IJAS: Indonesian Journal of Arabic Studies
Indonesian Journal of Arabic Studies (e-ISSN : 2686-1542 ) is a journal that publishes original papers researching or documenting issues in Arabic Studies. It is published by Departement of Arabic Language and Literature, IAIN Syekh Nurjati Cirebon.
The journal has regularly published twice a year in May and November. We accept original research, conceptual, and best practice articles related to Arabic Studies. Editors welcome scholars, researchers and practitioners of Arabic Studies around the world to submit scholarly articles to be published through this journal. All articles will be reviewed by experts before accepted for publication. Each author is solely responsible for the content of published articles.
Articles
86 Documents
<![CDATA[Kajian Filologis Naskah Layang Carios Samud Kagungan Kraton Kacirebonan ]]>
<![CDATA[Fika Hidayani]]>
<![CDATA[ IJAS: Indonesian Journal of Arabic Studies Vol 1, No 1 (2019) ]]>
Publisher : <![CDATA[Departement of Arabic Language and Literature, IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/ijas.v1i1.4921
<![CDATA[Philology is a medium to explore a classical scientific treasures. This knowledge had been studied because there are values contained in manuscripts that are still relevant to present life. These works are able to inform the thought, feeling, and information about various aspects of life that ever existed. One of the manuscript is Layang Carios Samud Kagungan Kraton Kacirebonan, which is from Cirebon. The manuscript is a translation from the Book of Hazar Masail that written in Persian (Iran) is a popular manuscript in the world in the Middle Ages, because it has been translated into various languages in the world. This manuscipt is expected be an additional reference in terms of religion for academics and the community.]]>
<![CDATA[Buku Al-Arabiyyatu Bayna Yadaik (Analisis Pengajaran Bahasa Arab Dalam Perspektif Lintas Budaya) ]]>
<![CDATA[Siti Rohmah Soekarba]]>
<![CDATA[ IJAS: Indonesian Journal of Arabic Studies Vol 1, No 2 (2019) ]]>
Publisher : <![CDATA[Departement of Arabic Language and Literature, IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/ijas.v1i2.5287
<![CDATA[The purpose of this paper is to analyze Arabic teaching methods at the Faculty of Cultural Sciences, University of Indonesia, which uses the book Al-Arabiyyatu bayna Yadaik in the perspective of Cross Cultural Understanding which is assumed to reduce stagnation in conversation and respect for other people's culture by selecting textbooks used as handbooks . Arabic is a reflection of Arabic culture. Three approaches in teaching Arabic are through language, psychology, and sociolinguistics (culture). The teaching of Arabic culture can be applied through listening, conversation, reading and writing material. The research method used is a descriptive qualitative analysis. The conclusion of this article is that the book Al-Arabiyyatu bayna Yadaik displays four competencies, namely listening skills (maharatu al-istima'), reading (maharatu al-qira'ah), speaking (maharatu al-kalam), and writing (maharatu al-kitabah), in addition to additional knowledge in the form of language about Arabic and Islamic culture that can be used as an alternative to cross-cultural Arabic-based learning.]]>
<![CDATA[Teori Sastra Semiotik-Feminisme dalam Novel al-Ajnihah al-Mutakassirah (Sayap-Sayap Patah) Karya Kahlil Gibran ]]>
<![CDATA[Wulandari Wulandari]]>
<![CDATA[ IJAS: Indonesian Journal of Arabic Studies Vol 1, No 1 (2019) ]]>
Publisher : <![CDATA[Departement of Arabic Language and Literature, IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/ijas.v1i1.4949
<![CDATA[A literary work has strong correlation with the factors behind its. Literary work is expressed sosio-cultural background of the author, ideas and its concepts, included feminist issue, therefore that novelette al-Ajnihah al-Mutakassirah as a literary work unveiling inequality gender relations between man and woman and these was of Gibran’s criticism ton feminist issues in a literary work that considered that patriarchal norms dominated various literary genres, especially Arabic literature.This study used the semiotic Michael Riffaterre analyzing a heuristic and hermeneutic approach and feminist literary criticism. Each approach used to dismantle the signs and symbols and analyse how the feminist idea of the author in the text when faced of the male’s domination and how the image of woman explored by the author, image of woman as the victims or image of woman who fight for the gender equality.In a correlation with feminism, there are many researcher had studied with the feminism approach, but according to researcher there was not one researcher study yet when feminism approach combine with semiotic study focused in teory and practise. If There, it was focus instead on Poetry. This study also focused to see a figure of Kahlil Gibran from various perspective, one of them through feminism. ]]>
