Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban
Al Mi’yar adalah Jurnal program studi Pendidikan Bahasa Arab Sekolah Tinggi Ilmu Al-Quran (STIQ) Amuntai Kalimantan Selatan (P-ISSN: 2620-6749; E-ISSN: 2620-6536) terbit berkala setiap 6 (enam) bulan sekali dengan tematik pada bulan April dan Oktober di Indonesia. Al Mi’yar memiliki visi menjadi jurnal nasional terakreditasi dalam Pembelajaran Bahasa Arab dan Kebahasaaraban di Kalimantan. Redaksi mengundang guru, dosen para pakar, peneliti dan akademisi untuk menginvestasikan pikirannya baik berupa hasil penelitian atau kajian mendalam sesuai disiplin yang ditekuni dalam bidang pembelajaran dan pengajaran serta penyelenggaraan pendidikan bahasa Arab yang tertulis dalam bahasa Indonesia maupun Arab.
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<![CDATA[ISTIKHDĀM THARĪQAH AL GHINĀ’ LI AL HIFDZI AL MUFRADĀT AL LUGHAH AL ‘ARABIYAH ]]>
<![CDATA[Zahro, Aminatuz]]>;
<![CDATA[Yunus, Moch]]>;
<![CDATA[Shobirin, Shobirin]]>
<![CDATA[ Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Vol 7 No 1 April 2024 ]]>
Publisher : <![CDATA[STIQ Amuntai ]]>
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DOI: 10.35931/am.v7i1.3361
<![CDATA[Education in Indonesia is currently competing to require the nation's children to be able to master various foreign languages, one of which is Arabic. Good mastery of Arabic needs to be based on the number of mufrodat that are mastered. This research uses qualitative research methods conducted on class VII students of SMP Qur'ani Dliyaul Qur'an Menemen as the research population. The research subjects, consisting of people, are the researchers themselves and data collectors. Data collection methods include interviews, questionnaires, field data, photos, documents, memos, and other notes. This research data was taken from 15 students. As a result of the discussion on the use of the singing method in memorizing the mufradat, the students became more enthusiastic and more active in learning Arabic and were even more unified in singing the Arabic mufradat. Without memorizing it manually, the students already memorized the mufradat with this singing method. According to Bonnie and John, there are benefits to the method. Singing helps achieve abilities in developing thinking power, helps channel emotions such as happiness or sadness through the content of song or singing lyrics, and helps add new vocabulary through song lyrics or chanting. The aim of this research is that more students will be interested in memorizing Arabic muhradat for students who are anxious and lazy. Based on the assessment of experts, the use of the singing method in memorizing mufradat is very interesting for students who are less enthusiastic about learning; therefore, the researchers used this method for SMP Qur'ani Dliyaul Qur'an.]]>
<![CDATA[PENERAPAN PERMAINAN NAHWU MATCHING DALAM PEMBELAJARAN ISIM ISYĀRAH ]]>
<![CDATA[Fuadi, Abdul Hafizh Nur]]>;
<![CDATA[Panagara, Fathi Hisyam]]>;
<![CDATA[Izzah, Nurul]]>;
<![CDATA[Muasssomah, Muassomah]]>
<![CDATA[ Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Vol 7 No 1 April 2024 ]]>
Publisher : <![CDATA[STIQ Amuntai ]]>
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DOI: 10.35931/am.v7i1.2452
<![CDATA[This research was conducted to increase teachers' insight in applying the nahwu game model so that they can teach Arabic easily. This research aims to explore the implementation of Nahwu Matching game as a fun and engaging approach to teach the basic structure of isim isyarah (demonstrative pronouns) in a classroom setting. The study specifically focuses on its application in a small class of third-grade students at MI Nurul Amal. The research adopts a qualitative descriptive approach with field research method, utilizing observation, interviews, and documentation as data collection techniques. The main findings reveal that the implementation of Nahwu Matching game in the small class setting is effective and well-received by the third-grade students. The game provides an engaging learning experience, and the students' positive responses demonstrate its success. The study highlights the advantages of using this game in a small classroom, as it facilitates an interactive and enjoyable learning environment. No significant limitations were found in terms of its instructional aspects. The implications of this research suggest that teachers of Arabic language can consider incorporating game-based approaches into their instruction to enhance active and innovative learning experiences. Overall, this study provides valuable insights for educators in utilizing game-based models for teaching Arabic language in an engaging and effective manner.]]>
