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[IMPLEMENTASI PENDEKATAN SAINTIFIK DALAM PEMBELAJARAN BAHASA ARAB ]]>
<![CDATA[nisak, Binti Khoirun]]>
<![CDATA[ Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 2 No 1 (2016): Jurnal Al Mahara Edisi Bulan Juni 2016 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sunan Kalijaga Yogyakarta ]]>
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<![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[ANALISIS MATERI PEMBELAJARAN BAHASA ARAB PADA BUKU AL-LUGHAH AL-‘ARABIYAH AL-MU’ÂSHIRAH DENGAN PENDEKATAN ASAS PENGEMBANGAN MATERI ]]>
<![CDATA[Ediyani, Muhammad]]>
<![CDATA[ Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 2 No 1 (2016): Jurnal Al Mahara Edisi Bulan Juni 2016 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sunan Kalijaga Yogyakarta ]]>
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<![CDATA[This research is aimed to analyze the learning material on the book entitled al-Lughah al-‘Arabiyah al-Mu’ashirah written by Eckehard Schulz through principles of material development approach. And to reveal the advantages and disadvantages from material design. This research is library research by which a book entitled al-Lughah al-‘Arabiyah al-Mu’ashirah as research object. The research is conducted using observation method to the book both primary and secondary. The researcher uses content analysis in analyzing data. The result of this research shows that this book is already feasible and appropriate to be used as Arabic subject learning material for non-Arabic speakers. The advantages of the book entitled al-Lughah al-‘Arabiyah al-Mu’ashirah are that this book makes students able to master the language skills, language elements, and able to comprehend Arabic characteristics, and another theoretical aspect. While the disadvantage of this book is there is no interesting picture (visualization) that can rise special motivation in learning this book.]]>
<![CDATA[EKSPERIMENTASI PEMBELAJARAN BAHASA ARAB BERBASIS SCRABBLE ]]>
<![CDATA[Istiqomah, Istiqomah]]>
<![CDATA[ Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 2 No 1 (2016): Jurnal Al Mahara Edisi Bulan Juni 2016 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sunan Kalijaga Yogyakarta ]]>
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<![CDATA[This Scrabble-based Arabic learning model basically is an attempt held by teacher in order that student can develop vocabulary, and having competence in active learning i.e. to learn to express himself both as individual or group. According to writer’s observation on Arabic learning in schools including MI Sultan Agung, the learning doesn’t make student as active learner yet. Furthermore, the teacher considers student as an object in teaching and learning process. It is expected from this Scrabble-based Arabic learning model that student can develop vocabulary competence more actively so that they can master Arabic both in spoken and written, and it also can be useful for his/her life in future.]]>
<![CDATA[TINJAUAN FILSAFAT KESEMESTAAN BAHASA TERHADAP ANALISIS KONTRASTIF DAN PENERAPANNYA DALAM PEMBELAJARAN BAHASA ARAB ]]>
<![CDATA[Yusuf, Enjang Burhanudin]]>
<![CDATA[ Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 2 No 1 (2016): Jurnal Al Mahara Edisi Bulan Juni 2016 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sunan Kalijaga Yogyakarta ]]>
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<![CDATA[Every language has its own structure and feature. Structure has language patterns that form their own feature and uniqueness. Language universality theory sees that all languages in this world have their own uniqueness as well as similar feature or characteristic for all languages. The different and similar character is studied by contrastive analysis so that students’ language mistakes can be predicted. In turn, the mistakes that caused by mother tongue usage influence can be fixed. The analysis result is used to accomplished students language skill. Furthermore, the aim is to help students to realize language mistakes so that students can master their learned language in shorter time. The contrastive analysis focuses on surface language such as phonology, morphology, and syntax because language is easily compared in this area. By mastering this knowledge, teacher will hold learning that emphasizes on differences between those two languages rather than the similarities.]]>
<![CDATA[PROBLEMATIKA PEMBELAJARAN BAHASA ARAB KURIKULUM 2013 ]]>
<![CDATA[Wibowo, Fatih Rizqi]]>
<![CDATA[ Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 2 No 1 (2016): Jurnal Al Mahara Edisi Bulan Juni 2016 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sunan Kalijaga Yogyakarta ]]>
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<![CDATA[This research is aimed to describe how arabic learning by using 2013 curriculum took place, what that causes the problem, and effort performes by teacher in MAN 2 Wates. This research becomes a measuring rod in developing 2013 curriculum -especially in arabic subject- and in increasing the success of arabic learning process.]]>
<![CDATA[KOMPONEN-KOMPONEN PEMBELAJARAN AL-KITÂBAH BAHASA ARAB ]]>
<![CDATA[Huda, Nurul]]>
<![CDATA[ Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 2 No 1 (2016): Jurnal Al Mahara Edisi Bulan Juni 2016 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sunan Kalijaga Yogyakarta ]]>
