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 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.

scholarly journals Analisis usaha mikro kecil dan menengah (UMKM) pada pondok pesentren di Kota Jambi

2021 ◽  
Vol 16 (2) ◽  
pp. 391-408
Author(s):  
Avrizal Avrizal ◽  
Haryadi Haryadi ◽  
Syurya Hidayat
Keyword(s):  
Regression Analysis ◽  
Data Collection ◽  
Multiple Regression ◽  
School Environment ◽  
Working Hours ◽  
Boarding School ◽  
Boarding Schools ◽  
Primary Data ◽  
Socioeconomic Characteristics ◽  
Qualitative And Quantitative

This study aims to find out how the socioeconomic characteristics of MSMEs in Islamic boarding schools and what factors affect MSME income and what strategies to develop MSMEs at Islamic boarding schools. This research uses qualitative and quantitative approaches. The data used are primary data, a sample of 73 respondents. The respondents consisted of SMEs who were in the boarding school environment. Data collection was carried out through surveys and interviews using a questionnaire that was distributed to respondents. Data were analyzed using multiple regression analysis (multiple regression). The results showed that the variable fixed capital, operational capital and working hours significantly influence the income of UMKM traders in pesentren while the length of business and location variables did not significantly influence the income of UMKM traders in pondok pesentren.  

scholarly journals Method of Teaching Arabic Language in Program Diniyah Formal (PDF) at Pondok Pesantren Al-Mubarak Wonosobo/طريقة تعليم اللغة العربية بتربية الدينية الرسمية فى معهد المبارك وونوسوبو

2020 ◽  
Vol 1 (1) ◽  
pp. 17-32
Author(s):  
Novita Kurniasih
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Language Learning ◽  
Direct Method ◽  
Boarding School ◽  
Arabic Language ◽  
Learning Method ◽  
Data Presentation ◽  
Collection Data ◽  
The Subject

This study aims to find out Arabic language learning method at Pondok Pesntren Al-Mubaarak Wonosobo year lesson 2018/2019. This research uses qualitative type. Located at the Islamic boarding school Al-Mubaarak Wonosobo in January 2019-March 2019. The subject in this study is the Arabic language teacher and students at the Islamic boarding school Al-Mubaarak Wonosobo. Methods of collecting data with observations, interviews and documentation. Test the validity of the data by using source triangulation. Data analysis starts with data collection, data reduction and data presentation and delivery.The conclusion of this research is the method of learning Arabic at the Islamic boarding school Al-Mubaarak Wonosobo by using method Grammer Translation, method of audio lingual, direct method. and elektik method.

scholarly journals Pengembangan Kekhasan Pendidikan Pondok Pesantren

2019 ◽  
Vol 10 (2) ◽  
pp. 178-197
Author(s):  
Moh. Sutomo
Keyword(s):  
Language Development ◽  
Islamic Law ◽  
Science And Technology ◽  
Boarding School ◽  
Boarding Schools ◽  
Arabic Language ◽  
Modern World ◽  
Research Subjects ◽  
Educational Activities ◽  
Islamic School

The oldest educational model in Indonesian islamic school, before the advent of formal education. Islamic boarding schools are representative of the needs of the community itself. Islamic school itself develops along with the development of the surrounding community with local wisdom (local genius). Therefore pesantren develops with their own uniqueness as a form of response to the fulfillment of the needs of Stakeholders.This study aims to reveal the development of the peculiarities of boarding  school education, with research subjects Baitul Arqom Balung boarding school Jember. The focus of the research study is a) What is the caregiver's view of education in Islamic boarding schools ?, b) What are the caregiver's views on the development of science and technology, political demands and stakeholders, and c) What activities are carried out in developing the characteristics of the Islamic boarding school ?. The results of this study reveal: 1) That the caregiver's view of education in pesantren is: a) education in the pesantren must be open, b) Education in islamic school for all groups, c) Education dipesantren to think freely and remain spiritually islamic school, 2) view of caregivers Baitul Arqom Balung Jember boarding school on the development of science and technology, social and political changes anddemands stakeholder: that is positive and open by showing: a) Updates in terms of teaching and learning methods in pesantren, including the use of information technology access, b). Updates in terms of content of curriculum content. including teaching general science, especially technology, and c) Renewing pesantren as a center of communitydevelopment. Including equipping students with various scientific disciplines and skills in entering the modern world while still holding on to the spiritual demands, Islamic law and morals. 3) The form of educational activities developed as an effort to develop specialities in the Baitul Arqom Balung Jember Islamic boarding school, among others: a) Muadalah education activities, b) non-formal educational activities, for example: English language development, Arabic language development, scout activities, and activities other units

scholarly journals STUDI EVALUATIF SISTEM PEMBELAJARAN BAHASA ARAB DI MA PUTRA PONDOK MODERN DARUSSALAM LIABUKU KOTA BAU BAU

