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Al Mahara: Jurnal Pendidikan Bahasa Arab

almahara
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Published by Universitas Islam Negeri Sunan Kalijaga Yogyakarta

ISSN : 24775827 EISSN : 24775835 DOI : -

Core Subject : Education,

Education Languange, Linguistic, Communication & Media

Al-Mah?ra: Jurnal Pendidikan Bahasa Arab (p-ISSN: 2477-5827; e-ISSN: 2477-5835) adalah jurnal ilmiah berkala yang diterbitkan oleh Jurusan Pendidikan Bahasa Arab Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta, diterbitkan dua kali setahun pada bulan Juni dan Desember. Al-Mah?ra memiliki visi menjadi jurnal internasional yang terindeks scopus dengan artikel yang berbahasa Arab. Jurnal ini memfokuskan cakupannya pada isu-isu pembelajaran bahasa Arab di Sekolah, Madrasah dan/atau Pesantren di Asia Tenggara.

Arjuna Subject : -

Articles 182 Documents

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Implementasi Jenis Khat Naskhi dalam Pembelajaran Bahasa Arab Huda, Nurul
Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 3 No 2 (2017): Jurnal Al Mahara Edisi Bulan Desember 2017
Publisher : Universitas Islam Negeri Sunan Kalijaga Yogyakarta

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This paper aims to obtain a description of various types of Arabic calligraphy, to find out the extent to which Naskhi type calligraphy is used in basic Arabic learning and to know the factors that support the optimization of the use of Naskhi khat in basic Arabic learning. This type of research is field research with a qualitative approach. Data analysis uses descriptive analytic. Based on the analysis, it can be concluded that Arabic with calligraphy is an integrated one even in a learning model, both are interrelated and supportive. The relationship can be seen through several aspects; aspects of history, practical aspects, aspects of form, aspects of character and aspects of psychology. The factors that support the use of Khat Naskhi are the factors of teachers and students in line with learning methods and media. While the analysis of the role of the use of Khat Naskhi in basic Arabic language learning is: 1. Khat Naskhi helps the process of learning Arabic. 2. Khat Naskhi helps writing skills in basic Arabic. 3. Khat Naskhi helps reading skills in basic Arabic, and 4. Khat Naskhi also plays a role in student learning.

KEBIJAKAN PENDIDIKAN BAHASA ARAB PADA ANAK USIA DINI DI RAUDHATUL ATHFAL
Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 1 No 1 (2015): Jurnal Al Mahara Edisi Bulan Desember 2015
Publisher : Universitas Islam Negeri Sunan Kalijaga Yogyakarta

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Arabic is one of the learning material that children learnwho studied at Raudlatul Athfal in Indonesia. This showsIndonesians have great attention to Arabiceven though the government does not have a policy related to it. Studythis focuses on the study of Arabic learning policies in twoRaudlatul Athfal in RA DWP UIN Sunan Kalijaga and RA RiyadusSalihin Tumut Sumbersari Moyudan Sleman. This research isqualitative field research. This is also a policy research.Data was collected by observation, interview and documentation techniques.The results of the study were first, the Indonesian government did not yet havepolicy on learning Arabic in Raudlatul Athfal. Second,Raudlatul Athfal DWP UIN Sunan Kalijaga and RA Riadlus SalihinTumut carried out Arabic learning with the modeldifferent. Arabic in RA DWP UIN Sunan Kalijaga was carried outonce a week with repetition of material every day, andthe material is Arabic vocabulary and its meaning. While RA RiyadusSalihin Arabic takes place with songs and games.

