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Mahira: Journal of Arabic Studies & Teaching
Published by Universitas Islam Negeri Sunan Kalijaga Yogyakarta
ISSN : ""     EISSN : 30320569     DOI : https://doi.org/10.14421/mahira
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
This journal focuses on Arabic studies and teaching issues at schools, madrassas, Islamic boarding schools (pesantren), and universities. We invite scholars, researchers, and professionals in the field of Arabic Education to invest your knowledge in the forms of researches or in-depth studies.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 6 Documents
 1 
Search results for , issue "Vol. 1 No. 2 (2023)" : 6 Documents clear
Inovasi Penilaian Pembelajaran Bahasa Arab Berbasis Games KAHOOT untuk Meningkatkan Keterampilan Menyimak di Ma`had IIT Rabbani Bengkulu Suharsono; M. Ja'far Shodiq; Yusuf Muhtarom
Mahira: Journal of Arabic Studies & Teaching Vol. 1 No. 2 (2023)
Publisher : Pendidikan Bahasa Arab Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/mahira.2023.12.06

Abstract

The lack of effectiveness of teacher assessment medium utilized in classroom learning sparked this research. In today's world, learning cannot be isolated from evaluation and assessment. Several assessment-related media have evolved as a result of changing times and the advancement of existing technical capabilities. The goal of this research is to look into KAHOOT media games as an innovation in assessing Arabic language acquisition. The literature method was used in this investigation. According to the findings of this study, KAHOOT is the answer to all of today's sophistication. The use of KAHOOT media in Arabic language instruction at Ma'had IIT Rabbani Bengkulu has a favorable effect on students and increases their motivation to study Arabic more actively. It is intended that this post will serve as an alternative option for assessing learning, particularly Arabic learning.
Problematika Fonologi Pada Pembelajaran Bahasa Arab Kelas IX Madrasah Tsanawiyah (Studi Kasus Terhadap Buku Ajar) Wahyu Dwi Taryanto
Mahira: Journal of Arabic Studies & Teaching Vol. 1 No. 2 (2023)
Publisher : Pendidikan Bahasa Arab Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/mahira.2023.12.05

Abstract

Language learning, especially Arabic in Indonesia, often faces various kinds of linguistic problems, one of which is the phonological problems that exist in learning Arabic. Phonology is an element of language that discusses various types of sounds to the places where they come out. Of course, this element is important and very highly recommended to be discussed by students, outside of the four Arabic language proficiency or more commonly known as maharatul lughawiyah. Phonology problems are not necessarily born due to the mistakes of speakers alone, but also from teaching materials such as books used for teaching and learning, if there are errors in writing in the book, it will have an impact on pronunciation errors or phonology problems, which will also have an impact on misinterpretation in the sentences in the book. Therefore, this study discusses various kinds of errors that exist in the Class IX Arabic book Madrasah Tsanawiyah printed kami Madrasah, which is expected to be used as reference material for printing books in later prints, to the lack of errors in writing Arabic in the book.
Analisis Kesalahan Fonologi Dalam Keterampilan Membaca Teks Bahasa Arab Siswa Kelas V MI Baiquniyyah Desi Rahmania Zulfa
Mahira: Journal of Arabic Studies & Teaching Vol. 1 No. 2 (2023)
Publisher : Pendidikan Bahasa Arab Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/mahira.2023.12.04

