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Alis Asikin
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Alsina : Journal of Arabic Studies
Published by Universitas Islam Negeri Walisongo Semarang
ISSN : 26226138     EISSN : 26226146     DOI : 10.21580
Core Subject : Science, Education, Social,
Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences
Alsina : Journal of Arabic Studies, ISSN 2477-8117 (e) 2477-8109 (p) is published by the Arabic Language Learning Department, Fakultas Ilmu Tarbiyah dan Kependidikan, Universitas Islam Negeri (UIN) Walisongo Semarang. This journal focuses on theories and thoughts on Arabic studies in general. This journal specializes in Arabic language learning, and theories. This journal warmly welcomes contributions from scholars of related disciplines.
Arjuna Subject : Umum - Umum
Articles 6 Documents
 1 
Search results for , issue "Vol 3, No 2 (2021)" : 6 Documents clear
Athar Istīʿāb al-Mufradāt wa-al-Qawāʿid ʿalá Kafā’at al-Kitābah al-Imlā’īyah li-al-Talāmīdh fī al-Faṣl al-Thāmin bi-Madrasat Al-Waṭanīyah al-Thānawīyah al-Islāmīyah Kebumen Fiki Khoerun Niswah; Ibnu Hadjar; Mahfudz Shiddiq
Alsina : Journal of Arabic Studies Vol 3, No 2 (2021)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.3.2.4214

Abstract

Many students at Wathoniyah Islamiyah Junior High School (Madrasah Tsanawiyah) Kebumen graduated from public elementary schools, so many had not have adequate knowledge of the Arabic language. This study is essential because students' diverse vocabulary and grammatical comprehension influenced their writing and spelling ability. The current study investigates the influence of vocabulary and grammatical comprehension on eighth grade students' spelling writing abilities at Wathoniyah Islamiyah Kebumen. All eighth-grade students at Wathoniyah Islamiyah Junior High School were recruited in this research. The study employed a quantitative design and purposive sampling technique to test the sample. The researchers obtained the data using documentation and analyzed the data using multiple regression tests. The results indicated that the F value is 11.250, and the F table with the value from the table at a 5% significance level = 3.385. Therefore, the F count exceeds the F table. The findings also indicated that the students' vocabulary and grammatical knowledge and comprehension have a substantial influence on their spelling and writing skill. Therefore, the research hypothesis is acceptable.
Analisis Karakteristik Aplikasi Kamus Arab-Indonesia Karya Tim Ristek Muslim Maulida Almas Fadhilah
Alsina : Journal of Arabic Studies Vol 3, No 2 (2021)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.3.2.5938

Abstract

This study is driven by the fact that Arabic is often seen as a complex language to master in many Indonesian schools and madrasas. This educational issue has resulted in various efforts to facilitate learning using meaningful innovations. The researchers created online and offline programs, including an Arabic-Indonesian dictionary built for Android. The current research tries to ascertain the applicability of the Arabic-Indonesian dictionary. This study is a literature review study using a descriptive qualitative approach. The developers (Surabaya Muslim Research and Technology Team) created the application in 2012 and used a variety of secondary sources, including articles, journals, and pertinent documents. The Arabic-Indonesian Dictionary is an Android-based Arabic-Indonesian dictionary application capable of translating Indonesian to Arabic and vice versa. This application database has 154,644 Arabic vocabularies. The dictionaries contained in this application include the Arabic-Indonesian Dictionary, Munawwir Dictionary, Muʿjam al-ʿArab, Muʿjam al-Muʿāṣirāh, Lisān al-ʿArabic, Muʿjam al-Ghanī, and the Al-Qur'an Dictionary. This dictionary can be used as an Arabic learning media.
Pengembangan Aplikasi Edukasi Kuis Bahasa Arab sebagai Alternatif Media Belajar Siswa Kelas I Madrasah Ibtidaiyah Firdhany Nur Azizah; Hamdan Husein Batubara
Alsina : Journal of Arabic Studies Vol 3, No 2 (2021)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.3.2.8432

