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All Journal Ihya al-Arabiyah: Jurnal Pendidikan Bahasa dan Sastra Arab
Jayadi, M. Irwan
Universitas Islam Negeri Syarif Hidayatullah Jakarta, Indonesia
Education

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PENGARUH KOSAKATA DAN STRUKTUR BAHASA ARAB TERHADAP CARA BERPIKIR DAN BUDAYA BELAJAR PERSPEKTIF SAPIR-WHORF Jayadi, M. Irwan; Thayyibah, Uyun; Royani, Ahmad; Fudhaili, Achmad
Ihya al-Arabiyah: Jurnal Pendidikan Bahasa dan Sastra Arab Vol 11, No 2 (2025)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/ihya.v11i2.25890

Abstract

The relationship between language, mind and culture is inherent and mutually influential.  One of the familier theories regarding the relationship between the three is the Sapir -Whorf theory.  The purpose of this writing is to find out the influence of Arabic vocabulary and structure on the way of thinking and learning culture of Maskanul Huffadz Lil Lughoh students based on the Sapir-Whorf perspective. This type of research is descriptive qualitative with data collection techniques, using observation, interviews and documentation. The results of the analysis of the data found that mastery of Arabic vocabulary and structure on the way of thinking and learning culture of Maskanul al-Huffadz Li al-Lughoh students affects the way of thinking about time and sequence of events. This is evident from the results of the analysis of the answers of the students who feel that after learning Arabic they are more able to think logically and systematically when they want to plan activities. They are more accustomed to distinguishing clearly between actions that have been completed, are in progress, or will be carried out. The students also become more analytical and detailed in processing information because they have to understand complex grammar and rich vocabulary.
KONSEP EVALUASI PEMBELAJARAN BAHASA ARAB Nurzahira, Fadhilah; Jayadi, M. Irwan; Ridlo, Ubaid
Ihya al-Arabiyah: Jurnal Pendidikan Bahasa dan Sastra Arab Vol 11, No 3 (2025)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/ihya.v11i3.26379

Abstract

An essential component of the educational system, learning evaluation measures the success of the teaching and learning process as well as the attainment of learning objectives. Evaluation plays a strategic role in Arabic language learning because it covers the four primary language skills—istimā‘ (listening), kalām (speaking), qirā‘ah (reading), and kitābah (writing)—in addition to evaluating mastery of cognitive components like mufradāt (vocabulary) and qawā‘id (grammar). In addition to explaining the goals, purposes, and forms of evaluation pertinent to Arabic language instruction, this article attempts to theoretically investigate the ideas of evaluation, assessment, and measurement in the context of learning the language.The study's findings demonstrate the need for a thorough assessment of Arabic language acquisition that takes into account the cognitive, emotional, and psychomotor domains and makes use of a variety of tools in order to characterize students' overall communicative proficiency. 
Co-Authors Fudhaili, Achmad Nurzahira, Fadhilah Ridlo, Ubaid Royani, Ahmad Thayyibah, Uyun