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Al-Fi'l Allażī Lam Yusamma Fā‘iluhu fī al-Qur'ān al-Karīm al-Juz' 30 (Taḥlīl Ṣarfī Wa Naḥwī) M. Aziz Himawan Akbar; Zaim Elmubarok; Moch. Hibatullah Zain
Lisanul Arab: Journal of Arabic Learning and Teaching Vol 12 No 2 (2023): Lisanul Arab
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/la.v12i2.74821

The purpose of this study was to determine how passive verbs are formed depending on the kind of verb, tense/aspect, radical letters, originality of form, and amount of consonants. Many verses in Al-Qur'a>n Al-Kari>m juz 30 include the word fi'l majhu>l. This study employs a qualitative research methodology and a library research design. The data used in this study are passive verbs, and the text used for the data is Al-Qur'a>n Al-Kari>m juz 30. A data card is the tool utilized. The documentation approach is used in the data collecting process. Based on previous research and discussion, the researchers concluded that in Al-Qur'a>n Al-Kari>m juz 30, the researchers found 38 passive verbs data with the types: a) passive verbs based on tense/aspect consisting of 29 fi'l ma>d}i data and 9 fi'l mud}ari'; b) passive verbs based on radical letters consist of 22 data fi'l s}ah}i>h{ sa>lim, 4 data fi'l s}ah}i>h} mahmu>z, 3 data fi'l s }a>h}i>h} mud}a'af, 5 data fi'l mu'tal ajwa>f, 3 data fi'l mu'tal na<qis{, and 1 data fi'l mu'tal lafi >f mafru>q; c) passive verbs based on the originality of the form and number of consonants consist of 24 data fi'l s|ula>s|y mujarrad, 3 data fi'l ruba>'y mujarrad, and 11 data s|ula>s|y mazi>d ; d) verbs based on final sound changes consist of 9 mu'rab and 29 mabny.

ANALISIS RAGAM BENTUK DAN APLIKASI MASHDAR SHARĪH DALAM KITAB AKHLAQUL LIL BANIN JUZ 1 (ANALISIS MORFOSINTAKSIS) Irfan Adi Pamungkas; Akbar Syamsul Arifin
Lisanul Arab: Journal of Arabic Learning and Teaching Vol 12 No 2 (2023): Lisanul Arab
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/la.v12i2.75620

Research related to this neologism aims to describe the novelty of Arabic vocabulary in the barrel of the document. The data obtained is a collection of articles related to medical barrels found on the aljazeera.net website. The method used in this study is the descriptive analysis method. This study, used three steps to analyze the Arabic neologism of medical scale, identification, definition, and classification. From the analysis conducted, it was found that the Arabic neologisms of the medical barrel are divided into three kinds, (1) patterned derivations انفعال /infiʕa:l/, فَعَل /faʕal/, افتعال /iftiʕal/, استفعال /istifʕa:l/, فعولة /faʕu:lah/, أفعال /afʕa:l/, فعل atau فعل /faʕlun/ atau /fiʕlun/, تَفَعُّل /tafaʕʕul/, تفعيل /tafʕi:l/, فعالة /fiʕa:lah/, فعلان /faʕla:n/, dan فعال /fuʕa:l/. Kemudian اسم فاعل /ismul fa:ʕil/, اسم اللآلة /ismul a:lat/, اسم المكان /ismul maka:n/, فَعَّال /faʕʕa:l/, فَعَّالة /faʕʕalah/, dan نسبة /nisbah/; (2) Semantic relations divided into old word use and word translation; and (3) Word lending differentiated into loan word, loan blend, and loan shift.

TAḤLĪL AHDĀF AT-TA‘LĪM (TP) WA SĀ’IR AHDĀF AT-TA‘LĪM (ATP) LIMĀDDAH AL-LUGAH AL-‘ARABIYYAH WIFQA MANHAJ AT-TA‘LĪM AL-MUSTAQIL nuriatul maftukhah; Farah Diana Manzilah; Muhammad Syaifuddin Zuhri; Abul Ma'ali
Lisanul Arab: Journal of Arabic Learning and Teaching Vol 12 No 2 (2023): Lisanul Arab
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

