scholarly journals Hypnoteaching Method in Arabic Learning

2019 ◽  
Vol 11 (1) ◽  
pp. 133-148
Author(s):  
R Umi Baroroh ◽  
Abdul Kahfi Amrulloh
Keyword(s):  
Language Learning ◽  
Descriptive Analysis ◽  
Arabic Language ◽  
New Method ◽  
Learning Method ◽  
Learning Methods ◽  
Library Research ◽  
Lecture Method ◽  
New Learning ◽  
Alternative Choice

Hypnoteaching is a new learning method in Arabic learning. Various kinds of Arabic language learning methods have developed before, such as the lecture method, memorizing vocabulary and Arabic rules. But the method makes students feel bored in learning because it cannot make students enjoy learning so that learning outcomes are better. Starting from the development of hypnoteraphy in various functions and uses such as health, psychological to the world of education which is then called hypnoteaching. This method is a new learning method in Arabic that uses students 'positive suggestions to reach students' subconscious. This innovation is an acute hypnoteraphy with teaching so as to produce a new method as an alternative choice in the selection of fun Arabic learning methods. This research is a library research that seeks to find the literature that is in accordance with the theme of the discussion then analyzed by descriptive analysis. The results showed that hypnoteaching fulfilled the requirements as a new method in Arabic learning. This is one of the innovations in Arabic learning methods that can be used today. Because this method maximizes students' subconscious, so learning can achieve maximum results with fun learning.

scholarly journals Metode Pembelajaran Kreatif Mata Pelajaran Bahasa Arab Untuk Kelas 1 Sekolah Dasar Islam

2021 ◽  
Vol 2 (1) ◽  
pp. 13
Author(s):  
Imam Kurniawan ◽  
Anung Al Hamat ◽  
Abdul Hayyie Al Kattani
Keyword(s):  
Elementary School ◽  
Focus Group ◽  
Language Learning ◽  
Field Research ◽  
Direct Methods ◽  
Arabic Language ◽  
Learning Method ◽  
Learning Methods ◽  
Islamic School ◽  
Creative Learning

<p class="15bIsiAbstractBInggris">Creative Learning Methods in Arabic Language Subjects For Grade 1 Elementary School is a strategic step in fostering students' learning interest and minimizing student saturation when learning a foreign language. This research aims to produce Creative Learning Methods in Arabic Language Subjects for Grade 1 Elementary School (SD). The research method used in this research is qualitative field research—data collection tools through observation, interviews, and documentation. The formulation of Creative Learning Method in the Arabic Language For Grade 1 elementary school was conducted validity test through Focus Group Discussion (FGD) with four experts, namely: religious experts, linguists, psychologists and education experts. This study's results can be described that the Arabic Language Learning Method for Grade 1 Elementary School at Ibnu Hajar Bogor Islamic School in a structured manner has not looked neat. In its implementation, learning Arabic in grade 1 elementary school at Ibnu Hajar Bogor Islamic School uses Arabic manuals for grade 1 elementary school ordered by the school with exciting methods in its delivery. While in Pioneer School Depok Arabic Language Learning For Grade 1 Elementary School is held once a week, namely on Tuesdays, starting at 09:00- 09:30 by using learning modules created by the school based on students' needs namely lughotuna Arabic language books. The methods used by the two institutions studied in Arabic language learning are very diverse, he said; direct methods, Q&amp;amp; A, Qowa'id, and Game</p><p class="16aJudulAbstrak"><strong>Abstrak</strong></p><p class="16bIsiAbstrak">Metode Pembelajaran Kreatif pada mata pelajaran Bahasa Arab Untuk Kelas 1 Sekolah Dasar merupakan langkah strategis dalam menumbuhkan minat belajar siswa dan meminimalisir kejenuhan siswa saat belajar bahasa asing.  Tujuan dalam penelitian ini Untuk menghasilkan Metode Pembelajaran Kreatif pada mata pelajaran Bahasa Arab Untuk Kelas 1 Sekolah Dasar (SD). Metode penelitian yang digunakan dalam penelitian ini adalah kualitatif field research. Alat pengumpul data melalui observasi, wawancara, dan dokumentasi. Hasil rumusan Metode Pembelajaran Kreatif pada mata pelajaran Bahasa Arab Untuk Kelas 1 SD dilakukan uji keabsahan melalui Focus Group Discusion (FGD) dengan 4 ahli yaitu: ahli agama, ahli bahasa, ahli psikologi dan ahli pendidikan. Hasil penelitian ini dapat dideskripsikan bahwa Metode Pembelajaran Bahasa Arab Untuk Kelas 1 Sekolah Dasar di Sekolah Islam Ibnu Hajar Bogor secara terstruktur belum terlihat rapi. Dalam pelaksanaannya, pembelajaran bahasa Arab kelas 1 SD di Sekolah Islam Ibnu Hajar Bogor menggunakan buku panduan bahasa Arab untuk kelas 1 SD yang dipesan oleh pihak sekolah dengan penambahan metode menarik dalam penyampaiannya. Sedangkan di Sekolah Pioneer Depok  Pembelajaran Bahasa Arab Untuk Kelas 1 Sekolah Dasar dilaksanakan satu kali dalam sepekan, yaitu di hari Selasa, mulai pukul 09:00- 09:30 dengan menggunakan modul pembelajaran yang dibuat oleh sekolah berdasarkan kebutuhan peserta didik yaitu buku bahasa Arab Lughotuna. Metode yang digunakan oleh dua lembaga yang diteliti dalam pembelajaran bahasa Arab sangat beragam, di antaranya; metode langsung, tanya jawab, Qowa’id, dan metode Game.</p>