Penerapan Metode Musabaqoh Bithoqoh Mukhtalithul Kalimah (MBMK) untuk Meningkatkan Hasil Belajar Maharah Al-Kitabah Siswa MAN 1 Yogyakarta Rahmawati, Latifah
Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 4 No 2 (2018): Jurnal Al Mahara Edisi Bulan Desember 2018
Publisher : Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Abstract This article is aimed to describe: (1) the increase of ability to write in Arabic using the method of Musabaqah Bithaqah Mukhtalithul Kalimah (MBMK), (2) behavior changes on the students after learning to write Arabic using MBMK method. The method is done one the XD students of MAN 1 Yogyakarta. The proceedings of this research are done in two cycles. Every cycle has four stages, namely: planning, action, observation, and reflection. Everything is conducted collaboratively. The subjects of the present study are 37 tenth grade students of class D in MAN 1 Yogyakarta, consisting of 20 female students and 17 male students. The data collection technique is by using test and non-test. After attending the learning process using MBMK method, students’ skills in writing show significant improvement. The average score of the students before using the MBMK method was only 68.73. However, after using the MBMK method, it increases to 80.7 in the first cycle and 88.7 in the second cycle. Students’ behavior also changed in a positive direction. The changes are shown by being serious and enthusiastic towards the writing lessons. Based on the data above, it can be concluded that MBMK method is effective to increase the students’ ability in XD class of MAN 1 Yogyakarta. Keywords: Learning Method, MBMK, Writing Skill, Behavior Changes Abstrak Tulisan ini bertujuan untuk mendeskripsikan peningkatan kemampuan menulis bahasa Arab dengan menggunakan metode Musābaqah Bithāqah Mukhtalithul Kalimah (MBMK), dan perubahan perilaku siswa setelah mengikuti pembelajaran menulis bahasa Arab dengan menggunakan metode MBMK pada siswa kelas X D MAN 1 Yogyakarta. Tindakan dalam penelitian ini dilaksanakan dalam dua siklus. Setiap siklus meliputi empat tahap yaitu: perencanaan (planning), pelaksanaan (action), pengamatan (observation), dan refleksi (reflection). Subyek penelitian ini adalah siswa kelas X D MAN 1 Yogyakarta yang berjumlah 37 siswa terdiri dari 20 siswa perempuan dan 17 siswa laki-laki. Teknik pengumpulan data menggunakan teknik tes dan non tes. Setelah mengikuti kegiatan pembelajaran dengan metode MBMK, kemampuan siswa dalam keterampilan menulis mengalami peningkatan yang signifikan, nilai rata-rata kemampuan siswa sebelum dilakukan pembelajaran dengan model pembelajaran MBMK hanya 68,73. Setelah diterapkan model pembelajaran MBMK mengalami peningkatan menjadi 80,7 pada siklus l, kemudian meningkat lagi menjadi 88,7 pada siklus ll. Begitu juga perilaku siswa kelas X D MAN 1 Yogyakarta yang mengalami perubahan kearah positif. Perubahan tersebut ditunjukan dengan perilaku siswa yang lebih serius dan antusias dalam mengikuti pembelajaran ketrampilan menulis. Berdasarkan pada data tersebut disimpulkan bahwa model pembelajaran MBMK efektif untuk meningkatkan kemampuan menulis kelas siswa X D MAN 1 Yogyakarta. Kata Kunci: Metode Pembelajaran MBMK, Kemampuan Menulis, Perubahan Perilaku Daftar Pustaka Aziz Fakhrurrozi dan Erta Mahyudin, Pembelajaran Bahasa Arab, Cet. Ke-2, (Jakarta: Direktoral Jenderal Pendidikan  Islam Kementerian Agama, 2012). Fuad Efendi ,Ahmad,  Metodologi Pengajaran Bahasa Arab, (Malang: MISKAT, 2005). Imaduddin Sukamto dan Ahmad Munawari, Tata Bahasa Arab Sistematis, Pendekatan Baru Mempelajari Tata Bahasa Arab (Yogyakarta : Nurma Media Idea, 2008). Iskandarwassid dan Dadang Suhendar, Strategi Pembelajaran Bahasa (Bandung : Remaja Rosdakarya. , 2008). Iskandarwassid, Dadang Sunendar, Strategi Pembelajaran Bahasa, (Bandung: UPI dan Rosyda Karya, 2008). Kementerian Agama RI, Keputusan Menteri Agama Nomer 165 tahun 2014 tentang Pedoman Kurikulum Madrasah 2013 mata pelajaran Pendidikan Agama Islam dan Bahasa Arab. Muhibbin Syah, Rahayu Kariadinata, Bahan Pelatihan Pembelajaran Aktif, Inovatif, Kreatif, Efektif Dan Menyenangkan (Paikem), Pendidikan dan Latihan Profesi Guru (PLPG), ( Bandung : Rayon Fakultas Tarbiyah Dan Keguruan UIN Sunan Gunung Djati, 2009). Purwadarminta, Kamus Umum Bahasa Indonesia (Jakarta : Balai Pustaka, 1991). Sujdana, Nana, Penilaian Hasil Proses Belajar Mengajar (Bandung : Remaja Rosdakarya, 1991). Supriyono, Agus, Cooperative Learning Teori dan Aplikasi PAIKEM (Yogyakarta : Pustaka Pelajar ,2011). Suryosubroto, Proses Belajar Mengajar di Sekolah (Jakarta : Rineka Cipta, 1996). Tarigan, Henri Guntur, Menulis Sebagai Suatu Ketrampilan Berbahasa (Bandung: Angkasa, 1986). Tayar Yusuf dan Saiful Anwar, Metode Pengajaran Agama dan Bahasa Arab (Bandung : Remaja Rosdakarya, 1997). Yunus, Mahmud, Sejarah Pendidikan Islam, Cet. VI (Jakarta : Hidakarya Agung, 1990). Zainal Aqib, Penelitian Tindakan Kelas untuk guru SMP, SMA, SMK (Bandung : CV Yrama Widya, 2008).