<![CDATA[Qasidah Burdah Imam Al-Busiri Dalam Pendekatan Jinas ]]>
<![CDATA[Nur Huda]]>
<![CDATA[ IJAS: Indonesian Journal of Arabic Studies Vol 1, No 2 (2019) ]]>
Publisher : <![CDATA[Departement of Arabic Language and Literature, IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/ijas.v1i2.4876
<![CDATA[Qasidah, salah satu karya sastra Arab yang tidak lepas dari perpaduan keindahan kata dan makna yang terkandung di dalamnya. Qasidah Burdah Karya Imam Al-Busiri menjadi objek material penelitian ini karena ragamnya keindahan syair dan bait yang disajikan. Pendekatan yang digunakan pada analisis ini adalah Jinas dalam ilmu balagah, hal ini karena Jinas salah satu teori untuk menganalisa keindahan kata dan makna yang terkandung dalam syair. Sedangkan metode analisis pada penelitian ini menggunakan metode analisis isi. Dalam kajian linguistik umum, Jinas dipadankan dengan istilah homonimi, homofon, dan homograf. Hasil analisis mengungkap keragaman Jinas pada Qasidah Burdah Karya Imam Al-Busiri berjumlah 172 jenis.Qasidah, one of Arabic literary works that cannot be separated from the combination of the beauty of words and meanings contained therein. Qasidah Burdah Imam Al-Busiri work becomes the object of this research material for manifold beauty of poems and couplets presented. The approach used in this analysis is Jinas in balagah science, this is because Jinas is one of the theories for analyzing the beauty of words and meanings contained in poetry. While the method of analysis in this study uses the content analysis method. In general linguistic studies, Jinas is paired with the terms homonymy, homophony, and homograph. The analysis revealed the diversity of Jinas in Imam Al-Busiri's Qasidah Burdah by 172 species.]]>
<![CDATA[Penerapan Direct Method Dalam Mempercepat Kemampuan Bahasa Arab Santri (Studi Kasus di Pondok Modern Nurussalam Karawang) ]]>
<![CDATA[Khalid Ramdhani]]>;
<![CDATA[Kasja Eki Waluyo]]>
<![CDATA[ IJAS: Indonesian Journal of Arabic Studies Vol 2, No 1 (2020) ]]>
Publisher : <![CDATA[Departement of Arabic Language and Literature, IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/ijas.v2i1.6328
<![CDATA[Pondok pesantren sebagai pendidikan Islam tertua di Indonesia telah menunjukkan kemampuannya mencetak kader-kader ulama dan telah berjasa turun menurun mencerdaskan kehidupan bangsa. Pendidikan di dalam pondok pesantren bertujuan untuk memperdalam pengetahuan tentang al-Qur'an dan Sunnah Rasul, dengan mempelajari bahasa Arab dan kaidah-kaidah tata bahasa-bahasa Arab. Para pelajar pesantren (santri) belajar di sekolah ini, sekaligus tinggal pada asrama yang disediakan oleh pesantren. Salah satu pesantren tersebut adalah Pondok Pesantren Modern Nurussalam, pesanten ini mulanya yang dipimpin oleh KH.Nurdin (alm) dengan mengggunakan program pembelajaran dengan system tradisinal salafi yang berfokus pada pendidikan agama Islam dengan kitab-kitab klasik karya para ulama zaman terdahulu. Kini, Pondok Pesantren Modern Nurussalam telah menjelma menjadi pondok modern yang memiliki visi misi lebih komperhensif dengan mengadopsi beberapa program yang dijalankan dengan terstruktur rapi di Pondok Modern Darussalam Gontor Ponorogo Jawa Timur yang terkenal mampu mengembangkan bahasa internasional (Arab dan Inggris). Sehingga dianggap urgent bagi Nurussalam untuk memadukan antara pendidikan agama Islam kitab-kitab klasik dengan pendidikan formal atau biasa disebut dengan pondok salafi modern dan mengedepankan penguasaan bahasa arab. Jenis penelitian ini adalah penelitian lapangan (field research) yakni penelitian yang dilakukan hanya di lingkungan Pondok Pesantren Modern Nurussalam Medangasem Jayakerta Karawang dengan mengoptimalisasikan wawancara, observasi dan pemanfaatan dokumen yang terkait dengan penlitian. Berdasarkan hal tersebut maka peneliti ingin melakukan kajian lebih dalam mengenai Penerapan Direct Method Dalam Mempercepat Berbahasa Arab Santri (Studi Kasus di Pondok Pesantren Modern Nurussalam Medangasem Jayakerta Karawang). Islamic boarding school as the oldest Islamic education in Indonesia has shown its ability to print cadres of scholars and has been credited with decreasing the intellectual life of the nation. Education in Islamic boarding schools aims to deepen the knowledge of the Qur'an and the Sunnah of the Apostles, by learning Arabic and the rules of Arabic grammar. Islamic boarding school students (santri) study at this school, while staying at the hostel provided by the pesantren. one of the pesantren is the pesantren