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Alsinatuna
Published by Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
ISSN : 24775371     EISSN : 25032690     DOI : https://doi.org/10.2891/alsinatuna
Core Subject : Religion, Humanities, Education,
Religion Humanities Education Languange, Linguistic, Communication & Media
Alsinatuna is a peer-reviewed journal devoted to the study and development of Arabic education and linguistics. The journal aims to provide a platform for scholars, researchers, and practitioners to share innovative ideas, critical analyses, and empirical research that advance the understanding and practice of Arabic language teaching and linguistic studies. Scope of the journal includes, but is not limited to, the following areas: Arabic Language Education - Curriculum development and instructional design - Teaching methodologies and language acquisition strategies - Assessment and evaluation in Arabic language learning - Technology-enhanced Arabic learning (e-learning, mobile learning, AI in language teaching) - Arabic teacher training and professional development Arabic Linguistics - Phonetics, phonology, morphology, syntax, semantics, and pragmatics of Arabic - Sociolinguistics, Psycholinguistics and variation in Arabic dialects - Discourse analysis and textual studies - Corpus linguistics and computational approaches to Arabic - Contrastive and error analysis in Arabic learning contexts Interdisciplinary Studies - Integration of Arabic language education with Islamic studies - Comparative linguistics involving Arabic and other Semitic or regional languages - Language policy and planning in Arabic-speaking and non-Arabic-speaking countries The journal welcomes both theoretical and applied research papers, literature reviews, and case studies that contribute to the enrichment of Arabic language education and linguistic scholarship.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 167 Documents
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al-Qiyam al-Syakhshiyyah wa Tanfidzuha fi Ta’lim al-Lughah al-Arabiyyah Muhammad Jafar Shodiq
ALSINATUNA Vol 3 No 2 (2018): June 2018
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v3i2.1024

Abstract

The background of this research is the poor condition of young generations from the values of character and culture. School as an educational institution has the responsibility to establish and develop the character of students. This paper aims to determine the role of learning Arabic in character education, character education applications in learning the Arabic language and what the values can be internalized in the Arabic language learning. This study applied qualitative method using descriptive technique. The data were collected through observation, interviews, and documentation. The findings of study showed that : 1) The values of character education has been integrated by lecturers in teaching Arabic language include : religious, honest, tolerance, independent, democracy, curiosity, national spirit, communicative, love reading, respect, responsibility, discipline, environmental care, and recognize excellence. 2) How lecturer integrate character education values into Arabic learning include: adjust the lecture material, insert the value of character or try to take lessons in every lecture material, delivery value of the character through learning methods as well as trying to connect with the planting material and the implementation of the educational value of character in everyday life.
Qadliyah al-Dalalah fi ‘Ilm al-Tarbiyah al-Islamiyyah Fitri Zakiyah
ALSINATUNA Vol 3 No 2 (2018): June 2018
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v3i2.1346

Abstract

This paper aims to discuss about semantic issue related to terms often used in Islamic education context, namely ta’lim, tarbiyah, ta’dib and tadris. The writer uses semantic approach to analyze the meanings that produced from those words. This study shows that ta’lim and tarbiyah have a broader meaning and most commonly used in educational institutions. Term ta’dib have more specific meaning and interpret the main goal of education in philosophy of Islamic education. While term tadris basicly more emphasis on the active role of students as a subject of learning and teaching process. These terms have different dimension of meaning but interconnected each other. There is no contradiction of meaning of them because there is the same basic goal of production of meaning from these words. The proper understanding of these meaning is important and need to be considered in preparing the design of learning in order to the process of learning run effectively and achieve the targetted goal.
Developing Arabic Learning with Management System (Moodlecloud) at MTs NU Miftahul Ulum Margasari Akhmad Aufa Syukron; R Umi Baroroh
ALSINATUNA Vol 4 No 2 (2019): June 2019
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v4i2.2042

