Dirâsah Tahlîliyyah Nahwiyyah ‘an Adawât al-Syarti wa Isti’mâluhâ fî al-Lugah al-‘Arabiyyah

This research is entitled Dirasah Tahliliyah Nahwiyyah 'an Adawat al-Syart wa Isti'maluha fi al-Lughah al-Arabiyyah (a grammatical analytic study of adhawat al-syart and its use in Arabic). This study aims to explain the essence of the syartiyah sentence and find out the use of adawat syart in Arabic. This study uses a qualitative approach with the type of library research. The method of collecting data is through documentation by using quotes and transferring trusted sources either directly or indirectly. The data analysis process goes through three interactive stages, namely data reduction, data exposure, then verification and drawing conclusions. The result of this study is that the syartiyah sentence is a sentence consisting of fi'il syart and jawabu syart by using adawat syart (devices of syart). Adawat syart is a set of tools used to form syartiyah sentences (fi'il syart and answer syart), which are divided into two types, namely adawat syart al-jazimah and adawat syart ghair al-jazimah. The mention of adawat (adawat syart) is because not all of them are in the harf category, but some are in the isim category, namely: in, idzma, man, ma, mahma, mataa, aina, ayyaana, annaa, haitsuma, ayyu, idza, kaifama, law, lawma, lawla and amma.

Ragam Makna Harf Jar Dalam Surah Al-Sajadah (Suatu Analisis Sintaksis)

Penelitian ini bertujuan untuk mengetahui dan memahami makna harf jar yang terdapat di dalam surah Al-Sajadah. Penelitian ini merupakan penelitian kualitatif dengan jenis penelitian kepustakaan (library research) ditinjau dari segi tempatnya. Adapun teknik pengumpulan datanya lewat dokumentasi dengan cara menelaah buku-buku, literatur atau catatan-catatan, dan laporan-laporan yang berkaitan dengan masalah yang dikaji. Adapun hasil penelitian ini menunjukkan bahwa terdapat 8 jenis harf jar dalam surah al-Sajadah dengan pengulangan sebanyak 66 kali, yaitu: 1) harf jar min terulang sebanyak 24 kali, 2) harf jar lam terulang sebanyak 7 kali, 3) harf jar fii terulang sebanyak 12 kali, 4) harf jar kaf terulang sebanyak 1 kali, 5) harf jar ba’ terulang sebanyak 14 kali, 6) harf jar ila terulang sebanyak 4 kali, 7) harf jar ‘an terulang sebanyak 3 kali, dan 8) harf jar ‘ala terulang sebanyak 1 kali.

Efekivitas Penerapan Metode Hiwar Untuk Meningkatkan Keterampilan Berbicara Siswa Kelas VIII MTs Hikmat Tuttula Kecamatan Tapango Kabupaten Polewali Mandar

Penelitian ini mengkaji tentang efektivitas penerapan metode hiwar untuk meningkatka keterampilan berbicara (maharah kalam) siswa kelas VIII MTs Hikmat Tuttula Kecamatan Tapango Kabupaten Polewali Mandar. Jenis penelitian yang digunakan adalah penilitian kuantitatif yang bertujuan untuk memberikan informasi secara tepat dan jelas tentang penerapan metode hiwar dalam pembelajaran bahasa Arab di kelas VIII MTs Hikmat Tuttula. Pengumpulan datanya bersumber dari guru, siswa, maupun sarana pembelajaran lainnya berupa media dan dokumen. Adapun metode penumpulan datanya adalah lewat observasi, butir test dan dokumentasi. Penelitian ini menggunakan analisis deskriptif. Hasil penelitian ini menunjukkan bahwa kemampuan berbicara bahasa Arab (maharah kalam) siswa kelas VIII Hikmat Tuttula sebelum penerapan metode hiwar masih sangat kurang. Adapun setelah penerapan metode hiwar, kemampuan maharah kalam siwa kelas VIII MTs Hikmat Tuttula mencapai kriteria ketuntasan minimum (KKM). Sehingga dapat dikatakan bahwa penerapan metode hiwar efektif untuk meningkatan maharah kalam siswa kelas VIII MTs Hikmat Tuttula Kecamatan Tapango Kabupaten Polewali Mandar.

