scholarly journals تعليم اللغة العربية في المعهد السلفي و المعهد الحديث نماذجا

IZDIHAR ◽  
2018 ◽  
Vol 1 (2) ◽  
Author(s):  
Hasyim Asy’ari ◽  
Ammar Zainuddin
Keyword(s):  
Language Learning ◽  
Moral Education ◽  
Language Skills ◽  
Boarding School ◽  
Boarding Schools ◽  
Arabic Language ◽  
Learning Activities ◽  
Educational Institutions ◽  
Learning Models ◽  
Written Form

Islamic boarding schools are Islamic educational institutions that focus on moral education. Islamic boarding schools at this time were divided into ancestor and modern boarding schools. There are differences in the curriculum and learning models of Arabic in the two pesantren. Salaf Islamic boarding schools have a special curriculum in understanding the understanding of Islam. Learning Arabic in the Salaf Islamic boarding school is oriented towards grammatical learning by memorizing the terms nahwu and shorof and memorizing nadhom. While the Arabic language learning curriculum in modern pesantren aims not only for religious scholarship, but aims to use all language skills in communication. This Islamic boarding schools believes that language learning activities must provide students the ability to communicate correctly, both in oral and written form.

PENGUATAN MEMBACA KITAB KUNING MENGGUNAKAN METODE BITHAQATIL JUMAL PADA PESANTREN MU’ALLIMIN MUHAMMADIYYAH SAWAH DANGKA KAB. AGAM, SUMATERA BARAT

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Adlan Sanur Tarihoran ◽  
Muhamad Rezi
Keyword(s):  
Community Service ◽  
Language Skills ◽  
Boarding School ◽  
Boarding Schools ◽  
Arabic Language ◽  
Service Activity ◽  
Adequate Quality ◽  
The Right ◽  
Islamic Values

One of the great traditions in Islamic education institutions in Indonesia is teaching by transmitting Islamic values as found in classical books written centuries ago. The majority in Indonesia, the classic book is better known as the Kitab Kuning. Teaching with the Kitab Kuning is usually done in Islamic Boarding Schools. Examining Kitab Kuning requires qualified Arabic language skills at least passively. Unfortunately, not all Islamic boarding schools that have a variety of superior programs in certain fields, are weak in the field of studying Kitab Kuning. One of them is the Islamic Boarding School Mu'allimin Muhammadiyyah Sawah Dangka which has the flagship Tahfizh Alquran program but is weak in the study of Kitab Kuning. One of the main factors is the lack of adequate quality of human resources. For this reason, this community service activity aims to provide training while introducing new, lightweight methods in learning Arabic, namely the Bihaqatil Jumal method. This method emphasizes learning Arabic using the right brain. After a series of community service activities, teachers and Islamic boarding schools felt helped and gained new experiences in learning Arabic methods to study Kitab Kuning. In addition, both the assisted object and the resource person requested that this kind of community service be continued.

scholarly journals استراتجية " Every one is a teacher here"لترقية تعليم مهارة الكتابة

2017 ◽  
Vol 2 (3) ◽  
pp. 103-113
Author(s):  
M. Bashori
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Learning Strategy ◽  
Language Skills ◽  
Writing Skills ◽  
Arabic Language ◽  
Learning Activities ◽  
Writing Ability ◽  
Writing Skill ◽  
Teachers And Students

Keterampilan Menulis adalah salah satu keterampilan bahasa yang penting dalam kegiatan pembelajaran bahasa Arab. Fakta di lapangan menunjukkan bahwa proses belajar mengajar antara guru dan siswa mengalami kesulitan karena mereka masih kurang dalam kemampuan menulis bahasa Arab. Untuk itu, Pembelajaran Bahasa Arab membutuhkan adanya peningkatan untuk memberikan ketertarikan pada materi keterampilan Menulis. maka dipilihlah strategi Everyone Is A Teacher Here sebagai strategi pembelajaran untuk meningkatkan keterampilan menulis. Penelitian ini dilakukan dengan tujuan untuk mengetahui Penerapan strategi Everyone Is A Teacher Here dalam Meningkatkan Keterampilan Menulis. Writing Skills is one of the important language skills in Arabic learning activities. The facts on the ground show that the learning process between teachers and students is difficult because they are still lacking in Arabic writing ability. For that reason, Arabic Language Learning requires an improvement to give an interest in writing skills. the strategy of Everyone Is A Teacher Here is chosen as a learning strategy to improve writing skills. This research was conducted with the aim to know Application of Everyone Is A Teacher Here strategy in Improving Writing Skill

scholarly journals KHIDMAH; STUDENT DEVOTION TO THE TEACHER (A Brief Review)

