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Shaut Al-'Arabiyah
Published by Universitas Islam Negeri Alauddin Makassar
ISSN : 2354564X     EISSN : 25500317     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Jurnal Shaut Al-'Arabiyah published twice a year since 2013 (June and December), is a multilingual (Bahasa, Arabic, and English), peer-reviewed journal, and specializes in Arabic Education, Hadits, and Other Arabic Studies. This journal is published by the Arabic Education Department, Faculty of Education and Teachers Training, Universitas Islam Negeri Alauddin Makassar.
Arjuna Subject : -
Articles 292 Documents
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Problematika Penerapan Kurikulum Merdeka terhadap Pembelajaran Bahasa Arab di Madrasah Tsanawiyah Muslimin Indonesia Center (MIC) Samarinda Munawarah, Munawarah; Munawwir, Ahmad; Chalik, Sitti Aisyah; Al-Qifari, Abudzar
Shaut al Arabiyyah Vol 14 No 1 (2026): JURNAL SHAUT AL-'ARABIYAH
Publisher : Jurusan Pendidikan Bahasa Arab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/saa.v14i1.65027

Abstract

The purpose of this study is to determine the implementation of the Independent Curriculum in Arabic language learning at MTs Muslimin Indonesia Center, to identify emerging problems, and to provide solutions or recommendations to address these obstacles. This study uses a descriptive qualitative research method. The research approach includes a pedagogical approach, and a social. Data sources include the principal, Arabic language teachers, and the vice principal for curriculum. Data collection techniques consist of observation, interviews, and documentation, using observation guidelines, interview guidelines, and documentation checklists. Data analysis follows the Miles and Huberman model, including data reduction, data presentation, and conclusion drawing. The results show that the implementation of the Independent Curriculum still faces various obstacles, such as teachers' lack of understanding of the terms and concepts of the new curriculum, suboptimal preparation of learning tools, limited learning resources, minimal use of technology, and learning time that does not match the number of hours stipulated in the curriculum. However, in terms of assessment, no obstacles were found for Arabic language teachers. To address these challenges, this study recommends increasing teacher training and mentoring, as well as optimizing the implementation of project-based learning to improve students' Arabic language competency. Furthermore, proposed solutions include improving Arabic reading and writing habits, increasing the stock of textbooks, adjusting learning schedules.
Ta’ĺim al-Lugah al-Arabiyah ‘ala Asās az-żukā’ati al-Muta’addidah dirāsah Taqwīmiyah bi Madrasati QITA Malang Afifah; Muhlis, Wachida; Atiq, Abdian Akbar
Shaut al Arabiyyah Vol 13 No 2 (2025): JURNAL SHAUT AL-'ARABIYAH
Publisher : Jurusan Pendidikan Bahasa Arab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/saa.v13i2.63611

Abstract

Evaluasi dalam pembelajaran Bahasa Arab seringkali hanya berfokus pada kecerdasan itelektual yang dimiliki peserta didik tanpa memperhatikan kecerdasan yang lain. Pada kenyataanya setiap peserta didik mempunyai kecerdasan yang tidak serupa. Hal ini tentu saja membuat peserta didik yang memiliki kecerdasan di luar kecerdasan intelektual tidak bisa menampakkan kemampuan mereka secara maksimal. Oleh karena itu Madrasah QITA menerapkan evaluasi berbasis multiple intelligences. Penelitian ini bertujuan untuk menjelaskan penerapan evaluasi berbasis multiple intelligences dalam pembelajaran Bahasa Arab di madrasah QITA dan akan menyajikan kelebihan dan kekurangan setelah penerapan evaluasi berbasis multiple intelligences. Penelitian ini menggunakan jenis deskriptif dengan pendekatan kulitatif dimana sumber data yang didapatkan berdasarkan hasil dari observasi dan wawancara yang telah dilakukan. Adapun hasil dari penelitian ini menunjukkan bahwa dalam pembelajaran Bahasa Arab di madrasah QITA dengan menerapkan evaluasi berbasis multiple intelligences, tidak mengacu sepenuhnya pada kecerdasan yang ada melainkan hanya pada lima kecerdasan saja. Meskipun demikian guru di madrasah QITA tetap dapat memberi penilaian terhadap peserta didik. Terdapat beberapa kekurangan maupun tantangan seperti memerlukan sumber daya tambahan, pengintegrasian yang harus tepat dan peningkatan beban kerja guru. Meskipun demikian, penerapan evaluasi berbasis Multiple Intelligences di Madrasah QITA memiliki potensi untuk meningkatkan kualitas pembelajaran Bahasa Arab dengan memberikan gambaran holistik tentang kemampuan siswa, pengukuran keragaman, pengukuran komprehensif dan memotivasi mereka untuk mencapai kesuksesan dalam belajar

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