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.
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<![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[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[MANAJEMEN PENGETAHUAN DOSEN DALAM PEMBELAJARAN BAHASA ARAB DI JURUSAN PENDIDIKAN BAHASA ARAB UIN SUNAN KALIJAGA YOGYAKARTA ]]>
<![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[students who have deep thesis writing skillsArabic and the ability of students who havethe ability of the Arabic language comprehensively is still small. this becomes a homeworkgreat for PBA majors. Knowledge management as onealternative to reduce the ability gap of students canimplemented by doing good cooperation betweenfacilitator (lecturer) and student to share knowledge in class. Resultsresearch shows that lecturer knowledge management in the departmentPBA has occurred even though it still has to make improvements tocombination process. As for the implementation of deep knowledge managementArabic learning has not taken place maximally due to lackawareness to share knowledge between students.]]>
<![CDATA[PENGEMBANGAN DIRI DAN PEMBIASAAN DALAM PEMBELAJARAN “BAHASA” ]]>
<![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[AbctractThe Habituation in learning “language” is anessen tial and substan tialin terms of mastery and language skills including mastery and Arabiclanguage skills. Because the habituation is a basic requirement in thelearning “language” itself. For language learners tobe able to masterthelanguage being studied or taught in the learning needs of habituationand repetition continuously. On the other side of habituation languagewill have a positive influence on the development of language learnersthemselves. Therefore,the relation of the habituation in learning languageas an integral part of self-development for language learners. In this paperself-development approach used humanistic approach. This approach isseen to have compatibility with habituation in language learning]]>
<![CDATA[STUDI KOMPARASI KURIKULUM BAHASA ARAB TINGKAT SATUAN PENDIDIKAN DAN KURIKULUM 2013 SATUAN PENDIDIKAN DAN KURIKULUM 2013 ]]>
<![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[This paper aims to find out the similarities and differencescontained in the KTSP and the 2013 curriculum Arabic subjectsMadrasah Aliyah from the aspect of goals, materials and methods. As well as knowingadvantages and disadvantages of both curriculum. Types of researchthis is a library research with a qualitative approach. Analysisthe data uses content analysis. Based on analysisconcluded that in the KTSP and the 2013 Arabic Curriculumfor Madrasah Aliyah, it has many similarities in aspects of purpose,material or method. It's just that the 2013 curriculum tries to complement itdeficiencies in KTSP as in the subject matter,the 2013 curriculum is more detailed in describing the scope of the material inin the form of KI and KD, besides that the 2013 curriculum does not only emphasizecognitive aspects only, but cognitive, psychomotor and affective aspectsbalanced and integrated into all subjects. Addition tothat, if in the KTSP the learning approach used varies,then the 2013 curriculum uses a scientific approach.]]>
<![CDATA[MEMPERTEGAS KEMBALI ARAH PEMBELAJARAN BAHASA ARAB (Perspektif Budaya Terhadap Tradisi Belajar Bahasa Arab di Indonesia) ]]>
<![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 historical development of Arabic language in Indonesia can not beseparated from the spread of Islam which is the most dominant followed byIndonesian society itself. This has an impact on the development of Arabiclearning today, that look is still far from the expected. It seems that view ofthe cultural and religious patterns of Indonesia in the early 19th centurythat are still at the level of mythic and theological, less positive effect onthe future of Arabic learning in today’s contemporary world. How is therelationship between religion and its influence on the development of theArabic language, especially in Indonesia will be described in this paper. Byusing the theory of van Peursen culture and Comte as theoretical analysis,author tries to find a possible alternative solutions of some negative effectsin the mythic dimensions of the such view, by emphasizing the positiveaspects.]]>
<![CDATA[KONSEP I’RAB DALAM ILMU NAHWU (Sebuah Kajian Epistemologis) ]]>
<![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[Nahwu's knowledge as we know it today is ladenwith various rules and theories is the result of a processwhich is quite long in the history of Arabic linguistics. Wrong reviewNahwu science for example about the concept of I'rab. In things that are often frequentconsidered as a privilege that makes it difficult then to tryto be avoided by various methods recommended in Ta'līmal-Lughah al-abiArabiyah lī Ghair an-Nāthiqīn bihā, then actually thatis the completion of manipulation. That problem will always appear duringthe core of the problem has not been resolved completely. The concept of Iabrmust be straightened out. I've always defined it as taghyîr(change) or taghayyur (change) or atsar (address symptomsIhab).]]>
<![CDATA[MOTIVASI PENERJEMAHAN BUKU BERBAHASA ARAB ]]>
<![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 translation of Arabic books in Indonesia can’t be separated from somemotives. At least, there are five motives of the translation, i.e. religious,educational, economical, ideological, and prevocational motives. Religiousmotive can be seen in translator’s statements that his/her works is aimedto get blessing from Allah. Educational motive can be seen in the fact thatthese works are aimed to give Islamic knowledges to muslim community.Economical advantages are the most powerfull motivations that publisherstry to get by publishing Arabic translations books. In other hand, ideologicalmotive is one of factors that the translators or publishers want to propagate their Islamic ideological among Indonesian muslim community by mean of their translation works. Prevocational motive can be seen in translatorintention to stimulate critical Islamic discourse in Indonesia by mean oftranslating Arabic books written by some Middle East critical writers.]]>
<![CDATA[Pengembangan Model Pembelajaran Bahasa Arab Berbasis Teori Multiple Intelligence ]]>
<![CDATA[Zainal Arifin Ahmad]]>
<![CDATA[ al Mahāra: Jurnal Pendidikan Bahasa Arab Vol 1 No 1 (2015) ]]>
Publisher : <![CDATA[Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga ]]>
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DOI: 10.14421/almahara.2015.011-01
<![CDATA[The discovery of the theory of Multiple Intelligence by Howard Gagner has changed the paradigm of education and learning. If the old paradigm view that intelligence is a single learner who is only measured by IQ tests, then the paradigm of Multiple Intelligence view that intelligence is plural learners. Each individual has the advantage of certain intelligence that may be different with advantages that others have. That fact has implications for the importance of changing patterns of education 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 of learners. This paper describes showing the development of Arabic language instruction model based on the theory of Multiple Intelligence. The model in question is a model of the development of Arabic language learning component which includes the development of Arabic language learning goals, teachers’ roles, attitudes and treatment of students, and the development of materials, methods, media, and evaluating the results of learning Arabic, all of which were based on intelligence insight plural (Multiple Intelligence).]]>
<![CDATA[Pengembangan Diri dan Pembiasaan dalam Pembelajaran “Bahasa” ]]>
<![CDATA[Maksudin]]>
<![CDATA[ al Mahāra: Jurnal Pendidikan Bahasa Arab Vol 1 No 1 (2015) ]]>
Publisher : <![CDATA[Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga ]]>
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DOI: 10.14421/almahara.2015.011-02
<![CDATA[The Habituation in learning “language” is lessened trial and substantial in terms of mastery and language skills including mastery and Arabic language skills. Because the habituation is a basic requirement in the learning “language” itself. For language learners to be able to master the language being studied or taught in the learning needs of habituation and repetition continuously. On the other side of habituation, the language will have a positive influence on the development of language learners themselves. Therefore, the relation of the habituation in learning the language as an integral part of self-development for language learners. In this paper, the self-development approach used a humanistic approach. This approach is seen to have compatibility with habituation in language learning]]>