2021 ◽  
Vol 4 (1) ◽  
pp. 31-42
Author(s):  
Ahmadun Najah
Keyword(s):  
Moral Education ◽  
School Environment ◽  
Boarding School ◽  
Boarding Schools ◽  
School Education ◽  
Educational Institutions ◽  
Literature Study ◽  
Conceptual Approach ◽  
Long Period ◽  
Ancient Times

One of the distinctive cultures that live sustainably in the boarding school environment is the khidmah tradition. Khidmah is interpreted as an attitude and wholehearted devotion activity carried out by a santri to his kyai or teacher, both during the study period at the boarding school or after graduation. Among Islamic boarding schools, this khidmah tradition has been deeply rooted since ancient times and is still maintained until now, and it is felt that it will persist into the future. More than just a tradition, this khidmah becomes an important identity of a santri as well as one of the benchmarks for his success in studying because in Islamic boarding school education. This study tries to explain the meaning and forms of khidmah, the factors behind the emergence of khidmah, motivation for khidmah, the theological basis of khidmah, as well as its virtues and benefits so that people can understand this khidmah problem more deeply and completely. This research is qualitative in the form of a literature study, with a conceptual approach to Sufism and morality. So it is possible to answer some aspects of the problem as mentioned earlier. After extracting the data and analyzing it, in this study several conclusions were obtained, including; first, khidmah is a form of devotion and service performed by a student (santri) to his teacher (kyai), as a form of respect and obedience to the teacher. This devotion can be in the form of devotion that has physical nuances, thoughts, possessions, or in the form of prayer. Second, the emergence of a khidmah tradition in Islamic boarding schools and other Islamic educational institutions is motivated by several factors such as strong moral education, especially morals for teacher (kyai), kyai who is believed to be pious and holy people, and the dormitory life system in the community a long period which builds an inner closeness between teacher and student. Third, some of the motivations that encourage students to be khidmah are to get the kyai's willingness (ridha) as well as an expression of gratitude and want to repay the kyai's services..

scholarly journals Competency-Based Syllabus and Skills-Based Syllabus of Arabic Learning in College

2019 ◽  
Vol 11 (1) ◽  
pp. 25-52
Author(s):  
Nuraini Nuraini
Keyword(s):  
Language Learning ◽  
Research Method ◽  
Language Skills ◽  
Academic Skills ◽  
Arabic Language ◽  
Educational Institutions ◽  
Language Usage ◽  
Development Research ◽  
Competency Based ◽  
And Function

A challenging and uncertain millennial era requires that educational institutions design their education based on real needs in the field capable of producing human resources with attitude, knowledge and skill competencies, in order to prepare this, syllabus plays an important role because it is one of the stages of the curriculum, to answer what to learn to deal with this problem. Competence can be interpreted as knowledge, skills, and abilities controlled by someone who has become part of himself. So that he can perform cognitive, affective and psychomotor behaviors as well as possible.This study uses a development research method developed by Jack Richard which modified according to the needs in the development of the syllabus. Thus, the research steps include the study of documents on the syllabus that is already running, observation of learning using a running syllabus, and analysis of needs for the development of the syllabus, and developing the syllabus for Arabic language learning in higher education. The skill-based syllabus contains a number of specific "predictable" abilities to be part of language usage. Skill-based syllabus organizes materials around the language skills or academic skills that students need to learn the language. further this article present kind and function of syllabus, its also discuss about how to organizing materials to reach goals of arabic learning, and also doscuss some problem encountered in the implementation of the syllabus.

scholarly journals مشكلات تعليم اللغة العربية في المعاهد الحديثة

2019 ◽  
Vol 8 (2) ◽  
pp. 85-96
Author(s):  
Ana Achoita
Keyword(s):  
Boarding School ◽  
Boarding Schools ◽  
Arabic Language ◽  
Educational Institutions ◽  
Religion And Science ◽  
Grammatical Structure ◽  
Background Factors ◽  
Science Of Religion ◽  
Supporting Teachers

Indonesian language actually has a lot influence from Arabic language. This is proven by the grammatical structure of Indonesian language which resembles of Arabic language. Boarding schools are educational institutions that teach the science of religion. There are some boarding school which also taught the science of religion and science. Even this is also not easy to apply. The students background factors, supporting teachers and books was very influential to the success of teaching in a boarding school up in a modern boarding school.

