scholarly journals Persepsi Siswa Tentang Profesionalisme Guru Ditinjau Dari Kompetensi Pedagogik Terhadap Motivasi Belajar Bahasa Arab

Studi Arab ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 115-128
Author(s):  
Zera Ilhami
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Arabic Language ◽  
Learning Objectives ◽  
Teacher Professionalism ◽  
Learning Technology ◽  
Effective Learning ◽  
Descriptive Approach ◽  
Quantitative Descriptive ◽  
Interview Questionnaire

This research aims to explain the importance of teacher professionalism in terms of pedagogy owned by an educator. By mastering pedagogical competencies, educators or teachers can achieve learning objectives perfectly. With this challenge, an educator must complete all aspects of learning, methods, strategies, techniques and models into a complete unity. The type of research used in this research with quantitative descriptive approach, data collection that researchers use is observation, interview, questionnaire and documentation. to master pedagogical competencies there are several that we must know including: (1) Able to know the practicality and potential of learners (2) Able to understand the theory and principles of effective learning (3) Able to design and develop curriculum (4) able to carry out educational learning (5) utilizing learning technology (6) Able to communicate effectively to learners (7) able to evaluate the results of teaching and learning. From the pedagogical competencies above, it is expected that teachers can apply all in Arabic language learning, thus the learners will indirectly be motivated to learn Arabic. With the results of research conducted in pondok Tahfidz Hidayatul Qur'an Puding Besar class IX there is a linear relationship between students' perception of teacher professionalism reviewed from the competence of pedagogic teachers to the motivation of learning Arabic by 51.4%.

scholarly journals Epistemology of Arabic Language Learning Technology Development

2021 ◽  
Vol 13 (1) ◽  
pp. 73-89
Author(s):  
Ahmad Nurcholis ◽  
Nuryani Nuryani ◽  
Heri Efendi ◽  
Syaikhu Ihsan Hidayatullah
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Technology Development ◽  
Model Development ◽  
Arabic Language ◽  
Learning Model ◽  
Learning Technology ◽  
Learning Tools ◽  
Model Based ◽  
Digital Era

Students' lack of Arabic language skills might be caused by some factors, such as the models and strategies used by teachers, the students’ excitement in learning and their character. This study aimed to research on the epistemology of Arabic learning based on ICT. It was designed to find the Arabic learning model based on ICT. It assumed that integrating various fields of study with ICT, including Arabic language learning, is essential to be developed in this digital era. However, there are obstacles experienced by several schools, especially the teachers, they do not have a specific format for using ICT to integrate both scientific subjects. Descriptive qualitative research was used in this research. The data collection was done through observation, interviewing the teachers and one hundred X grade students, and documentation. The data were analyzed by using the Miles and Huberman technique. The results showed that the design of the ICT-based in Arabic learning model development is “al-hasub al-ittishalî”, this is an innovative Arabic learning model based on ICT. In this model, the materials and other learning tools are designed in a computer program. As stated by E. L. Criswell, computers provide opportunities for students to participate and respond to the student’s activities actively. This model contributes in making the teaching and learning process more effective. With this model, the teacher is expectedly able to become a learning motivator and a mediator to explain some materials to the students. Besides, the use of ICT is a must considering the digital era.

scholarly journals Arabic Language Learning Technology in the First Cycle of Basic Education/تكنولوجيا تعلّم اللغة العربية في الحلقة الأولى من التعليم الأساس

2017 ◽  
Vol 1 (1) ◽  
pp. 111-128
Author(s):  
Fakhar Kurniadi
Keyword(s):  
Educational Technology ◽  
Language Learning ◽  
System Approach ◽  
Teaching And Learning ◽  
Basic Education ◽  
Practical Method ◽  
Arabic Language ◽  
Educational Process ◽  
Learning Technology ◽  
Educational Media

