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All Journal OKARA: Jurnal Bahasa dan Sastra Script Journal: Journal of Linguistic and English Teaching Ijaz Arabi Journal of Arabic Learning El-Furqania : Jurnal Ushuluddin dan Ilmu-Ilmu Keislaman LISANAN ARABIYA: Jurnal Pendidikan Bahasa Arab Perdikan: Journal of Community Engagement ENTITA: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Alibbaa': Jurnal Pendidikan Bahasa Arab Bestari: Jurnal Studi Pendidikan Islam Tadris: Jurnal Pendidikan Islam Al-Irfan: Journal Of Arabic Literature and Islamic Studies

Nurul Hadi

Universitas Islam Negeri Madura

Author-ID : 9948581

Religion Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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ANALISIS ISI BUKU AJAR BAHASA ARAB (PENDEKATAN SAINTIFIK KURIKULUM 2013) KELAS I MADRASAH IBTIDAIYAH TERBITAN KEMENTERIAN AGAMA REPUBLIK INDONESIA 2014 Hadi, Nurul
Ijaz Arabi Journal of Arabic Learning Vol 1, No 1 (2018)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

This research is aimed to reveal the appropriateness of Arabic textbook for the first grade of Islamic Elementary School/ Madrasah Ibtidaiyah (MI) published by Ministry of Religious Affairs of Indonesia in 2014 by using scientific approach. In analyzing this textbook, the researcher used library research and analyzed it by using content analysis and utilizing the theory of Arabic textbook arrangement by Nashir al-Ghali, besides that, the researcher also analyzed it by considering four aspects of Arabic textbook arrangement by Mackey which involves: selection, gradation, presentation, and repetition. And to identify either the textbook is appropriate or not to use based on 2013 curriculum standard, therefore, the researcher used regulation of Ministry of Religious Affairs (PMA) of Indonesia, Number: 0912 years 2013 about 2013 curriculum for madrasah of Islamic education and Arabic subjects as references. The result of the analysis on Arabic textbook with scientific approach of 2013 curriculum for the first grade of Islamic elementary school (Madrasah Ibtidaiyah) published by Ministry of Religious Affairs in 2014 showed that it was relevant and appropriate to be used to the students at the first grade of elementary level (Madrasah level) as material source that can support to achieve the goals of Arabic learning.

DIFFICULTIES OF THE CURRICULUM 2013 IMPLEMENTATION IN ARABIC LANGUAGE AT MADRASAH IBTIDAHYAH/ KESULITAN IMPLEMENTASI KURIKULUM 2013 MAPEL BAHASA ARAB PADA MADRASAH IBTIDAIYAH Hadi, Nurul
Ijaz Arabi Journal of Arabic Learning Vol 2, No 1 (2019): Ijaz Arabi Journal of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

This research revealed the difficulties of the implementation of the 2013 Curriculum (K-13), especially in Arabic subject in Islamic Elementary Schools/ Madrasah Ibtidaiyah (MI) in Pamekasan, and the inhibiting factors. This study used qualitative research in the form of exploratory research, namely descriptive analysis. The population was all Islamic Elementary Schools (MI) in Pamekasan, and four schools were selected as samples by using purposive sampling technique.The results showed that from the aspect of designing effective and meaningful learning, as well as in organizing learning, found that MI Islamiyah I Larangan Tokol, Tlanakan did not implement K-13 and did not have Arabic subject syllabus, and so did MI As-Salafi Sumber Duko Pakong. Even, the condition found in MIN 1 Konang, Galis as one of the State Islamic Elementary Schools in Pamekasan is almost the same as the Private Madrasah, because even though they have an Arabic subject syllabus, but it was still in print out syllabus, and the file is not formally legalized by the head of Madrasah. While, in the implementation of learning, it is revealed that teachers were not able to maximize the community, environment, media, and to utilize available internet connection in the learning practice. It happened in almost all Madrasah. Also, teachers of Madrasah Ibtidaiyah in Pamekasan need more training, guidance, and self-improvement in understanding the K-13 concept wholly and comprehensively. On the other hand, Madrasah Ibtidaiyah in Pamekasan did not yet maximize the K-13 concept in term of environmental empowerment as learning resources, and even it is undiscovered the use of andragogy approach, scientific approach, and active learning that should be applied in learning Arabic in Madrasah Ibtidaiyah in Pamekasan.In general, there are three inhibiting factors which caused the difficulty in the implementation of K-13 in Madrasah Ibtidaiyah in Pamekasan; those include Madrasah and Governmentâ€™s Policy, lack of qualified teachers, and inadequate facilities. As for the impacts of the difficulty of K-13 implementation for the students can be divided into two aspects: (1) the learning process, and (2) the learning outputs.Â Keywords: difficulties of the implementation of the 2013 Curriculum; Arabic; Madrasah Ibtidaiyah; Pamekasan regency