<![CDATA[ALTERNATIVE GAME-BASED ARABIC LEARNING USING LINGOHUT ]]>
<![CDATA[Robbani, A. Syahid]]>
<![CDATA[ Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Vol 7 No 1 April 2024 ]]>
Publisher : <![CDATA[STIQ Amuntai ]]>
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DOI: 10.35931/am.v7i1.3335
<![CDATA[The pattern of learning in the 21st century is marked by the usage of various information and communication technology as the learning media and boundaries of space and time are increasingly fading. Therefore, teachers are demanded to constantly create and innovate to present exciting and fun learning, including Arabic language learning. One of the latest media teachers can use as Arabic language media that has not been widely studied is LingoHut. By applying library research, the researcher thoroughly examines Arabic language learning using LingoHut. The primary data in this research was gathered directly from the website and LingoHut application. At the same time, the other various library sources became secondary data sources. The research result indicates that LingoHut provides five kinds of game-based learning, e.g., flashcards, matching games, tic-tac-toe, concentration game, and listening game. The innovation of game-based Arabic language learning in LingoHut can indeed make students active in teaching-learning. Nevertheless, most learning types only focus on students' ability to remember and memorize. Additionally, the teachers also need to be attentive, noting weaknesses in LingoHut to prepare better and more interesting learning from the App. Ultimately, this research contributes to offering digital Arabic learning media options for teachers in the classroom as well as becoming an independent Arabic learning platform with a wide choice of learning topics.]]>
<![CDATA[IMPLEMENTASI PENDEKATAN KOMUNIKATIF INTEGRATIF DALAM PEMBELAJARAN MUHĀDATSAH DI MA’HAD ‘ALY NURUL JADID ]]>
<![CDATA[Jamila, Nafissatul]]>;
<![CDATA[Khotimah, Isnol]]>
<![CDATA[ Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Vol 7 No 1 April 2024 ]]>
Publisher : <![CDATA[STIQ Amuntai ]]>
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DOI: 10.35931/am.v7i1.3076
<![CDATA[Communication skills are very important in everyday life to convey information, expressions, thoughts, and ideas to other people. This study uses a qualitative method. The data used in this research was taken from observation, in-depth interviews, and documentation. Data analysis techniques include data collection, data reduction, data presentation, and drawing conclusions. The introduction of an integrative communicative approach to Muhadatsah learning at Ma'had ‘Aly Nurul Jadid is an innovative step in improving the students' Arabic language skills. This approach comprehensively integrates aspects of communication and language skills, thereby enabling students to develop their speaking skills more effectively. As an Islamic educational institution, Ma'had ‘Aly realizes the importance of learning Arabic to understand religious texts. With integrative communicative-based Muhadatsah learning, it can create a learning environment that supports direct interaction between musyrifaat and students, helping students understand and use Arabic in everyday contexts. This research aims to determine the application of the muhadatsah method in collaboration with an integrative communicative approach so as to obtain maximum results, namely creating students who are proficient in understanding and communicating using Arabic, so that students are able to master and apply the language well in various communication situations in real life. In this way, the application of a communicative approach in muhadatsah learning can form students who are capable of using Arabic and are able to apply it in real life, which is relevant to everyday life.]]>
<![CDATA[PERSEPSI DAN PROBLEMATIKA PENGGUNAAN KAMUS DWIBAHASA BAHASA ARAB – INDONESIA TINJAUAN LEKSIKOGRAFI PEDAGOGI ]]>
<![CDATA[Rustandi, Encep]]>
<![CDATA[ Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Vol 7 No 1 April 2024 ]]>
Publisher : <![CDATA[STIQ Amuntai ]]>
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DOI: 10.35931/am.v7i1.3120