The educational media and technologies are: materials and tools that are partially or wholly employed in school education to create learning. The school, the teacher, the spoken word, the book, the picture, the slide, the film, the computer, the expert, etc., Educational tools and technology are important to guide students' formal education and production. Education technology is a practical method of thought, with an integrated base of actors. Educational means are part of educational techniques or educational technology. Educators say: "Give the learner something to do better than give him something to learn." It is an innovative shift that gives the educational process new patterns of movement and interaction, and educational technology has become an important part of the teaching and learning process. The technology of education is a process that is not limited to the use of modern machines and devices, but mainly means the method of thinking, to develop a system-approach, that is to say a method, model, and method of work, follow the steps of organization, All technology, according to modern teaching and learning theories.إن وسائل التعليم (Educational Media And Technologies) هي: مواد وأدوات، توظّف جزئياً، أو كلياً، في التربية المدرسية، لإحداث عملية التعلّم، فالمدرسة والمعلم، والكلمة الملفوظة، والكتاب، والصورة، والشريحة، والفيلم، والحاسوب، والخبير وغيرها، تعدّ وسائل وتكنولوجيا تعليميّة مهمة، لتوجيه التربية الرسميّة للتلاميذ وإنتاجها. فتكنولوجيا التعليم هي طريقة فكرية عملية، لها قاعدة متكاملة من العناصر الفاعلة، والوسائل التعليمية جزء من التقنيات التعليمية، أو تكنولوجيا التعليم إذ يقول التربويون: (أعطِ المتعلّم شيئاً يفعله أفضل من أن تعطيه شيئاً يتعلّمه). إنها نقلة مبتكرة تضفي على العملية التعليميّة أنماطاً جديدة من الحركة والتفاعل، وأصبح للوسائل التقنيّة التعليميّة دور مهم في عملية التعليم والتعلّم. وتكنولوجيا التعليم فهي عملية لا تقتصر دلالتها على مجرد استخدام الآلات، والأجهزة الحديثة، و لكنها تعني أساساً منهجية التفكير، لوضع منظومة تعليمية (System-approach)، أي اتباع منهج، وأسلوب، وطريقة في العمل، تسير على وفق خطوات منظّمة، مستعملة الإمكانات التي تقدمها التكنولوجيا كافة، على وفق نظريات التعليم والتعلّم الحديثة.

scholarly journals The Use of Web 2.0: GoAnimate.Com in Arabic Language Learning Activities at Universiti Malaysia Kelantan/ Penggunaan Aplikasi Web 2.0: GoAnimate.Com dalam Aktiviti Pembelajaran Bahasa Arab di Universiti Malaysia Kelantan

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
Amanee Abdul Hai ◽  
Ahmad Zaki Amiruddin ◽  
Ahmad Abdul Rahman ◽  
Wan Ab Aziz Wan Daud
Keyword(s):  
Web 2.0 ◽  
Language Learning ◽  
Teaching And Learning ◽  
Quantitative Method ◽  
Industrial Revolution ◽  
Arabic Language ◽  
Learning Activities ◽  
Learning Activity ◽  
Alternative Approach

This study is designed to present a web 2.0 application that provides multimedia and animated video known as GoAnimate.Com which has been used as a learning activity tool directly in Arabic teaching and learning (T&L) process. This activity was implemented in the class whereby the students were actively involved as practitioners and the teachers played the role as facilitators. The guidance to use GoAnimate.Com was explained to students by teachers before dividing them into groups. Each group were asked to prepare an animated video containing simple Arabic conversation using GoAnimate.Com application. Quantitative method was utilized  to make this study successful by using the instrument of questioners prepared to identify students’ perception towards GoAnimate.Com application and their preference of using this application in Arabic T&L at  University Malaysia Kelantan (UMK). The result of this study has indicated  that student’s perception towards GoAnimate.Com application in learning Arabic is high with the overall mean score of 4.05. This study has shown  that the usage of GoAnimate.Com can increase students’ engagement and involvement in learning Arabic. Nevertheless, it is hoped that the outcome  of this study  can provide an alternative approach and various strategies in Arabic T&L towards Education 4.0 in the Forth Industrial Revolution era (IR4.0).

scholarly journals همة الطلاب في الأنشطة اللغوية يوم الأربعاء في قسم تدريس اللغة العربية بالجامعة الإسلامية الحكومية بنجكولو

2018 ◽  
Vol 2 (2) ◽  
pp. 21
Author(s):  
Fadhila Suskha
Keyword(s):  
Teaching And Learning ◽  
Arabic Language ◽  
Student Interest ◽  
Study Program ◽  
Teachers And Students ◽  
Qualitative Descriptive ◽  
Descriptive Approach ◽  
Faculty Of Education ◽  
The Relationship ◽  
Collection Methods

