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Tashfiyatuna: Jurnal Pendidikan Keislaman
Published by Sekolah Tinggi Ilmu Tarbiyah Hidayatunnajah Bekasi
ISSN : -     EISSN : 30326141     DOI : https://doi.org/10.67058/mjr3zr81
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Original Title : Tashfiyatuna: Jurnal Pendidikan Keislaman Short Title : Tashfiyatuna: Jurnal Pendidikan Keislaman Frequency : 2 issues per year (April and October) Number of Articles Per Issue : 10 research and review articles per issue ISSN : E-ISSN 3031-6141 (online) SK SINTA : SINTA Process Accreditated DOI : Editor-in-Chief : Mobit [Scholar ID] Managing Editor : Samin [Scholar ID] Publisher : STIT Hidayatunnajah Bekasi Language : Indonesian, Arabic and English Citation Analysis and Indexed : Google Scholar Subject Area; Category : Islamic Education Associate Member : Tashfiyatuna: Jurnal Kependidikan Islam is an Islamic education journal that aims to contribute to the dissemination of knowledge. The scope of the journal covers Islamic teaching and learning: teaching strategies, language curriculum, Islamic education curriculum, testing and evaluation, ICT in teaching, etc. Tashfiyatuna: Jurnal Kependidikan Islam is published twice a year; in April and October, with each edition containing 10 articles.
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Articles 1 Documents
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Search results for , issue "vol 3 no 1 (2024)" : 1 Documents clear
INTERAKSI GURU DAN MURID, KENDALA, SERTA RESPONS MURID DALAM PEMBELAJARAN NAHWU-SHARAF MELALUI GRUP WHATSAPP PROGRAM BASIS (BAHASA ARAB SISTEMATIS) Hari Febriansyah; Mulhendra; Badzlin Syawaldina Putri
Tashfiyatuna: Jurnal Pendidikan Keislaman Vol 3 No 1 (2024)
Publisher : STIT Hidayatunnajah Bekasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67058/tashfiyatuna.v3i1.152

Abstract

This study analyzes teacher-student interaction patterns, obstacles, and student responses in Nahwu and Sharaf learning through the WhatsApp group of the BASIS (Systematic Arabic) program at the non-formal Basis Ummah Foundation. Using a qualitative case study design, data were collected through in-depth interviews with one teacher and four students representing four learning achievement categories, participatory observation of the WhatsApp group, and documentation. The findings indicate that learning interactions mainly occurred between students and learning materials and among students, with no direct teacher-student interaction. The obstacles included teachers’ limited time due to the large number of participants, students’ difficulties in managing time, and technical problems involving internet connectivity and device storage capacity. Student responses were both positive and negative, influenced by learning objectives, prior Arabic experience, material comprehension, and discipline in completing assignments.

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