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إستراتيجية تدريس قواعد اللغة العربية بكتاب ألفية ابن مالك بالمدرسة الدينية الوسطى المؤيد سوراكرتا Rohmatun Lukluk Isnaini
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol 3 No 2 (2017)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

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.

Upaya Peningkatan Penguasaan Kosa Kata Arab dengan Metode Bernyanyi Kelas VII B MTsN 6 Sleman Yogyakarta Zumrotul Aslah
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol 3 No 2 (2017)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

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.

Pengajaran Bahasa Arab di Madrasah dan Sekolah Syamsuddin Asyrofi
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol 3 No 1 (2017)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

Method in teaching-learning process is very important, especially in learning foreign language, for instance Arabic, as a tool achieve the determined goal. Learning method is always changing from time to time in line with the developmentof the epoch. It is not surprised that new methods of learning are developved rapidly. However, the new methods are usually created as the “ reaction” to the old methods that have been used before. The new methods are often claimed as the best method to be used, Nevertheless, a method is not viewed as good or not, but a method is viewed as whether it is proper or not for certain condition. Every method has its own advantages that can be used by considering the existing condition

Analisis Gradasi Materi Saraf Dalam Buku Belajar Tasrif Sistem 20 Jam Karya KH. Aceng Zakaria Aam Amalia
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol 3 No 1 (2017)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

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.

Pendekatan Andragogi dalam Pembelajaran Bahasa Arab Cahya Edi Setyawan
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol 3 No 2 (2017)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

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.

الطريقة الإستقرائية في تعليم التوابع Siti Nurviyanti
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol 3 No 1 (2017)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

The purpose of this research is to explain about tawābi ’and find out the learning methods that are suitable for middle-level students and their application. And with this research is expected to expand the knowledge of educators and students in the field of science, especially in the chapter at-tawābi 'and the appropriate learning methods. And this type of research is library research using various books. Then all explanations by reading books related to the research title. And the researcher used the Wasfi method in this study, this research begins with an explanation of at-tawābi 'and its types and laws, from the explanation it can be concluded that the learning method that is suitable for the middle-level students and their application is based on the books in accordance with research. The results of this study are that there are 4 parts at-tawābi ’: anna’t, attaukîd, al‘ atf, and al badal. Anna’t consists of two types: anna’tussababiy and anna’tulhaqiqiy, attaukîd there are two types: lafżiy and ma’nawiy. Whereas al'aṭf consists of two parts: ‘aṭful bayān and‘ atfunnasaq (‘aṭfun bil hurûf). The letters ‘aṭf have nine: waw, fa ', śumma, aw, hatta, am, lakin, bal, and lā. Whereas the Badal consists of four parts: albadal almuṭãbiq, badalu ba'din min kullin, badalul isytimāl, albadal almubayyin lil mubdal minhu. And the learning method that is suitable for middle-level students is the inductive method, because the learning process is fast starting with mentioning vocabulary examples then an example explanation by discussing with students then drawing conclusions / rules from students with the help of the teacher. And the application with five parts: opening, giving examples, comparison, drawing conclusions and training.

العلاقة بين القدرة على القراءة العربية الصحيحة والقدرة على القواعد النحوية لطلبة السنة الثالثة بمدرسة بحر العلوم للمعلمين و المعلمات نظام ست سنوات تامبأ براس جومبانج Ikhsan Rizal Syafi'i
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol 3 No 1 (2017)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

The purpose of this research is to explain about tawābi ’and find out the learning methods that are suitable for middle-level students and their application. And with this research is expected to expand the knowledge of educators and students in the field of science, especially in the chapter at-tawābi 'and the appropriate learning methods. And this type of research is library research using various books. Then all explanations by reading books related to the research title. And the researcher used the Wasfi method in this study, this research begins with an explanation of at-tawābi 'and its types and laws, from the explanation it can be concluded that the learning method that is suitable for the middle-level students and their application is based on the books in accordance with research. The results of this study are that there are 4 parts at-tawābi ’: anna’t, attaukîd, al‘ atf, and al badal. Anna’t consists of two types: anna’tussababiy and anna’tulhaqiqiy, attaukîd there are two types: lafżiy and ma’nawiy. Whereas al'aṭf consists of two parts: ‘aṭful bayān and‘ atfunnasaq (‘aṭfun bil hurûf). The letters ‘aṭf have nine: waw, fa ', śumma, aw, hatta, am, lakin, bal, and lā. Whereas the Badal consists of four parts: albadal almuṭãbiq, badalu ba'din min kullin, badalul isytimāl, albadal almubayyin lil mubdal minhu. And the learning method that is suitable for middle-level students is the inductive method, because the learning process is fast starting with mentioning vocabulary examples then an example explanation by discussing with students then drawing conclusions / rules from students with the help of the teacher. And the application with five parts: opening, giving examples, comparison, drawing conclusions and training.

Model Penerapan Kerangka Kualifikasi Nasional Indonesia (KKNI) Sebagai Penguatan Mutu Program Studi Pendidikan Bahasa Arab Nurhadi .; Agung Setiyawan
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol 3 No 2 (2017)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

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.

Penanda Jamak (Perbandingan Antara Bahasa Arab Dan Bahasa Indonesia) Arif Humaini
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol 3 No 2 (2017)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

Indonesian and Arabic language are different languages , both these languages each have different systems at the level of phonemes, morphemes, phrases, clauses, and sentences. The Arabic language included in flection language, while Indonesian language is not. Flection language is defined as the process or result of adding affixes to the base or root word for limiting its grammatical meaning. Therefore, the presence of the marker in Arabic was deemed paramount, while Indonesian concerned with word order. A marker is a tool that serves as affixes to express grammatical feature or function words. Matching the appropriate marker in Arabic is called al - 'alamat. There are many kinds of markers in Arabic, as there is a gender marker (mu'annats and mudzakkar), mufrod markers, plural markers, and so on. In this paper, we only specialize in the plural marker. Plural marker in Indonesian mostly expressed in the form of reduplication consisting of nouns, verbs, and adjectives. Also with the use of the word number by using ‘penyukat’ which can indicate the plural of a word. In the Arabic language, the process of forming the plural marker is characterized by three things: (1) replace the letters or ‘harakat’, (2) eliminate one of the letters, and (3) providing additional or affixes, in front of , in the middle, or at the end of the word.

Implementasi Jenis Khat Naskhi dalam Pembelajaran Bahasa Arab Nurul Huda
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol 3 No 2 (2017)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

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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R. Umi Baroroh

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Location
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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name R. Umi Baroroh

Contact Email barorohty@yahoo.co.id

Phone -

Journal Mail Official jurnalpba2015@gmail.com

Editorial Address -

Location Kab. sleman, Daerah istimewa yogyakarta INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
R. Umi Baroroh

Contact Email
barorohty@yahoo.co.id

Phone
-

Journal Mail Official
jurnalpba2015@gmail.com

Editorial Address
-

Location
Kab. sleman,

Daerah istimewa yogyakarta

INDONESIA