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Al Mahara: Jurnal Pendidikan Bahasa Arab
Published by Universitas Islam Negeri Sunan Kalijaga Yogyakarta
ISSN : 24775827     EISSN : 24775835     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
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.
Arjuna Subject : -
Articles 249 Documents
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كسرة همزة "إن" فى القرآن الكريم سورة البقرة والقصص Fahmi, Ari Khairurrijal
Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 4 No 1 (2018): Jurnal Al Mahara Edisi Bulan Juni 2018
Publisher : Universitas Islam Negeri Sunan Kalijaga Yogyakarta

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Abstract

The objective of this research is to acquire deep understanding of the "Kasrah Hamzah Inna"  on Alquran Alkareem Albaqarah and Alqashas Epistles,  which consist of 149 verses. The research method used in this study is a descriptive qualitative  method using content analysis of the verses of quran.  The result showed that there are 97 % the "Kasrah" was compulsory, and 3% was uncompulsory. The most verses appear with "Inna" is in the beginning of the kalimah, and after the verb "Qaul" . The 97% of  kasratu inna is a compulsory ,its  divided into five: 1. At the beginning of the sentence amounted to 80 (54%) (and it is divided into 5; a.hakikat it was 13 (16%), b,hokum it was  3 (4%), c.ibtidaiyah it was  12 (15%), d. isti'nafiyyah it was 12 (15%), e. ta'liliyyah  40 (50%)). 2. After the Conjunction it was 1 (1%). 3. After the answer of  oath sentence  it was  1 (1%). 4. After the words amounted to 31 (21%). After the sentence torch circumstances it was  5 (4%). Meanwhile, the position of non compulsory kasratu Hamzah inna was founden  after faa aljazaa,  only 5 times (3%). The results show  that many types of kasrah hamzah inna was founded in  albaqarah and alqashas. Keywords: Kasrah, Hamzah Inna, Alquran, Albaqarah, Alqashas.
PROBLEMATIKA PEMBELAJARAN BAHASA ARAB KURIKULUM 2013 Wibowo, Fatih Rizqi
Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 2 No 1 (2016): Jurnal Al Mahara Edisi Bulan Juni 2016
Publisher : Universitas Islam Negeri Sunan Kalijaga Yogyakarta

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Abstract

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.
ANALISIS METODE PEMBELAJARAN ILMU NAḤWU PADA MAJELIS TAKLIM AL-AMANAH KEBON JERUK JAKARTA BARAT Syarif, Fajar
Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 3 No 1 (2017): Jurnal Al Mahara Edisi Bulan Juni 2017
Publisher : Universitas Islam Negeri Sunan Kalijaga Yogyakarta

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Abstract

This article will discuss the learning method of Nahwu at Majelis Taklim al Amanah. It shows a method that is applied by KH. Muhammad Zein in Nahwu  learning by combining some methods in Nahwu learning. Poligamy that is applied by KH. Muhammad Zein can help students to get the language skill.  The writer has chosen this object research at Majelis Taklim al Amanah due to it uses Nahwu as a prime lesson and obligatory material for students, so the Nahwu position is so important and it is intensively learned. For the sources of this  research are from collaboration of library research and field research. It uses etnografy method (descriptive qualitative research) which focuses on Nahwu learning process at the Majlis Taklim. Learning with the poligamy system is a role model of learning for other educational institutions, so the learning purpose of Nahwu can be reached.
MOTIVASI PENERJEMAHAN BUKU BERBAHASA ARAB
Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 1 No 1 (2015): Jurnal Al Mahara Edisi Bulan Desember 2015
Publisher : Universitas Islam Negeri Sunan Kalijaga Yogyakarta

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Abstract

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.
Analisis Kesalahan Sintaksis Pada Buku Teks Duru>Su Al-Lughah Al-Ara>Biyah ‘Ala> Thoriqotial-Muba>Syarah Al-Muta>Kamilah Karya Muhammad In’am, M.A Hidayah, Ihdatul; Asyrofi, Syamsuddin
Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 4 No 2 (2018): Jurnal Al Mahara Edisi Bulan Desember 2018
Publisher : Universitas Islam Negeri Sunan Kalijaga Yogyakarta