AbstractTo uncover the causes that give rise to a lack of student interest in participating in language activities. To uncover strategies to increase student interest in participating in language activities in Arabic Language Study Program Faculty of Education and Teaching in IAIN Bengkul5.In this study, researchers used a qualitative descriptive approach. Data collection methods for this study by observation, interviews and documents. Language activities include teaching and learning activities every Wednesday, Weekly Arabic activities, vocabulary sharing activities, lectures, dramas. Lack of a clear curriculum led to the failure to achieve the objectives of this activity, the lack of relationship between teachers and students, the relationship between students and the students because many students does not make affect other students, the lack of discipline in the MLA, no media to learn.Key Word: Enthusiasm of students; Language activity; Teaching Arabic

scholarly journals PENGEMBANGAN MODEL PEMBELAJARAN SEJARAH BERBASIS SITUS SEJARAH LOKAL DI SMA NEGERI 5 KOTA TERNATE

2020 ◽  
Vol 8 (1) ◽  
pp. 109-117
Author(s):  
GAZALI FAR-FAR
Keyword(s):  
Teaching And Learning ◽  
Curriculum Implementation ◽  
Learning Model ◽  
Learning Objectives ◽  
Learning Resources ◽  
Effective Learning ◽  
History Learning ◽  
Historical Sites ◽  
Learning Interest ◽  
Motivation And Learning

The teaching and learning model is the basis for implementing learning and is designed based on the result of analyzing curriculum implementation in the classroom. The conceptual reference that outlines the systematic stages for organizing learning experiences to lead to learning objectives. Understanding history is a combination of learning and teaching. Because the effort to study past events certainly has a correlation with current life. Therefore, it is expected that the use of learning history, including the use of local historical sites, can encourage students’ learning interest which can prove by increasing motivation and learning achievement. Based on the result of research conducted, it can be described as follows: 1. Developing a history learning model based on the use of local historical sites can improve the quality of learning. 2. Local historical sites can be developed as effective learning resources .

scholarly journals استراتيجيات تعليم مهارة الاتصال الشفوي باللغة العربية لغير الناطقين بها: تجارب شخصية / The teaching strategies of oral communication skills in Arabic for non-native Arabic speakers: Personal experience

2016 ◽  
Vol 7 (3) ◽  
Author(s):  
Ismail Hasanein Ahmed Mohammad
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Communication Skills ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Oral Communication ◽  
Arabic Language ◽  
Target Language ◽  
Arabic Speakers ◽  
The Individual

