Ittishal Educational Research Journal
Ittishal Educational Research Journal is an international, scientific, peer-reviewed journal published twice a year in January and July. It is a flagship journal of International Islamic School Alliance which features articles that advance empirical, theoretical and methodological understanding of education and learning.
Articles
33 Documents
<![CDATA[I-Pad Based Arabic Language Teaching Method in Al-Azhar Cairo Islamic Senior High School Palembang Indonesia ]]>
<![CDATA[Diah Sakinah]]>
<![CDATA[ Ittishal Educational Research Journal Vol. 1 No. 1 (2020): Ittishal Educational Research Journal ]]>
Publisher : <![CDATA[International Islamic Schools Alliance ]]>
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DOI: 10.51425/ierj.v1i1.1
<![CDATA[We are now living in 21st century, the century of development of technology, datas and digital trends. Several kinds of job have been replaced by their digital versions. Electronic based learning method has been a familiar skill found at majority of school in this century. The motive behind this method is to reduce the illiteracy of technology among students by introducing them how to use some technological devices effectively so they can understand, evaluate and participate on it. In addition for the method of Arabic teaching in Indonesia should be changed into e-learning based as a way to face recent challenges and problems while teaching. One of those problems is the less attention from students to learn Arabic language due to some difficulties of Arabic language teaching books and its material, as well as limited devices they can use. It’s known that this Islamic boarding school is the only school signed up its name on iTunes U platform. This paper is a descriptive qualitative research which took respondents of 10 students of Al-Azhar Cairo Islamic Senior High school Palembang, Indonesia. The data are collected based on interviewing, informing and collecting files. The data collection is completed using Miles and Huberman’s data collection method in descriptive explanation. Finally this research concluded that the iPad based learning method used by this school did impacted well on gaining student’s attention in learning Arabic language including its basic skills (listening, reading, speaking, and writing)]]>
<![CDATA[Arabic as Second Language of Educated Generation: A Theoretical Analysis at Islamic Educational Institutions in Indonesia ]]>
<![CDATA[Rayinda Dwi Prayogi]]>;
<![CDATA[Sudharno Shobron]]>
<![CDATA[ Ittishal Educational Research Journal Vol. 1 No. 1 (2020): Ittishal Educational Research Journal ]]>
Publisher : <![CDATA[International Islamic Schools Alliance ]]>
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DOI: 10.51425/ierj.v1i1.2
<![CDATA[Arabic has been chosen as a medium of the revealed language for every language speakers in the world. Arabic is a language which rich in vocabulary and also as an intact language which has the system and style of language to overcome other languages. This language is the language of science, civilization, and intellectuality from the past until now and later. No wonder, Allah SWT has placed it on the highest maqqom (position) as the Qur'anic language. The Qur'an is something that must be understood and appreciated, or even made as second language by the unique Indonesian society (it is the largest moslem population but its national language is latin) especially by educated generations of Islamic educational institutions. The classic problem faced by moslems in Idonesia is the lack of understanding and appreciating of Islamic values due to the weakening of arabic. It is interesting to be learned and deepened as the reflection and improvement of religious behavior of society and specialized for Islamic Educational Institutions that create moslem generation. This article will discuss the role of Islamic Education Institutions in Indonesia in Arabic learning process and also approaches used Arabic language acquisition until placed it become second language.]]>
<![CDATA[Critical Study on Arabic Learning by Non-Arabic Teachers and Employees Using Peer Learning in Assalaam Islamic Modern Boarding School ]]>
<![CDATA[Pertapa Sari]]>
<![CDATA[ Ittishal Educational Research Journal Vol. 1 No. 1 (2020): Ittishal Educational Research Journal ]]>
Publisher : <![CDATA[International Islamic Schools Alliance ]]>
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DOI: 10.51425/ierj.v1i1.3