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<![CDATA[The main component of Arabic learning covers the same four language skills for all competencies. They are: listening (istimâ’), speaking (kalâm), reading (qirâ’ah), and writing (kitâbah). Those four skills mutually connected. For instance, listening skill contributes to speaking skill and vice versa. In turn, those two skills will be strengthened by student reading skill or vice versa. Speaking skill is very close related to listening skill. Speaking and listening skill refer to all means to communicate orally. Because of the importance of this writing skill, the writer sees the need of al-Kitabah study map and its parts that can be delivered to student systematically, start from the lowest level (Ibtidâiyyah) to the next level (I’dadiyyah) based on students condition and psychology, including components in Al-kitâbah.]]>
<![CDATA[تنفيذ الإعراب و البناء في تعليم علم النحو عند الدكتور إبراهيم مصطفى ]]>
<![CDATA[Anwar, Khoirul]]>
<![CDATA[ Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 2 No 1 (2016): Jurnal Al Mahara Edisi Bulan Juni 2016 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sunan Kalijaga Yogyakarta ]]>
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<![CDATA[The grammarians say in the definition of grammar is a science known by the conditions of late speech and construction. In spite of this phrase, they limited the study of grammar to the last letter of the word and singled out the expression and construction. Then they do not mean much building and do not prolong the search in its provisions, but they make it important to explain the causes and causes. It is possible that this periodical offers new suggestions for knowledge of the materials of expression and construction in the teaching of grammar and the knowledge of the renewal of the grammar of Dr. Ibrahim Mustafa. The result is that Ibrahim Mustapha wants to teach grammar not for knowledge of changing the movements of the late words only, but because the students know the meanings of the words in the sentence by the knowledge of their last movements, so he shortens the doors of many grammar to three large sections, The addition and the opening is not a sign of expression and is not much discussed in construction because it is clear and does not change in different situations such as expression.]]>
<![CDATA[TINJAUAN FILSAFAT KESEMESTAAN BAHASA TERHADAP ANALISIS KONTRASTIF DAN PENERAPANNYA DALAM PEMBELAJARAN BAHASA ARAB ]]>
<![CDATA[Enjang Burhanudin Yusuf]]>
<![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.2016.021-02
<![CDATA[Every language has its own structure and feature. Structure has language patterns that form their own feature and uniqueness. Language universality theory sees that all languages in this world have their own uniqueness as well as similar feature or characteristic for all languages. The different and similar character is studied by contrastive analysis so that students’ language mistakes can be predicted. In turn, the mistakes that caused by mother tongue usage influence can be fixed. The analysis result is used to accomplished students language skill. Furthermore, the aim is to help students to realize language mistakes so that students can master their learned language in shorter time. The contrastive analysis focuses on surface language such as phonology, morphology, and syntax because language is easily compared in this area. By mastering this knowledge, teacher will hold learning that emphasizes on differences between those two languages rather than the similarities.]]>
<![CDATA[PROBLEMATIKA PEMBELAJARAN BAHASA ARAB KURIKULUM 2013 ]]>
<![CDATA[Fatih Rizqi Wibowo]]>
<![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.2016.021-03
<![CDATA[This research is aimed to describe how arabic learning by using 2013 curriculum took place, what that causes the problem, and effort performes by teacher in MAN 2 Wates. This research becomes a measuring rod in developing 2013 curriculum -especially in arabic subject- and in increasing the success of arabic learning process.]]>
<![CDATA[تنفيذ الإعراب و البناء في تعليم علم النحو عند الدكتور إبراهيم مصطفى ]]>
<![CDATA[Khoirul Anwar]]>
<![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.2016.021-04
<![CDATA[The grammarians say in the definition of grammar is a science known by the conditions of late speech and construction. In spite of this phrase, they limited the study of grammar to the last letter of the word and singled out the expression and construction. Then they do not mean much building and do not prolong the search in its provisions, but they make it important to explain the causes and causes. It is possible that this periodical offers new suggestions for knowledge of the materials of expression and construction in the teaching of grammar and the knowledge of the renewal of the grammar of Dr. Ibrahim Mustafa. The result is that Ibrahim Mustapha wants to teach grammar not for knowledge of changing the movements of the late words only, but because the students know the meanings of the words in the sentence by the knowledge of their last movements, so he shortens the doors of many grammar to three large sections, The addition and the opening is not a sign of expression and is not much discussed in construction because it is clear and does not change in different situations such as expression.]]>
