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Tadris al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Published by UIN Sunan Gunung Djati Bandung
ISSN : -     EISSN : 29636876     DOI : https://doi.org/10.15575/ta.v1i1
Core Subject : Education, Art,
Arts Education Languange, Linguistic, Communication & Media Other
Tadris Al-Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban is a peer-reviewed journal on Arabic education field and intended to communicate original research and current issues on the subject. It is published twice a year since 2022 (April and October) in press version and open journal system in 2022. This journal is published by the Arabic Education Department, Pascasarjana Sunan Gunung Djati State Islamic University of Bandung, in partnership with IMLA (Ittihadul Mudarrisii al Lughah al Arabiyyah). 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.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 114 Documents
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Using the CIRC (Cooperative Integrated Reading and Composition) Model to Improve Vocabulary Mastery and Reading Comprehension Syafei, Isop; Suaidah, Ai; Mukarom, Mukarom
Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol 3, No 2 (2024): Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ta.v3i2.39365

Abstract

The Learning Model is a very important component in planning and delivering learning. Learning models have many varieties, one of which is the cooperative model. CIRC (Cooperative Integrated Reading and Composition) type. This study aims to determine the extent to which the CIRC (Cooperative Integrated Reading and Composition) learning model improves vocabulary mastery and reading comprehension of students at Madrasah Tsanawiyah Harapan Baru Ciamis in Arabic language subjects on qirā'ah material. The method used in this study is an experimental method with a quasi-experimental design of the pre-test and post-test type. Data collection techniques in this study were observation, interviews, tests, literature studies, and documentation. The sampling in this study was class IX-A and IX-B at MTs. Harapan Baru Ciamis totaling 47 students. The results showed increased students' learning outcomes in vocabulary mastery and reading comprehension at Madrasah Tsanawiyah Harapan Baru Ciamis in the control and experimental class students. This is indicated by the average initial value of vocabulary mastery in the control class of 50.63 to 67.92. While in the experimental class, the initial average score was 53.91 to 76.74. The increase in students' reading comprehension in the control class got an initial average score of 66.71 to 79.42. The average initial reading comprehension in the experimental class was 67.04 to 86.22. The effectiveness of increasing vocabulary mastery with the Jigsaw model in the control class increased by 35.75%, including the ineffective category. The increase in vocabulary mastery in the experimental class using the CIRC model was 49.75%. This shows that increasing vocabulary mastery is included in the less effective category. The effectiveness of increasing reading comprehension in the control class using the jigsaw model was 36.90%, indicating that the model used was included in the ineffective category. While the increase in reading comprehension using the CIRC model was 56.51%. This shows that increasing reading comprehension using the CIRC model is effective.
Use of Project-Based Learning Model in Arabic Language Learning to Improve Students' Listening and Reading Skills Sholihah, Hilda Jamilatu; Mohammed Ali, Sabri
Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol 3, No 2 (2024): Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ta.v3i2.39300

Abstract

This study explores the effectiveness of a project-based learning model in Arabic language teaching to improve students' listening and reading skills, aiming to determine if this approach yields better results than traditional methods. A quasi-experimental design with pre-tests and post-tests was conducted with control and experimental groups of Class XI B students. Before the intervention, students' listening and reading skills scored averages of 67 and 66, respectively, indicating moderate proficiency. The project-based approach incorporated information and communication technology topics, finding synonyms, listening to recordings, and watching instructional videos. This approach was designed to make learning more engaging and contextually relevant. After implementing the project-based learning model, students in the experimental group showed significant improvement: listening skills rose to an average score of 81, while reading skills increased to 80. This represented effect sizes of 41% and 45%, respectively, highlighting the model's positive impact on skill enhancement. Integrating project-based learning into Arabic language curricula at the secondary level is recommended to enhance student engagement and comprehension, particularly in complex subjects. Using relevant themes like technology may further contextualize learning and improve outcomes. Future research should investigate this model's long-term impact and adaptability across different proficiency levels and educational contexts, supporting a more engaging and effective approach to Arabic language instruction.
Implementation of Talking Stick Media to Improve Arabic Vocabulary Mastery and Speaking Skills Auliya, Afra Nada; Smith, Henry
Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol 3, No 2 (2024): Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ta.v3i2.39367