PENINGKATAN HASIL BELAJAR SISWA KELAS VII MI AL-HIDAYAH LIANG MELALUI DEMONSTRASI DAN KELOMPOK BELAJAR TERBIMBING

2020 ◽  
Vol 5 (2) ◽  
pp. 95
Author(s):  
Yusuf Abdurachman Luhulima
Keyword(s):  
Action Research ◽  
Language Learning ◽  
Action Observation ◽  
Arabic Language ◽  
Learning Method ◽  
Learning Methods ◽  
Self Reflection ◽  
Average Value ◽  
Classroom Action Research ◽  
Planning Action

Abstract: This research was conducted in September - December 2020, located at MTS-Al-Hidayah Liang. This type of research is classroom action research which involves repeated self-reflection, namely planning, action, observation / observation, reflection and re-planning. The results of the research that have been done, show that the highest score obtained by the VII grade students of MTS Al-Hidayah Liang, who took Arabic learning through the demonstration learning method and the guided group in the first cycle was 9.3; the lowest value is 2.8; and an average value of 5.91. In addition, the results of this study also show that the highest score obtained by MTS Al-Hidayah Liang class VII students who took Arabic learning through demonstration learning methods and guided groups in cycle II was 9.1; the lowest value is 6.0; and the average value is 7,11. Keywords: arabic language learning, classroom action research, liang village Abstrak: Penelitian ini dilakukan pada bulan September – Desember 2020 yang berlokasi di MTS-Al-Hidayah Liang. Jenis penelitian ini adalah tindakan kelas (Classroom Action Research) yang melibatkan refleksi diri yang berulang yaitu perencanaan, tindakan, pengamatan/observasi, refleksi dan perencanaan ulang. Hasil penelitian yang telah dilakukan, memperlihatkan bahwa nilai tertinggi yang diperoleh siswa kelas VII MTS Al-Hidayah Liang, yang mengikuti pembelajaran Bahasa arab melalui metode pembelajaran demonstrasi dan kelompok terbimbing pada siklus I adalah 9,3; nilai terendah 2,8; dan nilai rata-rata 5,91. Selain itu, hasil penelitian ini juga memperlihatkan bahwa nilai tertinggi yang diperoleh siswa kelas VII MTS Al-Hidayah Liang yang mengikuti pembelajaran Bahasa arab melalui metode pembelajaran demonstrasi dan kelompok terbimbing pada siklus II adalah 9,1; nilai terendah 6,0; dan nilai rata-rata 7,11. Kata kunci: pembelajaran bahasa arab, penelitian tindakan kelas, Desa Liang

