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Al-I'roby : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Published by Universitas Hasyim Asy'ari
ISSN : -     EISSN : 3048166X     DOI : https://doi.org/10.33752/jbai.v1i2
Core Subject : Religion, Humanities, Education,
Religion Humanities Education Languange, Linguistic, Communication & Media
The editor invites scholars, researchers and practitioners of Arab Education throughout the world to submit scientific articles for publication in this journal. All submissions will undergo expert review before being accepted. Each author assumes full responsibility for the content of their published work. The journal covers a variety of topics including: Teaching Arabic as a Foreign Language Media in Arabic Language Teaching Arabic Linguistics Arabic Literature Arab History Modern Standard Arabic History of Arab Education Arabic Language Teaching Strategy Arab-Islamic Culture Technology in Arabic Language Teaching Arabic Language Acquisition
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 22 Documents
 1   2   3 
Penerapan Pembiasaan Berbahasa Arab Melalui Metode Khiwar Di Madrasah Tsanawiyah Salafiyah Syafi'iyah Tebuireng
AL-I’ROBY: Jurnal Pendidikan Bahasa Arab Dan Kebahasaaraban Vol 2 No 1 (2025): AL-I’ROBY
Publisher : April & October

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/jbai.v2i1.7492

Abstract

Kehidupan dapat dipengaruhi oleh lingkungan. Sama seperti Indonesia saat ini, sangat dipengaruhi oleh kondisi di luar negeri. Suatu bahasa dapat terbiasa karena lingkungan juga. Sebab, lingkungan sangat memengaruhi seseorang. Ketika mempelajari suatu bahasa, sangat dibutuhkan lingkungan yang memungkinkan seseorang dapat berbicara bahasa tersebut dengan baik. Seperti halnya mempelajari bahasa Arab, bahasa Arab merupakan bahasa internasional yang mungkin tidak mudah untuk dipelajari seseorang. Bahkan di kalangan orang dewasa pun masih sulit untuk mempelajarinya, apalagi anak-anak atau remaja. Jadi berbicara bahasa Arab dengan baik juga memerlukan pembiasaan. Dalam dunia pendidikan saat ini, guru diharapkan mampu membuat siswa tertarik terhadap suatu pelajaran. Maka, dalam kurikulum mandiri ini, guru harus menciptakan suatu cara atau metode yang dapat memberikan dampak positif, seperti membuat siswa tertarik dan memiliki rasa ingin tahu yang tinggi ketika mempelajari bahasa Arab atau mata pelajaran lainnya. Untuk itu, penulis di sini akan membahas cara-cara efektif bagi siswa untuk berlatih bahasa Arab. Ada banyak cara atau metode berbicara bahasa Arab, namun yang banyak digunakan di kalangan siswa adalah metode Hiwar. Dimana metode ini merupakan metode yang dapat menghubungkan dua orang sehingga timbul timbal balik antara satu orang dengan orang lainnya. Metode ini banyak digunakan di sekolah-sekolah dalam pembelajaran bahasa Arab. Salah satu sekolah yang menggunakan metode hiwar adalah MTS Salafiyah Syafi'iyah Tebuireng. Di sini penulis mengkaji bahwa metode hiwar ini dapat memberikan dampak kepada siswa agar dapat berbicara bahasa Arab dengan baik dan benar dari segi lafal dan nada.
IMPLEMENTASI MEDIA AUDIO-VISUAL DALAM PEMBELAJARAN ISTIMA‘ DI MA. HASYIM ASY’ARI JOGOROTO KELAS 10
AL-I’ROBY: Jurnal Pendidikan Bahasa Arab Dan Kebahasaaraban Vol 2 No 1 (2025): AL-I’ROBY
Publisher : April & October

