similar letters (تشابه الحروف), accounting for 21.67% of total errors. Other significant findings include incorrect dot placement (18.33%) and violations of letter-connection rules (22.5%), while the omission of diacritical marks (harakat) recorded the lowest frequency (3.33%). This study concludes that students' writing problems are primarily visual and mechanical, indicating weak grapheme perception and motor coordination. These findings contribute to Arabic pedagogy by recommending strategic interventions such as directed writing activities and continuous written feedback to reduce orthographic errors at the secondary education level.
ANALISIS TAQAB AL-AKHTHA DALAM PEMBELAJARAN BAHASA ARAB KELAS 11 DI SMA IT AL-HUDA Habiburahman; Fadhli Hafizh; Muhammad Zuhal Wardhana; Fajar Abdurrahman; Zulli Umri Siregar
AT-TAKLIM: Jurnal Pendidikan Multidisiplin Vol. 3 No. 1 (2026): At-Taklim: Jurnal Pendidikan Multidisiplin (Januari 2026) In Press
Publisher : PT. Hasba Edukasi Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71282/at-taklim.v3i1.1509

Abstract

This study aims to analyze taqāb al-akhtā’ (error classification) in Arabic language learning among eleventh-grade students at SMA IT Al-Huda. The research employs a qualitative approach with a descriptive-analytical design. The data were collected from students’ written assignments, daily exercises, and Arabic language assessments conducted over one academic semester. Data collection techniques included documentation and non-participant observation, while data analysis followed the error analysis framework consisting of error identification, classification, description, and interpretation of error sources. The findings reveal that students’ Arabic language errors occur systematically and recurrently, with syntactic errors (naḥw) as the most dominant category, followed by morphological errors (ṣarf), misuse of particles, and orthographic errors. These errors are influenced by mother tongue interference, overgeneralization of grammatical rules, limited mastery of Arabic structures, and learning approaches that emphasize mechanical rule memorization. From the interlanguage perspective, the identified errors represent a developing linguistic system constructed by learners during the process of acquiring Arabic as a foreign language. This study highlights the pedagogical significance of error analysis as a reflective tool in Arabic language instruction. The results are expected to contribute theoretically to error analysis studies and practically to the development of more adaptive and contextual Arabic language teaching strategies.
Co-Authors Abdul Rosyid Dzikri Ahmad Fauzi Fadhli Fakhrurrozi Furkony Fadhli Hafizh Fajar Abdurrahman Fitraman Habiburahman M. Abdul Hamid Muhammad Zuhal Wardhana Siti Sanah