Al Mahara: Jurnal Pendidikan Bahasa Arab
Al-Mah?ra: Jurnal Pendidikan Bahasa Arab (p-ISSN: 2477-5827; e-ISSN: 2477-5835) adalah jurnal ilmiah berkala yang diterbitkan oleh Jurusan Pendidikan Bahasa Arab Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta, diterbitkan dua kali setahun pada bulan Juni dan Desember. Al-Mah?ra memiliki visi menjadi jurnal internasional yang terindeks scopus dengan artikel yang berbahasa Arab. Jurnal ini memfokuskan cakupannya pada isu-isu pembelajaran bahasa Arab di Sekolah, Madrasah dan/atau Pesantren di Asia Tenggara.
Articles
402 Documents
<![CDATA[Implementasi Jenis Khat Naskhi dalam Pembelajaran Bahasa Arab ]]>
<![CDATA[Huda, Nurul]]>
<![CDATA[ al Mahāra: Jurnal Pendidikan Bahasa Arab Vol. 3 No. 2 (2017) ]]>
Publisher : <![CDATA[Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga ]]>
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DOI: 10.14421/almahara.2017.032-06
<![CDATA[This paper aims to obtain a description of various types of Arabic calligraphy, to find out the extent to which Naskhi type calligraphy is used in basic Arabic learning and to know the factors that support the optimization of the use of Naskhi khat in basic Arabic learning. This type of research is field research with a qualitative approach. Data analysis uses descriptive analytic. Based on the analysis, it can be concluded that Arabic with calligraphy is an integrated one even in a learning model, both are interrelated and supportive. The relationship can be seen through several aspects; aspects of history, practical aspects, aspects of form, aspects of character and aspects of psychology. The factors that support the use of Khat Naskhi are the factors of teachers and students in line with learning methods and media. While the analysis of the role of the use of Khat Naskhi in basic Arabic language learning is: 1. Khat Naskhi helps the process of learning Arabic. 2. Khat Naskhi helps writing skills in basic Arabic. 3. Khat Naskhi helps reading skills in basic Arabic, and 4. Khat Naskhi also plays a role in student learning.]]>
<![CDATA[KEBIJAKAN PENDIDIKAN BAHASA ARAB PADA ANAK USIA DINI DI RAUDHATUL ATHFAL ]]>
<![CDATA[ Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 1 No 1 (2015): Jurnal Al Mahara Edisi Bulan Desember 2015 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sunan Kalijaga Yogyakarta ]]>
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<![CDATA[Arabic is one of the learning material that children learnwho studied at Raudlatul Athfal in Indonesia. This showsIndonesians have great attention to Arabiceven though the government does not have a policy related to it. Studythis focuses on the study of Arabic learning policies in twoRaudlatul Athfal in RA DWP UIN Sunan Kalijaga and RA RiyadusSalihin Tumut Sumbersari Moyudan Sleman. This research isqualitative field research. This is also a policy research.Data was collected by observation, interview and documentation techniques.The results of the study were first, the Indonesian government did not yet havepolicy on learning Arabic in Raudlatul Athfal. Second,Raudlatul Athfal DWP UIN Sunan Kalijaga and RA Riadlus SalihinTumut carried out Arabic learning with the modeldifferent. Arabic in RA DWP UIN Sunan Kalijaga was carried outonce a week with repetition of material every day, andthe material is Arabic vocabulary and its meaning. While RA RiyadusSalihin Arabic takes place with songs and games.]]>
<![CDATA[Penerapan Metode Musabaqoh Bithoqoh Mukhtalithul Kalimah (MBMK) untuk Meningkatkan Hasil Belajar Maharah Al-Kitabah Siswa MAN 1 Yogyakarta ]]>
<![CDATA[Rahmawati, Latifah]]>
<![CDATA[ al Mahāra: Jurnal Pendidikan Bahasa Arab Vol. 4 No. 2 (2018) ]]>
Publisher : <![CDATA[Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga ]]>
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DOI: 10.14421/almahara.2018.042-07
<![CDATA[This article is aimed to describe: (1) the increase of ability to write in Arabic using the method of Musabaqah Bithaqah Mukhtalithul Kalimah (MBMK), (2) behavior changes on the students after learning to write Arabic using MBMK method. The method is done one the XD students of MAN 1 Yogyakarta. The proceedings of this research are done in two cycles. Every cycle has four stages, namely: planning, action, observation, and reflection. Everything is conducted collaboratively. The subjects of the present study are 37 tenth grade students of class D in MAN 1 Yogyakarta, consisting of 20 female students and 17 male students. The data collection technique is by using test and non-test. After attending the learning process using MBMK method, students’ skills in writing show significant improvement. The average score of the students before using the MBMK method was only 68.73. However, after using the MBMK method, it increases to 80.7 in the first cycle and 88.7 in the second cycle. Students’ behavior also changed in a positive direction. The changes are shown by being serious and enthusiastic towards the writing lessons. Based on the data above, it can be concluded that MBMK method is effective to increase the students’ ability in XD class of MAN 1 Yogyakarta. ]]>
<![CDATA[استعمال قاموس اللغة العربية و فوائده في فهم معانى التراكيب اللغوية في تعليم اللغة العربية من الناحية العملية ]]>