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/jbai.v2i1.7921

Abstract

Listening is a fundamental ability that humans possess from birth and continue throughout life. However, in the context of language learning, there is a problem of low student interest in Istima' learning. Therefore, this study aims to describe the process of implementing the audio-visual method in Istima' learning for students at MA Hasyim Asy'ari Jogoroto, Class 10. This research is qualitative and descriptive in nature, using observation and documentation as instruments. The subjects and objects of this research are the students of MA Hasyim Asy'ari Jogoroto. The results of the study show that the Istima' learning process with the well-prepared audio-visual method includes: a) teacher planning, which involves preparing relevant materials, b) students watching the videos presented, c) students noting down vocabulary (mufrodat) from the videos, d) students summarizing the story from the video using Arabic, e) students deriving lessons (hikmah) from the video, and f) the evaluation process in this study consists of two parts: first, a written evaluation (students submit their vocabulary notes from listening), and second, an oral evaluation (students communicate directly in Arabic to provide a summary and lesson learned from the video). The implementation of Istima' learning with the audio-visual method successfully created a more engaging atmosphere and enhanced student participation in the learning process.
PENERAPAN METODE READING ALOUD DALAM MENGHAFAL AMTSILATI TASHRIFIYAH
AL-I’ROBY: Jurnal Pendidikan Bahasa Arab Dan Kebahasaaraban Vol 2 No 1 (2025): AL-I’ROBY
Publisher : April & October

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/jbai.v2i1.7925

Abstract

Dalam memahami pelajaran, kita sering kali menghafalkan materi pelajaran. Dengan menghafal, kita menjadi lebih mudah memahami materi pelajaran sehingga kita tidak perlu membuka buku atau materi lagi ketika ada tugas yang menuntut pemahaman terhadap materi tersebut, salah satunya adalah menghafal amsilati tashrifiyyah. Dalam menghafal, setiap orang memiliki caranya masing-masing, salah satunya adalah metode membaca nyaring atau disebut juga metode membaca nyaring. Rumusan masalah penelitian ini adalah Bagaimana penerapan metode membaca nyaring dalam menghafal amsilati tashrifiyyah. Penelitian ini menggunakan pendekatan kualitatif berupa studi kasus dengan teknik observasi dan wawancara untuk mengumpulkan data. Hasil penelitian ini menunjukkan bahwa metode menghafal yang digunakan oleh siswa di madrasah yang menghafal amsilati tashrifiyyah dengan cara mengeraskan suara dan membacanya secara berulang-ulang dan ketika mendapat pertanyaan tentang materi mereka dengan mudah menjawab pertanyaan tersebut.
“Persepsi Siswa Kelas X Madrasah Aliyah Terpadu Al Munawaroh Ngemplak Jombang terhadap Kesulitan dan Kemudahan Penguasaan 4 Maharah”
AL-I’ROBY: Jurnal Pendidikan Bahasa Arab Dan Kebahasaaraban Vol 2 No 1 (2025): AL-I’ROBY
Publisher : April & October

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/jbai.v2i1.8121

Abstract

This study aims to explore the perceptions of 10th grade students of Al Munawaroh Ngemplak Jombang Integrated Islamic Senior High School regarding the difficulties and ease in mastering Arabic language skills, with a focus on reading (qira’ah) and listening (istima’) skills. Through a case study approach, data were collected using a questionnaire given to students to identify the challenges and ease they face in learning these skills. This study also analyzes the factors that influence the success or difficulty in mastering Arabic language skills, both from internal (motivation, learning habits) and external (teaching materials, teaching) aspects. The results showed that most students found it difficult to understand complex Arabic texts and understand fast conversations in Arabic. However, they also noted the ease in mastering basic vocabulary and understanding simple sentence structures. This study provides important insights into the challenges faced by students in learning Arabic and offers recommendations for the development of more effective teaching methods, especially in improving students' listening and reading skills. Thus, these findings are expected to contribute to the development of the curriculum and practice of teaching Arabic at the Islamic Senior High School level.
تنمية مهارات اللغة العربية القائمة على TOAFL (اختبار اللغة العربية كلغة أجنبية) من خلال التوجيه والتدريب في دورة اللغة العربية الأزهر فاري
AL-I’ROBY: Jurnal Pendidikan Bahasa Arab Dan Kebahasaaraban Vol 2 No 1 (2025): AL-I’ROBY
Publisher : April & October