Abstract

Students often consider Arabic language learning challenging due to difficulties in understanding and pronouncing vocabulary and the numerous changes in word forms, making the language seem complex and uninteresting. This issue is exacerbated by passive learning methods focusing solely on memorizing vocabulary without employing strategies to increase student participation and engagement. As a solution, the Talking Stick media was introduced to create a more interactive and engaging learning process to improve students' vocabulary mastery and speaking skills. This study assesses vocabulary mastery and Arabic speaking skills before and after applying the Talking Stick media and evaluates the improvement. The study used a quasi-experimental method with a pre-test and post-test design, adopting a quantitative approach. Data collection techniques included direct observation, interviews, and tests. The results showed that using the Talking Stick media had a positive impact, with students' vocabulary mastery increasing from an average of 51 to 85 and speaking skills improving from 57 to 85. The N-Gain score for vocabulary mastery reached 0.70 and 0.75 for speaking skills, categorized as "high." In contrast, the control group demonstrated only moderate improvements. These findings indicate that the Talking Stick media significantly enhances vocabulary mastery and speaking skills compared to conventional learning methods. Future research is recommended to explore other interactive media for Arabic language teaching.
Media Online Sebagai Strategi Pembelajaran Bahasa Arab Pada Masa Pandemi Covid-19 Raharjo, Hermanto
Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 1 No. 1 (2022): Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ta.v1i1.17236

Abstract

Arabic is one of the lessons taught in several educational institutions in Indonesia. Since the covid-19 pandemic has hit the whole world, according to the policy issued by the government, all activities are carried out at home, including in the learning process. This study aims to find out some strategies that can be applied in the learning process during the covid-19 pandemic. One of them is by utilizing online media. The research approach used in this research is qualitative approach. The type of research is Research Library Research. And this research uses descriptive qualitative analysis. And this research uses descriptive qualitative analysis. From the results of the study, it can be concluded that there are several online media that can be used during the covid-19 pandemic. Among them are through whatsup application, google met, e-learning, and zoom.
Active Arabic Learning Strategies In Improving Language Skills Siswanto, Nopri Dwi
Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 1 No. 1 (2022): Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ta.v1i1.17295

Abstract

Arabic learning has complex problems, including monotonous and boring learning methods, so teachers must be able to innovate to create active, practical, and fun Arabic learning. So that this study aims to explain how active Arabic learning strategies improve language skills. Active learning strategies have a critical role in achieving learning objectives. With active learning strategies, the learning process will be fun and can reduce student boredom while studying. The right strategy can affect student learning outcomes. The research approach used in this study is qualitative. The type of research is Library Research. This research uses descriptive qualitative analysis. The results of this study can be concluded that when a teacher can mix strategies in teaching, students will be able to learn in various ways. Students with audio, visual, and kinesthetic types of learning will be accommodated if the learning strategies are well mixed. When the type of student learning has been met, they will feel different nuances in learning, and learning objectives will undoubtedly be easy to achieve.
Penerapan Model Pembelajaran Kooperatif (STAD) Untuk Meningkatkan Keaktifan Siswa Pada Pelajaran Qirāah dan Kitābah Kodir, Abdul; Syafiq, Royhan Muhammad
Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 1 No. 1 (2022): Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ta.v1i1.17306