<![CDATA[Irfandi, Ahmad Muhaimin]]>
<![CDATA[ al Mahāra: Jurnal Pendidikan Bahasa Arab Vol. 2 No. 2 (2016) ]]>
Publisher : <![CDATA[Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga ]]>
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DOI: 10.14421/almahara.2016.022-08
<![CDATA[Language is a communication tool that can make people work together and interact with each other. Because language is a means of communication, what is more important in learning the language is how we can use the language to communicate daily. For humans in general, language mastery is a remarkable achievement during one’s life. This study intends to know the use of dictionary and the benefits of the use of dictionaries among students in understanding the meaning of the structure of language in learning Arabic, both in class and outside the classroom. Understanding the meaning of language structure equals understanding the meaning of a word contained in Arabic texts. From the analysis of interviews and observations conducted by me and some of my students, the use of Arabic dictionaries is higher when learning Arabic outside the classroom. And the use of the dictionary itself has benefited both directly and indirectly in understanding the meaning of language structure on Arabic Learning in Pondok Pesantren Modern Al-Iman Wonogiri, Central Java]]>
<![CDATA[Pendekatan Andragogi dalam Pembelajaran Bahasa Arab ]]>
<![CDATA[Setyawan, Cahya Edi]]>
<![CDATA[ al Mahāra: Jurnal Pendidikan Bahasa Arab Vol. 3 No. 2 (2017) ]]>
Publisher : <![CDATA[Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga ]]>
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DOI: 10.14421/almahara.2017.032-07
<![CDATA[The term Andragogy does not seem so familiar to educators and teachers. Educators and teachers are more familiar with the term Pedagogy, because the term is used in education. If it refers to the meaning of the term Pedagogy is the education of children, while Andragogy is an adult education. Andragogy began to be known today by educational activists, this is because the emergence of the problem of education at this time is the number of adults who started learning material that the material should have been learned in childhood. The problem is how to adapt the educational methods used to adult-like adults. In learning Arabic there is a problem when adults begin to study the material that should be the same as madrasah tsanawiyah or aliyah. Teachers should treat like adults in the learning process, therefore adults as students should be treated appropriately. Teachers are no longer the main actors or as learning centers but teachers are only facilitators and students become learning centers. The learning process focuses on providing assistance to the participants to understand what is the focus of attention and problems. Arabic learning using Andragogi approach focuses on aspects of student self-concept in learning objectives, previous learning experiences about Arabic, readiness to learn new Arabic material with new environmental conditions, and orientation or ideals towards learning Arabic. Arabic learning model using Andragogi approach include the method of humanistic, constructiveness, and problem solving.]]>
<![CDATA[PENGEMBANGAN MODEL PEMBELAJARAN BAHASA ARAB BERBASIS TEORI MULTIPLE INTELLIGENCE ]]>
<![CDATA[ Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 1 No 1 (2015): Jurnal Al Mahara Edisi Bulan Desember 2015 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sunan Kalijaga Yogyakarta ]]>
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<![CDATA[The discovery of the theory of Multiple Intelligence by Howard Gagnerhas changed the paradigm of education and learning. If the old paradigm view that intelligence is a single learner who is only measured by IQtests, then the paradigm of Multiple Intelligence view that intelligenceis plural learners. Each individual has the advantage of certainintelligence that may be different with advantages that others have. That fact has implications for the importance of changing patterns ofeducation and learning, including learning Arabic, from the pattern that is only oriented to the development of intellectual intelligence (IQ) to the pattern of intelligence that takes into account the diversity oflearners.This paper describe show the development of Arabic languageinstruction model based on the theory of Multiple Intelligence. Themodel in question is a model of the development of Arabic languagelearning component which includes the development of Arabic languagelearning goals, teachers’ roles, attitudes and treatment of students, andthe development of materials, methods, media, and evaluating the resultsof learning Arabic, all of which were based on intelligence insight plural(Multiple Intelligence).]]>
<![CDATA[Desain Pengembangan Kurikulum Pembelajaran Bahasa Arab Berbasis Pendekatan Potensi/ Fitrah ]]>
<![CDATA[Khasanah, Nurul]]>
<![CDATA[ al Mahāra: Jurnal Pendidikan Bahasa Arab Vol. 4 No. 2 (2018) ]]>
Publisher : <![CDATA[Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga ]]>
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DOI: 10.14421/almahara.2018.042-01
