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TADRIS AL-ARABIYAT: Jurnal Kajian Ilmu Pendidikan Bahasa Arab
Published by Universitas KH. Mukhtar Syafaat
ISSN : -     EISSN : 27746100     DOI : DOI : 10.30739/arabiyat.v6i2.4993
Core Subject :
TADRIS AL-ARABIYAT: Jurnal Kajian Ilmu Pendidikan Bahasa Arab is an international journal focused on research and development in Arabic language education across various global educational contexts. This journal covers studies on teaching methodologies, curriculum, assessment, and the application of technology in Arabic language learning. Additionally, it addresses Arabic language teaching for non-native speakers and sociolinguistics and psycholinguistics in Arabic language acquisition. The journal aims to be a primary reference for academics and practitioners in Arabic language education, publishing high-quality research articles that significantly contribute to the theory and practice of Arabic language education. Al-Arabiyat supports innovation and practical solutions to the challenges of Arabic language teaching, with a broad academic and practical impact worldwide.
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Articles 113 Documents
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Penerapan squid game edukasi untuk meningkatkan penguasaan kosakata bahasa arab Hariansyah Muhammad Siddik; Dedy Irawan; Umi Hijriyah; Damanhuri
TADRIS AL-ARABIYAT: Jurnal Kajian Ilmu Pendidikan Bahasa Arab Vol. 6 No. 2 (2026): JULI
Publisher : Universitas KH. Mukhtar Syafaat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/arabiyat.v6i2.4997

Abstract

Vocabulary mastery is one of the key factors in the success of Arabic language learning. However, the learning process, which is still dominated by conventional methods in class VIII T2 at MTs Muhammadiyah Sukarame Bandar Lampung, has caused some students to be unable to understand and use Arabic vocabulary optimally. This study aims to improve students’ mastery of Arabic vocabulary through the implementation of the interactive learning media Educational Squid Game (Honeycomb) in the learning process.This study employed the Classroom Action Research (CAR) method conducted in two cycles. The data collection techniques included observation, documentation, pre-tests, and post-tests. The results of the study showed an improvement in the students’ average scores and learning completeness from Cycle I to Cycle II. The average score increased from 79.46 in the pre-test to 84.75 in Cycle I, and reached 91.87 in the post-test of Cycle II. Classical learning completeness also increased significantly from 31% (pre-test) to 69% (Cycle I), and reached 91% at the end of Cycle II.In addition, the implementation of the interactive media Educational Squid Game (Honeycomb) was able to enhance students’ motivation, activeness, and engagement during the learning process. Therefore, the interactive media Educational Squid Game (Honeycomb) can be used as an effective, innovative, and enjoyable learning alternative to improve Arabic vocabulary mastery.
Analisis Balaghah Pada At-Thibaq Ilmu Badi' dalam Surat Al-Isra': dan Desain Pembelajarannya Ervia Arum Yuniarti; Fachrul Ghazi; Zulhannan; Muhammad Akmansyah
TADRIS AL-ARABIYAT: Jurnal Kajian Ilmu Pendidikan Bahasa Arab Vol. 6 No. 1 (2026): JANUARI
Publisher : Universitas KH. Mukhtar Syafaat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/arabiyat.v6i1.5012

Abstract

Balaghah  is the science that discusses how to convey meaning accurately and beautifully, while at-tibaq in the science of bad?‘ is a style of language that emphasizes the contrast between two opposing meanings in a text, including in the verses of Surat Al-Isra’. This is the key to understanding the depth of meaning and beauty of the language of the Qur’an, but it is rarely used systematically as the basis for learning design. Therefore, this study aims to analyze the form and function of at-tibaq in Surah Al-Isra' and formulate a text-based Balaghah  learning design and case method. The method used is a qualitative approach in the form of a literature study, with the main data being verses from Surah Al-Isra' that contain at-tibaq and related scientific articles, analyzed through content analysis. The results of this study show that there are several types of at-tibaq (contradictions in meaning between verses, within a phrase, within a sentence, and in semantic roles) that serve to emphasize dichotomies of meaning, clarify moral consequences, and strengthen the persuasive, emotional, and aesthetic power of the text. The contribution to the development of Balaghah  learning is evident when the verses of Al-Isra' are used as the main case for analysis, arranged in a step-by-step module, and enriched with lesson plan design tasks so that Balaghah  material is easier to understand and closer to the learning experience.
ANALISIS KETERAMPILAN MENGAJAR DALAM PRAKTIK PEMBELAJARAN MAHASISWA PENDIDIKAN BAHASA ARAB PADA MATA KULIAH MICROTEACHING Ahmad Baidhowi
TADRIS AL-ARABIYAT: Jurnal Kajian Ilmu Pendidikan Bahasa Arab Vol. 6 No. 2 (2026): JULI
Publisher : Universitas KH. Mukhtar Syafaat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/arabiyat.v6i2.5362

Abstract

Microteaching is a learning model designed to train the pedagogical competence of prospective teacher students through limited-scale teaching practice. This study aims to analyze the teaching skills of PBA students at Muhammadiyah University of Tangerang. The results of the analysis are expected to be an evaluation for lectures in monitoring and providing input to prospective teacher students, as well as for students to improve their competencies. This study was conducted using a quantitative approach with a descriptive design. The instruments in this study were lecturer observation sheets and a learning assessment rubric criterion, then converted into qualitative data through a score range percentage table. This study found that the overall skills of prospective teacher students in the Arabic Language Education Study Program, class of 2024, obtained an average score of 79,73%, which is categorized as good. In detail, the score obtained for opening skills was 80,11% (good). Explanation skills were 86,47% (very good). Variation skills were 82.26% (good). Reinforcement skills obtained a score of 81,11% (good). Questioning skills obtained a score of 79,32% (good). Classroom management skills scored 74,79% (adequate). Discussion guidance skills scored 76,84% (good). Small group and individual teaching skills scored 77,68% (good). Closing skills scored 78,95% (good). Based on the percentage results above, it can be seen that there is one basic teaching assessment indicator that still needs to be evaluated and improved, namely classroom management skills.

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