PENERAPAN METODE HYPNOTEACHING DALAM UPAYA MENINGKATKAN KECERDASAN OTAK PESERTA DIDIK:

2020 ◽  
Vol 2 (1) ◽  
pp. 67-97
Author(s):  
Juliana Wahid ◽  
Ratih Juni Astuti
Keyword(s):  
Direct Observation ◽  
Learning Process ◽  
Descriptive Analysis ◽  
New Method ◽  
Classroom Teaching ◽  
Learning Method ◽  
Analysis Method ◽  
Learning Methods ◽  
Research Results ◽  
Creative Teacher

ABSTRACT In the learning process, the methods used in the classroom by teachers is not the same between one another teacher. sometimes, a lot of teachers who generally just do learning methods have still minimal preparation, where teachers mostly just entered the classroom, explaining the material, then assign tasks, just about it without knowing the sense that raged within the student. In this case to resolve the issue there is a relatively new method and is still rarely known by educators, the method with hypnoteachingyang in which to discuss about how to become an active and creative teacher provides instruction through the subconscious of a student, sehgga authors were interested to examine more the associated application that is still minimal by teachers in the school, therefore, the authors conducted a study to take the title "Application Of Hypnoteaching Method  in Efforts to Improve Brain Intelligence Of Students (Detailed Analysus Of Mina Grade IV Students in Al-Azhar School 27 Cibinong)”.In preaparing this paper the author used descriptive analysis method that aims to describe the phenomenon in school. uthor of direct observation in the classroom to observe a method that teachers in elementary shools Islam Al-Azhar 27 Cibinong, conduct interviews in writing to the student to teacher in classroom teaching. Based on the research results and observed by the author hypnoteaching methods that teachers in SD Islam Al-Azhar 27 cibinong very good, because the teachers are doing the learning method in accordance with the principles of the method hypnoteaching. Keywords: hypnoteaching. intelligence, brain, learning, students.

scholarly journals Akselerasi Pembelajaran Al-Qur’an Berbasis Neurologi (Pola Metode Al-Barqy dan Wafa)

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
I’anatut Thoifah
Keyword(s):  
Research Methods ◽  
Descriptive Analysis ◽  
Secondary Data ◽  
Accelerated Learning ◽  
Learning Methods ◽  
Left Brain ◽  
Library Research ◽  
The Right

Abstract. This study aims to determine the pattern of neurology-based learning methods of Al-Qur'an Al-Barqy and wafa as an effort to synchronize these methods with the principles of accelerated learning required in this advancement era. Researchers Use research methods library research or commonly referred to as literature studies by collecting primary and secondary data related to al-Barqy and death methods, then analyzing neurology using descriptive analysis. The results of this study indicate that the method of learning al-Qur'an al-barqy and wafa with its unique characteristics includes functioning of the right and left brain, besides being simple, fun and effective and making it easier for students to remember and recall old memories easily are points. It is important to acceleratinglearning neurology-based with the acrostic mnemonic method, where the language used is the daily language of students such as Ma-Ta-Sa-Ya and A-Da-Ra-Ja.

scholarly journals إشكالية تعيلم اللغة العربية في المؤسسات التربوية الإسلامية في إندونيسيا

Abjadia ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 147
Author(s):  
Mardhiya Agustina
Keyword(s):  
Language Learning ◽  
National Curriculum ◽  
Arabic Language ◽  
Three Dimensions ◽  
Islamic Education ◽  
Educational Institutions ◽  
Human Beings ◽  
Library Research ◽  
The Subject ◽  
Subject Material