<![CDATA[Speaking using Arabic and English has become mandatory in Assalaam Islamic Modern Boarding School. The Arabic and English must be used in the daily activities around the boarding school. Therefore, all employees, both teachers and employees, are competing to learn these two foreign languages; Arabic and English. One method used by the employees and also teachers to learn Arabic in the Boarding school is by having a kind of course held in each unit or division. Teachers, especially non-Arabic teachers are also curious in learning Arabic. Meanwhile, employees who are non-Arabic based education also curious to learn Arabic. Those non-Arabic teachers and employees conduct the Arabic learning by taking around two hours course per week held in the middle of the break time. The tutor for the non-arabic teachers of course the Arabic teacher, means the tutor is their own friend. And the tutor for the employees is an arabic teacher also. And we call it peer learning which is using their own friend to be the tutor. Within one year academic 2017/2018, the Arabic course is taken and it gives a lot motivation to the non-Arabic teachers and also the employees. Peer learninng method used seemed to be the correct method in holding a course for the teachers and employees. And the study about it shows that by using this method, the Arabic can be easier to learn by non-Arabic teachers and employees.]]>
<![CDATA[Methodological Problems of Teaching Arabic to Non-Native Speakers in Indonesia ]]>
<![CDATA[Ilham Mukhtar]]>;
<![CDATA[Jamal Fauzi]]>
<![CDATA[ Ittishal Educational Research Journal Vol. 1 No. 1 (2020): Ittishal Educational Research Journal ]]>
Publisher : <![CDATA[International Islamic Schools Alliance ]]>
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DOI: 10.51425/ierj.v1i1.4
<![CDATA[The Arabic language is a decent place in Indonesian society because it is a religious language that coincided with the entry of Islam in this country. The growing interest in it through the ages and continued to try to raise its status continuously until the field of education witnessed a remarkable development in the last decade. However, this status does not necessarily mean that this language has received what it deserves as a religious and foreign language from the engineering and policy of advanced education. The current status of Arabic language education in Indonesia is a transitional phase, as some promising developments are beginning to take place on the one hand, and it is still facing a number of thorny problems on the other. The teaching of Arabic in most institutes in Indonesia is done in a way that explains the rules and the translation of texts into the Indonesian language. In addition, the evaluation system used to measure the learner's linguistic achievement is largely focused on linguistic aspects. The teaching of Arabic language on such a method is a traditional trend and it has to be changed and developed, and since some of the significant shortcomings related to the curriculum, it requires searching for the places of this deficiency in the curriculum of teaching Arabic in the institutes. The framework of the study is determined in the problems of the curriculum of the Arabic language in terms of objectives, content, method and means of education and evaluation. The study will take its place in the language institutes of the Asia Muslims Charity Foundation (AMCF) in Indonesia.]]>
<![CDATA[Developing Students' Tendency, Motivation, and Confidence in Learning Arabic Language ]]>
<![CDATA[Iwan Pranata]]>
<![CDATA[ Ittishal Educational Research Journal Vol. 1 No. 1 (2020): Ittishal Educational Research Journal ]]>
Publisher : <![CDATA[International Islamic Schools Alliance ]]>
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DOI: 10.51425/ierj.v1i1.7
<![CDATA[Language is one of communication tools between people to other people. In education activity, it's known that Arabic language is taught in some institutions and Islamic colleges only for understanding books written in Arabic scripts. In its development history until now, Arabic language has been a curriculum at several schools and colleges as a subject that helps to understand texts with Arabic language. It also works as a medium, knowledge, and insight developed in this recent era. This research aims to explain the borders of Arabic language teaching in an Islamic elementary school, and one of these schools is Islamic elementary school Al-Azhar Cairo Palembang which uses that language so their students can be noble man, and have high technology understanding. This school also use Al-Azhar’s noble curriculum and apply it to make class’s atmosphere more interesting and positive for learning Arabic language and increase students’ tendency to Arabic language learning as well as their motivation and confidence. The data collected in this research was taken from direct face to face interview with the teachers and students. Some of factors which cause Arabic language learning difficult are not coming from Arabic language itself (Arabic language system as internal factors), but also from its physiological factors (like; tendency, motivations, and the absent of confidence), as well as cultural and sociological factors. Thus, there’s necessity to use such a proper curriculum and method for learning Arabic language based on students’ psychological factors. Also, it’s because of the system of Arabic language teaching is not sure. The conclusion of this paper based on those different problems shows that it’s a necessity to prepare an educational curriculum, good teachers’ effectiveness, suitable teaching method and interesting language based environment to face and answer some Arabic language teaching’s challenges especially for non-native Arabic speaker.]]>