Abstract

Proses pembelajaran tentu akan berkembang mengikuti zaman, maka dari itu muncul lah model pembelajaran kooperatif. Tujuan model pembelajaran kooperatif ini adalah agar siswa selalu aktif dalam setiap proses pembelajaran, serta agar guru terus mencoba jenis pembelajaran yang cocok bagi siswa. Di kelas 11 IPA  MA Persis Ciganitri, para siswanya terlihat kurang bersemangat dalam mengerjakan tugas yang diberikan. Terlihat hanya 44%-48% saja siswa yang aktif dalam mengerjakan tugas pada pemberlajaran Qirāah dan Kitābah. Dengan menerapkan model pembelajaran kooperatif berjenis STAD diharapkan dapat meningkatkan semangat mereka. Dan setelah menerapkan model tersebut hasilnya pun meningkat menjadi 88%. Meskipun pada pelaksanaannya masih terdapat siswa yang mengandalkan siswa yang cerdas
Tahlīl Al-Akhtā’ Al-Sharfiyyah wa Al-Nahwiyya fī Al-Kitāb Al-‘Arabiyyah Li Dars Al-Insyā’ Syafei, Isop; Fauziah, Neng Nada Putri; Azizah, Zakiyah
Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 1 No. 1 (2022): Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ta.v1i1.17383

Abstract

Mengetahui kesalahan-kesalahan nahwu dan sharaf merupakan salah satu langkah awal dalam mengembangkan keterampilan menulis siswa. Penelitian ini bertujuan untuk mengetahui kesalahan nahwu dan sharaf dalam penulisan Bahasa Arab pada pelajaran Insya di kelas 4 putri Pondok Modern Al-Basyariyyah Cigondewah, mengetahui faktor-faktor penyebab kesalahan nahwu sharaf dalam penulisan Bahasa Arab pada pelajaran insya, dan untuk mengetahui solusi untuk memperbaiki kesalahan nahwu sharaf dalam penulisan Bahasa Arab pada pelajaran insya. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif, teknik pengumpulan datanya adalah observasi, wawancara, dokumentasi, dan kepustakaan, sedangkan teknik analisis datanya adalah reduksi informasi, penyajian data, dan verifikasi data. Hasil penelitian ini menunjukan bahwa kesalahan sharaf dalam penulisan Bahasa Arab terdapat pada aspek harakat pada tasrif dan shigot yang dapat menghilangkan aspek penting dalam kalimat, menambahkan hal-hal yang tidak perlu, serta kesalahan dalam susunan. Kesalahan nahwu dalam penulisan Bahasa Arab terdapat pada kesalahan mubtada khobar, fi’il fa’il maf’ul, na’at man’ut, jar majrur, inna wa akhwatuhaa dan idhofat. Faktor penyebab kesalahan secara umum adalah perbedaan sistem gramatika dan struktur kalimat yang terdapat dalam bahasa asal (B1) dengan bahasa target (B2). Kesalahan yang bersumber dari proses belajar mengajar yaitu kesalahan metode, media atau teknik. Upaya yang dapat dilakukan untuk memperbaiki kesalahan kebahasaan ini dengan memberikan latihan-latihan yang berkaitan dengan jenis kesalahan berbahasa dalam pelajaran insya.
Tahlīl Al-Akhthā Al-Lughawiyyah fī Al-Muhādatsah Al-Yaumiyyah bi Ma’had Tahfīdz Al-Qurān Dār Al-‘Ulūm Lido Khumairotuzzahra, Siti; Mulyadi, Ishaq Anugrah
Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 1 No. 1 (2022): Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ta.v1i1.17398