مستخلص البحث تطوير المنهج بشكل مستمر أمر لا مفر منه وذلك لقصور المنهج عن تلبية حاجات المتعلمين واهتماماتهم أو حاجات المجتمع وأهدافهم بسبب التغيير الذي يطرأ على المتعلم وبيئته ومجتمعه. لقد قررت وزارة التربية والتعليم والثقافة بإندونيسيا بتغيير منهج 2013 بمنهج التعليم المستقل بشكل تدريجي. من المدرسة التي طبقت المنهج المستقل المدرسة الثانوية الإسلامية الحكومية ١ لامونجان. الغرض من هذه الدراسة هو معرفة مدى قدرة المدرسة في ترجمة أهداف التعليم وسير أهداف التعليم لمادة اللغة العربية للمنهج المستقل المرسومة من قبل الوزارة في أرض الواقع. استخدم الباحثون هذا البحث المدخل الكيفي بنوع الدراسة المكتبية، حيث قام الباحث بتحليل أهداف التعليم وسير أهداف تعليم اللغة العربية في المدرسة الثانوية الإسلامية الحكومية ١ لامونجان كمصدر أساسي للبيانات، وكذلك الكتب والمقالات والمجلات والمراجع المتعلقة بهذا البحث كمصادر بيانات الثانوية. استخدم الباحثون أساليب التوثيق في جمع البيانات، وتقنيات تحليل المحتوى. أما نتائج البحث: أن الأهداف التعليمية استوفت المكونات القياسية التي قررتها الحكومة من حيث الكفاءات والمحتوى. كما حقق سير أهداف التعليم جميع المكونات للمنهج المستقل سواء أكانت مكونات الكفاءة، ونتائج التعليم، والمحتوى، والتنويع، وأهداف التعليم ومراحل التعليم. من معوقات تنفيذ المنهج المستقل التي تعرقل المعلم هي تحديد تسلسل المراحل في جزء من الكفاءة المعنية. وخلاصة هذه الدراسة أن أهداف التعليم وسير أهداف تعليم اللغة العربية يمكن تطبيقها في مادة اللغة العربية في المرحلة الثانوية. الكلمات المفتاحية: المناهج المستقلة، أهداف التعليم، سير أهداف التعليم Abstract Sustainable curriculum development is inevitable because the curriculum fails to meet the needs and interests of learners or the needs and goals of society due to changes that occur in students, the environment and society. The Ministry of Education and Culture of the Republic of Indonesia has decided to gradually change the 2013 curriculum to an independent curriculum. One of the schools that implements an independent curriculum is SMA Islam Negeri 1 Lamongan. The purpose of this study is to know the extent of the school's ability to translate the educational objectives and the progress of the educational objectives of the Arabic language subject to the independent curriculum drawn by the Ministry on the field. Researchers use a qualitative approach with a literature review method. Learning Objectives and Flow of Arabic Learning Objectives in MAN 1 Lamongan as a primary data source and books, articles, journals, and references related to this research need as secondary data sources. The author uses documentation methods in data collection, and content analyst techniques. The results of research for educational purposes are that they have met the standard components applied by the government, namely containing competencies and content. The Learning Objectives Flow component has also fulfilled all components in the independent curriculum. Both in the components of competence, learning outcomes, content, variations, learning objectives and phases in learning have been fulfilled. Thereare flaws in the numbering in phases in each competency. As a result, it creates confusion for educators in determining the sequence of phases in the part of the competence in question. The conclusion of this study is that the educational objectives and the flow of Arabic language education objectives can be applied in Arabic subjects at the upper secondary level. Keywords: Independent Curriculum, Learning Objectives, Flow of Learning Objectives

Namūżaj Wasīlah al-Biṭaqah ar-Rubā‘iyyah Fī Ta‘Līm al-Mufradāt al-‘Arabiyyah Hilda Sya'adah; Siti Jubaidah; Muhammad Kamal Bin Abdul Hakim
Lisanul Arab: Journal of Arabic Learning and Teaching Vol 12 No 2 (2023): Lisanul Arab
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/la.v12i2.71379

This research is motivated by students' difficulties and lack of interest in learning Arabic. This is because the media used by teachers during teaching and learning activities are still inadequate, teachers still use traditional media such as textbooks, and blackboards only, this is what makes students feel that Arabic lessons are difficult lessons to understand and there is no interest in learning them. Seeing from the existing problems, this research aims to develop a quartet card learning media model by developing interactive, effective, and fun Arabic learning media. The method used in this research is the Research and Development (R&D) method with the ADDIE model (Analyze, Design, Development, Implement, and Evaluate). The results of this study are a quartet card consisting of 2 subject matter, namely material about professions and sports. The learning media in this study received a score of 98% and included the category "Very Feasible" in the assessment of material experts, then this learning media received a score of 95% and included the category "Very Feasible" in the assessment of media experts, and at the product evaluation stage through a questionnaire given to students obtained a score of 96% and this result was included in the "very feasible" category. Therefore, the use of the quartet card media model in learning Arabic vocabulary for grade VIII students is appropriate and interesting.