scholarly journals METODE I‘RĀB AL-QUR’AN DAN KONVENSIONAL SEBAGAI PEMBELAJARAN BAHASA ARAB BAGI NON ARAB DI PONPES AL MADINAH BOYOLALI

2019 ◽  
Vol 19 (2) ◽  
pp. 123-135
Author(s):  
Syamsul Hidayat ◽  
Amien Ashiddiqi
Keyword(s):  
Data Collection ◽  
Language Learning ◽  
Conventional Method ◽  
School Environment ◽  
Boarding School ◽  
Boarding Schools ◽  
Arabic Language ◽  
Research Subjects ◽  
Conventional Methods ◽  
Iq Method

This study aims to obtain related information about (1) Exploring and knowing Arabic learning models for non-Arabs, (2) Knowing the differences between the i'rāb al-Qur'an (IQ) method and the conventional method (MK) for non-Arab speakers, (3) Knowing and describing the level of effectiveness of Arabic learning for non-Arabs using the i'rāb al-Qur'an (IQ) method and the conventional method (MK) in Islamic boarding schools. This research includes qualitative research at Al Madinah Islamic Boarding School Class XI MA Nogosari Boyolali Year 2017. The research subjects are the principal, teachers and students. Data collection is done through observation, interviews, and documentation. The data analysis technique carried out in this study is to analyze interactive model data by interacting between data collection, data reduction, data presentation and data verification. Research results: (1) Arabic Language Learning Model of Madrasah Aliyah Al Madinah Boyolali 2017/2018. The basic method used by the cleric is the bandongan method, which is a collective method (halaqoh) which is conveyed by the translation model in which the cleric reads the Arabic-language book, then translates and explains the rules and wisdom contained in it, while the students listen to the study delivered by the cleric. Learning uses the method of translation rules, delivery with lecturer, question-answer and talaqqi (sorogan). (2) The difference between the IQ method and the conventional method that the IQ method is applied in the boarding school environment in naḥwu-ṣaraf, balāgah learning, and some in muṭāla‘ah lessons. The IQ method is more inviting students to interact directly with the al-Qur'an and Hadith. The IQ method is broader in discussion, while conventional methods are limited to the curriculum. (3) The level of effectiveness of learning Arabic for non-Arabs with the IQ method and conventional methods in Islamic boarding schools that conventional methods are less satisfying for balāgah and muṭāla‘ah lessons, if there is no combination of strategies.Penelitian ini bertujuan untuk mendapatkan informasi terkait tentang (1) Mengeksplorasi dan mengetahui model pembelajaran bahasa Arab bagi non-Arab, (2) Mengetahui perbedaan antara metode i‘rāb al-Qur’an (IQ) dengan metode konvensional (MK) bagi penutur non-Arab, (3) Mengetahui dan mendeskripsikan tingkat efektifitas pembelajaran bahasa Arab untuk non-Arab dengan metode IQ dan MK di lingkungan pondok pesantren. Penelitian ini termasuk penelitian kualitatif di Pondok Pesantren Al Madinah Kelas XI MA Nogosari Boyolali Tahun 2017. Subjek penelitian dari kepala sekolah, guru, dan siswa. Pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Teknik analisis data yang dilakukan pada penelitian ini adalah teknik analisis data model interaktif dengan menginteraksikan antara pengumpulan data, reduksi data, penyajian data dan verifikasi data. Hasil penelitian: (1) Model Pembelajaran Bahasa Arab Madrasah Aliyah Al Madinah Boyolali Tahun 2017/2018. Metode yang digunakan para ustadz adalah metode talaqqi (sorogan-bandongan) yaitu metode kolektif (halaqoh) penyampaiannya dengan model kaidah-terjemah yang mana ustadz membaca kitab berbahasa Arab, lalu menerjemahkan dan menjelaskan kaidah-kaidah dan hikmah yang terkandung di dalamnya, sementara para santri menyimak kajian yang disampaikan ustadz. Pembelajaran menggunakan metode kaidah-terjemah, penyampaian dengan lecturer (ceramah), dan tanya-jawab. (2) Perbedaan antara metode i‛rāb al-Qur’an dengan metode konvensional bahwa metode IQ diterapkan di lingkungan pondok pesantren dalam pembelajaran naḥwu-ṣaraf, balāgah, dan beberapa di pelajaran muṭāla‘ah. Metode IQ lebih mengajak siswa berinteraksi secara langsung kepada al-Qur’an maupun Hadits. Metode IQ lebih mudah diingat siswa dan lebih luas pembahasannya, adapun MK terbatas dengan kitab kurikulum pegangan. (3) Tingkat efektifitas pembelajaran bahasa Arab untuk non-Arab dengan metode IQ dan MK di lingkungan pondok pesantren bahwa metode konvensional kurang memuaskan untuk pelajaran balāgah dan muṭāla‘ah, jika tidak ada kombinasi strategi.