PEMBAHARUAN NAHWU MENUJU PEMBELAJARAN BAHASA ARAB PRAKTIS (Telaah Epistemologis Ilmu Nahwu Klasik) Nurul Hadi
OKARA: Jurnal Bahasa dan Sastra Vol. 6 No. 1 (2012): OKARA: Jurnal Bahasa dan Sastra
Publisher : IAIN MADURA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ojbs.v6i1.421

لقد طرحت محاولات مستمرة لأجل تيسير تعليم اللغة العربية من تطويرمناهجها وتجديد طرق تدريسها وتنويع أساليبها ومن ضمنها تيسير النحوالتعليمي. فاعتبر اللغويون القدماء والمحدثون أن النحو القديم وتعليمه كعاملأساسي في صعوبة تعليم اللغة العربية قبل مناهجه؛ فلذلك يتوقف تيسير تعليماللغة العربية على تجديد النحو وتعليمه. وهذه الورقة تعرض عن اقتراحاتجذابة في تجديد النحو التعليمي بعد بحثه العميق عن جدور مشكلة الصعوبةفي النحو واللغة العربية مستعينا بمقاربة نظرية فلسفة العلوم الحديثة.

نحو تعليم اللغة العربية الفعال Nurul Hadi
OKARA: Jurnal Bahasa dan Sastra Vol. 5 No. 2 (2011): OKARA: Jurnal Bahasa dan Sastra
Publisher : IAIN MADURA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ojbs.v5i2.513

Sudah jamak diketahui, bahwa ada sekian banyak problematika pengajaran Bahasa Arab khususnya bagi non-Arab. Ada yang berkenaan dengan metodologi pengajaran, ada juga yang berhubungan dengan media pengajaran, kompetensi guru sampai pada kurikulum dan lain sebagainya. Untuk menutupi pelbagai problematika pengajaran tadi, penulis coba tawarkan konsep pengajaran Bahasa Arab yang efektif dengan cara aktivasi tiga komponen utama: 1. Kurikulum yang efektif, 2. Guru yang kompeten, 3. Lingkungan (milieu) yang mendukung. Ketiga komponen ini terbukti secara empiris mampu menyelesaikan problematika pengajaran Bahasa Arab di Indonesia. Tulisan ini -secara normatif-, menjelaskan apa dan bagaimana ketiga komponen tersebut seharusnya dalam pengajaran Bahasa Arab.

تصميم المنهج المبني على المواقف في مركز اللغة العربية بمعهد دار العلوم بانيوأنيار باميكاسان Nurul Hadi
OKARA: Jurnal Bahasa dan Sastra Vol. 9 No. 2 (2015): OKARA: Jurnal Bahasa dan Sastra
Publisher : IAIN MADURA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ojbs.v9i2.671

In this research, the researcher used research & development (R&D) methodology with quantitative approach. There are four procedures in this research; namely (1) analyzing the situation of the usage of Arabic language needed by students, (2) developing a situational based syllabus for Arabic language teaching at the Arabic language center, (3) validating the product of syllabus that has been designed, (4) revising the product of syllabus having been designed that is appropriately used in Arabic language center. The result of this research is producing a situational based syllabus for Arabic language at the Arabic language center of Pesantren Darul Ulum Banyuanyar Pamekasan Madura which has been validated by three experts in the field of Arabic language teaching curriculum. After that, the syllabus product is presented before the director and all teachers to get their approval that this curriculum design is able to be appropriately used at Arabic language center. To approve this syllabus design, they answered questions on the questionnaire given by the researcher, that 90-100% of each point of the questionnaire related to the appropriateness of the syllabus was answered. As the result, developing a situational based syllabus for Arabic language teaching having been designed by the researcher is appropriate to be implemented in Arabic language center of Pesantren Darul Ulum Banyuanyar Pamekasan Madura.

