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Gedung Rektorat IAI DDI Polewali Mandar, Ruang Prodi Pendidikan Bahasa Arab Fakultas Tarbiyah & Ilmu Keguruan. Jl. Gatot Soebroto Kel. Madatte Kec. Polewali Kab. Polewali Mandar, Sulawesi Barat, Indonesia
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Loghat Arabi: Jurnal Bahasa Arab & Pendidikan Bahasa Arab
Published by IAI DDI Polewali Mandar
ISSN : 27221180     EISSN : 27221199     DOI : https://doi.org/10.36915/la.v2i2
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media
Loghat Arabi: Jurnal Bahasa Arab & Pendidikan Bahasa Arab is a peer-reviewed journal on Arabic education in the world. This journal is published by the Departement of Arabic Education, Faculty of Education and Teacher Training, IAI DDI Polewali Mandar. Editors welcome scholars, researchers and practitioners of Arabic Education 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. This journal encompasses original research articles, review articles, and short communications, including: Teaching of Arabic as a Foreign Language, Strategy, Media, Technology and Evaluation of Arabic Teaching, History of Arabic Education, History of Arabic Literature, Arabic Education, Arabic Literature, Arabic Linguistic, and Arabic Psicolinguistic, etc.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 103 Documents
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The Role of the Total Physical Response (TPR) Method in Improving Arabic Vocabulary Mastery for Prayer Recitations/Peran Metode Total Physical Response (TPR) dalam Meningkatkan Penguasaan Kosakata Bahasa Arab Bacaan Shalat Aulia, Nova; Nurdianto, Talqis; Najmatuzzahiroh, Najmatuzzahiroh
Loghat Arabi : Jurnal Bahasa Arab dan Pendidikan Bahasa Arab VOL 6, NO 2 (DESEMBER 2025): LOGHAT ARABI
Publisher : IAI DDI Polewali Mandar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36915/la.v6i2.579

Abstract

This research examines the effectiveness of the Total Physical Response (TPR) method in improving Arabic Vocabulary mastery for prayer recitations among elementary school students. Using a quantitative quasi-experimental design. The subjects research were 56 third-grade students from the Indonesian school in Mecca, divided into two groups: 28 students in the experimental group and 28 students in the control group, selected by stratified random sampling. The data were collected using Arabic vocabulary tests, administered before and after the training, and then analysed using IBM SPSS Statistics 27 through assumptions (normality and homogeneity) and hypothesis tests (independent sample t-test). After the test, a significant difference of p=0.006 (p < 0.05) was found in the independent sample t-test, which supported the normal distribution and homogeneity of variance. These findings indicate that the TPR method is an effective, engaging, and contextual approach to enhancing Arabic vocabulary learning for prayer recitations. This novelty highlights the potential of TPR to faster both language mastery and religious comprehension among elementary learners in an Islamic educational.Penelitian ini untuk menguji efektivitas metode Total Physical Response (TPR) dalam meningkatkan penguasaan kosakata Bahasa Arab untuk bacaan salat di kalangan siswa sekolah dasar. Menggunakan metode kuantitatif dengan desain kuasi-eksperimental. Subjek yang diteliti adalah 56 siswa kelas tiga di Sekolah Indonesia Mekkah, dibagi menjadi dua kelompok: 28 siswa dalam kelompok eksperimen dan 28 siswa dalam kelompok kontrol, dipilih secara stratified random sampling. Data dikumpulkan menggunakan tes kosakata bahasa Arab, yang diberikan sebelum dan sesudah pelatihan, dan kemudian dianalisis menggunakan IBM SPSS Statistics 27 melalui asumsi (normalitas dan homogenitas) dan uji hipotesis (uji-t independen sampel). Setelah uji coba, perbedaan signifikan p=0,006 (p < 0,05) ditemukan pada uji-t sampel independen, yang mendukung distribusi normal dan homogenitas varians. Temuan ini menunjukkan bahwa metode TPR merupakan pendekatan yang efektif, menarik, dan kontekstual untuk meningkatkan pembelajaran kosakata bahasa Arab dalam bacaan salat. Hal baru ini menyoroti potensi TPR untuk mendorotong penguasaan bahasa dan pemahaman di kalangan pelajar sekolah dasar dalam konteks pendidikan Islam. 
Development of Communicative Arabic Books Based on Local Wisdom through a Deep Learning Approach to Improve Students' 6Cs Skills/Pengembangan Buku BahasaArab Komunikatif Berbasis Kearifan Lokal melalui Pendekatan Deep Learning untuk Meningkatkan Keterampilan 6Cs Mahasiswa Wachidah, Hajar Nurma; Imanah, Ulil Nurul; Chairani, Puty Nurma; Aliffi, Fatma Maulla; Al-khoir, Istiqlalia Kamaliah
Loghat Arabi : Jurnal Bahasa Arab dan Pendidikan Bahasa Arab VOL 6, NO 2 (DESEMBER 2025): LOGHAT ARABI
Publisher : IAI DDI Polewali Mandar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36915/la.v6i2.563

