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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249 Documents
<![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[استخدام المفردات العربية المقترضة في اللغة الإندونيسية ]]>
<![CDATA[Nasrullah, Yufi Mohammad]]>
<![CDATA[ Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 3 No 1 (2017): Jurnal Al Mahara Edisi Bulan Juni 2017 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sunan Kalijaga Yogyakarta ]]>
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<![CDATA[This research is aiming at analyzing the use of Arabic loan words in Indonesian language and conducting contrastive analysis between the two languages for the purpose of making teaching materials. To this end, the researcher used descriptive, analytic, and survey-based method. In so doing, the researcher identifies, classifies, and describes all that related to Arabic loan words in Indonesian language. The researcher then analyzes them in terms of phonetic, morphology, and semantic. Likewise, the researcher uses contrastive method to analyze the differences between Arabic and Indonesian language in all linguistic levels and to predict difficulties that Indonesian students might face in learning Arabic. This research concludes that Arabic loan words in Indonesian language make learning Arabic easier for Indonesian students. Accordingly, Arabic loan words should be considered in devising Arabic learning materials. It also discovers that the best method to make Arabic learning materials for Indonesian students should be based on scientific processes, that is by devising Arabic teaching materials which is purposely designed for non-Arabic speakers. Similarly, the contrastive method also ends up in conclusion that the employment of Arabic loan words makes Arabic learning processes easier. This research recommends the use of Arabic loan words available in Indonesian language when designing learning materials. By doing so, students can easily make linguistic associations and finally understand learning subjects with easy.]]>
<![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]]>
<![CDATA[Mempertegas Kembali Arah Pembelajaran Bahasa Arab ]]>
<![CDATA[Dony Handriawan]]>
<![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.2015.011-03
<![CDATA[The historical development of the Arabic language in Indonesia can not be separated from the spread of Islam which is the most dominant followed by Indonesian society itself. This has an impact on the development of Arabic learning today, that look is still far from the expected. It seems that view of the cultural and religious patterns of Indonesia in the early 19th century that are still at the level of mythic and theological, less positive effect on the future of Arabic learning in today’s contemporary world. How is the relationship between religion and its influence on the development of the Arabic language, especially in Indonesia will be described in this paper? By using the theory of van Peursen culture and Comte as theoretical analysis, the author tries to find a possible alternative solution of some negative effects in the mythic dimensions of such view, by emphasizing the positive aspects.]]>
<![CDATA[Konsep I’rab dalam Ilmu Nahwu ]]>
<![CDATA[Tony Fransisca]]>
<![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.2015.011-04
<![CDATA[Nahwu's knowledge as we know it today is laden with various rules and theories is the result of a process which is quite long in the history of Arabic linguistics. Wrong review Nahwu science for example about the concept of I'rab. In things that are often frequently considered as a privilege that makes it difficult then to tryto be avoided by various methods recommended in Ta'līm al-Lughah al-abiArabiyah lī Ghair an-Nāthiqīn bihā, then actually that is the completion of manipulation. That problem will always appear during the core of the problem has not been resolved completely. The concept of I'rab must be straightened out. I've always defined it as taghyîr (change) or taghayyur (change) or atsar (address symptoms Ihab).]]>
<![CDATA[Motivasi Penerjemahan Buku Berbahasa Arab ]]>
<![CDATA[Abdul Munip]]>
<![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.2015.011-05
<![CDATA[The translation of Arabic books in Indonesia can’t be separated from some motives. At least, there are five motives of the translation, i.e. religious, educational, economic, ideological, and prevocational motives. Religious motive can be seen in the translator’s statements that his/her works are aimed to get a blessing from Allah. Educational motive can be seen in the fact that these works are aimed to give Islamic knowledge to the muslim community. Economical advantages are the most powerful motivations that publishers try to get by publishing Arabic translations books. In another hand, the ideological motive is one of the 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 translator intention to stimulate critical Islamic discourse in Indonesia by mean of translating Arabic books written by some Middle East critical writers.]]>
<![CDATA[Kebijakan Pendidikan Bahasa Arab Pada Anak Usia Dini di Raudhatul Athfal ]]>
<![CDATA[R. Umi Baroroh]]>;
<![CDATA[Novera Pratiwi]]>
<![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.2015.011-08
<![CDATA[Arabic is one of the learning material that children learn who studied at Raudlatul Athfal in Indonesia. This shows Indonesians have great attention to Arabic even though the government does not have a policy related to it. Study this focuses on the study of Arabic learning policies in two Raudlatul Athfal in RA DWP UIN Sunan Kalijaga and RA Riyadus Salihin Tumut Sumbersari Moyudan Sleman. This research is qualitative field research. This is also policy research. Data were collected through observation, interview, and documentation techniques. The results of the study were first, the Indonesian government did not yet have policy on learning Arabic in Raudlatul Athfal. Second, Raudlatul Athfal DWP UIN Sunan Kalijaga and RA Riadlus SalihinTumut carried out Arabic learning with the model different. Arabic in RA DWP UIN Sunan Kalijaga was carried out once a week with repetition of material every day, and the material is Arabic vocabulary and its meaning. While RA Riyadus Salihin Arabic takes place with songs and games.]]>
<![CDATA[Manajemen Pengetahuan Dosen dalam Pembelajaran Bahasa Arab di Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga Yogyakarta ]]>
<![CDATA[Laelatul Badriyah]]>
<![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.2015.011-07
<![CDATA[students who have deep thesis writing skills Arabic and the ability of students who have the ability of the Arabic language comprehensively is still small. this becomes a homework great for PBA majors. Knowledge management as one alternative to reduce the ability gap of students can implemented by doing good cooperation between facilitator (lecturer) and student to share knowledge in class. Results research shows that lecturer knowledge management in the department PBA has occurred even though it still has to make improvements to combination process. As for the implementation of deep knowledge management Arabic learning has not taken place maximally due to lack of awareness to share knowledge between students.]]>
<![CDATA[Studi Komparasi Kurikulum Bahasa Arab Tingkat Satuan Pendidikan dan Kurikulum 2013 Satuan Pendidikan dan Kurikulum 2013 ]]>
<![CDATA[Nurul Aini]]>
<![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.2015.011-06
<![CDATA[This paper aims to find out the similarities and differences contained in the KTSP and the 2013 curriculum Arabic subjects Madrasah Aliyah from the aspect of goals, materials, and methods. As well as knowing the advantages and disadvantages of both curriculum. Types of research this is library research with a qualitative approach. Analysis of the data uses content analysis. Based on analysis concluded that in the KTSP and the 2013 Arabic Curriculum for Madrasah Aliyah, it has many similarities in aspects of purpose, material or method. It's just that the 2013 curriculum tries to complement its deficiencies in KTSP as in the subject matter, the 2013 curriculum is more detailed in describing the scope of the material in the form of KI and KD, besides that the 2013 curriculum does not only emphasize cognitive aspects only, but cognitive, psychomotor and affective aspects balanced and integrated into all subjects. Addition to that, if in the KTSP the learning approach used varies, then the 2013 curriculum uses a scientific approach.]]>
