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ARIFUDIN
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Armala : Jurnal Pendidikan dan Sastra Bahasa Arab
Published by Institut Agama Islam Negeri Pontianak
ISSN : -     EISSN : 2988330X     DOI : https://doi.org/10.24260/armala.v5i1
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Focus and Scope Armala: Jurnal Pendidikan Bahasa dan Sastra Arab adalah jurnal yang membahas isu-isu endidikan bahasa dan sastra Arab, baik yang berupa kajian, hasil penelitian, maupun literature review. Jurnal ini diterbitkan oleh Program Studi Pendidikan Bahasa Arab, Fakultas Tarbiyah, Institut Agama Islam Negeri (IAIN) Pontianak. Kami mengundang para cendekiawan, peneliti, dan praktisi Pendidikan Arab di seluruh dunia untuk berkontribusi dalam mengirimkan artikel-artikel ilmiah yang akan diterbitkan melalui jurnal ini. Semua artikel akan ditinjau oleh para ahli sebelum diterima untuk dipublikasikan. Setiap penulis bertanggung jawab untuk konten artikel yang dipublikasikan. Jurnal ini mencakup kajian/konseptual paper, hasil penelitian, literature review, dan penelitian yg sifatnya kepustakaan, termasuk: Bahasa Arab sebagai Bahasa Asing Bahasa Arab Linguistik Sastra Arab Sejarah Arab Sejarah Pendidikan Arab Strategi Pengajaran Bahasa Arab Budaya Islam Arab Media Pengajaran Bahasa Arab Teknologi Pengajaran Bahasa Arab Bahasa Arab Standar Modern Akuisisi Bahasa Kedua Bahasa Arab
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 2 Documents
 1 
Search results for , issue "Vol 1 No 1 (2020): Juni 2020" : 2 Documents clear
PEMBELAJARAN BAHASA ARAB PADA AWAL PENERAPAN K-13 DI MADRASAH ALIYAH MATARAM – NTB Nasarudin Nasarudin
Armala Vol 1 No 1 (2020): Juni 2020
Publisher : Armala

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Abstract

One of the compulsory subjects in madrasas in the 2013 curriculum is Arabic. Arabic as the subject of learning in KTSP is certainly different when it is in the 2013 curriculum. This is seen in the Core competencies, the core competencies of Arabic are the competencies that are expected to be possessed by students after learning Arabic as a standard competency for graduates. Achieving such competence is a hard task for a teacher because he is required to be able to characterize Arabic in students, especially Arabic only as a tool consisting of a series of skills, namely listening, speaking, reading and writing. So that in practice teachers are still carried away by the nuances of the previous curriculum and have not been able to make learning designs in tune with the characteristics of the 2013 Curriculum.
Rekonstruksi Epistemologis Pendidikan Bahasa Arab di Era Disruptif Rifqi Aulia Rahman; Indah Kumalasari
Armala Vol 1 No 1 (2020): Juni 2020
Publisher : Armala

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Abstract

This study departs from the phenomena which are the eternal problems of Arabic education in Indonesia. These problems include that Arabic is still the scourge of most students in schools and colleges, curriculum design that still looks uniformity elements at many levels of school, incompetent and professional teachers, methods and learning strategies are monotonous, evaluation is not comprehensive, and many other componential things that are often found in Arabic education in the classroom. This review literature study offers a solution to the problem, not just looking at it from the narrow point of view of the learning components, but is more extensive and fundamental. It can begin with the reorientation of Arabic education itself epistemologically, considering short-term or long-term opportunities for Arabic education in Indonesia. This study also suggests holistic and synergistic problem-solving solutions, because all components in Arabic education are integral and interconnected.

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