<p dir="RTL">التعليم في الإسلام يشمل جميع أبعاد حياة المسلم. إما الأبعاد الإلهية تتعلق بالله، أو الأبعاد الإنسانية المتعلقة بالناس، والأبعاد الكونية المرتبطة بالكون. وبالتالي فإن مادة التربية في الإسلام هي أيضا واسعة جدا تشمل جميع الأبعاد الثلاثة ، وهي بصفة عامة مواد العقيدة والعبادة والأخلاق واللغة والأدب والعلوم والتكنولوجيا. التعليم الإسلامي مصدره بالكامل يستند إلى القرآن والسنة. وبالنظر إلى أن المصدر الرئيسي هو القرآن والسنة ، فإن اللغة العربية تعلمها وفهمها هو ضروري  لأنها اللغة المستخدمة في كلا المصدرين. اللغة العربية في إندونيسيا كأكبر دولة إسلامية في العالم، هي واحدة من المواد اللازمة في المناهج الدراسية للمؤسسات التربوية الإسلامية الحكومية ، في حين أن  في المؤسسات التربوية العامة هي مواد اختيارية. ولكن بطبيعة الحال في عملية تعليم اللغة العربية واجهت العقبات والصعوبات بالإضافة إلى التحديات ، حيث اللغة العربية هي لغة أجنبية لشعوب إندونيسيا. الإشكاليات والتحديات التي تواجه المؤسسات التربوية الإسلامية في إندونيسيا متنوعة إلى حد كبير، ولكن في الواقع لا تزال هناك أوجه تشابه في  المشاكل والتحديات المواجهة بين المؤسسات التعليمية مع بعضها البعض ، بحيث يمكن تجميعها في عدة نقاط رئيسية على النحو التالي: (1) الإشكاليات السياسية؛ (2) الإشكاليات الاجتماعية. (3) الإشكاليات المنهجية. لكن على الرغم من العديد من التحديات والعقبات التي تواجهها ، إلا أن كل ذلك يمكن أن يكون فرصة لتطوير تعليم اللغة العربية في المؤسسات التربوية الإسلامية في إندونيسيا.</p><p>Education in Islam covers the entire dimension of a Muslim's life. Bothdimensions ilahiyyahrelate to their relationship to God, or the dimensions of insaniyyah in relation to other human beings, as well as the dimensions of kauniyyah in relation to the universe. So the educational material in Islam is also very broadly covering the three dimensions, which are largely the subject of Aqidah, Ibadah, Morals, Languages and Literature, Science and Technology. Islamic education is entirely sourced and based on the Qur'an and the Sunnah. Given that its main source is the Qur'an and the Sunnah, then a necessity to study and understand the language used by both sources is Arabic. In Indonesia as the world's largest Muslim population, Arabic is one of the mandatory subject material in the national curriculum for Islamic education institutions, while for public education institutions as the subject matter of choice. But of course in the course of learning it encounters obstacles and difficulties as well as challenges, where Arabic is a foreign language morning Indonesian people. This research is a library research (Library Research) that is equipped with data from the field. The data collected are from the literature or from the informants related to this theme. The author describes the data through the deskreptive method and then draws conclusions that the undertaking is done objectively and systematically. The results show that the obstacles and challenges faced by Islamic educational institutions in Indonesia are quite diverse, but they still have similarities between one institution and another, so they can be grouped into the following major points: (1) politically problematic ; (2) problematic in sociological terms; (3) problematic in terms of methodology. But despite the many challenges and obstacles faced, but all of that can be an opportunity to develop Arabic language learning at Islamic educational institutions in Indonesia.</p>

scholarly journals Pengaruh Program Kelas Bahasa Arab pada Lembaga CELAD terhadap Penguasaan Mufrodat (Kosa Kata) Mahasiswa

2019 ◽  
Vol 16 (1) ◽  
pp. 58-77
Author(s):  
Mawardi Ahmad ◽  
Ismail Akzam ◽  
Yenni Yunita
Keyword(s):  
Language Learning ◽  
Student Learning ◽  
Quantitative Research ◽  
Descriptive Analysis ◽  
Arabic Language ◽  
Quantitative Descriptive Analysis ◽  
Islamic Studies ◽  
Language Class ◽  
Language Classes ◽  
Language Mastery