Pengaruh Minat Belajar Terhadap Hasil Belajar Peserta Didik Pada Mata Pelajaran Bahasa Arab di MIS Ma’arif Ambopadang Kecamatan Tubbi Taramanu Kabupaten Polewali Mandar

Tujuan penelitian ini adalah 1) untuk mengetahui minat belajar peserta didik terhadap mata pelajaran bahasa Arab pada MIS Ma’arif Ambopadang Kecamatan Tubbi Taramanu Kabupaten Polewali Mandar; 2) Untuk mengetahui apakah ada pengaruh minat belajar terhadap hasil belajar peserta didik mata pelajaran bahasa Arab pada MIS Ma’arif Ambopadang Kecamatan Tubbi Taramanu Kabupaten Polewali Mandar, Sulawesi Barat, Indonesia. Penelitian dilakukan secara kuantitatif dengan teknik Simple Random Sampling tahun ajaran 2020. Sumber data adalah kepala Madrasah, guru mata pelajaran Bahasa Arab dan peserta didik di MIS Ma’arif Ambopadang Kecamatan Tubbi Taramanu. Data dikumpulkan dengan menggunakan instrument 1) Obsevasi 2) Angket atau kuesioner3) Tes 4) Dokumentasi. Hasil perhitungan dengan menggunakan rumus korelasi diperoleh rhitung = 0,520. Kemudian hasil tersebut dibandingkan dengan rtabel dengan df = 18 dengan taraf signifikan 5% (0,520 ˃ 0,468) dan taraf sinifikasi 1% (0,520 ˃ 0,01). Dengan demikian dapat diketahui bahwa hipotesis nihil (Ho) ditolak sedangkan hipotesis alternatif (Ha) diterima. Perhitungan ini menunjukkan terdapat pengaruh yang signifikan antara minat belajar dan hasil belajar peserta didik pada mata pelajaran bahasa Arab dengan koefisien determinan sebesar 27,04%. Disimpulkan bahwa minat belajar peserta didik pada mata pelajaran bahasa Arab tergolong cukup baik dan minat belajar memiliki pengaruh yang sedang/cukup terhadap hasil belajar peserta didik pada mata pelajaran bahasa Arab.

Al-Kafââ't al-Tarbawiyyah Li Mu'allimî al-Lughah al-'Arabiyyah Fî Tahtîth al-Ta’lîm wa Tanfîdzuhu Fî Madrasah Miftah al-‘Ulum al-Muthawassithah bi Madiun

This study aims to determine the pedagogic competencies of Arabic language teachers at Madrasah Tsanawiyah Miftahul Ulum Madiun which have an impact on the ability to compose and implement effective learning. This research includes field research with a qualitative-descriptive approach. The research objects are teachers and school principals using research instruments including observation, interviews, and documentation. The results showed that first, the Arabic language teacher at Madrasah Tsanawiyah Miftahul Ulum Madiun has qualifications and backgrounds that are in accordance with his profession. Second, Arabic teachers have the ability to develop lesson plans and understand the importance of preparing learning plans well. And third, the maximum pedagogical competence possessed ultimately affects the quality learning process for students, and learning becomes fun and the assessment of learning by teachers is able to describe the linguistic development of students in a general.

Bahasa Arab: “Ruh” Pendidikan Islam

This research examines the urgency (benefits) of Arabic for Islamic education. After the researchers studied and analyzed, Arabic is a very important language to learn in understanding Islamic education. This is not only because the Arabic language is the language of the holy book of Islam (the Qur'an) and the Hadith of the Prophet Muhammad, but more than that, this language is used in books and as the source of Islamic teachings, such as fiqh, hadith, ulumul qur'an, tafsir, tauhid and so on. In other words, Arabic is the language of "savior" of Islamic education, without Arabic Islamic education will experience extinction (destruction). In the early days of the spread of Islam, Arabic was the language used in politics and government administration as well as the language of religion. Even after Islam expanded its power, this language was still used as the main language, until Islamic power fell into the hands of the Saljuk Bani kingdom in the east and the Ottoman Turks in Turkey this language was no longer the language of government administration or the language of the state, but only became the language of religion, because The Saljuqs spoke Persian and the Ottoman Turks used Turkish as the official language of their government.