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Abstract

Abstract This study aims to find out about language errors that occur in an Arabic textbooks entitled Duru>s al-Lughah al-‘Ara>biyah ‘ala Thariqati al-Muba>syarah al-Mutaka>milah of Muhammad In'am, M.A. Not only the errors that were discussed but there was an attempt or Tashwib or correction in order to evaluate the results of the analysis that has been done. Library research was used with a qualitative descriptive method to analyze the subject of the study which is Duru>s al-Lughah al-‘Ara>biyah ‘ala Thariqati al-Muba>syarah al-Mutaka>milah both volumes I and II. In this study, the following conclusions can be drawn: there are errors in language syntactic aspects in the textbooks. There are several categories of errors (refer to the classification of Toto Suharto et al): nakirah Ma'rifah, Dhamir, huruf Jar, Murakkab Idhafi, Isim Isyarah, Jumlah Ismiyah, and Jumlah Fi'liyah. Several reasons were found for the occurrence of these errors, namely lack of accuracy in writing textbooks, lack of workforce that helped the author to edit the material to be presented in textbooks and limited human resources which led to inefficient writing of textbooks. Keywords: Textbooks, Error analysis, Syntax, Duru>s al-Lughah al-‘Ara>biyah ‘ala Thariqati al-Muba>syarah al-Mutaka>milah Abstrak Penelitian ini bertujuan untuk mengetahui tentang beberapa kesalahan-kesalahan berbahasa yang terjadi dalam penulisan buku teks bahasa Arab Duru>s al-Lughah al-‘Ara>biyah ‘ala Thariqati al-Muba>syarah al-Mutaka>milah karya Muhammad In’am. MA, bukan hanya kesalahan-kesalahan yang dibahas tapi ada upaya Tashwib atau pembenaran guna sebagai evaluasi dari hasil analisis yang telah dilakukan. Ketegori yang digunakan penelitian library research dengan metode deskriptif kualitatif. Dengan objek buku teks bahasa Arab Arab Duru>s al-Lughah al-‘Ara>biyah ‘ala Thariqati al-Muba>syarah al-Mutaka>milah karya Muhammad In’am. MA baik jilid I dan II. Dalam penelitian ini dapat diambil kesimpulan sebagai berikut, bahwa: adanya kesalahan-kesalahan berbahasa aspek sintaksis dalam buku teks Duru>s al-Lughah al-‘Ara>biyah ‘ala Thariqati al-Muba>syarah al-Mutaka>milah karya Muhammad In’am. MA baik jilid I dan II. Ditemukan beberapa kategori kesalahan (merujuk pada klasifikasi Toto Suharto dkk): Nakirah Ma’rifah, Dhamir, huruf Jar, Murakkab Idhafi, Isim Isyarah, Jumlah Ismiyah, dan Jumlah Fi’liyah.  di temukan beberapa alasan terjadinya kesalahan-kesalahan tersebut yakni kurangnya ketelitian dalam menulis buku teks, kurangnya tenaga kerja yang membantu penulis dalam mengedit materi-materi yang akan di sajikan dalam buku teks, keterbatasan sumber daya  manusia yang menyebabkan kurang efisien dalam menulis buku teks. Kata kunci: Buku Teks, Analisis kesalahan, Sintaksis, Duru>s al-Lughah al-‘Ara>biyah ‘ala Thariqati al-Muba>syarah al-Mutaka>milah. Daftar Pustaka A. Alkhalil, A. T. (2013). KABA. indonesia: Gema Insani .Al-Najjar, M. R. (2001). Al-Kitabah al'Arabiyah: maharatuha wa funuha. kuwait: Maktabah Dar al-'Arubah. Alwasilah, C. A., & Furqonul, A. (1966). Pengajaran Bahasa Komunikatif Teori dan Praktik. Bandung: Rosda Karya.Antoine, D. (2001). Mu'jam Qawaidul Lughah Al-Arabiyah; Fi Jadawilin Wa Lauhatin. Lubnan: Maktabah Lubnan.Awaliyah, H. F. (2014). Analisis Kesalahan Berbahasa Studi Kasus Aspek Morfologis dan Sintaksis terhadap Penulisan Skripsi Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga dan Maulana Malik Ibrahim Malang.Yogyakarta: UIN Sunan Kalijaga.Bismiati, P. (2016). Analisis Buku Ajar Bahasa Arab Durussul Lughah AlArabiyah Lil Athfal di SD Plus Masyithah Kecamatan Kroya Kabupaten Cilacap. Yogyakarta: UIN Sunan Kalijaga`. Dwi, S. R. (2013). Studi Analisis Materi "Buku Teks Pelajaran pada Mata Pelajaran Bahasa Arab diKelas Tinggi  Madrasah Ibtidaiyah. STAIN Kudus, 5(2), 45-70. Eka, S. A. (2011). MateriAjar BTBI. Lampung: Universitas Lampung. Firmansyah, U. L. (2018, maret 23). Penggunaan Buku Ajar di Ponpes Darul Muslihin. (i. hidayah, Pewawancara) Husain, M. N. (2015). Analisis Sintaksis Buku Teks Bahasa Arab Peringkat Rendah di sekolah Rendah Agama, Jabatan Agama Islam Selangor (JAIS). International Conferences on Arabic Studies and Islamic Civilization (ICAISIC), 30-45. Ina'm, M. (2014). Revitalisasi Pengajaran Bahasa Arab di Pesantren. Yogyakarta: Spirit. In'am, u. M. (2018, Mei Kamis). interview pertama. (i. hidayah, Pewawancara) Izzan, A. (2004). Metode Pembelajaran Bahasa Arab. Bandung: Humaniora.
PENINGKATAN PRESTASI BELAJAR AL KITĀBAH DENGAN MODEL ACCELERETED LEARNING MENGGUNAKAN PENDEKATAN SAVI PADA SISWA KELAS VIII A MTS NEGERI SLEMAN KOTA Awaliyah, Helmy Fauzi
Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 2 No 2 (2016): Jurnal Al Mahara Edisi Bulan Desember 2016
Publisher : Universitas Islam Negeri Sunan Kalijaga Yogyakarta