scholarly journals Arabic Creative and Participative Learning: In Search of a New Way of Language Learning by “El Jidal Reborn” Youth Community in Malang

2020 ◽  
Author(s):  
Saidna Zulfiqar Bin-Tahir
Keyword(s):  
Language Learning ◽  
Language Skills ◽  
Learning Activities ◽  
Learning Models ◽  
Community Based ◽  
Language Community ◽  
Participatory Approaches ◽  
Development Of Language ◽  
Participative Learning ◽  
Youth Community

The development of language skills and competencies of students experiencing various obstacles originates from the precise nature of learning. The need for developing language skills among students is inevitable, as is the need for Arabic, in the millennial era, in line with the integration of students into global communication and knowledge networks. Arabic has also become a source of knowledge in addition to other languages. The Language community in the millennial era cannot be seen as a meaningless community because its existence is an alternative way out in developing language skills that prioritize active, cooperative, and collaborative learning activities using participatory approaches. This paper shows that the development of community-based language skills has had implications for the success of language learning, as a counterpart to formal and standard language learning practices. As shown in this paper, the existence of a language community is a transformation of the learning process that is informal by providing facilities for students to carry out the process of learning, training, and mentoring that promotes active learning models, cooperative-collaborative, participatory in a language community. This paper suggests the need for a model for developing language skills through communities by formulating learning models based on collaborative achievement development, in response to individualistic language learning traditions.

scholarly journals PENGEMBANGAN PANDUAN MODEL PEMBELAJARAN SOSIODRAMA UNTUK PENINGKATAN MAHARAH AL-KALAM SISWA SMA AN NIDA' ISLAMIC BOARDING SCHOOL WONOSOBO

2020 ◽  
Vol 3 (02) ◽  
pp. 217-232
Author(s):  
Shidqil Mubarok
Keyword(s):  
Language Learning ◽  
Boarding School ◽  
Arabic Language ◽  
Learning Model ◽  
Learning Models ◽  
Academic Problems

This research has been motivated by the struggle of teachers to overcome thedifficulty in applying innovative and practical learning models, as they needto understand complexity of teaching textbooks without being provided with acomplete explanation. The sociodrama learning model handbook is expected tobe useful in overcoming academic problems of Arabic language learning modelswith sociodrama method. It also to measure the necessity of teachers in creatingan effective Arabic language learning model handbook. The research is based onpotentials and problems in the field especially in the Arabic language learningmodel by sociodrama method. This research was conducted by research anddevelopment approach (R&D) and used ten steps of the research that formulatedby Sugiyono. As a development product, it is used to provide the necessity ofteachers at Senior HighSchool of An Nida’ Islamic Boarding School Wonosobo.

scholarly journals Strategi Penerapan Keterampilan Pengajaran Bahasa Arab Perspektif Abdurrahmān Ibn Ibrahim Al-Fauzān

2021 ◽  
Vol 5 (01) ◽  
pp. 205-218
Author(s):  
Sandi Sudirman ◽  
Abdul Hayyie Al-Kattanie ◽  
Anung Al-Hamat
Keyword(s):  
Language Learning ◽  
Research Method ◽  
Native Speakers ◽  
Language Skills ◽  
Arabic Language ◽  
Language Teachers ◽  
Educational Institutions ◽  
Literature Study ◽  
Library Research ◽  
Learning Guide