<![CDATA[Monitoring Management of Arabic Language Teaching in Al-Azhar Cairo Islamic Elementary School Palembang ]]>
<![CDATA[Rendi Sabana]]>
<![CDATA[ Ittishal Educational Research Journal Vol. 1 No. 1 (2020): Ittishal Educational Research Journal ]]>
Publisher : <![CDATA[International Islamic Schools Alliance ]]>
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DOI: 10.51425/ierj.v1i1.8
<![CDATA[Arabic language is such an important language for non-Arab countries like Indonesia where its majority of population is moslem and they are the biggest moslem by number in the world. Al-Azhar Islamic Elementary School Palembang has implemented the valuable Al-Azhar Cairo curriculum and applied Arabic language as its learning language and used it for teaching and learning. Monitoring management in this school means an effort and a management for Arabic language teaching that students can achieve better results for them as well as evaluate their learning system effectively. The aim of this research is to analyze the monitoring management of Arabic language teaching in this Islamic elementary schools. This research is descriptive qualitative research and it’s done after collecting, analyzing and interpreting data and some research objects by descriptive method and collecting monitor-and –comparative-data. The data were taken from the headmaster of the school, Arabic language teachers as well as the students. This research concludes that the Arabic language teaching in this school is determined to good with good introduction and monitoring elements. But it still needs some improvement.]]>
<![CDATA[The Differences Between Arabic Language Teaching for Single Rooted Foreign Speakers and Multiple Rooted Foreign Speakers: Case study: The teaching of Arabic Language in Assalam Islamic Boarding School, Indonesia and An-Nile Center of Arabic Language Study for Foreigner, Cairo ]]>
<![CDATA[Alfiyatul Azizah]]>
<![CDATA[ Ittishal Educational Research Journal Vol. 1 No. 1 (2020): Ittishal Educational Research Journal ]]>
Publisher : <![CDATA[International Islamic Schools Alliance ]]>
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DOI: 10.51425/ierj.v1i1.9
<![CDATA[The Arabic language teaching has been developed rapidly through this modern era as a result of the world wide acceptance to study this language. Language enthusiasts as well as the scholars have noticed some development of Arabic language on several ways as well as its advancement according to the linguistic and geographic condition of learners. This study aims to understand some differences of Arabic language teaching for students who speak in single rooted language and students who speak in multiple rooted language. The single rooted language one took a sample from Assalam Islamic Boarding School where all of the student came from single rooted language, Malay language. While another one took a sample from An-Nile Center of Arabic Language Study for Foreigner, Cairo where the students came from several roots of languages, such as Malay, European, Russian, Turkish, African, and so on. In addition, this study aims to understand some difficulties and challenges the students and teachers face, and compare the percentage results of 4 language development skills between the two groups. The result of this study, based on those two institutions’ Arabic teaching methods, it is concluded that the comparison result of 4 language skills shows that the Arabic teaching method for Multiple Rooted Foreign Speakers (Taken from An-Nile Arabic Language Center) is better than Arabic teaching for the single rooted language speakers, especially on the speaking skill. In another side, we found that one of reasons why Arabic teaching method for foreigners from single rooted language speakers is weaker— is due to the tendency of language teachers to perform translation for Arabic words into their own particular language and the less of creative media invention uses which allow them to explain Arabic words with Arabic language.]]>
<![CDATA[Learning to Read and Memorize the Qur'an as the Media to Help Make Easier the Students in Studying Arabic at Al-Azhar Cairo Islamic School of Palembang Indonesia ]]>
<![CDATA[Achmad Brian Athoillah]]>
<![CDATA[ Ittishal Educational Research Journal Vol. 1 No. 1 (2020): Ittishal Educational Research Journal ]]>
Publisher : <![CDATA[International Islamic Schools Alliance ]]>
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DOI: 10.51425/ierj.v1i1.10