<![CDATA[Language is the main characteristic that distinguishes humans from other creatures, with that language interacting and communicating. One theory of language acquisition and learning regarding language as a human trait is the generative transformative theory Noam Chomsky states that language is the innate potential possessed by humans from birth. Based on the theory, this study aims to analyze the innate potential of human language as a reference in the development of Arabic language learning, taking into account the innate potential of the language that is already possessed by students. It is expected that the potential of the language can be utilized and developed optimally in the process of learning Arabic. his study uses descriptive analysis method, and the conclusions obtained based on this research are curriculum design in Arabic language learning based on Chomsky Innate theory, namely students do not have to be given intensive training, students are given a broad opportunity to create speeches, the rules are given as long as it is needed, students are deployed to real situations in the communication process. ]]>
<![CDATA[تعليم القواعد النحوية: بين المشاكل والحل ]]>
<![CDATA[Khitam, Achmad Khusnul]]>
<![CDATA[ al Mahāra: Jurnal Pendidikan Bahasa Arab Vol. 4 No. 1 (2018) ]]>
Publisher : <![CDATA[Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga ]]>
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DOI: 10.14421/almahara.2018.041-04
<![CDATA[As we know that the problem of teaching Arabic is still considered as one of the most fundamental issues, not only for those who speak Arabic but also for the children of this language. As for grammar, it is the most educated and incomprehensible since it has many rules that relate to each other. Students with this difficulty have claimed that these hard rules can not be understood with the teacher's weakness in applying a good way to defend their jealousy. This research aims at searching for teaching grammatical rules and then completing it by mentioning some of the problems that students faced in learning and how to solve them with explaining the truth of education first and the grammar with a brief explanation. It is understood from this research that students face many problems in learning the Arabic language, including the abundance of language laws, the many different aspects of Circumcision, the multiplicity of mixed mabahith, and others. The solution that students and teachers can use is a lot of training, purification, and simplification of grammar, and so on.]]>
<![CDATA[IMPLEMENTASI PENDEKATAN SAINTIFIK DALAM PEMBELAJARAN BAHASA ARAB ]]>
<![CDATA[nisak, Binti Khoirun]]>
<![CDATA[ al Mahāra: Jurnal Pendidikan Bahasa Arab Vol. 2 No. 1 (2016) ]]>
Publisher : <![CDATA[Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga ]]>
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DOI: 10.14421/almahara.2016.021-05
<![CDATA[The government has set 2013 curriculum as learning curriculum to replace previous curriculum in order to improve education in Indonesia. This article is aimed to increase education quality in Arabic learning and to create qualified education in very aspect. This research shows that: 1) the implementation of scientific approach in Arabic learning in MAN Lab UIN Yogyakarta has run well based on the steps of scientific approach i.e. observing, questioning, gathering information or experiment, associating, and communicating. 2) the advantages of implementation of the scientific approach in Arabic learning are: learning activity can be implemented smoothly, the use of various learning media and adequate learning sources help student to learn actively. While the disadvantage of implementation is when this approach is implemented in a class that consists of students from various background inputs especially from SMP (Junior High School) students in which they do not have Arabic basis. So that if the learning centered on students, it can not be run well and the input result will be different.]]>
<![CDATA[إستراتيجية تدريس قواعد اللغة العربية بكتاب ألفية ابن مالك بالمدرسة الدينية الوسطى المؤيد سوراكرتا ]]>
<![CDATA[Isnaini, Rohmatun Lukluk]]>
<![CDATA[ al Mahāra: Jurnal Pendidikan Bahasa Arab Vol. 3 No. 2 (2017) ]]>
Publisher : <![CDATA[Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga ]]>
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DOI: 10.14421/almahara.2017.032-01
<![CDATA[Arabic has a special place among the other languages of the world because Arabic is the language of the Qur'an and the Sunnah of Rasulullah SAW. To learn it, ulama agreed to put sharf and nahwu (qawaid) as the basis. One book that discusses is Alfiyah which is the book of Imam Jamaluddin Muhammad bin Abdullah bin Malik. In presenting qawaid in that kitab, the teacher requires special methods and strategies. For that by using descriptive qualitative research method, this research illustrates that a teacher at Madrasah Diniyah Wustha Al-Muayyad Surakarta using three methods, 1) qawaid wa tarjamah method, 2) Tahfidh wa Tasmi' method, and 3) lecturing method. Then, within each of these methods are translated into several strategies. The implementation of this strategy tailored to the Madrasah Diniyah Wustha at the environment Al-Muayyad boarding school in Surakarta.]]>