<![CDATA[Bilingual dictionaries are necessary to help learners understand and communicate in the target language, and bilingual dictionaries serve as a second resource when native speakers are not available. The problem is the basis for selecting equivalents and the level of similarity related to the semantic field. This research uses a qualitative descriptive method with library research and quantitative research as support. Researchers used three data collection techniques, namely content analysis, questionnaires and interviews with 173 respondents. Research findings show that aspects of accessibility include the field of morphology: difficulty finding basic words, the semantic field has difficulty finding equivalent words and graphics. About (52.75%), users prefer entries that are appropriate to the context, and (35.16%) prefer entries based on usage examples. The difficulty of using a bilingual Arabic-Indonesian dictionary is caused by language competency factors, both grammar and semantics, design factors including design, dictionary graphics. Then the intensity factor is around (60%) rarely using a dictionary. The results of the survey questionnaire on 91 users showed that (91.21%) felt that they needed training in using dictionaries, this was based on the role of dictionaries, which increased (65.93%) stated that dictionaries had a significant role in study activities. Solution, more than half 58.24% of users chose to switch to electronic dictionaries. So this phenomenon has an impact on users switching to using electronic dictionaries.]]>
<![CDATA[ANALISIS TES KETERAMPILAN BERSASTRA DALAM PEMBELAJARAN BAHASA ARAB DI MADRASAH TSANAWIYYAH ]]>
<![CDATA[Noor Zain, Awwaludin Hafizh]]>;
<![CDATA[Fauzy, Akbar Nur]]>;
<![CDATA[Hermawan, Acep]]>
<![CDATA[ Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Vol 7 No 1 April 2024 ]]>
Publisher : <![CDATA[STIQ Amuntai ]]>
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DOI: 10.35931/am.v7i1.3195
<![CDATA[The literary proficiency test in learning the Arabic language does not stand alone, but rather has a small part in the test of learning the Arabic language. At the same time, literature tests should be conducted to determine students' in-depth understanding of the Arabic language. With literary activities, students will be trained in Arabic language skills including istima', kalam, kitabah, qira'ah. The purpose of this article is to learn about the basic concepts of literature, learn about literature in learning the Arabic language, and learn about literary proficiency tests in learning the Arabic language. This article specifically discusses literary proficiency tests in assessing Arabic language learning. The article method used is desk research which takes data sources from literary theories. The results of the discussion show that (1) Literature is the expression of human thoughts, ideas, experiences and feelings through written or oral works in an imaginative form that is conveyed by exalting the value of beauty. (2) Literary activities in learning the Arabic language can be classified into four stages, which are information, concept, perspective, and appreciation. (3) The literary proficiency test tool is the same as the verbal and linguistic proficiency test tool, and differs only in content. The answers asked by test questions can consist of choosing answers and compiling your own answers. The contents of this material also make it easier for teachers to prepare and develop literary proficiency tests in learning the Arabic language.]]>
<![CDATA[PENGGUNAAN MEDIA POSTER UNTUK MENINGKATKAN PEMAHAMAN MUFRADĀT DI SD MUHAMMADIYAH 1 SEDATI ]]>
<![CDATA[Adib, Fathul]]>;
<![CDATA[Fauji, Imam]]>
<![CDATA[ Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Vol 7 No 1 April 2024 ]]>
Publisher : <![CDATA[STIQ Amuntai ]]>
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DOI: 10.35931/am.v7i1.3003
<![CDATA[In Arabic language learning, the media used only focuses on books and is not diverse, which makes students less motivated to learn Arabic and less able to understand it, especially in understanding Arabic mufrodat in class. The learning media used by researchers as a strategy to overcome the problem of low understanding among students is poster media. This study aims to determine whether there is an increase or not related to the understanding of mufrodat in the use of poster media before and after being used in the classroom in Arabic language learning. This research was conducted using a quantitative approach with non-experimental designs. In this study obtained the results of the average value of pretest students 41.19 and the average value of posttest 81.83. In comparison to the average value of students, it can be seen that after being given treatment in the form of poster media, the value has increased by 40.64. The results of the paired sample test calculation using a 95% confidence level show that with a 2-tailed Sig value of 0.000 <0.05, there is a difference in pretest and posttest scores. Through these results and the value of the -t count < -t table with df = (n-1) of 62 (-36.007 < -1.998), it can be concluded that Ho is rejected, the accepted hypothesis is (Ha), and it can be concluded that "the use of poster media can improve the understanding of mufrodat of fifth grade students of SD Muhammadiyah 1 Sedati.”]]>
