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All Journal Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Simpati: Jurnal Penelitian Pendidikan dan Bahasa
Kaharuddin Kaharuddin
INSTITUT AGAMA ISLAM NEGERI PAREPARE
Humanities Education Languange, Linguistic, Communication & Media Other

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Interferensi Bahasa Ibu Terhadap Bahasa Arab di SMA PPM Rahmatul Asri Ririn Anisa Fitri; Herdah Herdah; Hamsa Hamsa; Saepudin Saepudin; Kaharuddin Kaharuddin
Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Vol 9 No 1 April 2026
Publisher : STIQ Amuntai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v9i1.6030

Abstract

Mother tongue interference remains a challenge in Arabic language learning at SMA PPM Rahmatul Asri, despite the pesantren environment that encourages active use of Arabic. Such interference appears in phonological, morphological, and syntactic aspects in both spoken and written Arabic, as well as in maharah al-qira’ah in the form of mispronunciation, inaccurate vowel length, and inappropriate pauses that affect meaning. This study employed a quantitative correlational design. The population consisted of 150 students, with 60 respondents selected using the Slovin formula and purposive sampling. Data were collected through questionnaires, Arabic grammar tests, and reading performance assessments, and analyzed using descriptive and inferential statistics. The results show that mother tongue interference was predominantly at a moderate level (78.3%), while low and high levels accounted for 11.7% and 10%, respectively. Grammar mastery was also dominated by the moderate category (65%), followed by low (21.7%) and high (13.3%) categories. Meanwhile, maharah al-qira’ah was mostly at a moderate level (48.3%), with 33.3% of students in the high category and 18.3% in the low category. Simple linear regression analysis revealed that mother tongue interference had no significant effect on grammar mastery (Sig. = 0.598 > 0.05) or on maharah al-qira’ah (Sig. = 0.966 > 0.05); therefore, the alternative hypothesis was rejected, and mother tongue interference is understood as a natural linguistic phenomenon in a bilingual context.
PRINSIP-PRINSIP UMUM DAN KRITERIA PENGEMBANGAN MATERI PEMBELAJARAN BAHASA ARAB Sri Mulya Nengsi; Erni Nurjaya; Nur Atika Putri; Ummul Khaeriah; Hamzah Hamzah; Kaharuddin Kaharuddin
Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Vol 6 No 3 (2026): Vol. 6 No. 3 Juni - Agustus 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Fakultas Pendidikan Ilmu Pengetahuan Sosial dan Bahasa Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/jipdas.v6i3.4915

Abstract

Pengembangan materi pembelajaran merupakan salah satu komponen penting dalam keberhasilan proses pembelajaran bahasa Arab. Materi pembelajaran yang dirancang secara tepat dapat membantu peserta didik mengembangkan kompetensi kebahasaan secara efektif, baik pada aspek pengetahuan bahasa maupun keterampilan komunikasi. Penelitian ini bertujuan untuk mengkaji dan menganalisis prinsip-prinsip umum serta kriteria pengembangan materi pembelajaran bahasa Arab berdasarkan kajian literatur dalam bidang pendidikan bahasa Arab. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi pustaka (library research). Data penelitian diperoleh dari berbagai sumber ilmiah berupa buku dan artikel jurnal yang relevan dengan pengembangan bahan ajar dan pembelajaran bahasa Arab dalam sepuluh tahun terakhir. Data dianalisis melalui teknik analisis deskriptif-kualitatif dengan cara mengidentifikasi, mengklasifikasikan, dan menginterpretasikan konsep-konsep teoritis yang berkaitan dengan pengembangan materi pembelajaran bahasa Arab. Hasil penelitian menunjukkan bahwa pengembangan materi pembelajaran bahasa Arab perlu memperhatikan beberapa prinsip utama, yaitu prinsip relevansi, konsistensi, kecukupan, kebermaknaan, gradasi, dan diferensiasi. Selain itu, materi pembelajaran bahasa Arab juga harus memenuhi sejumlah kriteria penting, meliputi kriteria linguistik, pedagogis, psikologis, sosiokultural, serta desain dan penyajian materi. Penerapan prinsip dan kriteria tersebut diharapkan dapat menghasilkan materi pembelajaran bahasa Arab yang sistematis, kontekstual, serta mampu mendukung pengembangan kompetensi komunikasi peserta didik secara optimal.
LANGKAH-LANGKAH PENGEMBANGAN DAN FAKTOR-FAKTOR YANG PERLU DIPERHATIKAN DALAM PENGEMBANGAN MATERI PEMBELAJARAN BAHASA ARAB Erni Nurjaya; Nur Atika Putri; Sri Mulya Nengsi; Ummul Khaeriah; Hamzah Hamzah; Kaharuddin Kaharuddin
Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Vol 6 No 3 (2026): Vol. 6 No. 3 Juni - Agustus 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Fakultas Pendidikan Ilmu Pengetahuan Sosial dan Bahasa Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/jipdas.v6i3.4916

