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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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Critical Evaluation of The Book of At-Tashrif and Al-Amtsilah At-Tashrifiyyah: A Comparative Study of Sharaf Textbooks in Islamic Boarding Schools Rohman, Agus; Mulyanto, Dede; Sopiah, Epon; Irfan, Muhammad
Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 4 No. 1 (2025): 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.v4i1.44916

Abstract

This study evaluates the quality and relevance of two popular Arabic grammar textbooks commonly used in Islamic boarding schools (pesantren): Kitab at-Tashrif and Al-Amtsilah at-Tashrifiyyah. These textbooks have long served as key references in teaching sharaf (Arabic morphology) in pesantren, yet there has been no comprehensive research comparing the two. Given the evolving times and increasingly dynamic needs of Arabic language education, this study is important. A qualitative approach was employed using document analysis as the research method. The data from the two textbooks were analyzed in depth based on a relevant theoretical framework for textbook evaluation. The aspects analyzed included book structure, language, content, teaching methods, exercises, and assessments. The findings indicate that both textbooks have their strengths and weaknesses. Kitab at-Tashrif generally offers a more systematic structure and clearer presentation of material but lacks variety in exercises and assessments. On the other hand, Al-Amtsilah at-Tashrifiyyah is rich in examples but provides less in-depth explanations of concepts. Both textbooks also did not accommodate contemporary developments and the needs of modern pesantren students, particularly in terms of cultural content and teaching methodology. Based on the findings, it can be concluded that both textbooks still need improvement to meet modern textbook standards. Recommendations include developing more contextual materials, adding a greater variety of exercises and assessments, and integrating technology into the learning process. However, this study has limitations, as it only analyzes two specific textbooks and does not involve direct participation from teachers or students. Further research could involve a larger pool of participants and employ more diverse research methods to obtain more comprehensive results.
Exploring the Impact of Educational Background and Learning Motivation on Students' Speaking Performance Arifin, Aisyahrani; Kodir, Abdul; Nandang, Ade
Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 4 No. 1 (2025): 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.v4i1.44917

Abstract

This study aims to examine the relationship between educational background, learning motivation, and academic achievement in the Maharah Kalam (speaking skills) course among 2023 cohort students of the Arabic Language and Literature Department. The study was conducted in response to challenges in Arabic speaking proficiency, where students often understand the material but struggle to respond to questions or comments from lecturers or peers. The Maharah Kalam course is designed to enhance students' speaking abilities. This research employed a descriptive quantitative method, with a population of 207 students and a sample of 104. Data collection techniques included surveys, interviews, questionnaires, literature reviews, and tests. The questionnaire covered aspects of educational background, learning motivation, and academic performance. Data were analyzed using Pearson correlation with the help of SPSS software. The findings show a weak but positive correlation between learning motivation and academic performance (r = 0.246; p = 0.012), suggesting that increased motivation is associated with a slight improvement in performance. In contrast, the correlation between educational background and both motivation and academic performance was very weak and statistically insignificant. The R-value of 0.291 indicates a weak overall relationship among the studied variables. The combined contribution of learning motivation and educational background to academic performance was 8.5%, while other factors influenced the remaining 91.5%. This research contributes to an initial understanding of factors influencing speaking skills achievement. It is recommended that instructors develop more interactive and contextual teaching methods while considering non-academic factors such as learning environment and student self-confidence to enhance Arabic speaking proficiency effectively.
Implementation Discovery Learning Model in Arabic Free Writing Fauziah, Farida; Saefudin, Saefudin; Al Masyhuri, Amin; Alkayisy, Muhammad Ilyas
Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 4 No. 1 (2025): 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.v4i1.44918

Abstract

Arabic writing skills are essential for comprehensive language mastery. However, teaching free writing often faces challenges, including less engaging methods and learning models. This research aims to identify effective learning models, key elements, and obstacles encountered in teaching Arabic free writing skills. Free writing is the culminating stage in developing Arabic writing skills, encompassing expressing thoughts and feelings using appropriate vocabulary and grammar. Employing a qualitative approach with descriptive and analytical designs, data is collected through interviews, observations, and document analysis. The results reveal that the applied learning model is structured from objective setting to evaluation, focusing on students' ability to write grammatically correct sentences. Learning material, themed "Introduction," is delivered via dictation, with evaluation through free writing tests. Motivation emerges as a vital element. Obstacles include varied educational backgrounds and limited resources. This research provides insights for educators and curriculum developers, offering a structured and comprehensive learning model and identifying crucial motivational elements to enhance Arabic free writing skills. A well-defined pedagogical model, encompassing clear objectives, relevant materials, and appropriate assessment techniques, is necessary to foster effective free writing skills among students, as is considering motivational factors to engage students in the learning process and overcome potential challenges.
The Implementation of an Intensive Arabic Language Instruction Program: A Case Study at Al-Aqsa Islamic Boarding School Aziz, M. Fauzan; Mulyati, Astri; Ramdhani, Zahrotur Rohmah; Syahputra, Idris
Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 4 No. 1 (2025): 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.v4i1.44921