This study was motivated by the problem of mastering Arabic in the Faculty of Islamic studies (FAI), Islamic university of Riau (UIR). This problem focused on the students’ quality and learning interest of FAI UIR on language mastery, both Arabic and English. This foreign language or second language mastery program such as Arabic or English is made in the form of language classes. Language classes are initially unattended by a special institution such as a language center now under the supervision of the FAI UIR language center, the forerunner of the UIR language center called CELAD (Center for Languages ​​and Academic Development). Formulation The problem of this research is how the implementation of Arabic learning and the influence of the Arabic language class on the mastery of student learning in the Faculty of Islamic Studies UIR. The purpose of this study was to find out the implementation of Arabic learning and the influence of the Arabic language class on the mastery of student learning in the Faculty of Islamic studies. The type of this research is descriptive as well as qualitiative and quantitative research. The literature review used is language learning, the influence of the Arabic language class, and vocabulary mastery (al-mufradat). Then based on the results of the study using quantitative descriptive analysis, it found that the implementation of Arabic learning and the influence of the Arabic class on students’ vocabulary mastery of FAI UIR can be said to be "good".

scholarly journals E-Learning: An Implementation for Arabic Learning During the Covid-19 Pandemic

2021 ◽  
Vol 4 (1) ◽  
pp. 47-57
Author(s):  
Faiq Ilham Rosyadi ◽  
Munaya Ulil Ilmi
Keyword(s):  
Data Collection ◽  
Descriptive Analysis ◽  
Arabic Language ◽  
Analysis Model ◽  
Library Research ◽  
Analysis Technique ◽  
Collection Data ◽  
E Learning ◽  
Data Collection Technique ◽  
The Times

Arabic learning must be dynamic following the challenges of the times. The incompatibility between planning and implementing Arabic learning caused by the COVID-19 pandemic has made Arabic learning nonoptimal. This research is oriented to describe E-learning implementation for Arabic learning during the Covid-19 pandemic. This research is library research using a qualitative approach with a descriptive analysis method. The data collection technique in this study was carried out by exploring reference books and journals. The analysis technique uses an interactive data analysis model, which is carried out through data collection, data reduction, data explanation, and conclusions. Based on the results and discussion, it can be concluded that the use of e-learning in learning Arabic during the pandemic can be carried out following the learning implementation plan that has been prepared. This is because e-learning has features that teachers need in four Arabic language skills, namely: listening skills, speaking skills, reading skills, and writing skills.

scholarly journals NEEDS ANALYSIS OF TASK-BASED MODEL OF ARABIC NURSING SYLLABUS

2020 ◽  
Vol 7 (1) ◽  
pp. 32-44
Author(s):  
Ahmad Murodi ◽  
Emzir Emzir ◽  
Aceng Rahmat
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Arabic Language ◽  
Data Display ◽  
Analysis Method ◽  
Student Needs ◽  
Specific Language ◽  
Qualitative Technique ◽  
Qualification Framework

The purpose of this study is to find the needs of task-based model syllabus for Arabic language learning in Nursing Academy at As-Syafi'yah Islamic University in Jakarta. Currently, most of the specific language syllabus does not fulfil the student needs and its content that is the language used is very general and did not really based on the needs of students. The study analyses the student needs using descriptive analysis method. While the data will be collected from document, questionnaire, and interview. Then, the data analysed will be validated by expert of qualitative technique. There are three steps of process will go through, namely data reduction, data display, and taking conclusion. The result of study shows that task-based model of Arabic nursing sylabus which is refered to Indonesia's national qualification framework is proper and decent to be used as the guidance of Arabic teaching and learning process at Nursing Academy of As-Syafi'yah Islamic University Jakarta.

scholarly journals Nilai Responsif Gender dalam Pembelajaran Bahasa Arab

2018 ◽  
Vol 4 (2) ◽  
pp. 181-198
Author(s):  
Rizka Eliyana Maslihah
Keyword(s):  
Elementary School ◽  
Language Learning ◽  
Gender Stereotypes ◽  
Gender Discrimination ◽  
Language Teaching ◽  
Arabic Language ◽  
Gender Based Violence ◽  
Library Research ◽  
Gender Based ◽  
And Gender