الطلبة الفصحاء في الكلام باللغة العربية من منظور علم المعاني :دراسة وصفية في معهد دار العلوم بانيوأنيار الاسلامي باميكاسان Nurul Hadi
OKARA: Jurnal Bahasa dan Sastra Vol. 13 No. 1 (2019): OKARA: Jurnal Bahasa dan Sastra
Publisher : IAIN MADURA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ojbs.v13i1.2273

The most representative indicator of the success of Arabic learning process is the fluency of the students’ speaking by using Arabic. This study aims to determine whether there are students who are fluent in spoken Arabic, to identify the students’ characteristics who are categorically fluent in spoken Arabic, to identify how students gain fluency in spoken Arabic based on Ma’ani science perspective. This is a descriptive qualitative study, the data collected by using interviews, questionnaires, and observation. The data sources were the preachers/teachers and the students who were active and had been active in the Arabic Language Center of Darul Ulum Islamic Boarding School of Banyuanyar. The results of this study revealed: First, students who are fluent in spoken Arabic were classified as fluent after studying Arabic for four months at the Arabic Language Center. Second, there are four indicators of students to be classified as fluent Arabic speakers, the first and the most representative indicator is the proficiency of students in Arabic debate contest in various themes, the second is students’ ability to converse using Arabic in many different situations, the third is the ability to talk using the original Arabic, and the fourth is the students’ ability in a Arabic speech. The way the students gain fluency in spoken Arabic is dependent on the personality of each student. The diligent students tend to have high spirit in practicing conversational Arabic, acquiring and learning Arabic, and also supported by strong intelligence, then they will acquire fluency in speaking Arabic.

Mushkilatu Tanfīdhi Manhaji Qismi Ta’līmi al-Lughati al-Arabiyyati Khilāla Taghayyuri Siyāsati al-Tarbiyyati al-Indonesiyyati: Dirasatu al-Hālati fī Jāmi’ati Madura al-Islamiyyati al- Ḥukūmiyyati Nurul Hadi; M. Abdul Hamid; Imam Asrori
OKARA: Jurnal Bahasa dan Sastra Vol. 15 No. 1 (2021): OKARA: Jurnal Bahasa dan Sastra
Publisher : IAIN MADURA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ojbs.v15i1.4540

In Indonesia, higher education curriculum policies have undergone many changes, from KBI, KBK, KPT, KPT-KKNI, and now KPT-KKNI-Merdeka Campus. Every change must leave much time-space for understanding, evaluation to the implementation stage. The reality is that many universities cannot adapt quickly. This study aims to determine how the Arabic Teaching Education Program of IAIN Madura breaks down the courses in a curriculum structure and the problems they face in implementing the curriculum, especially in formulating its curriculum structure. This study used a case study approach. The main subject was the curriculum of Arabic Teaching Education Program of IAIN Madura. Data collection methods used were interviews and documentation. The data analysis technique consisted of three activity lines, data reduction, data presentation, and conclusion drawing. The results showed that the curriculum structure of the Arabic Teaching Education Program of IAIN Madura did not meet the curriculum structure standards as guidelines for curriculum formulation made by the government. The problems in formulating the curriculum structure are 1) Lack of understanding of policymakers on government policies. 2) There is no technical guideline for curriculum development along with the deadline for Study Program Accreditation Renewal. 3) Lack of curriculum development funds.

Kontribusi al-Qur’an terhadap Perkembangan Bahasa Arab Nurul Hadi
El-Furqania : Jurnal Ushuluddin dan Ilmu-Ilmu Keislaman Vol. 1 No. 01 (2015): Agustus 2015
Publisher : STIU Al-Mujtama Pamekasan

Tulisan ini akan menyajikan sejauh mana kontribusi al-Qur’an al-Kari>m terhadap perkembangan Bahasa Arab. Perkembangan itu dapat kita lihat secara lebih konret ketika membandingkan fenomena Bahasa Arab sebelum al-Qur’an turun dan sesudahnya. Lebih jauh lagi, kontribusi itu akan terlihat sangat nyata ketika eksistensi Bahasa Arab dikomparasikan dengan keberadaan bahasa lain. Adapun beberapa poin kontribusi al-Qur’an terhadap Bahasa Arab antara lain (1) menjaga eksistensi Bahasa Arab; (2) menambah kosa kata Bahasa Arab; (3) menambah cakupan makna Bahasa Arab; (4)menambah gaya bahasa (uslu>b) Bahasa Arab; (5)menyatukan lahjah Bahasa Arab; (6) memperluas ketersebaran Bahasa Arab; (7) memperkaya sastra Bahasa Arab; (8) menjadi sumber munculnya ilmu-ilmu Bahasa Arab.Kata kunci: Al-Qur’an; Bahasa Arab; Kontribusi; Gaya Bahasa; Makna.