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/jbai.v2i1.8710

Abstract

Artikel ini bertujuan untuk membahas tentang pengembangan keterampilan bahasa Arab berbasis TOAFL (Test Of Arabic As A Foreign Language) melalui pendampingan dan pelatihan. Dengan metode PAR (Participatory Action Research), peneliti mempersiapkan tahapan PAR dalam rangka mengatasi kendala dan mengembangkan keterampilan bahasa Arab peserta kursus. Dokumentasi dan observasi merupakan teknik utama pengumpulan data, sedangkan teknik analisis deskriptif merupakan cara menguraikan hasil secara naratif. Hasil penelitian ini: pertama, peserta didampingi dan pelatihan dapat memahami berbagai jenis atau model soal yang terdapat dalam tes TOAFL, kedua, peserta didampingi dapat memahami berbagai trik untuk menjawab soal-soal yang terdapat dalam tes TOAFL (Test Of Arabic As A Foreign Language); ketiga, peserta didampingi dapat meningkatkan kemampuannya dalam menguasai keterampilan bahasa Arab.
JUHUUD AL-MU’ALLIMIIN FII AL-TARQIYAAH MAHAARAH QIRAA’AH AL-KUTUB AL-SHAFRAA’ FII AL-MA’HAD AL-ISLAAMII KASYF AL-ANWAAR AMUNTAI
AL-I’ROBY: Jurnal Pendidikan Bahasa Arab Dan Kebahasaaraban Vol 2 No 1 (2025): AL-I’ROBY
Publisher : April & October

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/jbai.v2i1.8725

Abstract

Reading the kitab kuning is not easy, it requires perseverance and mastery of knowledge of other sciences such as Arabic, nahwu, sharaf and others. An Islamic boarding school are not spared in terms of teaching reading the kitab kuning, including the Kasypul Anwar Amuntai Islamic Boarding School. The kitab kuning reading competition at the district level are wustha (Middle) and Ulya (Upper) levels. The ability of students to read the kitab kuning cannot escape the education and guidance of teachers. This is because teachers have a role in the teaching and learning process. This research method uses descriptive qualitative the results of this study are: 1) Teachers' efforts to improve the skills of reading the kitab kuning for students at the Kasypul Anwar Amuntai Islamic Boarding School are: (a) The use of several types of methods during teaching, namely the bandongan, sorogan and question and answer methods. (b) providing motivation for students in the form of inspirational stories, and educational humor. (c) invite students to pray together before and after learning; 2) The difficulties are, (a) the lack of concentration of some students during learning because they are sleepy. (b) some students sometimes forget the rules of Nahwu and Sharaf.
Innovative Arabic Vocabulary Assessment Instruments to Enhance the Speaking Skills of Grade X Students at MA Science and Technology Al Marzuqiyyah Sumedang
AL-I’ROBY: Jurnal Pendidikan Bahasa Arab Dan Kebahasaaraban Vol 2 No 2 (2025): AL-I’ROBY
Publisher : April & October

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/jbai.v2i2.9370

Abstract

The ability to speak Arabic is highly dependent on the mastery of active vocabulary. However, at MA Sains Teknologi Al Marzuqiyyah Sumedang, vocabulary evaluation is still administrative and based on memorization, thus failing to reflect students' ability to use vocabulary communicatively. This research uses a descriptive qualitative approach with an initial development stage orientation. Data were obtained through learning observations, in-depth interviews with teachers and students, and analysis of curriculum documents and previous evaluation instruments. All data were analyzed using Miles & Huberman's thematic analysis through the stages of data reduction, data display, and conclusion drawing. The results indicate that there is no specific instrument available to assess students' ability to use vocabulary in speaking. As a solution, an innovative assessment instrument was developed, comprising a thematic vocabulary list, functional speaking tasks such as picture description, storytelling, and role-playing, as well as an analytical rubric assessing semantic, syntactic, and pragmatic aspects. Teachers responded positively and considered this instrument to be more communicative and systematic compared to traditional evaluations. This research affirms the importance of shifting from memorization-based evaluation to performance-based evaluation and provides an initial foundation for further research to quantitatively test the instrument's effectiveness and expand its application to other Arabic language skills.
MAKNA-MAKNA HARF JAR DALAM TERJEMAHAN KITAB BIDÂYATUL HIDÂYAH KARYA ABU ALI AL-BANJARI AN-NADWI Al-MALIKI
AL-I’ROBY: Jurnal Pendidikan Bahasa Arab Dan Kebahasaaraban Vol 2 No 2 (2025): AL-I’ROBY
Publisher : April & October