Nurussalam, the beginning of this establishment was led by KH. Nurdin (passed away) using a learning program with a traditional learning system that focuses on Islamic religious education with classic books by the scholars of the previous era. Now, Nurussalam Modern Islamic Boarding School has been transformed into a modern boarding school that has a more comprehensive vision and mission by adopting several programs from the Gontor Ponorogo East Java Pondok Darussalam which is famous for being able to develop international languages (Arabic and English). So it is considered urgent for Nurussalam to combine Islamic religious education with classical books with formal education or commonly referred to as modern salafi boarding schools and prioritizing the mastery of Arabic. Based on this, the researcher would like to conduct a deeper study regarding the Implementation of the Direct method in accelerating the santri’s arabic language (Case Study in Modern Islamic Boarding School Nurussalam Medangasem Jayakerta Karawang).]]>
<![CDATA[Gaya Bahasa Luqman dalam Mendidik Anak (Uslub Mustawa An-Nahwi) ]]>
<![CDATA[Chotibul Umam]]>;
<![CDATA[Muhammad Alghiffary]]>
<![CDATA[ IJAS: Indonesian Journal of Arabic Studies Vol 2, No 1 (2020) ]]>
Publisher : <![CDATA[Departement of Arabic Language and Literature, IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/ijas.v2i1.6279
<![CDATA[This article aims to reveal Luqman's language style in educating his children. Language style is an alternative way of instilling knowledge in children. Oftentimes, the advice given by Stilistika is chosen as a tool because it can reveal Luqman's language style in educating children. Mustawa al-īautī is the focus of stylistic studies because it is a minimal domain in conveying messages perfectly. The Luqman story was chosen because it became an ideal education icon according to the Qur'an. Through the descriptive method, the results of the discussion are as follows: Declarative style contains three meanings, namely: meaning that indicates weakness and solitude, meaning makes something big look small, verbs continuous and future also be interpreted in the past. The interrogative style has two meanings, namely: showing warning and amazement. The style of presenting and ending contains two meanings, namely: tasywīq and ifādatu al-ikhtiṣāṣ. Displacement style is communicated using three forms of displacement, namely: from ḍamir huwa to nahnu, from fi'il mudhari to fi`il madhi, and from the jumlah of ismiyyah to the jumlah of fi'liyyah.]]>
<![CDATA[Isytiqoq Perspektif Aliran Basrah dan Kufah ]]>
<![CDATA[Mas Tajuddin Ahmad]]>
<![CDATA[ IJAS: Indonesian Journal of Arabic Studies Vol 2, No 1 (2020) ]]>
Publisher : <![CDATA[Departement of Arabic Language and Literature, IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/ijas.v2i1.6286
<![CDATA[in linguistics, there are studies that focus on making sentences and part of them. Commonly, people call it syntax. No exception in the discipline of Arabic Linguistics, in that discipline there is also a study of syntax, it called Nahwu or Ilmu An Nahwi. The problems in the study of Nahu Science do not stop only at the level of sentences and parts thereof. However, very long before that, there were some schools (madrasah) of critical thingking about the Nahu Science itself. Among the famous schools are Basrah and Kufa. Next will be explained the perspective of the two schools (madrasas) about the Origin of Words Theory (Isytiqoq). The purpose of this study is in order that the reader can find out the concept of isytiqoq according to each schools. This research uses a type of qualitative research methods using various sources of literature related to research. Through this research, we will get results about the theory of isytiqoq Basrah which are oriented towards nouns and kufa based on verbs. ]]>
<![CDATA[Manhaj Taâlim al-Lughati al-Arabiyati li Ghairi al-Natiqina Biha Min al-Jaliyah al-Arabiyati (Dirosah Muqoronah) ]]>
<![CDATA[Jamal, Fauzun]]>
<![CDATA[ IJAS: Indonesian Journal of Arabic Studies Vol 2, No 1 (2020) ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon, Indonesia ]]>
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DOI: 10.24235/ijas.v2i1.5492