Multimedia Interaktif ASWAK (Ashwat wal Kitabah) Bahasa Arab untuk Anak-anak di Kota Semarang Dzulfiqar Saeful Islamadina; Zukhaira Zukhaira
Lisanul Arab: Journal of Arabic Learning and Teaching Vol 12 No 2 (2023): Lisanul Arab
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/la.v12i2.73280

Learning Arabic in schools is still a less interesting subject for students because there are several difficulties in learning it, among the difficulties experienced by students are difficulties in listening to Arabic sounds and in writing. Shame is also behind the difficulties experienced by students in learning Arabic at school. Therefore, it is necessary to develop an interactive multi-media Arabic that can motivate and increase interest in learning and interest in learning Arabic, namely ASWAK (Ashwat wal Kitabah) Arabic Interactive Multimedia for Children in Semarang City to make it easier for children to learn Arabic sounds and Arabic script writing. The problems studied in this study are (1) how to analyze the needs of teachers and children for ASWAK (Ashwat wal Kitabah) interactive multimedia. (2) how is the interactive multimedia prototype of ASWAK (Ashwat wal Kitabah), (3) how is the validation of Arabic language teaching experts and practitioners on the interactive multimedia prototype of ASWAK (Ashwat wal Kitabah), And (4) how to revise the ASWAK interactive multimedia prototype (Ashwat wal Kitabah). This research uses a mixed method and uses the ADDIE model's research and development (R&D) research design. The results of this study are as follows. First, teachers and children want the development of ASWAK Interactive Multimedia (Ashwat wal Kitabah). Second, the interactive multimedia prototype of ASWAK (Ashwat wal Kitabah) contains (1) a main page, (2) a product description, (3) choices of activities, (4) material consisting of Arabic sounds and Arabic script writing, (5) exercises, (6) instructions, and (7) developer profiles. Third, the recapitulation of the value of ASWAK interactive media (Ashwat wal Kitabah) is 3.98 with a very feasible / very appropriate category, so that Arabic Language Learning experts and teachers assess that ASWAK interactive multimedia (Ashwat wal Kitabah) can be used for children in Semarang City. Fourth, the improvement of interactive multimedia ASWAK (Ashwat wal Kitabah) Arabic from experts and teachers consists of two aspects, namely improving material aspects and improvement in the visual aspect.

MAṢDAR ṢARĪḤ DALAM KITAB MATAN AL-GĀYAH WA AT-TAQRĪB (ANALISIS MORFOSINTAKSIS) Dhonni Dwi Prasetyo; Mohamad Yusuf Ahmad Hasyim; Hasan Busri
Lisanul Arab: Journal of Arabic Learning and Teaching Vol 12 No 2 (2023): Lisanul Arab
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/la.v12i2.75673