2020 ◽  
Vol 9 (1) ◽  
pp. 94
Author(s):  
Ahmad Talim
Keyword(s):  
Data Collection ◽  
Language Learning ◽  
Teaching And Learning ◽  
Boarding School ◽  
Arabic Language ◽  
Learning System ◽  
Quality Level ◽  
Listening Skills ◽  
Language Programs ◽  
Three Stages

The focus of this research is the Arabic learning system in MA Putra Bau Bau Darussalam Islamic Boarding School in Bau Bau City. From these problems, this study aims to evaluate the Arabic learning system in Darussalam Islamic Boarding School which is focused on the main issues, namely: 1) How is the compatibility of the Antasedent Arabic learning system entry in Darussalam Liabuku Bau Bau Islamic boarding school with the process standard?This type of research is a program evaluation with a descriptive qualitative approach, in this study the authors assess the quality level and conditions of the Arabic language learning system in Darussalam Islamic Boarding School Liabuku Bau Bau. To obtain the data, three data collection techniques were used, namely observation, interviews and documentation. After data collection, the data processing is then processed through three stages, namely: 1) data reduction, 2) data display, 3) and drawing conclusions / verification.The results of this study indicate that learning Arabic in MA Putra Darussalam Liabuku Islamic boarding school is fulfilled with 3 standard processes, namely: achieving the existing Arabic learning objectives, teachers in MA Kulliyatul Muallimin al-Islamiyah Darussalam Liabuku Islamic boarding school Bau Bau make I 'dad al-Tadrīs to support the existing Arabic teaching and learning activities, because all of his learning uses Arabic as the medium. In evaluating students 'theoretical or practical language skills, the teacher evaluates learning in the form of oral examinations (imtihᾶn syafahi) and written examinations (imtihᾶn tahrīrī), so that the assessment of students' Arabic Arabic abilities cannot be separated in the four language skills.From this research, a strategic recommendation can be adopted in improving the learning system of KMI Pondok Modern Darussalam Liabuku, namely teachers working with Language Builders in language programs to improve the ability of the Santri Arabic language and provide a Language Laboratory to improve students' listening skills.

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 Intensive Course: the Alternative Program for Teaching Arabic Speaking and Reading Skills at an Islamic Boarding School/al-Daurah al-Mukatsafah: al-Barnamij al-Badil Li Ta’lim Maharah al-Kalam wa al-Qira’ah Fi al-Ma’had

2021 ◽  
Vol 5 (1) ◽  
pp. 113
Author(s):  
Frida Akmalia ◽  
Syihabuddin Syihabuddin ◽  
Yayan Nurbayan
Keyword(s):  
Data Collection ◽  
Reading Skills ◽  
Boarding School ◽  
Boarding Schools ◽  
Qualitative Approach ◽  
Learning System ◽  
Language Skill ◽  
The One ◽  
Intensive Course ◽  
Arabic Speaking

This paper aims to explore an Intensive Course Program in Arabic learning at one of the Islamic Boarding schools for girls in Indonesia. it is expected that Students in this Intensive Course understand two skills in Arabic, namely speaking and reading skills. Also, it aims to identify the strengths and weaknesses of Intensive Course Program. This study utilized a descriptive qualitative approach with three data collection techniques; observation, interviews, and documentation. It used Miles and Huberman’s technique in analyzing the data. This study showed that: 1) Implementation of Intensive Course Program in Arabic learning at the one of Islamic Boarding Schools for girls in Indonesia aimed to improve language skill including reading and deductive skill including speaking. 2) Pertinent to the strengths and weaknesses of the Intensive Course, the learning system is advantagous to enhance other specific skills, ranging from students’ proficiencies in reading and speaking in Arabic. However, there are also drawbacks. For example, an excellent Arabic environment has not been created due to the lack of students’ awareness of making them accustomed to speaking Arabic.

scholarly journals STRATEGI PENINGKATAN MUTU PEMBELAJARAN BAHASA ARAB DI MADRASAH TSANAWIYAH SALAFIYAH AL TARMASI

2019 ◽  
Vol 2 (02) ◽  
pp. 233-253
Author(s):  
Asep Sunarko ◽  
Sholeh Sholeh
Keyword(s):  
Human Resources ◽  
Language Learning ◽  
Religious Education ◽  
Classical System ◽  
Boarding School ◽  
Arabic Language ◽  
Learning System ◽  
The World ◽  
The Subject