<![CDATA[‘AMALIYYAH TA’LIM AL SHARF FĪ AL SHAF AL AWWAL FĪ AL MADRASAH AL TARBIYAH AL ISLĀMIYYAH GONDONG ]]>
<![CDATA[Kamaluddin, Kamaluddin]]>;
<![CDATA[Marlion, Ferki Ahmad]]>;
<![CDATA[Salam, Muhammad Yusuf]]>;
<![CDATA[Amelia, Amelia]]>
<![CDATA[ Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Vol 7 No 1 April 2024 ]]>
Publisher : <![CDATA[STIQ Amuntai ]]>
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DOI: 10.35931/am.v7i1.2192
<![CDATA[This research analyzes the process of teaching morphology in the first grade at the Islamic Education School, Gondong. The School of Islamic Education, Gendonk, is one of the Islamic schools that teaches morphology. As we have seen, many of the graduates of the Islamic School of Geendunk are skilled at reading Arabic language books. Its causes are understood from the science of morphology and grammar. The end of this research is the process of teaching the grammatical teacher, not using various means and methods in all teaching morphology. The method used by the researcher in this research is the descriptive method using qualitative approaches, and the method of collecting data using qualitative descriptive methods and using observation and interview methods. As for the result of the research, all students own the blackboard themselves. Its goal is that if the students did not understand a subject in pure science, they would write on that blackboar and the teacher uses various specific methods in the process of teaching morphology, such as movies and morphology, then the card method.]]>
<![CDATA[ANEKA DISRUPSI PEMBELAJARAN BAHASA ARAB DI PONDOK PESANTREN ]]>
<![CDATA[Azisi, Azisi]]>;
<![CDATA[Badri, Badri]]>
<![CDATA[ Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Vol 7 No 1 April 2024 ]]>
Publisher : <![CDATA[STIQ Amuntai ]]>
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DOI: 10.35931/am.v7i1.3207
<![CDATA[Islamic boarding schools, as traditional Islamic educational institutions in Indonesia, play a central role in preserving and promoting Islamic religious and cultural traditions. One of the important elements of education in Islamic boarding schools is the teaching of Arabic. Arabic is not only a means of understanding the teachings of Islam but also a gateway to the rich intellectual heritage of the Islamic world. This qualitative research uses open questionnaires as a data collection technique. The questionnaires were distributed to Arabic teachers in seven Islamic boarding schools in Situbondo. The results cite the strengths of Islamic boarding schools in the form of their long-standing tradition of teaching Arabic and Islamic culture, the presence of knowledgeable teachers, a focus on memorizing the Quran, and a communal learning environment. However, weaknesses in the traditional curriculum may overlook practical aspects such as the use of digital technology in Arabic language learning in the modern world. To improve Arabic language learning in Islamic boarding schools, it is important to address the practical aspects of the language, maximize opportunities for collaboration and adoption of technology, and address challenges such as cultural and social change and competition from formal educational institutions offering Arabic language instruction.]]>
<![CDATA[PICTURE AND PICTURE METHOD IN LEARNING MAHARAH KITABAH ]]>
<![CDATA[Karimah, Binti]]>;
<![CDATA[Setiyawan, Agung]]>;
<![CDATA[Septianti, Alya Putri]]>
<![CDATA[ Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Vol 7 No 1 April 2024 ]]>
Publisher : <![CDATA[STIQ Amuntai ]]>
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DOI: 10.35931/am.v7i1.3248
<![CDATA[students. Teaching method is one of the ways used by educators in carrying out the learning process. The selection of inappropriate methods is an obstacle in achieving the learning objectives that have been found. Educators as much as possible should use methods that make the learning process interesting and also provide space for students to be creative. So that learning becomes very fun and not boring and can even improve students' maharah kitabah. The picture and picture model is a learning method that relies on images as media in the learning process. Pictures are one of the media that can help educators in the teaching process which makes learning more communicative and interesting, not even boring. The use of this media is designed so that students can analyze the picture into a brief description of what is in the picture. So that this method can be applied, of course, with the creativity of educators and make learning fun and interesting, especially in maharatul kitabah which most students have difficulty with.]]>