Abstract

This research aims to: (1) find out the actual conditions of learning Arabic at MTs NU Miftahul Ulum Margasari; (2) explained the development of Learning Management System (Moodlecloud) Arabic language learning on Arabic subjects at MTs NU Miftahul Ulum Margasasri; (3) to find out the form of implementation of LMS (Moodlecloud) -based Arabic language learning at MTs NU Miftahul Ulum Margasari. This research uses the Research and Development (R & D) method. This research used observation and questionnaire on scale of 1-5. The results of this study indicate that: (1) the conditions at MTs NU Miftahul Ulum Margasari support to LMS-based Arabic language learning (Moodlecloud) application; (2) This LMS (Moodlecloud) Arabic language learning was developed according to the needs of LMS users, especially in terms of display and learning materials in Arabic; (3) LMS (Moodlecloud) Arabic language learning at MTs NU Miftahul Ulum Margasari is very acceptable, and can be applied to other subjects.
Arabic Language Learning Evaluation in Higher Education with Context Input Process Product (CIPP) Model Halimah, R.A. Umi Saktie; Hadjar, Ibnu
ALSINATUNA Vol 4 No 1 (2018): December 2018
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v4i1.1591

Abstract

Evaluation of Arabic language learning in higher education is needed for quality assurance of a learning system. The evaluation should not assess the mere students’ learning output, but involve all aspects of learning program including objectives, planning, implementation and output. This study aims to uncover the implementation of evaluation of Arabic learning program in higher education with the CIPP model, from the emergence of the idea to the result achieved after the program is implemented. It is a theoretical study, which is not based on empirical data in the field. The application of the CIPP model in evaluating Arabic language learning in higher education is conducted by collecting data and information about context, input, process and products of a learning program comprehensively and continuously. More specifically, context evaluation is directed to assess data concerning the purpose and background of a learning program. Input evaluation is conducted to examine the accuracy of the curriculum, students, lecturers and infrastructures. Meanwhile, process evaluation is carried out to reveal the suitability of the curriculum, teaching materials and media in a learning activity. Product evaluation is intended to provide data and information about the outputs and outcomes of Arabic language learning.
Learning Qawaid Through Language Game Adlif Kalimatan For Students Of Arabic Language And Literature At Uin Malang Muassomah; Ma’rifatul Munjiah
ALSINATUNA Vol 5 No 1 (2019): December 2019
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v5i1.2531

Abstract

Qawaid is an element of Arabic that must be mastered by Arabic language learners, including students of the Department of Arabic Language and Literature of UIN Maulana Malik Ibrahim Malang, though it is still seen difficult until today. The learning of qawaid that has been running so far relies on traditional methods and strategies, i.e. the deductive method (tariqah qiyasiyah) and inductive (tariqah istiqra'iyyah). It is done by asking the students to write sentences (jumlah mufidah) on a sheet or assignment book. This study aims to explore a strategy of language game named adlif kalimatan (add one word) in learning qawaid in the said department. It is a case study and uses a qualitative approach. Data collection is carried out from observation, interviews and documentation. The results of this study indicate that the language game of adlif kalimatan is able to make instructional activity more interesting and is able to motivate students to apply qawaid in speaking and writing skills.
Tahlil al-Akhtha’ al-Shautiyyah li al-Kalimat al-Thayyibat fi Hayat al-Muslimin (Dirasah Tahliliyyah Shautiyyah) Misbahul Munir
ALSINATUNA Vol 3 No 2 (2018): June 2018
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v3i2.1241

Abstract

This research aims to explain the sound error al-kalimāh aṭ-ṭayyibah, vowels and consonants. The research conducted at UIN Yogyakarta. Sources of data obtained from Arabic Linguistic Studies of Post Graduate Students in UIN Yogyakarta. The method used is descriptive-qualitative with case study approach. Data collection of this research used interviewing, taking notes, and recordings. This research shows that the mistakes found in vowels; either short, long, and double vowel sound. Fatḥah(َ) sounds /a/ becomes /o./ Ḍammah(ُ) sounds /u/ becomes /o/, /ū/, dan sukūn/ْ./ Kasrah(ِ) sounds /i/ becomes /e./ Syaddah(ّ) which read double will be not double. Fatḥah(َ) which followed alif(ا), it sounds /ā/ and becomes /a./ Fatḥah(َ) which followed alif(ا) dan tilda(~) above it, it sounds /ā/ and becomes /a./ Fatḥah(َ) which followed wawu sukūn(وْ), sounds /au/ and becomes /ao./ Fatḥah(َ) which followed ya’ sukūn(يْ), sounds /ai/ and becomes /ei./ The error sound of the consonants, consonant phoneme sound ع/‘/ becomes ا/’/, ح/ḥ/ becomes ه/h/ and ك/k/, ظ/ẓ/ becomes ز/z/ and ج/j/, ش/sy/ becomes س/s/, ق/q/ becomes ك/k/, ذ/ż/ becomes ظ/ẓ/ and د/d/, ت/t/ becomes ط/ṭ./ The sound of the vowels and consonants errors occur due to there is link between language with speakers.
The Implementation of Contrastive Analysis Based Arabic Learning Raswan, Raswan
ALSINATUNA Vol 4 No 1 (2018): December 2018
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v4i1.1597