استعمال قاموس اللغة العربية و فوائده في فهم معانى التراكيب اللغوية في تعليم اللغة العربية من الناحية العملية Irfandi, Ahmad Muhaimin
Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 2 No 2 (2016): Jurnal Al Mahara Edisi Bulan Desember 2016
Publisher : Universitas Islam Negeri Sunan Kalijaga Yogyakarta

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Language is a communication tool that can make people work together and interact with each other. Because language is a means of communication, what is more important in learning the language is how we can use the language to communicate daily. For humans in general, language mastery is a remarkable achievement during one’s life. This study intends to know the use of dictionary and the benefits of the use of dictionaries among students in understanding the meaning of the structure of language in learning Arabic, both in class and outside the classroom. Understanding the meaning of language structure equals understanding the meaning of a word contained in Arabic texts. From the analysis of interviews and observations conducted by me and some of my students, the use of Arabic dictionaries is higher when learning Arabic outside the classroom. And the use of the dictionary itself has benefited both directly and indirectly in understanding the meaning of language structure on Arabic Learning in Pondok Pesantren Modern Al-Iman Wonogiri, Central Java

Pendekatan Andragogi dalam Pembelajaran Bahasa Arab Setyawan, Cahya Edi
Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 3 No 2 (2017): Jurnal Al Mahara Edisi Bulan Desember 2017
Publisher : Universitas Islam Negeri Sunan Kalijaga Yogyakarta

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The term Andragogy does not seem so familiar to educators and teachers. Educators and teachers are more familiar with the term Pedagogy, because the term is used in education. If it refers to the meaning of the term Pedagogy is the education of children, while Andragogy is an adult education. Andragogy began to be known today by educational activists, this is because the emergence of the problem of education at this time is the number of adults who started learning material that the material should have been learned in childhood. The problem is how to adapt the educational methods used to adult-like adults. In learning Arabic there is a problem when adults begin to study the material that should be the same as madrasah tsanawiyah or aliyah. Teachers should treat like adults in the learning process, therefore adults as students should be treated appropriately. Teachers are no longer the main actors or as learning centers but teachers are only facilitators and students become learning centers. The learning process focuses on providing assistance to the participants to understand what is the focus of attention and problems. Arabic learning using Andragogi approach focuses on aspects of student self-concept in learning objectives, previous learning experiences about Arabic, readiness to learn new Arabic material with new environmental conditions, and orientation or ideals towards learning Arabic. Arabic learning model using Andragogi approach include the method of humanistic, constructiveness, and problem solving.