Ta'zîzu Dâfi'iyyati Thullâbi Riyâdh al-Athfâl li Tathwîri Mahârât al-Lughah al-'Arabiyyah al-Syafawiyyah min Khilâli Barâmiji al-Ta'lîm al-Mukatstsaf Hadi, Nurul; Alvina, Nuri; Khaled Radhouani
Alibbaa': Jurnal Pendidikan Bahasa Arab Vol. 5 No. 2 (2024): Vol. 5 No. 2 (2024)
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.v5i2.12195

This research study was motivated by several key factors. Firstly, the Arabic language holds great religious and cultural significance in Indonesia, as it is a core component of Islamic identity and practice, particularly in the context of Quranic education for children. However, many students at Quranic preschools struggle with developing proficiency in spoken Arabic. Additionally, educational literature emphasizes the critical role of student motivation in facilitating effective language learning outcomes. Therefore, it was important to investigate the factors influencing students' motivation to learn Arabic in this specific educational setting. Moreover, most prior research in this field has been conducted in non-Indonesian contexts, necessitating localized studies to explore the nuances of the Indonesian educational dynamics. Ultimately, this research aimed to help address the gaps in the existing body of knowledge around Arabic language instruction in Indonesian Quranic preschools. The researcher employed a quantitative approach and simple linear regression to analyze data collected from interviews, observations and questionnaires. Statistical tests of validity, reliability, normality, linearity and correlation were performed on the questionnaire data using SPSS. The iresults ishowed ithat iintensive Arabic classes had a significant effect on students' motivation to learn speaking skills, as idemonstrated iby ia ip-value iof iless ithan i0.05. Regression analysis further reported that these classes influenced motivation by 33.1%, as indicated by the R-squared value. Therefore, the intensive language exposure appeared to positively impact the kindergarteners' drive to develop their Arabic communication abilities.

Bun-yat al-Manhâj Syibhu al-Muwâziyah li Qismi Ta’lîmi al-Lughati al-Arabiyyati bi Jâmi’ati Maulânâ Mâlik Ibrâhim al-Islâmiyati al-Hukûmiyati Mâlang: The Semi-Parallel Curriculum Structure for the Arabic Language Teaching Department at The State Islamic University of Maulana Malik Ibrahim Malang Hadi, Nurul; Asrori, Imam; Hamid, M. Abdul
OKARA: Jurnal Bahasa dan Sastra Vol. 17 No. 2 (2023): OKARA: Jurnal Bahasa dan Sastra
Publisher : Center of Language Development, Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ojbs.v17i2.6458

The frequent changes in government policies regarding higher education curricula pose a problem for many universities. One recent policy that has caused issues is the "MBKM" curriculum, which also influences State Islamic Religious Colleges. This study aims to reveal how the Arabic Language Teaching Department of UIN Maulana Malik Ibrahim Malang developed a semi-parallel structure by combining parallel and serial structures. A case study approach was employed, with the Arabic language teaching department of UIN Maulana Malik Ibrahim Malang as the main research subject. Data was collected through interviews and documentation. The data analysis consisted of three stages: data reduction, data presentation, and conclusion drawing. The findings revealed that the semi-parallel curriculum structure implemented by the Arabic language teaching department fulfills two curriculum standards. Firstly, it meets the demand for curriculum standardization based on the Indonesian National Qualifications Framework (KKNI) outlined in Higher Education Regulation No. 44, 2015. Secondly, the semi-parallel curriculum structure corresponds to the curriculum standards set forth by the Indonesian Arabic Teachers Association (IMLA) in 2019. So, the development of a semi-parallel curriculum structure for the Arabic Language Teaching department has proven to be following national standards, even though policies often change.

Co-Authors Abd. Halik Abd. Rahman Romadhon Ahmad Sudi Alfia Fina Shabira Alvina, Nuri Anees El Zer Autsar, Nailul Darajah, Sakiatun Eva Nikmatul Rabbianty Faradisa, Qintara Aulia Fathorrozy Fathorrozy Habibur Rahman Hamid, M. Abdul Hariyanto, Moh Humairoh, Sitti Wardatul Imam Asrori Ishaq, Rizal Maulana Karomatun Nafisah Khaled Radhouani Khomisatul Fajriyah Ling Gan M. Abdul Hamid M. Hasbullah Madarina Julia Maulana, Faiz Alfan Hamdan Naqiah Naqiah Roni Naning Salsabila Falahiyah Shofwan, Ach. Shohibatil Karomah Syafik, Moh. Umi Hanifah Yazid Basthomi Yuliastutik, Rini

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