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/jbai.v2i2.9593

Abstract

This article discusses the meanings of harf jar in the translation of the book harf jar in the translation of the book bidâyatul hidâyah by Abu Ali Al-Banjari An-Nadwi Al-Maliki. This study uses a qualitative method with a descriptive approach to the book Bidâyatul Hidâyah as the object of research. The data used in this study comes from primary data sources, namely the book Bidâyatul Hidâyah, as well as secondary data sources, including various books, articles, journals, and several other relevant scientific works. This researcher focuses on one aspect of nahwu, namely harf jar. Harf jar is a particle that cannot function independently unless it is combined with other words to form meaning. This study produced 46 data containing harf jar in the translation of the book Bidâyatul Hidâyah. From this data, there are several types of relevant harf jar meanings, namely harf jar min (مِنْ), harf jar bi (بِ), harf jar ‘ilâ (إِلَى), harf jar fî (فِيْ), and harf jar ‘alâ (عَلَى). The researcher found 46 data points with different meanings of the prepositions, including the preposition min (مِنْ) in 12 data points, the preposition bi (بِ) in 26 data points, the preposition ‘ilâ (إِلَى) in 3 data points, the preposition fî (فِيْ) with 3 data points, and the preposition ‘alâ (عَلَى) with 2 data points.
Membedah Keindahan Uslub Majaz dan Kinayah dalam Hadits
AL-I’ROBY: Jurnal Pendidikan Bahasa Arab Dan Kebahasaaraban Vol 2 No 2 (2025): AL-I’ROBY
Publisher : April & October

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/jbai.v2i2.10139

Abstract

This study examines the beauty and function of majaz and kinayah styles in the texts of the hadiths of the Prophet Muhammad ﷺ through a qualitative approach and content analysis method. The main focus is to understand how the majaz and kinayah styles not only beautify the delivery of the message, but also deepen the moral, spiritual, and ethical meanings contained in the hadiths. The research method used is qualitative with a content analysis approach. Data collection was conducted through literature review using documentation techniques, while data analysis followed the stages of reduction, presentation, and descriptive-qualitative conclusion drawing. The research findings indicate that majaz serves as a symbolic and poetic tool that facilitates the understanding of abstract messages, such as the depiction of Allah's closeness to His servants and the dynamic nature of the heart. Meanwhile, kinayah is used to convey implied meanings through subtle satire or metaphor, reinforcing Islamic teachings such as steadfastness in adhering to the Sunnah and kindness toward women. The use of majaz and kinayah in hadiths demonstrates the linguistic sophistication of the Prophet ﷺ and requires contextual understanding to avoid erroneous literal interpretations. This research makes an important contribution to enriching linguistic and religious understanding, while also serving as a foundation for further scientific studies in the fields of balaghah and hadith studies.
STRATEGI GURU DALAM MENGAJAR BAHASA ARAB DI MTS MIFTAHUDDIN RANTAU KUJANG JENAMAS
AL-I’ROBY: Jurnal Pendidikan Bahasa Arab Dan Kebahasaaraban Vol 2 No 2 (2025): AL-I’ROBY
Publisher : April & October

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/jbai.v2i2.10152

Abstract

To achieve quality education, it is essential to implement effective strategies in the teaching and learning process, particularly regarding teachers' language teaching strategies. This study aims to identify the learning strategies used by Arabic language teachers in teaching Arabic at MTs Miftahuddin Rantau Kujang Jenamas and to determine the supporting and inhibiting factors teachers face when teaching Arabic. The research approach used is qualitative with a descriptive research type. The research subjects are Arabic language teachers at MTs Miftahuddin Rantau Kujang Jenamas, while the research object is the strategies applied by the teachers in teaching Arabic. The results show that the strategies used by the teachers include: a) Simulation Strategy; b) Question and Answer Strategy; c) Repetition Strategy; d) Memorization Strategy; and e) Small Group Strategy. The supporting factors in the Arabic teaching strategies are the presence of competent teachers and high motivation. Meanwhile, the main inhibiting factor is the less conducive learning environment.

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