PENGEMBANGAN MODEL PEMBELAJARAN BAHASA ARAB BERBASIS TEORI MULTIPLE INTELLIGENCE
Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 1 No 1 (2015): Jurnal Al Mahara Edisi Bulan Desember 2015
Publisher : Universitas Islam Negeri Sunan Kalijaga Yogyakarta

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The discovery of the theory of Multiple Intelligence by Howard Gagnerhas changed the paradigm of education and learning. If the old paradigm view that intelligence is a single learner who is only measured by IQtests, then the paradigm of Multiple Intelligence view that intelligenceis plural learners. Each individual has the advantage of certainintelligence that may be different with advantages that others have. That fact has implications for the importance of changing patterns ofeducation and learning, including learning Arabic, from the pattern that is only oriented to the development of intellectual intelligence (IQ) to the pattern of intelligence that takes into account the diversity oflearners.This paper describe show the development of Arabic languageinstruction model based on the theory of Multiple Intelligence. Themodel in question is a model of the development of Arabic languagelearning component which includes the development of Arabic languagelearning goals, teachers’ roles, attitudes and treatment of students, andthe development of materials, methods, media, and evaluating the resultsof learning Arabic, all of which were based on intelligence insight plural(Multiple Intelligence).

Desain Pengembangan Kurikulum Pembelajaran Bahasa Arab Berbasis Pendekatan Potensi/ Fitrah Khasanah, Nurul
Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 4 No 2 (2018): Jurnal Al Mahara Edisi Bulan Desember 2018
Publisher : Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Abstract Language is the main characteristic that distinguishes humans from other creatures, with that language interacting and communicating. One theory of language acquisition and learning regarding language as a human trait is the generative transformative theory Noam Chomsky states that language is the innate potential possessed by humans from birth. Based on the theory, this study aims to analyze the innate potential of human language as a reference in the development of Arabic language learning, taking into account the innate potential of the language that is already possessed by students. It is expected that the potential of the language can be utilized and developed optimally in the process of learning Arabic. his study uses descriptive analysis method, and the conclusions obtained based on this research are curriculum design in Arabic language learning based on Chomsky Innate theory, namely students do not have to be given intensive training, students are given a broad opportunity to create speeches, the rules are given as long as it is needed, students are deployed to real situations in the communication process. Keyword:    Arabic, Curriculum, Potential, Transformative-generative Abstrak Bahasa merupakan ciri utama yang membedakan manusia dengan makhluk lainnya, dengan bahasa manusia berinteraksi dan berkomunikasi. Salah satu teori pemerolehan dan pembelajaran bahasa yang berkenaan bahasa sebagai ciri bawaan manusia adalah teori transformatif generatifnya Noam Chomsky yang menyatakan bahwa bahasa merupakan potensi bawaan yang dimiliki manusia sejak lahir. Berdasarkan teori tersebut penelitian ini bertujuan menganalisis potensi bawaan bahasa manusia sebagai acuan dalam  pengembangan pembelajaran bahasa Arab, dengan memperhatikan potensi bawaan bahasa yang sudah dimiliki oleh peserta didik diharapkan potensi bahasa