Dinamika Metode Pembelajaran Bahasa Arab

The method is one of the very important components of learning Arabic. It cannot be denied that the existence of methods greatly influences learning. One of the success factors of a learning process is a good method. The method is certainly supported by the competence of an educator in carrying it out. This paper aims to convey the dynamics of learning methods in a comprehensive manner. Some classical and modern methods that cannot be separated from learning Arabic, that is grammar and translation method, direct method, reading method, audio-lingual method. All of these methods are still quite relevant to learning Arabic in the contemporary context. Learning Arabic cannot be separated from the translation process with the appropriate language rules. The same is true for the direct method, reading dan practice of listening and speaking the language.

The Urgency of Using Internet-Based Arabic Learning Media in Online Learning in the Global Pandemic Era

The minister of education and culture conveyed his instructions for carrying out online learning in the context of preventing the spread of Corona Virus Disease (COVID-19). Through this Online Learning, an educator can face to face with their students through an application that can be accessed by an internet network. Online learning cannot be separated from internet-based media, because online learning requires internet network access. Using internet-based media in the era of a global pandemic is something that is considered urgent or urgent in the midst of government policies to avoid crowds in anticipation of the spread of a global pandemic. Internet-based Arabic learning media has some urgency in online learning in the era of the global pandemic, one of the main reasons is as a connection medium for communicating, interacting and face-to-face over long distances with students amidst the spread of Covid-19.

Peran Pengajian Halaqah Terhadap Peningkatan Pengetahuan Nahwu Santri Di Pondok Pesantren Al-Urwatul Wutsqaa

This research discusses the role of halaqah recitation in increasing nahwu knowledge of students at Al-Urwatul Wutsqaa Islamic Boarding School, Benteng Village, Sidrap Regency. The main problem being studied is the implementation of the halaqah recitation, the nahwu knowledge of students and the supporting and inhibiting factors of increasing the nahwu knowledge of students. This study aims to determine the process of implementing halaqah recitation, increasing nahwu knowledge, as well as supporting and inhibiting factors for increasing students' nahwu knowledge. This research is a qualitative descriptive study with an educational approach and a psychological approach. This type of this research is field research. Data collection techniques in this research using observation, interviews, and documentation. The results of this study indicate that the recitation of halaqah at Al-Urwatul Wutsqaa Islamic Boarding School plays an important role in increasing the knowledge of nahwu students. It is seen that students already know the position of words and are able to give vowels to every word contained in the book. Supporting factors for increasing nahwu knowledge with learning other than halaqah recitation, such as Arabic takhassus, Musabaqah Qira'atul Kutub, Arabic language villages and other extracurricular programs and books studied in halaqah recitation were tested on even and odd semester examinations. The inhibiting factor is from the lack of interest of some students, so they are less motivated in following the halaqah recitation process.

Pembelajaran Keterampilan Menulis (Maharah al-Kitabah) dalam Bahasa Arab

Writing skill (maharah al-kitabah) is the highest skill of the four language skills. Writing is an activity that has a relationship with thought processes and expression skills in the form of writing. Judging from the aspect of Arabic proficiency, writing can be said to be a very complex activity, because it requires the ability to organize and organize ideas coherently and logically, as well as the ability to present writing in a variety of written languages and different writing rules. This writing activity is difficult for students, because it requires several skills, namely skills in forming letters and mastering spelling and the skills to generate thoughts and feelings in the form of Arabic writing. Therefore, it is necessary to understand the objectives and principles of learning writing skills and writing skills learning techniques to help students understand the material and achieve the goals of learning writing skills (Maharah al-kitabah). This paper tries to explain the theory of learning writing skills scientifically which includes the understanding of writing skills (maharah al-kitabah), the objectives of learning writing skills (maharah al-kitabah), the principles of learning writing skills (maharah al-kitabah) and skills learning techniques. write (maharah al-kitabah) in Arabic.