Abstract

Pengembangan materi pembelajaran bahasa Arab merupakan proses strategis untuk meningkatkan kualitas pendidikan bahasa di era modern. Penelitian ini bertujuan untuk mendeskripsikan langkah-langkah sistematis dan faktor-faktor krusial yang harus diperhatikan dalam pengembangan materi bahasa Arab agar tetap relevan dan efektif. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan jenis studi kepustakaan (library research), di mana data dikumpulkan melalui dokumentasi literatur ilmiah yang terbit dalam lima tahun terakhir. Hasil penelitian menunjukkan bahwa pengembangan materi harus melalui tahapan analisis kebutuhan, perancangan tujuan (ABCD), strategi pembelajaran, pengembangan media, penulisan, hingga evaluasi dan revisi. Selain itu, kualitas materi sangat ditentukan oleh faktor validitas isi, ketepatan cakupan, pemahaman, penggunaan bahasa, serta aspek perwajahan. Implikasi dari pengembangan ini adalah meningkatnya motivasi siswa, profesionalisme guru, dan penguasaan empat keterampilan berbahasa secara holistik. Sinergi antara prosedur yang tepat dan perhatian terhadap faktor kualitas akan mewujudkan pembelajaran bahasa Arab yang lebih bermakna dan aplikatif.
Konseptualisasi Linguistik Terapan sebagai Basis Arsitektur Desain Pembelajaran Bahasa Nawal Saadah; Bungarosi Bungarosi; Sulfadli Sulfadli; Muhammad Irwan; Kaharuddin Kaharuddin
Simpati Vol. 4 No. 4 (2026): Oktober: Jurnal Penelitian Pendidikan dan Bahasa
Publisher : CV. Alim's Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/simpati.v4i4.2640

Abstract

This article aims to examine applied linguistics as a foundation for developing an architectural framework for Arabic language learning design. This conceptual study employs a literature review approach that integrates language acquisition theories, learner characteristics, social context, and learning design principles. The findings indicate that the architecture of Arabic language learning design consists of four interconnected layers: foundation, analysis, design, and evaluation. The foundation layer establishes the theoretical and pedagogical principles underlying the learning process. The analysis layer identifies learners’ needs, language proficiency, learning characteristics, and relevant social contexts. The design layer translates the analysis results into learning objectives, materials, methods, activities, and assessment strategies. Meanwhile, the evaluation layer examines the relevance and effectiveness of the learning design in supporting learning objectives. These four layers form a cyclical process in which evaluation results provide a basis for further analysis, adjustment, and redesign. This framework emphasizes that Arabic language learning should not rely solely on linguistic knowledge but should also consider learners’ characteristics and the contexts in which the language is used. Applied linguistics consequently serves as a bridge between theoretical understanding of language and practical learning implementation. By integrating linguistic perspectives with pedagogical considerations, the proposed framework offers a systematic foundation for developing contextual, adaptive, and learner-oriented Arabic language learning. This conceptual model is expected to contribute to the development of more coherent learning designs that respond to educational needs and support continuous improvement through systematic evaluation and redesign.
Optimalisasi Pemahaman Akademik melalui Implementasi Pendekatan Understanding by Design (UbD): Sebuah Tinjauan Literatur Sistematis Dian Ramadhani Abdullah; Nurul Hikmah; Muhammad Maulana Arif; Ahmad Dani; Muhammad Irwan; Kaharuddin Kaharuddin
Simpati Vol. 4 No. 4 (2026): Oktober: Jurnal Penelitian Pendidikan dan Bahasa
Publisher : CV. Alim's Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/simpati.v4i4.2704

Abstract

This study aims to analyze and synthesize the contributions of the Understanding by Design (UbD) approach to optimizing students’ academic understanding. It employs a Systematic Literature Review (SLR) method examining SINTA-accredited articles published between 2016 and 2026. The findings indicate that UbD, through its three stages of backward design, namely identifying learning outcomes, determining assessment evidence, and planning learning experiences, consistently enhances student engagement, the quality of authentic assessment, and the development of six facets of understanding: explanation, interpretation, application, perspective, empathy, and self-knowledge. This approach is also flexible enough to be integrated with other learning strategies, such as Problem-Based Learning (PBL) and Teaching at the Right Level (TaRL), without compromising alignment among learning objectives, assessments, and learning activities. Furthermore, implementing UbD supports instructional design oriented toward achieving deeper understanding rather than merely mastering content. This study concludes that UbD’s main strength lies in shifting the orientation of instructional design from a content-based approach to an understanding-based approach. Therefore, future research should strengthen empirical evidence regarding knowledge transfer and the sustainability of students’ understanding.
Co-Authors Ahmad Dani Bungarosi Bungarosi Dian Ramadhani Abdullah Erni Nurjaya Hamsa Hamsa Hamzah Hamzah Herdah Herdah Muhammad Irwan Muhammad Irwan Muhammad Maulana Arif Nawal Saadah Nur Atika Putri Nurul Hikmah Ririn Anisa Fitri Saepudin Sri Mulya Nengsi Sulfadli Sulfadli Ummul Khaeriah