Abstract

The process of Arabic learning often encounters various kinds of problems during the learning process. This is indeed something that is common because Arabic itself is not the mother tongue or the first language for the learners who learn it, because they are basically non-indigenous people. One of the problems in the process of learning Arabic is errors in terms of phonology in arabic, these errors include vocal errors, consonant errors, diphthong errors, multiple consonant errors, and clothing errors. Some of these mistakes are serious problems that exist in learning Arabic, because from these mistakes will give birth to various other errors including in the meaning of Arabic sentences that do not match the intended essential meaning. Therefore, with this research, it is hoped that it can help teachers and students in learning Arabic by studying these various kinds of errors so that they can be corrected and can achieve the objectives of learning Arabic well.
Preferensi Metodologi Pembelajaran Bahasa Arab Mahasiswa PBA UIN Saifuddin Zuhri Purwokerto di Era Pasca Pandemi Muhammad Sya'dullah Fauzi; Fatahillah, Mubarok; Muhammad Miftah Faridl
Mahira: Journal of Arabic Studies & Teaching Vol. 1 No. 2 (2023)
Publisher : Pendidikan Bahasa Arab Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/mahira.2023.12.01

Abstract

This study aims to determine the preferences or tendencies of Arabic learning methodologies for PBA students at UIN Saifuddin Zuhri Purwokerto in the post-pandemic period. This research is a qualitative type of research that seeks to explore a person's experience and then identify experiences, points of view, frame of mind, and opinions in depth about a real-life phenomenon. Meanwhile, the data collection technique used semi-structured interview and then analyzed using thematic analysis method. The results of this study revealed that the majority of PBA students at UIN Saifuddin Zuhri considered that blended learning was actually effective for learning Arabic in the post-pandemic period. however, with all its advantages and disadvantages, they tend to expect Arabic learning to be carried out face-to-face in full while still utilizing the role of technology. Because after all, technology can help a lot for the process of learning Arabic for students. In addition, 70% of students tend to choose the Arabic language learning method with the tarjamah grammatical method using a cooperative learning model. While the rest tend to choose the direct method by actively interacting between lecturers and students, where the lecturer plays a role in providing stimulus in the form of examples, while students only respond in the form of imitation, answering questions and demonstrating. For this reason, the Arabic language learning methodology in the post-pandemic period must be adapted to the circumstances and tendencies of students while still utilizing the role of technology.
Analisis Kesulitan Pembelajaran Mahārah Al-Qirā’ah pada Siswa Kelas VII Program Khusus MTs Negeri 6 Klaten Nur Syarifah Hidayati; Agung Setiyawan
Mahira: Journal of Arabic Studies & Teaching Vol. 1 No. 2 (2023)
Publisher : Pendidikan Bahasa Arab Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/mahira.2023.12.03

Abstract

This study aims to determine the difficulties experienced by students in learning mahārah al-Qirā'ah, the factors that cause students' difficulties in learning mahārah al-Qirā'ah, and efforts to overcome students' difficulties in learning mahārah al-Qirā'ah. This research is a qualitative research with the type of case study research. The subjects of this study were 10 students of class VII special program, Arabic teacher and homeroom teacher of class VII special program. While the data collection in this study through observation, interviews, and documentation. Data analysis was carried out using descriptive qualitative analysis through data condensation techniques, data presentation, and drawing conclusions. Meanwhile, the data validity technique uses triangulation techniques, namely technical triangulation and source triangulation. The results of this study indicate that the difficulties experienced by students in learning mahārah al-Qirā'ah are difficulties in reading Arabic texts, difficulties in mastering Arabic vocabulary, and difficulties in translating Arabic texts. The factors that cause students to have difficulty learning mahārah al-Qirā'ah include 1) internal factors, namely the low interest and motivation in student learning, student learning attitudes that are not orderly and disciplined, and the background of students coming from public elementary schools. And 2) external factors, namely the lack of support from the family, the teacher's learning method is not right, the community environment is not supportive, the learning media is not appropriate, the learning curriculum is not right, and the lack of allocation of learning time.
Manajemen Program Pembelajaran Bahasa Arab dengan Metode Langsung (Direct Method) di Pondok Tahfidz Putri Darul Mubarok Curup (DMC) Rahmad Arif Setiawan; Nuril Mufidah
Mahira: Journal of Arabic Studies & Teaching Vol. 1 No. 2 (2023)
Publisher : Pendidikan Bahasa Arab Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/mahira.2023.12.02