Abstract

This study aims to analyze the effectiveness of the intensive Arabic language program at Pondok Modern Al-Aqsha, Jatinangor, West Java, in enhancing students' proficiency in Arabic. The research is grounded in the significance of Arabic language mastery for understanding religious texts in Islamic boarding schools (pesantren). Employing a qualitative method with a descriptive approach, the study involves direct observation, in-depth interviews with teachers and students, and analysis of curriculum-related documents. The findings reveal that the intensive program—which includes lessons in grammar, morphology, conversation, and classical Islamic texts—significantly improves students' communication skills and comprehension of Arabic texts. The communicative teaching methods used, such as simulations, group discussions, audiovisual media, and contextual learning, play a crucial role in accelerating language acquisition. Key factors contributing to the program's success include the dedication of the management and instructors, a well-structured curriculum, and a supportive learning environment. The study recommends optimizing contextual approaches and strengthening continuous evaluation to enhance program effectiveness further. These findings are expected to serve as a reference for other Islamic educational institutions in designing similar intensive Arabic programs.
Arabic Language Learning Model Based on The Merdeka Curriculum Ridwan Nulloh, Anwar; Ar Romli, Fikri Bahruddin; Azis, Moch Cecep Abdul; Silmi, Muhammad Andhika
Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 4 No. 1 (2025): 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.v4i1.44922

Abstract

The learning model and curriculum are among the most crucial components of the educational process, significantly influencing the quality of learning outcomes. These aspects shape how teachers plan instruction, implement strategies during lessons, and conduct assessments throughout and after the learning process. This study aims to examine the planning, implementation, and evaluation of Arabic language learning based on the Merdeka (Independent) Curriculum at MAN 1 Bandung City. The research method employed is qualitative, using data collection techniques such as observation, interviews, and documentation. The findings reveal that the planning, implementation, and evaluation of Arabic instruction are aligned with KMA No. 347 of 2022, KMA No. 450 of 2024, and the Decree of the Director General of Islamic Education No. 3302 regarding the achievement standards of Islamic Education and Arabic Language. Furthermore, the model is adapted to the specific context and characteristics of the school. The Arabic language learning model based on the Merdeka Curriculum at MAN 1 Bandung integrates three key aspects: knowledge content, technology, and communication. This integration supports a more holistic and student-centered learning approach, contributing to the development of both linguistic competence and 21st-century skills.
Analysis of The Content Alignment of The Grade VII Arabic Textbook Published by Erlangga with The Merdeka Curriculum Malik Aziz, Arif; Kosim, Nanang; Wahyudin, Dedih
Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 4 No. 1 (2025): 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.v4i1.44923

Abstract

Content analysis of textbooks is essential to ensure that the material aligns with the curriculum, improves the quality of learning, and meets students' needs. Therefore, the researcher hopes this study can assist educators in selecting appropriate textbooks for implementing the Merdeka Curriculum. This study aims to assess the alignment of learning objectives, content, material presentation, and assessment/evaluation of learning in the 7th-grade Arabic textbook by Erlangga with the Merdeka Curriculum. The research approach used is qualitative. The method employed is content analysis, and the research type is descriptive qualitative research. Data collection was carried out using the documentation technique. Data analysis was done in three stages: data reduction, presentation, and conclusion. The findings of the study indicate: (1) There is no alignment between the learning objectives of the 7th-grade Arabic textbook by Erlangga and the Merdeka Curriculum in terms of the formulation; (2) The content in the 7th-grade Arabic textbook by Erlangga aligns with the Merdeka Curriculum in all three components—Content Requirements, Content Load, and Content Feasibility; (3) The presentation of the material in the textbook aligns with the Merdeka Curriculum in terms of Presentation Techniques and Presentation Support, except for the absence of guidelines for using the book and a glossary/index; (4) The assessment/evaluation in the 7th-grade Arabic textbook by Erlangga is fully in line with the Merdeka Curriculum, including HOTS questions, activity sheets, and worksheets
The Use of the Total Physical Response Method in Arabic Language Lessons for Increase Mastery Vocabulary and Skills Speak Student Insan Tamami, Fazri Nur
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.v3i2.39370

Abstract

Purpose - The purpose of this research is to determine the vocabulary mastery and speaking skills in Arabic of students at Madrasah Tsanawiyah Persis 3 Pameungpeuk in the subject of Arabic before and after the implementation of the Total Physical Response method. Design/Methodology/Approach - The method employed in this research is a Quasi-Experiment with a pre-test and post-test design model in the experimental and control classes. The data collected for this study is both qualitative, examining the conditions of the location, and quantitative, focusing on calculations. Data collection techniques involve a combination of observation, interviews, testing, research, and literature review. Findings - Based on the research findings obtained in this study, it is evident that the vocabulary mastery and speaking skills in Arabic of students at Madrasah Tsanawiyah Persis 3 Pameungpeuk in the subject of Arabic before using the Total Physical Response method yielded a vocabulary score of 41 within the interpretation range of 0-49, indicating a low level, and a score of 54 in Arabic speaking skills within the interpretation range of 41-60, indicating a moderate level. Following the implementation of the Total Physical Response method, the post-test results yielded a vocabulary score of 54 within the interpretation range of 41-60, indicating a moderate level, and a score of 66 in Arabic speaking skills within the interpretation range of 61 -80, indicating a good level. Furthermore, the N-Gen testing resulted in a score of 4%, implying that the use of the Total Physical Response method in the subject of Arabic has a significant impact on student scores at a moderate level. Research Limitations/Implications - The issue in this research is confined by directing the study's focus on the influence of using the Total Physical Response method in improving vocabulary mastery and speaking skills in Arabic in the subject of Arabic among students of Madrasah Tsanawiyah Persis 3 Pameungpeuk .
Analysis of the Arabic Language Textbook for Tenth Grade at Mohammadiyah Higher Vocational School issued by the Council of Primary and Secondary Education on the Central Leadership of Muhammadiyah based on BSNP Standards Sulaeman, Arief Yahya; Ismaili, Jalal
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.v3i2.39377