tersebut dapat dimanfaatkan dan dikembangkan secara optimal dalam proses pembelajaran bahasa Arab. Penelitian ini menggunakan metode analisis deskriptif, dan kesimpulan yang didapatkan berdasarkan penelitian ini berupa desain kurikulum pembelajaran bahasa Arab berdasarkan teori Innate Chomsky yaitu peserta didik tidak harus selalu diberi latihan (drill) secara intensif, siswa diberi kesempatan yang luas untuk mengkreasikan ujaran, kaidah nahwu diberikan selama hal tersebut diperlukan, siswa diterjunkan kedalam situasi nyata dalam proses komunikasi. Kata Kunci: Bahasa Arab, Kurikulum, Potensi, Trasnformatif-generatif Daftar Pustaka al-Ushaili, Abdul Azis bin Ibrahim. Psikolinguistik Pembelajaran Bahasa Arab, Bandung: Humaniora, 2009. Brown, H. Douglas. Prinsip pembelajaran dan Pengajaran Bahasa, Jakarta: Kedutaan Besar Amerika Serikat, 2008. Chaer, Abdul. Psikolinguistik Kajian teoritik,Jakarta: Rineka Cipta, Cet.3 2015. _______, Linguistik Umum, Jakarta: Rineka Cipta, 1994. ________, “Model Nativis Language Acquisition Device (Sebuah Teori Pemerolehan Bahasa)”, LiNGUA: Jurnal Ilmu Bahasa dan Sastra, Vol. 1 No.2 2006. Fachrurrazi, Aziz dan Erta Mahyudin, Pembelajaran Bahasa Asing: Metode Tradisonal dan Kontemporer, Jakarta: Rajawali Press, 2016. Hasanah, Mamluatul. Proses Manusia Berbahasa: Perspektif Al-Qur’an dan Linguistik, Malang: UIN Maliki Press 2010. Hasibuan, Abdullah. “Perbedaan Teori Linguistik Ferdinand De Saussure Dan Noam Chomsky”, Jurnal Metamorfosa, Vol. 3, Nomor 2, 2015. Hermawan, Acep. Metodologi Pembelajaran Bahasa arab, (Bandung: Remaja Rosda Karya, 2011. Jannah, Uul Nur, “Konsep Fitrah Manusia dan relevansinya Terhadap Pengembangan Kretaivitas anak dalam pendidikan Islam”, Goden Age, Jurnal Ilmiah Tumbuh kembang Anak Usia Dini, Vol.2 No.I 2017. Keraf, Gorys. Linguistik Bandingan Tipologis, Jakarta: Gramedia, 1990. Kusuma, Alam Budi. “Pemerolehan Bahasa Pertama sebagai Dasar Pembelajaran Bahasa Kedua (Kajian Psikolinguistik)”. Jurnal Komunikasi dan Pendidikan Islam, Voulme 5, Nomor 2, Desember 2016. Lasnik, Howard dkk., “Syntactic Structures Revisited: Contemporary Lectures On Classic Transformational Theory,” Journal of Linguistics, 38, no. 3, (November 2002), http://www.jstor.org/view/00156421 (acsessed) Parera, Jos Daniel. Kajian Linguistik Umum Historis Komparatif dan Hipologi Struktural, Bandung: Penerbit Erlangga, 1991. Permata, Bagus Andrian. “Teori Transformatif-Generatif Noam Chomsky dan Relevansinya dalam Pembelajaran Bahasa Arab” Empirisma, Vol. 24 No. 2 2015. Pransisika Toni, “Konsepsi Fitrah Manusia dalam Perspektif Islam dan Implikasinya dalam Pendidikan Islam Kontemporer”, Didaktika, vol.17 No I, 2016. Rosyidi, Abd. Wahab. Memahami Konsep Dasar Pembelajaran Bahasa arab, Malang: UIN Maliki press 2012. Saryono, “Konsep Fitrah Dalam perspektif Islam”, Medina-Te, Jurnal Studi Islam, Vol 14, No. 2 2016. Setiadi, Alif Cahya. “Pembelajaran Bahasa dengan Pendekatan Komunikatif: Analisis teori Transformatif-Generatif Noam Chomsky”, At-Ta’dib Vol.4 No.1 Shafar 1429. Shafa, “Teori Pemerolehan Bahasa dan Implikasinya dalam Pembelajaran”, (Jurnal  Tarbiyah STAIN Samarinda). Sunyono, Dardjowidjojo. Psikolinguistik; Pengantar Pemahaman Bahasa Manusia. Jakarta. Yayasan Obor Indonesia, 2005. Susiawati, Wati. Al-Qur’an dan Teori Transformatif Generatif, Disertasi: UIN Syarif Hidayatullah Jakarta, 2017. Edisi Jurnal, https://hsalma.wordpress.com/2011/05/09/teori-kognitif-dan-transformatif/. Diakses: kamis 19 April 2018. http://al-afkary_ Teori Noam Chomsky.html. diakses,18 April 2018. www.http://aliranlinguistik.blogspot.com/2011/07/aliran-transformasional. Diakses, 17 April 2018.