ABSTRAK Learning Arabic for the world of the Salaf Islamic Boarding School, which focuses on the study of the Yellow Book is one of the most important foundations because without understanding Arabic properly, it will face many difficulties. The learning system in Islamic boarding schools is often called Madrasah Diniyah. This Madrasah is one of the religious education institutions on the outside school path, which is expected to be able to continuously provide Islamic religious education to unmet students on the school path through the classical system. To study this problem, this research was carried out in the Madrasah Diniyah Al-Tarmasi with the subject of madrasah management from the Madrasah Headmaster, the board of teachers and education staff as well. Collecting data in this study are used interviews, observation and documentation as the main instruments with data triangulation as the analytical knife. The results of the study shown that there are several efforts by the Headmaster of Madrasah and teachers in improving the Quality of Arabic language learning by pouring a number of Strategies in: 1) Strategies to improve curriculum and the process of  Arabic learning. 2) Strategies for improving the quality of human resources to improve Arabic learning. 3) Strategies for improving the quality of facilities and infrastructure to improve the quality of Arabiclearning. Keywords: Strategy, Quality of learning, Arabic Language

scholarly journals Pembelajaran Bahasa Arab Sebagai Upaya Pembentukan Karakter Santri di Pondok Pesantren

2019 ◽  
Vol 13 (1) ◽  
pp. 38
Author(s):  
Hasnil Oktavera
Keyword(s):  
Boarding School ◽  
Boarding Schools ◽  
Arabic Language ◽  
Learning Systems ◽  
Ethical Character

AbstrakPenelitian ini berawal dengan adanya kecurigaan peneliti terhadap peran kajian bahasa Arab dalam pembentukan karakter santri di Pondok Pesantren dengan memotret kegiatan berbahasa Arab di Pondok Pesantren terutama pada Pondok Pesantren modern dan Pondok Pesantren konvensional (salafi). Fokus utama analisis adalah penggunaan bahasa Arab serta aktifitas berbahasa Arab baik di dalam maupun diluar kelas.Hasil penelitian menunjukkan bahwa, pembelajaran bahasa Arab dapat membantu pembentukan karakter santri secara berkesinambungan dengan ditopang oleh kehadiran sistem dan corak pembelajaran bahasa Arab di Pondok Pesantren. Corak dan sistem tersebut membentuk karakter santri, diantaranya karakter komunikatif, disiplin, relegius dan beretika, toleran dan bertanggungjawab, kemandirian dan percaya diri, serta penghargaan.Kata kunci:      Pembelajaran Bahasa Arab, Pembentukan Karakter, Pondok PesantrenAbstractThis study began with the researchers' suspicion of the role of Arabic studies in shaping the character of students in the Islamic Boarding School by photographing Arabic activities in the Boarding School especially in modern Boarding School and conventional Boarding School (Salafi). The main focus of the analysis is the use of Arabic and Arabic language activities both inside and outside the classroom.The results showed that, learning Arabic could help the formation of the character of students in a sustainable manner supported by the presence of Arabic learning systems and patterns in Pondok Penatren. The patterns and systems form the character of the santri, including communicative, disciplined, religious and ethical character, tolerant and responsible, independence and confidence, and appreciation.Keywords:        Learning Arabic, Forming Characters, Islamic Boarding Schools

scholarly journals البيئة العربية ودورها في تنمية مهارة الكلام ( دراسة متعددة في معهد الأمانة الحديث كريان سيدووارجو و معهد دار الحكمة الحديث تاوانج ساري تولونج أجونج

ASALIBUNA ◽  
2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Putri Kholida Faiqoh
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Boarding School ◽  
Arabic Language ◽  
Speaking Skill ◽  
Language Environment ◽  
Teaching Learning ◽  
Arabic Speaking ◽  
Speaking Skills

Language Environment Approach (Bi’ah Lughowiyah) is a language learning approach that aims to enhance the ability of learners in a foreign language through the utilization of the environment as a learning resource. Speaking skills (Maharah Kalam) are one type of productive skills of learners who require the ability to pronounce sounds correctly, it is a major part of the curriculum of foreign language learning. The Al-Amanah Islamic Boarding School and Darul Hikmah Islamic Boarding School is two of the cottages that there are several activities that aim to develop the ability to speak with students in Arabic, such as Mufrodat Kulla Yaum, Usbu' al-'Araby, Muhadharah, and all of activities about daily speaking skills until monthly. But unfortunately, most students of this cottage did not speak Arabic correctly because mixed by language of their region (Jawa). This research uses a qualitative approach, as well as the type of Multisite research. The results of this study are: 1) The role of Bi'ah Arobiyah in developing Maharah Kalam at the cottage, in terms of the psychological, the role is very helpful, but less. In terms of pedagogic, the role is ineffective. In terms of instructional, there is major role. 2) Supporting factors of Bi'ah Arobiyah that affect the ability of students to speaking Arabic, the position and the positive appreciation of all the inhabitants of the cottage to the Arabic language, Arabic learning materials, Language Activator Division of cottage, rules and punishment, the implementation of the teaching-learning processing a fun atmosphere, and strong motivation of most students. And the inhibiting factors are: the lack of a good education funding for the implementation of Bi'ah Arobiyah, at least media language learning, and most students of this cottage did not speak Arabic correctly because mixed by language of their region. And to solve the problems, intensive evaluation followed by corrections in learning is needed. Keywords: Arabic Environment, Arabic Speaking Skill

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