ملخص البحث: يعتبر الاتصال الشفوي (الكلام) الوسيلة الفاعلة في بلورة الفكرة الكامنة لدى الفرد، وإخراجها بصورة صوتية تمثل تلك الفكرة تمثيلاً واضحاً، وإيصالها إلى الطرف الآخر –المستمع-دون لبس أو غموض، ويرى الباحث أن الطلبة غير العرب عند التّحدث باللغة العربية يتعثرون على الرغم من تخصصهم في تعلُّمِها بوصفها لغة ثانية. تهدف هذه الدراسة إلى معرفة أسباب إحجام الطلبة عن التحدث باللغة العربية، ومن ثَمَّ إبراز بعض الاستراتيجيات التي استخدمها الباحث في تعليم مهارة الاتصال الشفوي لطلبة بكالوريوس التربية، تخصص تعليم لغة عربية بوصفها لغة ثانية على مدى الخمس السنوات الماضية بالجامعة الإسلامية العالمية بماليزيا. توصلت الدراسة إلى أن تعليم وتعلم اللغة العربية خارج موطنها يعتريه كثير من العقبات تتمثل في البيئة المحيطة بالدارس، والمناهج والمقررات، والوسائل المعينة اللازمة، وينبغي أن يخصص وقت لممارسة الكلام باللغة العربية داخل الصفوف الدراسية، وإتاحة الفرصة لكل طالب أو طالبة في التعبير الشفوي، مع التشجيع الكامل من المعلم، ويتم تصحيح الخطأ بطريقة محفزة، وترصد لهم مكافآت ولو رمزية، تعزيزاً لدفعهم للكلام، وكسر حاجز الخوف والخجل، وإكسابهم الجسارة والجرأة والثقة. على أن يكون الوقت المخصص للكلام إلزاميا لجميع الطلبة دارسي اللغة العربية، ولكل المقررات المتعلقة باللغة. الكلمات المفتاحية: إحجام الطلبة - التخصص – اللغة الثانية- الاتصال الشفوي - الاستراتيجيات. Abstract: The oral communication (speech) is the effective method in developing the idea of the individual and to present it in clear representation and delivery to the other party — the listener-unambiguously. Since the oral communication is one of major concern of the target language, the teaching and learning requires using a variety of strategies to achieve the goal of language learning. The focus of this paper is the oral communication difficulties faced by non-Arab speaking students despite their specialization in learning Arabic as a second language. Therefore this paper aims to find out reasons why students con not communicate well in Arabic Language, and highlight some of the strategies used by the researcher in the teaching of oral communication skills for the Bachelor of education students, specializing in teaching Arabic as a second Language over the past five years in the International Islamic University-Malaysia, where the strategies used  had great impact in breaking the barrier of shyness of speaking in Arabic, and improved their performance in oral expression in multiple areas. From these strategies; the use of multimedia presentation, questions and answers, the excitement by viewing the strange or fantastic scenes that evoke the students to express them orally, and movements, representation, simulation and other strategies that draw the attention of students and encourages them to speak. As well as the cooperation and interaction between teacher and students and among the students themselves. The descriptive methodology will be applied in this paper to explore the teaching strategies implemented by the researcher in teaching oral communication skill, which shown great impact on students achievements.    Key Words: Motivating student – Major – Second language – Oral communication – strategies.   Abstrak: Pertuturan lisan ialah satu cara berkesan dalam mengembang idea seseorang itu untuk menjelaskan maksud kepada pihak kedua tanpa kesamaran. Memandangkan pertuturan lisan adalah satu aspek fokus bahasa yang dipelajari, pembeljaran dan pengajarannya memerlukan beberapa strategi untuk mencapai tujuan pembelajaran bahasa. Tumpuan kertas ini ialah terhadap permasalahan komunikasi yang dialami oleh pelajar bukan Arab walaupun mereka adalah pelajar pengkhususan Bahasa Arab sebagai bahasa kedua. Perbincangan tertumpuuntuk mencari sebab kelemahan pertuturan komunikasi lisan para pelajar dalam bahasa Arab dan beberapa strategi yang digunakan oleh penulis dalam mengajar kemahiran pertuturan lisan bahasa Arab untuk pelajar Sarjana Muda Bahasa Arab Pendidikan daripada lebih lima tahun pengalaman beliau di Universiti Islam Antarabangsa Malaysia. Startegi tersebut dilihat dapat memberi kesan dalam memecah kebuntuan sikap malu para pelajar bertutur dalam bahasa Arab dan meningkatkan penguasaan mereka dalam pelbagai bidang. Di antara strategi ini ialah: penggunaan multi-media, soal jawab, rasa kagum apabila diperlihatkan gambar yang pelik dan menarik menjadikanpelajar ingin menyatakan pendapat mereka secara lisan. Strategi lain juga termasuk: pergerakan, penampilan, simulasi dan pelbagai strategi yang menggalakkan pelajar bertutur serta sikap saling membantu dan interaksi di antara pensyarah dan pelajar. Kertas ini menggunakan metod deskriptif.   Kata kunci: Menggalakkan pelajar – pengkhususan – bahasa kedua – petuturan lisan – strategi.

English and Arabic Language Learning Environments

2020 ◽  
pp. 178-204
Author(s):  
Noraisikin Sabani ◽  
Anita Jimmie ◽  
Hanin Naziha Hasnor
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
English Language ◽  
Arabic Language ◽  
Template Analysis ◽  
Arabic And English ◽  
Perceived Experiences ◽  
Depth Interviews

The learning environment is defined as “external stimulants” that is exposed or reinforced in learners as a means to challenge their learning experiences. These reinforcements may include physical settings, teaching and learning endeavours, and even cultural and social determiners. This empirical study focuses on the perceived experiences that undergraduates from Brunei, Malaysia, and Indonesia experienced in their Arabic and English language learning environments. This qualitative study employed in-depth interviews with 60 informants that were selected through criterion sampling, snowballing technique. The analysis utilised template analysis. Emerging themes were compared and contrasted, to find similarities and differences. This chapter does not aim to seek the superiority of one learning environment over another but to appreciate the diversity and concord of these institutions. The findings illustrated overlapping, differentiated themes, which included the abovementioned.