Abstract

The demands of the 21st century, commonly known as the 6Cs, namely communication, character, collaboration, critical thinking, citizenship, and creativity, encourage educators to implement learner-centered learning that accommodates the 6Cs skills through the use of technology. The background of this study is that the 6Cs skills in language learning have not been fully achieved in Indonesia, especially in Arabic, because the learning process has not been equipped with steps that support these 6Cs skills, and educators tend to only deliver material rather than ask questions that trigger active participation from students. In addition, the improvement of 6Cs skills has not been fully considered in the learning process by educators at Islamic Univertsity of Majapahit, Mojokerto. This study uses the Borg and Gall R&D research design. The results of this study indicate that the application of a learning model that accommodates the 6Cs skills, namely problem-based learning with technology integration, has a significant impact on increasing the effectiveness of the 6Cs skills (collaboration, character, creativity, critical thinking, citizenship, and communication) in Arabic language subjects. Through local wisdom-based digital project-based learning with a deep learning approach, students are able to interact actively and enjoy learning more.Tantangan integrasi keterampilan global Abad ke-21 yakni keterampilan 6Cs dengan pembelajaran Bahasa Arab yang sering terfragmentasi. Diperlukan inovasi media digital yang memicu pemahaman mendalam (deep learning) dan kontekstual. Penelitian ini bertujuan mengetahui efektivitas pengembangan Arabic Book Creator Digital yang mengintegrasikan nilai-nilai kearifan lokal sebagai materi autentik untuk meningkatkan kompetensi 6Cs. Penelitian ini menggunakan desain penelitian R&D model Borg dan Gall. Hasil penelitian ini menunjukkan bahwa penerapan model pembelajaran yang mengakomodasi 6Cs, yaitu project-based learning dengan integrasi teknologi, memiliki dampak signifikan terhadap peningkatan efektivitas keterampilan 6Cs (kolaborasi, karakter, kreativitas, berpikir kritis, kewarganegaraan, dan komunikasi) pada mata pelajaran Bahasa Arab. Melalui digital project-based learning berbasis kearifan lokal dengan pendekatan deep learning, mahasiswa mampu berinteraksi secara aktif dan lebih menikmati pembelajaran dalam mengembangkan keterampilan soft skills dan literasi digital secara holistik, menjadikannya model pembelajaran yang relevan di era digital.
Tracking The Cognitive Spectrum of Arabic Learning Textbook Based on Curriculum Integration: HOTS, MOTS or LOTS? / Melacak Spektrum Unsur Kognitif Pada Buku Teks Pembelajaran Bahasa Arab Berbasis Integrasi Kurikulum: HOTS, MOTS atau LOTS? Febriani, Suci Ramadhanti; Ramadhani, Shintia Aqilah
Loghat Arabi : Jurnal Bahasa Arab dan Pendidikan Bahasa Arab VOL 6, NO 2 (DESEMBER 2025): LOGHAT ARABI
Publisher : IAI DDI Polewali Mandar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36915/la.v6i2.565

Abstract

This study aims to analyze the leveling of textbook based on Bloom's Taxonomy theory which includes the categories of high-order thinking skills (HOTS), medium-order thinking skills (MOTS), and low-order thinking skills (LOTS). This study used a qualitative approach with a case study method. Data were collected through interviews, observations, and documentation; then analyzed using the Miles & Huberman method and content analysis. The results of this study indicate that the Ministry of Religious Affairs textbook for grade XII shows the LOTS category which is characterized by a more dominant percentage of exercises including category C2. This is indicated by the percentage of exercises as much as 18% in category C1 (knowing), 30% in category C2 (Understanding), 22% in category C3 (applying), 3% in category C4 (analyzing) and 0% in category C5 (evaluating) and 27% in category C6 (creating). Meanwhile, 4 textbooks in the Diniyyah Arabic Center curriculum are still classified as LOTS (Lower Order Thinking Skills) which is characterized by the distribution of operational verbs in the four books belonging to the memorizing and mentioning categories, not yet reaching the creating level. The DAC teaching materials show a 52% MOTS level, while C1 remains at 4%. C2 has a 30% percentage, and C4 shows 14%. Based on this, the DAC textbook remains at the Middle Order Thinking Skills level. This study also compares two curricula (KMA and DAC) simultaneously.Penelitian ini bertujuan untuk menganalisis penjenjangan buku teks pelajaran berdasarkan teori Taksonomi Bloom yang meliputi kategori keterampilan berpikir tingkat tinggi (HOTS), keterampilan berpikir tingkat sedang (MOTS), dan keterampilan berpikir tingkat rendah (LOTS). Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi; kemudian dianalisis menggunakan metode Miles & Huberman dan analisis isi. Hasil penelitian ini menunjukkan bahwa buku teks pelajaran Kementerian Agama untuk kelas XII menunjukkan kategori LOTS yang ditandai dengan persentase latihan yang lebih dominan termasuk kategori C2. Hal ini ditunjukkan dengan persentase latihan sebanyak 18% pada kategori C1 (mengetahui), 30% pada kategori C2 (Memahami), 22% pada kategori C3 (menerapkan), 3% pada kategori C4 (menganalisis) dan 0% pada kategori C5 (mengevaluasi) dan 27% pada kategori C6 (mencipta). Sementara itu, 4 buku teks dalam kurikulum Diniyyah Arabic Center masih tergolong LOTS (Lower Order Thinking Skills) yang ditandai dengan distribusi kata kerja operasional pada keempat buku yang termasuk dalam kategori menghafal dan menyebutkan, belum mencapai tingkat mencipta. Bahan ajar DAC menunjukkan tingkat MOTS sebesar 52%, sementara C1 tetap 4%. C2 memiliki persentase 30%, dan C4 menunjukkan 14%. Berdasarkan hal ini, buku teks DAC masih berada pada tingkat Middle Order Thinking Skills. Penelitian ini juga membandingkan dua kurikulum (KMA dan DAC) secara bersamaan.

Page 11 of 11 | Total Record : 103

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