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 Jenis Khat Naskhi dalam Pembelajaran Bahasa Arab ]]>
<![CDATA[Huda, Nurul]]>
<![CDATA[ Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 3 No 2 (2017): Jurnal Al Mahara Edisi Bulan Desember 2017 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sunan Kalijaga Yogyakarta ]]>
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<![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.
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<![CDATA[Pendekatan Andragogi dalam Pembelajaran Bahasa Arab ]]>
<![CDATA[Setyawan, Cahya Edi]]>
<![CDATA[ Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 3 No 2 (2017): Jurnal Al Mahara Edisi Bulan Desember 2017 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sunan Kalijaga Yogyakarta ]]>
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<![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[إستراتيجية تدريس قواعد اللغة العربية بكتاب ألفية ابن مالك بالمدرسة الدينية الوسطى المؤيد سوراكرتا ]]>
<![CDATA[Isnaini, Rohmatun Lukluk]]>
<![CDATA[ Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 3 No 2 (2017): Jurnal Al Mahara Edisi Bulan Desember 2017 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sunan Kalijaga Yogyakarta ]]>
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<![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.]]>
<![CDATA[الترادف في اللغة العربية ]]>
<![CDATA[Ediyani, Muhammad]]>
<![CDATA[ Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 3 No 2 (2017): Jurnal Al Mahara Edisi Bulan Desember 2017 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sunan Kalijaga Yogyakarta ]]>
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<![CDATA[Synonym is one of the most important linguistic phenomena in terms of the meanings of the words in terms of the impact of communication between people. Synonym issues were intertwined with the interest of scholars. They views differed, and their trends differed, including linguists, jurists, scholars and practitioners of Qur'anic sciences. For this, the learner must learn and know deeply about the synonyms in Arabic. This search of desktop research is a way of observing the various books. The results of the research are divided between supporters and opponents of the following: a team that agrees with tandem, but in tandem, a team that denies the existence of tandem in the language completely, a team that proves the tandem at all. The researcher is based on the existence of tandem in the Arabic language, but it is a tandem in the sense of convergence in meaning, on the basis that each word has a particular meaning and useful or special function in their use.]]>
<![CDATA[التناسب بين المواد والطرق في تعليم اللغة الغربية بالمدرسة الثانوية الإسلامية ]]>
<![CDATA[Hayati, Ulfi]]>
<![CDATA[ Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 3 No 2 (2017): Jurnal Al Mahara Edisi Bulan Desember 2017 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sunan Kalijaga Yogyakarta ]]>
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<![CDATA[This paper aims to find out the Arabic material and methods used and find out the relationship between the two in learning Arabic in Madrasah Aliyah. The methodology used is correlation, and the results obtained that there is an increased relationship between Arabic language material and the learning method. This shows that the material taught by the teacher is in accordance with the methods used so that the process of learning Arabic becomes effective.
Keywords: relevance, subjects, teaching methods]]>
<![CDATA[Upaya Peningkatan Penguasaan Kosa Kata Arab dengan Metode Bernyanyi Kelas VII B MTsN 6 Sleman Yogyakarta ]]>
<![CDATA[Aslah, Zumrotul]]>
<![CDATA[ Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 3 No 2 (2017): Jurnal Al Mahara Edisi Bulan Desember 2017 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sunan Kalijaga Yogyakarta ]]>
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<![CDATA[Vocabulary mastery in a language greatly influences a person's ability to use the language both receptively and productively. Likewise in Arabic, this paper aims to find out the mastery of Arabic vocabulary in class VII B students with the singing method. This type of research is a field research using PTK (Classroom Action Research) design, with a cycle model. Data collection techniques include pretest, posttest, and observation of students' attitudes toward the learning process. While the data analysis used is qualitative and quantitative descriptive. The results of data analysis show that the learning process with singing methods can improve students' Arabic vocabulary. This is evidenced in the results of observations and the learning process with the singing method, both in pre-cycle, cycle I and cycle II, which is very enjoyable for students. Student activity in classroom learning is memorizing Arabic vocabulary (mufradat) on average 28.2 words (49.47%) on pre-cycle, increasing to 36 words (63.16%) in cycle I and increasing significantly to 48, 8 words (85.61%) in cycle II.
Keywords: Arabic vocabulary, singing method]]>
<![CDATA[Model Penerapan Kerangka Kualifikasi Nasional Indonesia (KKNI) Sebagai Penguatan Mutu Program Studi Pendidikan Bahasa Arab ]]>
<![CDATA[., Nurhadi]]>;
<![CDATA[Setiyawan, Agung]]>
<![CDATA[ Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 3 No 2 (2017): Jurnal Al Mahara Edisi Bulan Desember 2017 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sunan Kalijaga Yogyakarta ]]>
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<![CDATA[This study aims to compare the two KKNI-based Arabic Language Education curricula between PBA UIN Malang and PBA UMY. This type of research is field research which is located in PBA UIN Maulana Malik Ibrahim Malang and PBA Universitas Muhammadiyah Yogyakarta. Data collection methods using observation, interviews and documentation and data analysis are qualitative. The results of the study show that there are several similarities and differences between the two curricula which are reflected in the curriculum preparation, implementation and evaluation and also found the advantages that are characteristic of each. In addition, there are still some shortcomings because it is indeed a new curriculum that needs to be refined. We hope that this work can be used as a reference as well as learning material for other Arabic Language Education study programs in developing an IQF-based curriculum.]]>
<![CDATA[إستراتيجية تدريس قواعد اللغة العربية بكتاب ألفية ابن مالك بالمدرسة الدينية الوسطى المؤيد سوراكرتا ]]>
<![CDATA[Rohmatun Lukluk Isnaini]]>
<![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.]]>
<![CDATA[Upaya Peningkatan Penguasaan Kosa Kata Arab dengan Metode Bernyanyi Kelas VII B MTsN 6 Sleman Yogyakarta ]]>
<![CDATA[Zumrotul Aslah]]>
<![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.2017.032-05
<![CDATA[Vocabulary mastery in a language greatly influences a person's ability to use the language both receptively and productively. Likewise in Arabic, this paper aims to find out the mastery of Arabic vocabulary in class VII B students with the singing method. This type of research is a field research using PTK (Classroom Action Research) design, with a cycle model. Data collection techniques include a pretest, posttest, and observation of students' attitudes toward the learning process. While the data analysis used is qualitative and quantitative descriptive. The results of data analysis show that the learning process with singing methods can improve students' Arabic vocabulary. This is evidenced in the results of observations and the learning process with the singing method, both in pre-cycle, cycle I and cycle II, which is very enjoyable for students. Student activity in classroom learning is memorizing Arabic vocabulary (mufradat) on average 28.2 words (49.47%) on pre-cycle, increasing to 36 words (63.16%) in cycle I and increased significantly to 48, 8 words (85.61%) in cycle II.]]>
<![CDATA[Pendekatan Andragogi dalam Pembelajaran Bahasa Arab ]]>
<![CDATA[Cahya Edi Setyawan]]>
<![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.]]>