<![CDATA[The countries of Tunisia and Morocco have a diaspora community abroad and they are like those who speak non-Arabic from other peoples, because of the circumstances surrounding them that make the vocabulary and first terms in the linguistic and communication memory for them are the vocabulary and terminology of the country in which it resides. The Bourguiba era for living languages in Tunisia and the West Islamic Institute in Morocco are among the Arab foundations that enjoy the establishment of a special Arabic language education program for the Arabic diaspora. The two institutes have drawn curricula and teaching methods with goals and challenges. This research attempted to reveal the following problem: How is the educational experience of the Arab community in the two institutes carried out in front of educational teams? How did the two institutes develop their Arabic curricula towards the requirements of the times? By employing the comparative descriptive approach, starting from collecting data and reports that summarize points and ideas to build their curricula and clarifying similarities, differences and what are the prevailing conditions in them.]]>
<![CDATA[Designing 21st Century Language Learning Scenario in Indonesia: A Perspective from Computer-Assisted Language Learning ]]>
<![CDATA[Lala Bumela]]>
<![CDATA[ IJAS: Indonesian Journal of Arabic Studies Vol 2, No 1 (2020) ]]>
Publisher : <![CDATA[Departement of Arabic Language and Literature, IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/ijas.v2i1.6106
<![CDATA[The integration of international quality assurance standards into Indonesian higher education curricula, together with the enactment of the New Standard of Higher Education (NSHE), are creating new and significant pressures on the curriculum renewal as well as the reconstruction of course syllabus design in foreign language departments in Indonesian universities. Just like any other units (courses) in foreign language departments in Indonesia, Academic Writing course at English Language Teacher Education (ELTE) is impacted by the new government policies. Latest research suggest that both curriculum renewal and syllabus development project are integral part of the quality assurance system where it focuses on the transparency and accountability in curriculum design and delivery. The key elements of the course syllabus that are made transparent and accountable, for instance, gives hints at the shifting knowledge structures, the use of new technologies, the emphasis on the development of students’ skills, and the extended responsibility being placed on students for their own learning development. This paper reports how these key elements are inserted into a learner-centred pedagogy of academic writing at ELTE department in Indonesia in order to meet the requirements of the 21st century learning that are individual, personalized, adaptive, modular, integrated, and non-sequential. The establishment of computer-assisted language learning environment combined with the new pedagogy of academic writing, in essence, opposes the existing traditional approaches to language learning and literacy pedagogy in Indonesia. The entire story presented in this paper is a significant excerpt from the preliminary phase of experiment of a PhD research project conducted in Indonesia. The insights presented in this paper should trigger a holistic reform in language teacher education in Indonesia.]]>
<![CDATA[Tahlil al-Akhto' al-Imlaiyah fi al-Hamzah Lada Thullab Ma'had al-Lughawiyat al-'Arobiyah Bi Jami'ati al-Malik Sa'ud ]]>
<![CDATA[Abdoulaye, Abdelaziz Haroun]]>
<![CDATA[ IJAS: Indonesian Journal of Arabic Studies Vol 2, No 1 (2020) ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon, Indonesia ]]>
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DOI: 10.24235/ijas.v2i1.5571
<![CDATA[This study aimed to know the spelling errors in Hamza among students of the Institute of Arabic Linguistics at King Saud University. The sample of the study consisted of (23) students represented in three levels: (beginner, intermediate and advanced) .The study relied on the descriptive analytical research methodology. To collect information from the study sample, the validity and reliability of the tool was verified by presenting it to a group of arbitrators with competence in the field. The results of the study indicated that there are statistically significant differences between the three levels. (37%), and The percentage of errors in writing Hamza in the middle of the word reached (55%), and the percentage of errors in writing Hamza in the back of the word (08%). As for the percentage of mistakes of middle level students in the writing of extreme Hamza (25.4%), and the percentage of mistakes in writing Hamza in the center of the word (57.3%), and the percentage of errors in the writing of extreme Hamza reached (17.3%). As for the advanced level students, the percentage of their mistakes in writing the Hamza at the beginning of the word (33.3%), and the percentage of errors in writing in the middle of the word (60%), and errors related to the writing of the Hamza at the end of the word (06.7%), as a result The study concluded with a set of recommendations in the light of the results shown.]]>