Mashdar Sharih is a word that shows the meaning of an event/deed without beingaccompanied by a description of the time. The purpose of this study was to determinethe types of mashdar sharih in the of matan al-ghayah wa at-taqrib book in termsof morphology and syntax. This research is a qualitative research with libraryresearch design. The data is in the form of mashdar sharih in the matan al-ghayahwa at-taqrib book. Data collection techniques using documentation techniques. Inthis research, 60 mashdar sharih data were found in the matan al-ghayah wa at-taqrib book. Based on the type of mashdar sharih, there are 52 data of the mashdarghoiru mim type, 4 data of the mashdar mim type, and 4 data of the isim mashdartype. Based on the model pattern, there are 12 data with model pattern فَعْـلًا, 2 datawith model pattern فِـعْلًا, 1 data with model pattern فُعْـلًا, 2 data with model patternفَعَـلًا, 5 data with model pattern فِـعَـالًا, 1 data with model pattern فُــعْـلَـةً, 1 data withmodel pattern فِــعَالَــةً, 6 data with model pattern فُـعُـوْلًا, 3 data with model patter فَــعَـالًا,4 data with model pattern فَــعَـالَـةً, 3 data with wazan تَفْـعِيْلًا, 5 data with wazan إِفْعَـالًا, 3data with wazan تَفَـعُّـلًا, 1 data with model pattern اِفْـتِـعَالًا, 1 data with model patternاِنْـفِـعَالًا, 1 data with model pattern اِسْتِـفْـعَالًا, 2 data with model pattern مَـفْـعَلًا, and 2 datawith model pattern مُـفَاعَـلَةً. Based on the syntatic function, there are 7 data hadsyntatic function as fa'il, 4 data had syntatic function as naibul fa'il, 5 data hadsyntatic function as mubtada', 2 data had syntatic function as khobar, 4 data hadsyntatic function as maf'ul bih, 1 data had syntatic function as maf'ul muthlaq, 1 datahad syntatic function as maf'ul li-ajlih, 2 data had syntatic function as chaal, 2 datahad syntatic function as tamyiz, 1 data had syntatic function as mustatsna, 2 datahad syntatic function as isim laa li-nafyi al-jinsi, 1 data had syntatic function as isimkaana wa akhawatuha, 1 data had syntatic function as khobar kaana waakhawatuha, 6 data had syntatic function as majrur bi harf jar, 3 data had syntaticfunction as madhruf, 8 data had syntatic function as mudlaf ilaih, 1 data had syntaticfunction as na'at li al-marfu', 1 data had syntatic function as na'at li al-majrur, 3data had syntatic function as ma'thuf li al-marfu', 1 data had syntatic function asma'thuf li al-majrur, 2 data had syntatic function as badal li al-marfu' , and 2 datahad syntatic function as badal li al-majrur. Based on cases and grammaticalmarkers, there are 25 nominative case data with dlummah grammatical markers, 14accusative case data with fathah grammatical markers, and 21 genetive case datawith kasroh grammatical markers.

PENGEMBANGAN MUJARAB (MU’JAM JAWA-ARAB) SEBAGAI PENUNJANG KETERAMPILAN BERBICARA BAHASA ARAB SISWA SMA DI PATI Inarotud Dujja; Nailur Rahmawati
Lisanul Arab: Journal of Arabic Learning and Teaching Vol 12 No 2 (2023): Lisanul Arab
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/la.v12i2.75675

Mujarab (Javanese-Arabic Dictionary) is a website-based online thematic dictionaryused to support the Arabic speaking skills of Senior High School students.This research was motivated by problems in Senior High School students inPati who still have difficulty in learning Arabic, especially in speaking skills. Thisdifficulty is caused by the lack of vocabulary mastered by students. One of the mediathat can be used to increase student vocabulary is a dictionary. Then researchersdeveloped a website-based online thematic dictionary called "Mujarab" using twolanguages, namely Javanese and Arabic. Javanese was chosen because Javanese isthe language of instruction in learning. In addition, the Javanese language serves asa preservation of Javanese culture and as a medium for instilling character andpoliteness values towards students. The problems studied in this study are: 1) How toanalyze the needs of Mujarab development, 2) How to design Mujarab, 3) and Howto validate experts and teachers against Mujarab. This research uses a qualitativeapproach with research and development (R&D) design. The research model uses theADDIE model without using the implementation stage. The subjects of the studywere teachers and grade X students at MA Sunan Prawoto and SMA Muhammadiyah3 Kayen with sample selection techniques using purposive sampling techniques, anddata collection techniques using interviews, questionnaires, and documentation. Theresults of this research are: 1) Teachers and students want the development ofMujarab; 2) This efficacious design has several features, namely Homepage,vocabulary, expressions; dialogues, exercises, aphorisms, exercises, instructions, andprofiles; 3) The assessment of Mujarab in the aspect of language and materialfeasibility obtained an average score of 45,4, while in the media aspect obtained anaverage score of 43.2. The total average score of Mujarab is 88,6 with a very decentcategory, so it can be used as a medium in learning Arabic speaking skills of grade XSenior High School students. 4) Mujarab improvements by experts include: colorselection on media as a product differentiator, icon changes on the "Home" menu inMujarab, improvements to inappropriate images, improvements to impropergrammar, changes in word diction in Javanese vocabulary, changes in image size,uniformity of font types on each page, and changes in the order of the Mujarabfeatures.