Abstract

This study determines the management of teaching arabic language with direct method, this study uses qualitative descriptive with analysis method’s huberman and miles which is data display, data analysis, data reduction and conclusion. This study answering the question, those are; 1) How management of the arabic language learning program using the direct method (direct method) at the pondok tahfidz putri daarul mubarak curup (dmc)? 2) What are the supporting factors and inhibiting factors in the management of the Arabic language learning program using the direct method at the Pondok Tahfidz Putri Daarul Mubarak Curup (DMC)?. The results of this study include several things; 1) The implemented management of the arabic language learning program using the direct method (direct method) at the pondok tahfidz putri daarul mubarak curup (dmc) based on 4 management functions namely; a. Planning function: In planning Arabic learning the teacher prepares a Lesson Plan (RPP) which includes equipment or auxiliary media to facilitate the Arabic learning process, while also preparing a number of questions about material that has previously been taught to recall the lessons that have been taught, this can also improve students' cognitive abilities with the drill method used by the teacher when asking indirectly questions that are routinely given and continuously related to the lessons that have been taught, b. Organizing function: In the process of organizing learning the Arabic teacher at the tahfidz Putri Daarul Mubarok Curup Islamic boarding school organizes learning by managing the time when teaching, inviting students to ask questions, conducting questions and answers, determining activities and materials, paying attention to start and finish times of learning, the process of organizing learning These are arranged systematically to make it easier for teachers to carry out learning activities. c. Implementation function: The Arabic teacher at Pondok Tahfidz Putri Daarul Mubarok Curup carries out the function of implementing Arabic learning with the following stages: 1. Pre-instructional stage; The teacher greets the students by saying "Assalamu'alaikum", followed by greetings in Arabic in the form of: كَيْفَ حَالُكُم؟، نَهَارُكُمْ سَعِيْدَة؟،صَبَاحُ الخَيْر؟, then the teacher asks about the previous lesson (الدُّرُوسُ السَّابِقَةُ ؟); The teacher prepares the material carefully, looks for a method that fits the material to be delivered to students, prepares questions for each material, explains the learning objectives, writes the subject matter on the blackboard, 3. Evaluation and follow-up stage; evaluate by giving practice questions in the book as formative tests, as well as conducting daily exams and conducting summative tests which are carried out at the end of the semester. d. Supervision function: In supervising the school principal towards teachers, especially teachers in learning Arabic at the Daarul Mubarok Curup daughter's tahfidz boarding school, the school principal supervises by collecting the necessary data from planning, implementation and evaluation of learning Arabic. These data were collected and evaluated as a whole and given follow-up on the evaluation. This was done by the school principal as a form of supervision of learning Arabic and improving the quality of learning carried out by Arabic teachers.2) Supporting factors and inhibiting factors in the management of the Arabic language learning program using the direct method (Direct Method) at the Tahfidz Putri Daarul Mubarak Curup (DMC) were found including: A) Supporting factors; 1. From the student side. Enthusiasm of students is quite high in learning Arabic with the direct method, 2. In terms of student learning methods. The learning method used in learning Arabic at Pondok Tahfidz Putri Daarul Mubarok Curup Putri makes it easy for students to understand and master lessons, 3. From the side of the teacher/teaching staff. The ustadzah who teaches at Daarul Mubarok Curup Putri Tahfidz Putri Islamic Boarding School is an alumnus of the Gontor Islamic Boarding School, and the others are graduates of Islamic boarding schools who are very closely related to Arabic, 4. From an environmental standpoint. The bi'ah lughawiyah system (creating an environment with Arabic nuances) implemented at the Tahfidz Putri Daarul Mubarok Curup boarding school system. B) Inhibiting factors; The inhibiting factor experienced by the Arabic language teacher at Putri Daarul Mubarok Curup's tahfidz boarding school is that the lessons that have been taught are often forgotten by female students so that the teacher must continue to repeat previous lessons in a concise and clear manner for efficiency in teaching time.

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