Abstract

As well as other learning process, the successful Arabic learning can be achieved through several steps. This study aims to explain those steps, and it uses library research. Method of this study covers finding data and sources related to the contrastive analysis in Arabic learning; analyzing the data as well as the sources; and drawing conclusion. The approach used in the learning process can be categorized as a learning difficult foreign language, if it is considered as the perspective in understanding the material. The difficult language is particularly the one that has different systems/subsystems with mother tongue. On the other hand, if the approach is considered as a belief, the successful key to achieve is the use of contrastive analysis. We have to work hard to overcome students' learning difficulties by doing contrastive approach and analysis firstly. However, the most significant part is the goal using contrastive analysis. As the result of this study, hopefully learning Arabic occurs progressively, and absolutely the teaching materials and learning steps need teachers’ ability in mastering the contrasted languages. That is the main factor in achieving the learning to be developed further in using this approach.
Improving Arabic Academic Writing Skills Through Contextual Teaching And Learning Approach Muhammad Kamal bin Abdul Hakim; Yumna Rasyid; Zainal Rafli
ALSINATUNA Vol 3 No 2 (2018): June 2018
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v3i2.1169

Abstract

The aim of this study is to examine the effect of contextual teaching and learning approach to the Arabic academic writing skills students of Education Arabic Department Faculty of Language and Arts State University of Jakarta. The research was conducted during the second semester in the 2015/2016 academic year starting from February up June in 2016. The study design used Elliot’s procedure, which comprised seven phases, namely: (a) identifying the initial ideas, (b) finding and analyzing the facts, (c) general planning, (d) Implementing, (e) observing, (f) evaluating, and (g) revising. The data were taken by observation, interview, and test. The results of the study found that the mean of the pre-test was 65,30, the average score results of the test at the first cycle were 73,25, the average score of the test at the second cycle was 77,40, and the average score of the test at third cycle was 84.1. During the learning process, students have shown the changing of learning behaviour and meet the criteria either by 80%. The quality of students' academic writing has also shown significant. It concluded that the contextual teaching and learning approach could improve the student’s skill in Arabic academic writing.
Social Media As Alternative Media For Arabic Teaching In Digital Era Azkia Muharom Albantani
ALSINATUNA Vol 4 No 2 (2019): June 2019
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v4i2.2043

Abstract

The article aims to reveal the role of electronic social media such as youtube, instagram, and facebook as alternative media for Arabic teaching. The article employed a qualitative method through literature approach revealing phenomenon that are developing in the Arabic teaching. It is true that the three social media are alternative media that can be used by teachers in teaching Arabic. Students of elementary to secondary school, further students of college commonly use the three social media. The use of social media in the learning process is very likely may improve students’ motivation and interest. In addition, Arabic teaching will of course not bordered by space since it can be conducted anywhere.
Heutagogy in Arabic Class: How It Is Applied in The Islamic Education Study Program Of Universitas Islam Riau Saproni Muhammad Samin
ALSINATUNA Vol 5 No 1 (2019): December 2019
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v5i1.2092

Abstract

This study aims to uncover the purpose of teaching Arabic in the Islamic Education Study Program at Universitas Islam Riau and the possibility of implementing a heutagogical approach in the said course. Heutagogy is the latest approach in the world of Education, which is in line with the era of the Industrial Revolution 4.0. It is a qualitative research using descriptive analysis method. Data collection in this research was carried out in three ways, i.e. interview, documentation, and library research. From the analysis, the study concludes that the general objective of the teaching of Arabic in the Islamic Education Study Program at Universitas Islam Riau is that students are able to recognize Arabic grammar and practice it in the writing and reading of religious texts and other Arabic texts; besides, students are expected to be able to understand the Arabic book, speak, and write Arabic in simple situations. The next conclusion shows that the heutagogical approach cannot be fully applied in Arabic class in the Islamic Education Study Program because the purpose of the Arabic learning cannot come out of the goals set by the study program. However, the spirit of heutagogy can be seen in the Arabic learning process

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