Abstract

This study aims to analyze the Arabic textbooks for class X of SMK Muhammadiyah published by the Elementary and Secondary Education Council of the Central Executive of Muhammadiyah based on BSNP standards in terms of content/material feasibility, presentation feasibility, linguistic feasibility and graphic feasibility in textbooks. This research is a descriptive qualitative approach with a literature study type with primary data sources from Arabic books in class X published in 2019. In this study, documentation, interview, and questionnaire methods were used as data collection methods and combined with descriptive analysis as analysis methods. So, the data analysis technique used in this study is content analysis. As a result of this study, the feasibility aspect of Book Content received an average score of 4.3, showing good compatibility with the curriculum and learning objectives. The feasibility aspect of the Book Presentation received an average score of 3.6, this book balances the presentation of the material, although some aspects require improvement to improve student understanding. The eligibility aspect of Book Linguistics gets an average score of 3.3 indicating a language that corresponds to the student's level of development and the right choice of words, although there are some terms that are difficult to understand. The feasibility aspect of Book Graphics scored an average of 3.8, indicating good graphic quality although some illustration elements still need improvement.
Developing the Arabic Language Teaching Unit Based on the Differentiated Learning Curriculum Atiyatul Wafiroh, Siti; Al-Khatib, Hayat
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.v3i2.39430

Abstract

The Arabic language affiliation modules prepared by the teacher are an effective means of effective and efficient but meaningful learning. Away from the teaching module, which is part of the independent detailed model, to develop abilities that include four language skills, namely listening, speaking, reading, watching, as well as writing and presentation. Specialized modules that are not specialized in facilitating and meeting the requirements of diverse students in learning files and are ready for self-learning learning. Outstanding learning is a series of continuous teacher-oriented orientation that is geared towards student fundamentals as is greater in the teaching unit. Arabic teachers in educational schools are still struggling to create Arabic language teaching modules that adapt to standalone application and are still learning advanced skills from experiential and productive content. Therefore, it is necessary to develop Arabic language teaching modules based on a university approach to differentiated learning that is able to meet the basic requirements of students. The aim of this research is to develop the unit of teaching Arabic language in independent models. MTS Al-Guami, where lawyer units are supplied, has begun to implement an independent curriculum. The model of the research methodology used in this research is Model 4 which goes through four stages which are the development of harmful bacteria and the dissemination. The results of this research state that: Arabic language teaching modules are a river on technology Differentiated learning can meet the basic needs of students and is suitable for use as pedagogical aids in learning Arabic; experienced subjects are rated as super implementable; expert assessment results are rated as exceptionally feasible; interactive assessment results by students are rated as highly implemented; the impact of teaching on meeting students' needs is rated as super modular Implementation.
Application of Balaghah Learning at Mahad Darussalam Kersamanah Garut Busyro, Ahmad
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.v3i2.39431

Abstract

Balaghah as one of the branches of Arabic language that studies beauty and fluency. Islamic boarding schools play an important role in the development of teaching science as a complement to the science of tools, however, in its implementation it still faces significant challenges. This research uses a qualitative research approach. The method used is field research. Data collection techniques through observation, interviews and documentation. Step-by-step data analysis; identification, classification, interpretation, drawing conclusions, then data validation tests. The results of the study show that the implementation of Balaghah learning at the Darussalam Kersamanah Islamic Boarding School is based on various religious, cultural, linguistic, and literary factors. The curriculum implemented is a combination of the modern pesantren system and traditional salaf. Teaching is carried out with an integrative approach, which combines theory and practice in a balanced manner, Balaghah teachers in this hut use various teaching methods and strategies such as direct, inductive methods and dialogical discussions supported by mature teacher preparation both individually and administratively. The existence of experts, competent teachers, and reliable references are factors for learning effectiveness. In addition, it was found that the support of a conducive learning environment and the variety of linguistic activities of students greatly contributed to the effectiveness of Balaghah learning. This study concludes that the success of the implementation of Balaghah learning at the Darussalam Kersamanah Islamic Boarding School is greatly influenced by the role of experts, the combination of teaching methods used, the quality of teachers and their good interaction with students, the support of the learning environment and the variety of Arabic language activity programs.

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