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Abstract

This study is a classroom action research. The purpose of this study was to determine whether learning with using Accelerated Learning model using SAVI approach (Somatic, Auditory, Visual, and Intellectual) can improve learning achievement of Al-Kitâbah of class VIII A students at MTs Negeri Sleman Kota. This research is a Classroom Action Research which is a reflection of learning activities in the form of an act that deliberately and simultaneously appear and occur in a class. This research consists of two cycles to 36 students. Each cycle consists of four stages: planning, acting, observing, and reflection. Data collection is done by using observation, interview, test and documentation. The results of this study indicate that learning by using Accelerated Learning model using SAVI approach can improve learning achievement of Al Kitâbah in class VIII A of MTs Negeri Sleman Kota which occurs in two cycles and is implemented in four types of learning, namely somatic, auditory, visual, and intellectual.
ANALISIS GRADASI MATERI SARAF DALAM BUKU BELAJAR TASHRIF SISTEM 20 JAM KARYA KH. ACENG ZAKARIA Amalia, Aam
Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 3 No 1 (2017): Jurnal Al Mahara Edisi Bulan Juni 2017
Publisher : Universitas Islam Negeri Sunan Kalijaga Yogyakarta

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Abstract

This research is motivated by the urgency of textbooks in the learning process. Books are one of the supporting factors for teaching success. With textbooks can help learners to achieve the expected learning goals. Therefore, this study intends to analyze a textbook that is often used, namely the Tashrif Learning System 20 Hours book by KH. Aceng Zakaria in terms of material gradations. With this research, it is expected that Arabic teachers can choose books that are good for learning. The type of research used is library research (library research) with the research object of the book Tashrif System 20 Hours of Work KH. Aceng Zakaria reviews analysis of material gradations. The results showed that the book Learning Tashrif System 20 Hours using grammatical gradation when viewed in terms of language. Whereas in terms of type, the Learning Tashrif System 20 Hours book uses straight gradation. As for the criteria, the pattern of compiling the book Learning Tashrif System 20 Hours starts from the general to the special one.
تنفيذ الطريقة الإلقائية في درس الإملاء Rizqiyah, Wakhidatur
Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 4 No 1 (2018): Jurnal Al Mahara Edisi Bulan Juni 2018
Publisher : Universitas Islam Negeri Sunan Kalijaga Yogyakarta

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Abstract

Santriwati's ability to listen the lesson is influenced and dependent on the clarity and truth of the pronunciation of the Master or the reader of the Imla '. With the Ilqo'iyah Method the teacher can expose the knowledge in a sequential phrase then connect it in a sequential and controlled manner by a good and interesting technique. The purpose of this study is to find out what the Imla teachers 'efforts in applying Ilqo'iyah Methods in Imla Learning', and to know the benefits and effects of Imla 'lessons. This study is a field study, and to achieve the above objectives, the researcher uses, observation method, interview method and documentation method. The analysis technique used is technique from Miles and Huberman, that is by reducing data, then present data, then draw conclusion and verification. It is noteworthy that the application of the Ilqoiyah method in Imla 'lessons has been applied during the reading of the Imus' lecture with the lecture method, and the justification of the writing on the chalkboard with the explanation, before, a brief exposition of the subject matter using the method of description, lastly, the teacher's story relating to the material , delivered by the method of telling stories.  Keywords: Implements, Imla Lessons', several attempts, descriptions, exercises
KOMPONEN-KOMPONEN PEMBELAJARAN AL-KITÂBAH BAHASA ARAB Huda, Nurul
Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 2 No 1 (2016): Jurnal Al Mahara Edisi Bulan Juni 2016
Publisher : Universitas Islam Negeri Sunan Kalijaga Yogyakarta

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Abstract

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.
Pengaruh Model Pembelajaran Kooperatif dan Gaya Berpikir Terhadap Hasil Belajar Qira’ah Sayyidi, Khambali Khadori
Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 4 No 1 (2018): Jurnal Al Mahara Edisi Bulan Juni 2018
Publisher : Universitas Islam Negeri Sunan Kalijaga Yogyakarta

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Abstract

Abstract The objective of this research was to investigate comprehensively the effect of learning model and student’s thinking style on the Arabic reading achievement of the second semester student of the Arabic Education Program, the Faculty of Language and Arts, University of State Jakarta, academic year 2016/2017. This was an experimental research using a two-factor ANOVA at 0,05 and 0,01 significance level. The data was collected using the Arabic reading test and thinking style questionaire. The findings above led to a conclusion that generally cooperatif of MM was more effective implemented than cooperatif of NHT in Arabic reading achievement. Moreover, the students’ thinking style affected their Arabic reading achievement as well. Keywords : Arabic Reading Achievement, Cooperative Learning, Thinking.

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