scholarly journals PENINGKATAN KEMAMPUAN MEMBUAT MEDIA PEMBELAJARAN BAHASA ARAB MENGGUNAKAN APLIKASI “CAMTASIA STUDIO” PADA MAHASISWA PROGRAM STUDI PENDIDIKAN BAHASA ARAB UIN SUNAN AMPEL SURABAYA

2019 ◽  
Vol 3 (2) ◽  
pp. 167-190
Author(s):  
Ahmad Fauzi
Keyword(s):  
Language Learning ◽  
Research Method ◽  
Teaching And Learning ◽  
Direct Interaction ◽  
Arabic Language ◽  
Class Action ◽  
Multimedia Software ◽  
Maximum Value ◽  
Develop Technology ◽  
The Media

With the existence of learning media, not only overcoming limitations possessed by teacher in teaching and learning process, but with the existence of learning media created direct interaction between teaching materials and students, that will facilitate students in learning. Therefore, researchers used the camtasia video media as one of the learning media for Arabic that will be developed by students of Sunan Ampel Surabaya State Islamic University in third semester. This study uses the Class Action Research method so that researchers get the maximum value from the media developed by students by using three times of practicum for media improvement. The purpose of this study is to develop technology-based Arabic language learning media, especially multimedia software that is already very familiar with students

scholarly journals PENINGKATAN KOMPETENSI GURU DALAM MENYUSUN RPP DAN PELAKSANAAN PEMBELAJARAN MELALUI TEKNIK IHT (IN HOUSE TRAINING)

2019 ◽  
Vol 4 (1) ◽  
pp. 32-36
Author(s):  
Heni Ribut Handayani
Keyword(s):  
Elementary School ◽  
Average Rate ◽  
Lesson Plan ◽  
Class Action ◽  
Teacher Competence ◽  
Initial Condition ◽  
Descriptive Approach ◽  
Quantitative Descriptive ◽  
Interview Questionnaire

The purpose of this study was to improve teacher competence in organize the lesson plan (RPP) and learning procces by conducting in house training (IHT) among the teachers at Imogiri state elementary school (SD N Imogiri). The study was a class action research with Kemmis and Mc.Taggart model. Subjects of the study were teachers at SD N Imogiri, Bantul regency, special province of Yogyakarta. Data collected by using interview, questionnaire, and class supervision that furthermore analyzed using the quantitative descriptive approach and conduced in planning, implementation, observation, and reflection, respectively. Results of the study show that the in house training may improve teacher’s competence in organize the lesson plan and learning procces. Initial condition indicate less quality of learning procces. The average rate in Cycle I was 70.58 with 29.41% completeness. Thus improve in Cycle II with average rate of 89.41 and 100% completeness. The learning implementation was in low category at initial condition (Cycle I) that showed average rate of 72.94 and 38.82% completeness. Nevertheless it increased in Cycle II that indicated the average rate of 88.82 and 100% completeness.

scholarly journals Pengembangan Media Pembelajaran Bahasa Arab berwawasan Sains berbasis Mobile Android

2019 ◽  
Vol 3 (2) ◽  
pp. 163-179
Author(s):  
Wakhidati Nurrohmah Putri ◽  
Arif Billah
Keyword(s):  
Research And Development ◽  
Phase I ◽  
Language Learning ◽  
Field Trial ◽  
Research Method ◽  
Arabic Language ◽  
Field Trials ◽  
Learning Objectives ◽  
Training Materials ◽  
Google Play

This study aimed at developing a science-based Arabic language learning media based on Android mobile. The research method used was Research and Development. Validators included material and media experts, and practitioners. The testing phase included: limited phase I, II, and field trials. The subjects of the trial were students of the Department of Tadris IPA IAIN Salatiga. The data were obtained from documentation, questionnaire, and interviews. The results of the study were in the form of android-based software called “Bahasa Arab 1” with the validity score of 4.26 (very good); and practicality of 4.25 (very good). The results of the assessment through the limited phase I, II, and field trial stages are 4.30 (very good); 4,41 (very good); and 4.44 (very good). The characteristics and advantages of the product are:  ability to be downloaded through google play store; ability to run offline; available learning objectives, training materials and evaluation of competency tests interactively.

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