PENGEMBANGAN MEDIA CERITA BERSERI BERBASIS POP-UP BOOK UNTUK PEMBELAJARAN KETERAMPILAN BERBICARA BAHASA ARAB KELAS X MA DI KABUPATEN NGANJUK Putri Ayu Oktavia; Nafis Azmi Amrullah; Darul Qutni
Lisanul Arab: Journal of Arabic Learning and Teaching Vol 12 No 2 (2023): Lisanul Arab
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/la.v12i2.75715

This research was launched by the problem of X-class MA students in Nganjuk district who find it difficult to understand learning Arabic-speaking skills. The difficulties of students are caused by several factors such as previous school backgrounds, the absence of learning media capable of arousing students' interest in learning, and the lack of intensity in the use of Arabic in everyday life. For this reason, researchers are trying to develop a learning medium for speaking skills that is a pop-up book-based storyline. This research is part of the type of research and development using 4D procedures aimed at delivering new innovations as well as solutions to the problem of learning Arabic-speaking skills. The data collection techniques used in this study are interviews, lifts, observations, and documentation. The results of this study show that teachers and students strongly agree with the idea of developing a pop-up book-based storytelling media for learning Arabic-speaking skills. Media products in this research have already gone through the validation phase of linguists and materials, media designers, and validation by practitioners/teachers. As for the results of validation by the linguist and material obtained a score of 4.61 which belongs to the 5 scale, the validation of the media designer obtains a scale of 4.31 which is included in the 5 Scale. From the two validation scores already obtained, it can be concluded that the whole aspect studied on Pop-Up Book-based Storytelling Media is worthy of use or development. In addition, there are test results of a Pop-Up Book-based Stories Series Media product using a student's qualifying response lift. The media responsiveness elevator obtains a 79% percentage that falls on scale 4. It means that the student fully agrees with the aspects studied in Pop-Up Book-based Storytelling Media, whether it is the material aspect, the appearance, and also the function of the media when used in learning activities.

ANALISIS SINTAKSIS PARTIKEL DALAM AL QURAN Ahmad Miftahuddin; Singgih Kuswardono
Lisanul Arab: Journal of Arabic Learning and Teaching Vol 12 No 2 (2023): Lisanul Arab
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/la.v12i2.75717

A particle or called charf in Arabic is something that shows meaning only with another. Particles in the Arabic tradition number approximately 80 and can be grouped based on their action, inflection, meaning, and consonants. The holy book Al-Quran besides having a central role as the main source of Islamic teachings also occupies the most important position in Arabic. The Holy Quran is the basis for standard Arabic or scientific Arabic. In the Holy Quran, there are particles with various categories based on their actions, inflections, meanings, and consonants. Based on the various particle categories in the Holy Quran, in addition to the position of the Holy Quran which is very central in Arabic, it is necessary to carry out research in the field of syntax to make a general scientific contribution in the field of Arabic syntax. Based on research that has been done on particles in the Koran, there are 232 data found, consisting of 35 data based on action particles, 35 data based on inflectional particles, 102 data based on syntactic meaning, and 60 data based on particles based on their constituent consonants.

KATA SERAPAN BAHASA ARAB DALAM BAHASA JAWA BIDANG AGAMA PADA KAMUS BAOESASTRA KARYA W.J.S POERWADARMINTA Tri Windarti; Retno Purnama Irawati; Muchlisin Nawawi
Lisanul Arab: Journal of Arabic Learning and Teaching Vol 12 No 2 (2023): Lisanul Arab
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/la.v12i2.75756

The community uses Arabic absorption vocabulary in Javanese, which has a different meaning from the original word, especially in the field of religion. Analysis of Arabic absorption words that have changed meaning, especially in the field of religion, in the Baoesastra Dictionary by W.J.S Poerwadar Minta is the focus of the problem in this article. The problems studied in this article are (1) the types of Arabic vocabulary absorption in the field of religion which are absorbed into Javanese, (2) changes in the meaning of Arabic vocabulary in the field of religion which are absorbed into Javanese, and (3) changes in the types of Arabic absorption words into Javanese in the field of religion. This qualitative descriptive research was conducted in four stages: data collection and data checking, data reduction, data presentation and conclusions. The results showed that there were three types of absorption processes, namely adoption (as many as 51 vocabularies), adaptation (as many as 171 vocabularies) and adaptation adoption (as many as 47 vocabularies). There are five changes in meaning, namely changes in meaning narrowing (as many as 62 vocabularies), changes in meaning expanding (as many as 34 vocabularies), changes in total meaning (as many as 60 vocabularies), changes in meaning smooth (as many as 14 vocabularies), changes in meaning coarse (as many as 5 vocabularies). There are three types of borrowed meanings, namely full loanwords (86 words), partial loanwords (63 words), shift loanwords (26 words).

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