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All Journal 'A Jamiy: Jurnal Bahasa dan Sastra Arab Mantiqu Tayr: Journal of Arabic Language Jurnal Islam Nusantara
Mirantika, Mazi Septina
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Evaluasi Kurikulum Bahasa Arab Melalui Pendekatan Linguistik Terapan Dalam Pendidikan Mirantika, Mazi Septina; Azis, Yek Amin; Fadli, Adi
‘A Jamiy : Jurnal Bahasa dan Sastra Arab Vol 14, No 1 (2025): Kajian Bahasa dan Sastra Arab
Publisher : Universitas Muhammadiyah Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31314/ajamiy.14.1.62-74.2025

Abstract

Kajian ini memaparkan penggunaan pendekatan linguistik terapan dalam mengevaluasi kurikulum khususnya pada pembelajaran bahasa Arab di bidang Pendidikan. Linguistik terapan merupakan salah satu contoh dari linguistik khusus dengan memanfaatkan berbagai macam teori, metode, dan temuan linguistik lainnya yang digunakan sebagai alat untuk memecahkan berbagai masalah kebahasaan. Pada kajian ini teknik penelitian yang digunakan ialah deskriptif analitis dengan pengumpulan data yang digunakan berupa studi kepustakaan (Library Research). Berdasarkan analisis data yang dilakukan, ditemukan bahwa objek kajian linguistik terapan berupa spoken language sebagai objek kajian primer dan written language sebagai objek kajian skunder. Hal ini, dipelajari dalam berbagai aspek mencakup fonem (الأصوات) , morfem (الصرف) , sintaksis (النحو) , dan semantik (علم الدلالة) yang perlu ada dalam kurikulum bahasa Arab. Karena itu, perlu adanya evaluasi untuk menilai dan memperbaiki kurikulum yang ada dan sebelumnya melalui dua tahapan sesuai analisis temuan berupa tahap persiapan meliputi; penyusunan Term Of Refrence (TOR), klasifikasi dan try out yang kemudian dilanjutkan ke tahap pelaksanaan meliputi; pengumpulan data, penyusunan dan pengolahan data, penyusunan deskripsi kurikulum hingga penentuan judgment.
Dīrāsātun ān-Nāẓārīyyātī āl-Idrākī Bīdāmjī Bārāmījī āt-Tāʿlīmī āt-Tāfāuʿlīyyī āl-Qāīmu āt-Tiknūlūjīyān fīī āt-Tāʿlīmī āl-Lughātī āl-ʿArābīyyātī Mirantika, Mazi Septina; Aziz, Abdul; Utama, Wawan Kurnia; Furqan, Muhammad Ismail
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.v5i2.6372

Abstract

Digital transformation in the world of education has encouraged the use of interactive learning applications as a potential means to support foreign language acquisition, including Arabic. However, there has not been much research that examines the integration of these applications from a cognitive perspective theoretically. This research aims to deeply examine how interactive learning applications support Arabic language learning based on cognitive learning theories, such as information processing theory, cognitive constructivism, and cognitive load theory. The scope of the research includes the identification of cognitive features in the application, their relevance in Arabic language learning, and the potential for future development. The research method used is descriptive qualitative with literature study and content analysis techniques on academic literature such as articles, books, and other literature. Data sources are analyzed theoretically to reveal the contribution of interactive applications to the learning process from a cognitive perspective. The study results show that interactive applications support Arabic language learning through five main aspects: activation of initial cognitive attention, reinforcement of long-term memory through multimodality, knowledge construction, reduction of cognitive load, and enhancement of direct feedback. These findings prove that learning applications are not only technical aids but also pedagogical tools capable of enhancing the quality of language internalization. The conclusion of this study states that the integration of interactive learning applications in the context of the Arabic language is highly relevant and effective if based on cognitive principles. This research contributes scientifically to the development of technology-based Arabic language teaching strategies that are more adaptive to the mental processes of learners. Suggestions for future research include conducting further theoretical analyses on specific types of applications, exploring how different cognitive principles are represented in newer technologies, and expanding the literature review to include studies from diverse educational contexts and learner profiles.
The Development of Arabic Linguistics in Educational Studies: An Analysis of Ibn Khaldun's Thought Cahyani, Febrina Dwi; Mirantika, Mazi Septina
JURNAL ISLAM NUSANTARA Vol 9, No 3 (2025)
Publisher : Lembaga Ta'lif wa An-Nasyr (LTN) PBNU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33852/jurnalnu.v9i3.709

Abstract

The study of Arabic linguistics plays a central role in the development of education, especially in efforts to systematically improve the quality of Arabic language learning and to be responsive to learners' needs. The development of Arabic linguistics not only covers aspects of language such as phonology, morphology, syntax, and semantics, but is also closely related to contextual and learner-needs-based educational approaches. Ibn Khaldun, as an Islamic thinker, made a major contribution to the development of linguistics, especially through his ideas in the Muqaddimah. This study aims to examine the relevance of Ibn Khaldun's ideas to the development of Arabic linguistics and their application in education. The research method used is a Systematic Literature Review (SLR), which involves collecting relevant literature and journals. The analysis indicates that Ibn Khaldun emphasized the importance of gradual learning methods (tadarruj), repetition (takrir), discussion (munazarah), and learning through comparative studies (rihlah). His thoughts emphasize that Arabic not only functions as a means of communication but also as an instrument of intellectual formation and cultural identity. Therefore, Ibn Khaldun's ideas are highly relevant to formulating effective Arabic teaching strategies that align with the dynamics of the times.
Co-Authors Abdul Aziz Adi Fadli Cahyani, Febrina Dwi Furqan, Muhammad Ismail Utama, Wawan Kurnia Yek Amin Azis