The issue of gender responsiveness become a subject of study that is widely discussed. Discourse about the equality of men and women reap many pros and cons from various circles, as the result of social construction differences that affect the perspective of mindset. This article intends to describe the gender-responsive value contained in the material of Arabic language learning. Where the material presented includes the use of mudzakar and muannats vocabulary, where both have equal status without any stereotypes and subordinates of them. This article was written using library research; the author analyzed the use of mudzakar and muannats vocabulary in a balanced manner, as well as the use of various gender discriminations in the form of gender stereotypes and gender-based violence found in Arabic textbooks in grades IV and VI of Islamic Elementary School (MI). Based on the analysis result, the researcher concludes that gender-responsive emphasis has been appearing in Arabic language teaching materials, but it needs more. So, in the next, gender discrimination will not be found in the Arabic language teaching material of Islamic Elementary School (MI). ملخص أصبحت الإشاعة عن استجابة الجنس بحثا مرحوبا فى مجال المعارف. وحصد البحوث فى تكافؤ الرجال والنساء الموافقة والمعارضة من قبل الاجتماعية. حيث أن الاختلاف فى بنية الاجتماعية سيؤدي إلى الاختلاف فى ضوء العقليات. وكتبت هذه المقالة للكشف عن التصور الشامل للنتائج  من استجابة الجنس فى مادة تعليم اللغة العربية. حيث اشتملت المادة فى استخدام المفردات المذكّر والمؤنث. بالإضافة إلى ذلك، وجد تكافؤ الدرجة دون النمطية وثانوية النساء فى المجتمع. وكتبت هذه المقالة بمدخل البحث المكتبي للتحليل عن استخدام المفردات المذكّر والمؤنث بالتكافؤ، دون النمطية وثانوية النساء فى الكتب المدرسي للفصل الرابع إلى السادس لمستوى المدرسة الإبتدائية. وحصلت الكاتبة على النتيجة كما يلي: ظهرت التركيز من النتائج لاستجابة الجنس فى مادة تعليم اللغة العربية جيّدة، ولكن يحتاج التركيز إلى التقوية، للوصول إلى عدم تمييز الجنس فى مادة اللغة العربية لـهذا المستوى. الكلمات الرئيسية: النتيجة، استجابة الجنس، مادة التعليم، تمييز الجنس

scholarly journals العلاقة بين القدرة على القراءة العربية الصحيحة والقدرة على القواعد النحوية لطلبة السنة الثالثة بمدرسة بحر العلوم للمعلمين و المعلمات نظام ست سنوات تامبأ براس جومبانج

2017 ◽  
Vol 3 (1) ◽  
pp. 150-171
Author(s):  
Ikhsan Rizal Syafi'i
Keyword(s):  
Learning Process ◽  
Middle Level ◽  
Inductive Method ◽  
Learning Method ◽  
Learning Methods ◽  
Library Research ◽  
Middle Level Students ◽  
And Training

The purpose of this research is to explain about tawābi ’and find out the learning methods that are suitable for middle-level students and their application. And with this research is expected to expand the knowledge of educators and students in the field of science, especially in the chapter at-tawābi 'and the appropriate learning methods. And this type of research is library research using various books. Then all explanations by reading books related to the research title. And the researcher used the Wasfi method in this study, this research begins with an explanation of at-tawābi 'and its types and laws, from the explanation it can be concluded that the learning method that is suitable for the middle-level students and their application is based on the books in accordance with research. The results of this study are that there are 4 parts at-tawābi ’: anna’t, attaukîd, al‘ atf, and al badal. Anna’t consists of two types: anna’tussababiy and anna’tulhaqiqiy, attaukîd there are two types: lafżiy and ma’nawiy. Whereas al'aṭf consists of two parts: ‘aṭful bayān and‘ atfunnasaq (‘aṭfun bil hurûf). The letters ‘aṭf have nine: waw, fa ', śumma, aw, hatta, am, lakin, bal, and lā. Whereas the Badal consists of four parts: albadal almuṭãbiq, badalu ba'din min kullin, badalul isytimāl, albadal almubayyin lil mubdal minhu. And the learning method that is suitable for middle-level students is the inductive method, because the learning process is fast starting with mentioning vocabulary examples then an example explanation by discussing with students then drawing conclusions / rules from students with the help of the teacher. And the application with five parts: opening, giving examples, comparison, drawing conclusions and training.

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