Abstract

Penelitian ini bertujuan untuk mengetahui analisis kesalahan kebahasaan dalam percakapan sehari-hari di Lembaga Penghafal Al-Qur’an Dar Al Ulum Lido, penyebabnya, sumber dan evaluasinya. Metode penelitian yang digunakan adalah penelitian kualitatif, dan input penelitian yang digunakan adalah penelitian lapangan. Dalam penelitian ini ada empat metode pengumpulan data, antara lain: observasi, wawancara, angket, dan studi dokumentasi. Hasil penelitian yang diperoleh dari menganalisis kesalahan kebahasaan dalam percakapan sehari-hari di Lembaga Penghafal Al-Qur'an Dar Al Ulum Lido, sebagai berikut: Sebagian besar siswa memiliki kesalahan umum dalam penggunaan kata-kata Arab, dialog saat kenalan, percakapan sehari-hari, ceramah. , dan memberikan instruksi. Adapun penyebab kesalahan kebahasaan dan sumbernya dipengaruhi oleh bahasa yang pertama kali dikuasainya, atau sebagian besar siswa menerjemahkan bahasa Arab sesuai kaidah bahasa Indonesia, rendahnya kesadaran siswa terhadap kesalahan kebahasaan, rendahnya pemahaman siswa terhadap penggunaan bahasa Arab, dan pengajaran guru bahasa Arab buruk. <w:LsdException Locked="f
Ikhtilāf Al-Manāhij Al-Dirāsiyyah Al-Lughah Al-‘Arabiyyah fī Kenya wa Indunisiyya Sheikh Ibrahim, Musdaf
Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 1 No. 1 (2022): Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ta.v1i1.17402

Abstract

Bahasa Arab memiliki peran penting dalam masyarakat negara Kenya dan Indonesia, karena merupakan bahasa agama sejak masuknya Islam. Minat mempelajari bahasa Arab semakin meningkat dan upaya untuk melestarikan terus berlanjut sampai bidang pendidikannya telah berkembang secara signifikan dalam dekade terakhir. Hal ini menunjukan bahwa pembelajaran bahasa Arab diperhatikan di kedua negara ini. Namun pembelajaran bahasa Arab di Indonesia dan Kenya terdapat masalah, baik dari kurikulum, materi, bahan ajar, guru, media pembelajaran dan yang lainnya. Hal ini perlu dianalisis masalah yang dihadapi oleh pengajar dalam mengajarkan bahasa Arab. Sebagai upaya memberikan kontribusi bagi pengembangan dan peningkatan kurikulum pendidikan bahasa Arab. Metode Penelitian ini menggunakan pendekatan deskriptif analitis. Hasil dari penelitian ini menujukan bahwa diperlukan model kurikulum yang bisa mewakili karakteristik pelajar di kedua negara tersebut, Bahasa Arab dipelajari sebagai bahasa kedua perlu disusun kurikulum yang baik, diperlukan inovasi materi pembelajaran, media pembelajaran dan juga kualitas guru pengajar bahasa Arab yang profesional.
Analysis Of Nahwu Learning Difficulties In Students Of Class VIII Syamsul Ulum Boarding School Bandung Malik, Stevan; Hudaya, Ujang
Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 1 No. 1 (2022): Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ta.v1i1.17403

Abstract

Learning Qawaid, especially Nahwu at school, has various problems. The factors that cause the problem are both internal and external. The purposes of this study were 1) to find out the factors of difficulty learning Nahwu about Kalam in class VIII students of the Syamsul Ulum Islamic Boarding School Ujung Berung Bandung, and 2) to find out the solution to the difficulties in learning Nahwu about Kalam in class VIII Syamsul Islamic Boarding School students at Ujung Berung Bandung. The data of this study were through tests and non-tests. The test data collection tool used is in the form of test questions given to students—non-test data tools used in questionnaires, observations, and interviews. The conclusions of this study are: 1) The factors that cause student difficulties that come from themselves are 22.04%, factors that come from the family environment are 30%, factors that come from the school environment are 35.44%, and the last factor comes from from the school environment. Community environment by 12.52% 2) The solutions offered by researchers to research results include: a) Self: more focused on understanding the explanation of the material given by the teacher in class, study habits pay more attention; b) Family Environment: problems in the family must be resolved by deliberation with fellow family members; c) School environment: more expanded and updated media facilities, learning tools, book collections or teaching materials; d) Community environment: voting in association, time management in studying and working including organization.

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