<![CDATA[Al-Azhar Islamic school Cairo Palembang is one of the school's curriculum of Al-Azhar Cairo Egypt in the field of tahfidzul qur’an, Ulum Al-Syar'iyyah and the Arabic language. The third matter that is all based on the Arabic that is good and right in order to support the achievement of a taerget that has been set by the school. Learn Quran is the basic foundation which was almost unknown even felt by every muslim when still aged. Starting from pronouncing the letter per letter to understand it properly and correctly. Likewise in this school, also did not immediately leave the important teachings of already planted by the teachers who have been teaching him. Not a few pupils from this school who come from schools that barely taught again during the SD. As Christian schools or the like. It is clear to students the impact when they entered the Al-Azhar Islamic school Cairo. Starting from reading the Qur'an to other Islamic lessons. Especially the three material taken directly from Cairo Egypt writers already mentioned at the beginning. The impact is felt when taught their kids that are still far in the arab berbahsa pretty much felt by most faculty. And then learn the Qur'an was one of the influences for students who are native speakers. Why learn the Qur'an? Because according to save writers studying the Qur'an is the basic foundation then will be able to speak Arabic well. Or have more precision level. As time went on in this school have started there though has not been so significant target achievements but it is demonstrating that that learning the Qur'an also has an impact on pupils in understanding arab criticism. As for the influence that can be pursued in a way getting used, provide understanding, invites them to participate actively in the reading or studying the Qur'an.]]>
<![CDATA[The Influence Fear of Missing Out against Social Media Addiction in Early Teens ]]>
<![CDATA[Ester Ana]]>
<![CDATA[ Ittishal Educational Research Journal Vol. 2 No. 1 (2021): Ittishal Educational Research Journal ]]>
Publisher : <![CDATA[International Islamic Schools Alliance ]]>
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DOI: 10.51425/ierj.v2i1.11
<![CDATA[This study aims to determine how much influence is between fear of missing out (FoMO) and addiction to social media in early teens.. This study involved one dependent variable, namely social media addiction and one independent variable that influenced it, namely: fear of missing out (FoMO). There were 152 subjects in this study. The subjects of this study were adolescents aged 12-15 years who have social media such as Instagram, Facebook and Twitter. The research method used the Likert scale and data analysis using the product moment correlation, the result was r = 0.593. The higher the fear of missing out, the higher the addiction to social media, and vice versa. The contribution between fear of missing out (FoMO) and addiction to social media in early adolescents was 0.351 or 35.1% explained by the fear of missing out (FoMO) variable, while the remaining 64.9% was explained by other variables]]>
<![CDATA[Secularized Secondary School Schematic: Multi-Faith Teaching Etiquette Forecast ]]>
<![CDATA[Sultan Bagus Firmansyah]]>
<![CDATA[ Ittishal Educational Research Journal Vol. 2 No. 1 (2021): Ittishal Educational Research Journal ]]>
Publisher : <![CDATA[International Islamic Schools Alliance ]]>
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DOI: 10.51425/ierj.v2i1.16
<![CDATA[Reacting to the harmonious upon religious pluralism in Indonesia, current educational policies are now supposed to involve a heterogeneous education concept. If based on the common fact, those who keen into pure islamic school, they usually are listed-in Madrasah Secondary School or Madrasah Aliyah. Prior to the pure-islamic school, students whose essence as a christian and/ or catholic, they constantly are enrolled to the Christian or Catholic Secondary School (see SMAK). Aside of them, neither pupils nor parents whose consider religion and ethnic (secular secondary school), their entrance are mostly addressed into the Secondary School itself (the school that hasn’t specify the religious matter). Opposing an existed fact above, this article is trying to exposing the concept of Secularized Secondary School. Such school’s model is prospectable to enhance the multitude of educational path by the Unity in Diversity or Bhinneka Tunggal Ika. A secular senior high school is able to be applied (soon) via multi-religion in Indonesia; 207 million (87%) Moslem; 16.5 million (7,0%) Christian; 6.9 million (2,9%) Catholic; 1.7 million (0,7%) Buddhism; 4 million (1,7%) Hinduism; and 117 thousands (0,05%) Confucianism. The aim of secularized here is equal by the universalized secondary school; which the students are organized by one-united vision above diversities. Such educational policy’s innovation is must be attempted over reconstructing and uniting thirteen-thousands-and-eight-hundred common secondary school around Indonesia.]]>