Abstrak Bahasa Arab adalah bahasa Umat Islam, bahasa yang sudah menyebar keseluruh penjuru Dunia, tak terkecuali bumi Indonesia yang memiliki keberagaman suku, budaya dan bahasa. Kendati demikian, kemajemukan bahasa di Nusantara ini tidak menutupi bahasa yang masuk dari luar negri termasuk bahasa Arab. Bahkan bahasa Indonesia ini banyak megadopsi dari bahasa Arab. Kemudian, semakin banyaknya peminat masyarakat tanah air dengan bahasa Arab, maka otomatis dibutuhkan pula pengajar yang kompeten dalam bidang bahasa Arab. Sistem pengajaran bahasa Arab di Indosesia secara umum, dari dulu hingga sekarang masih banyal lembaga pendidikan terutama pesantren menggunakan metode dan keterampilan yang sama, tidak berkembang. Salah satu metode yang digunakan adalah metode al-qawāid wa al-tajamah. Metode ini kekurangannya adalah tidak memperhatikan empat keterampilan berbahasa Arab, yaitu istima’(menyimak), kalam (berbicara), qirāah (membaca), dan kitābah (menulis). Metode ini banyak mengasah keterampilan membaca saja. Oleh karena itu, dipandang perlu adanya penulisan terkait masalah ini dengan meneliti tentang penerapan keterampilan berbahasa Arab bersumber dari buku paduan pembelajaran bahasa arab untuk non penutur asli (non Arab), yaitu kitāb al-Idhāāt karya ‘Abdurrahman al-Fauzan. Adapun bentuk dari riset ini ialah studi literatur (kitab-kitab) yang sifatnya kualitatif, dalam metode penelitian ini menggunakan metode library research (studi pustaka) yang sumber utamanya (primer) adalah Kitāb al-Idhāāt yang  fokus pada pembahasa penerapan keterampilan bahasa Arab untuk non Arab (‘ajam). Penulis berharap dengan teralisasinya penelitian ini para pengajar bahasa Arab di Nusantara mampu menerapkan keterampilan berbahasa Arab yang empat, yaitu keterampilan istima’(menyimak), kalam (berbicara), qirāah (membaca), dan kitābah (menulis) dengan maksimal. Abstract Arabic is the language of the Islamic ummah, a language that has spread throughout the world, including Indonesia, which has a diversity of ethnicities, cultures and languages. However, the diversity of languages in the archipelago does not cover the languages that have entered from abroad, including Arabic. Even the Indonesian language has adopted many of the Arabic language. Then, with the increasing number of homeland enthusiasts using Arabic, it automatically requires teachers who are competent in the field of Arabic. The Arabic language teaching system in Indonesia in general, from the past until now, many educational institutions, especially Islamic boarding schools, use the same methods and skills, not developed. One of the methods used is the al-qawāid wa al-tajamah method. The drawback of this method is that it does not pay attention to the four Arabic language skills, namely istima '(listening), kalam (speaking), qirāah (reading), and kitābah (writing). This method hones a lot of reading skills only. Therefore, it is deemed necessary to write about this problem by examining the application of Arabic language skills sourced from the Arabic language learning guide book for non-native speakers (non-Arabic), namely kitāb al-Idhāāt by 'Abdurrahman al-Fauzan. The form of this research is the study of literature (books) which are qualitative in nature, in this research method using the library research method (literature study) whose main source (primary) is Kitāb al-Idhāāt which focuses on the application of Arabic language skills for non Arabic ('ajam). The author hopes that with the realization of this research, Arabic language teachers in the archipelago will be able to apply the four Arabic language skills, namely istima '(listening), kalam (speaking), qirāah (reading), and kitābah (writing) skills maximally.

scholarly journals THE APPLICATION OF « NEMO » ARTIFICIAL INTELEGENCE IN ARABIC LANGUAGE LEARNING IN THE 4.0 REVOLUTION ERA AT AL- KHALIFAH ISLAMIC BOARDING SCHOOL CIBUBUR

2020 ◽  
Vol 6 (1) ◽  
pp. 58-61
Author(s):  
Abu Bakar Shiddiq
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Boarding School ◽  
Arabic Language ◽  
Learning Activities ◽  
Instructional Media ◽  
Android Application ◽  
Average Value ◽  
The Media

Abstract   Android application-based learning media is an effective way, because the students motivation have increased in learning and practicing learning activities. Learning media which utilizes Android which emphasizes on several applications that are easily owned by all students and instructors, so that they are easy and affordable. Gagne and Briggs in the Book (Azhar, 2002) provide a limitation on the scope of the media including physical devices with the aim of conveying subject matter such as books, tape recorders, video recorders, films, slides (picture frames), photos, graphics, television and computer. Nemo is an android application that is designed as a medium of learning and language learning by mastering a number of useful words. In the android application, Nemo is like a simple pocket dictionary so that it helps in improving the language level through various learning materials. This study examines the effectiveness of the use of Android-based Arabic Nemo teaching materials for students at Al- Khalifah Islamic boarding school Cibubur. Beginner level students at Al- Khalifah Islamic boarding school Cibubur in learning Arabic. Many relevant studies prove that the teaching and learning activities using android made learning outcomes better than teaching and learning activities without using it. This study aims to test the effectiveness of instructional media on learning outcomes and whether it is more effective than teaching and learning activities that do not use instructional media in Arabic learning, the average value obtained indicates the benefits and effectiveness of using NEMO media on success in teaching and learning activities.

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