Abstract

Vocabulary is one of the most critical linguistic components that Arabic as a foreign language learners must master. Previous studies discovered that it was accurate that first-grade students struggled to recognize and master Arabic vocabularies since the learning process mainly consisted of lectures and homework. Students need external help or stimulation to increase their comprehension of Arabic. Educational games may encourage first-grade students since they like to play and explore electronic devices such as androids, laptops, and so on. This study aims to develop an educational application that contains acceptable Arabic vocabulary content for first grade (elementary school) students. The research employed the ADDIE (Analysis-Design-Development-Implementation-Evaluation) paradigm of research and development. This study involves developing an educational application called "Arabic Quiz", which utilizes the Articulate Storyline 360 software. According to feasibility tests conducted by a media expert, a material expert, and prospective consumers, this application has an "excellent" category. The program is suited for use as an alternative learning media for first-grade students.
Al-Ikhtilāf al-Naḥwī fI al-Lahjah al-ʿĀmmīyah al-Sūdānīyah: Dirāsah Waṣfīyah min Khilāl al-Amthāl al-Shaʿbīyah Gareeb Allah Babiker Mustafa
Alsina : Journal of Arabic Studies Vol 3, No 2 (2021)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.3.2.8812

Abstract

This research aims to clarify the positions and causes of the grammatical difference between the Sudanese dialect and the classical Arabic language by applying to popular proverbs. His approach is descriptive, and one of the most important results is that the Sudanese dialect is one of the largest Arabic dialects currently spoken in the Sudan and in its neighbouring countries. The Sudanese dialect tends to soften the last words in order to mitigate. The connection of mawṣūl (ال) is verbal or nominal sentence or jar-majrūr, which does not adhere to explicit status, and removes the much-returned conscience. The verb (كان) used as a tool of condition in many places. The majrūr nouns is often read as marfūʿ or manṣūb. The double (muthanná) and plural (jamaʿ mudhakkar sālim) read with yā' sign in all positions.
Implementasi Metode Mind Mapping dengan Menggunakan Media Power Point dalam Pembelajaran Nahwu Anwar Sidik; Muassomah Muassomah
Alsina : Journal of Arabic Studies Vol 3, No 2 (2021)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.3.2.6734

Abstract

This reseacrh aims to describe the process and how to implement mind mapping methods using power point media in nahwu learning in third semester students of Arabic education at the Bani Fatah Islamic Institute in Jombang. This type of research is descriptive qualitative using observation and documentation research instruments. The subject and object of research are the third semester students of Arabic education. The results of the reseacrh are as follows: First, the learning process of nahwu by implementing the mind mapping method using power point media is very active with indicators in the form of: a) Students prepare and present learning material with mind mapping created with power point media. b) Discuss between groups after presentation. c) Design learning material with mind mapping using power point media. d) Present the results in sequence. e) Lecturers reflect on learning by involving students. Second, how to implement it as follows: a) The lecturer prepares the material and the projector. b) The lecturer conveys the learning objectives. c) Students and teachers do questions and answers. d) Students are divided into five groups. e) Students present their mind mapping results using power points systematically. f) The lecturer guides the discussion. g) Lecturers appreciate and correct the results of student mind mapping. h) The lecturer explains and summarizes the materials that have been presented by students.
Istirātījīyāt Taʿlīm ʿAnāshir al-Lughah wa-al-Mahārāt al-Lughawīyah al-ʿArabīyah Alwani Alwani
Alsina : Journal of Arabic Studies Vol 3, No 2 (2021)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.3.2.8592

Abstract

Arabic is the language of the Qur'an and is one of the languages of international communication. Learning Arabic is a must for everyone, especially Muslims, but over time many have experienced difficulties in learning Arabic because the material in Arabic is so complex and abundant that teachers need strategies in teaching Arabic. Learning requires the use of learning strategies so that students do not find it difficult. The application of Arabic learning strategies is so that students can receive the material more effectively. The choice of strategy should be based on the language skills taught to students. This research aims to analyze strategies of learning Arabic elements and Arabic skills. The research method is library research which is some of the data resources took by books and journals; then researcher analyze the data with content analysis methods. In designing learning strategies, several components must be considered, namely preliminary learning activities, delivery of information, student participation, test activities, and follow-up activities. There are six types of Arabic learning strategies based on language skills, namely vocabulary learning strategies, grammar learning strategies, listening learning strategies, speaking learning strategies, reading learning strategies, and writing learning strategies.

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