تعليم القواعد النحوية: بين المشاكل والحل Khitam, Achmad Khusnul
Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 4 No 1 (2018): Jurnal Al Mahara Edisi Bulan Juni 2018
Publisher : Universitas Islam Negeri Sunan Kalijaga Yogyakarta

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As we know that the problem of teaching Arabic is still considered as one of the most fundamental issues, not only for those who speak Arabic, but also for the children of this language. As for grammar, it is the most educated and incomprehensible since it has many rules that relate to each other. Students with this difficulty have claimed that these hard rules can not be understood with the teacher's weakness in applying the good way to defend their jealousy. This research aims at searching for teaching grammatical rules and then completing it by mentioning some of the problems that students faced in learning and how to solve them with explaining the truth of education first and the grammar with a brief explanation. It is understood from this research that students face many problems in learning the Arabic language, including the abundance of language laws, the many different aspects of Circumcision, the multiplicity of mixed mabahith, and others. The solution that students and teachers can use is a lot of training, purification and simplification of grammar, and so on. Keywords: teaching, grammar, problems, solution.

IMPLEMENTASI PENDEKATAN SAINTIFIK DALAM PEMBELAJARAN BAHASA ARAB nisak, Binti Khoirun
Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 2 No 1 (2016): Jurnal Al Mahara Edisi Bulan Juni 2016
Publisher : Universitas Islam Negeri Sunan Kalijaga Yogyakarta

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The government has set 2013 curriculum as learning curriculum to replace previous curriculum in order to improve education in Indonesia. This article is aimed to increase education quality in Arabic learning and to create qualified education in very aspect. This research shows that: 1) the implementation of scientific approach in Arabic learning in MAN Lab UIN Yogyakarta has run well based on the steps of scientific approach i.e. observing, questioning, gathering information or experiment, associating, and communicating. 2) the advantages of implementation of the scientific approach in Arabic learning are: learning activity can be implemented smoothly, the use of various learning media and adequate learning sources help student to learn actively. While the disadvantage of implementation is when this approach is implemented in a class that consists of students from various background inputs especially from SMP (Junior High School) students in which they do not have Arabic basis. So that if the learning centered on students, it can not be run well and the input result will be different.

إستراتيجية تدريس قواعد اللغة العربية بكتاب ألفية ابن مالك بالمدرسة الدينية الوسطى المؤيد سوراكرتا Isnaini, Rohmatun Lukluk
Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 3 No 2 (2017): Jurnal Al Mahara Edisi Bulan Desember 2017
Publisher : Universitas Islam Negeri Sunan Kalijaga Yogyakarta

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Arabic has a special place among the other languages of the world because Arabic is the language of the Qur'an and the Sunnah of Rasulullah SAW. To learn it, ulama agreed to put sharf and nahwu (qawaid) as the basis. One book that discusses is Alfiyah which is the book of Imam Jamaluddin Muhammad bin Abdullah bin Malik. In presenting qawaid in that kitab, the teacher requires special methods and strategies. For that by using descriptive qualitative research method, this research illustrates that a teacher at Madrasah Diniyah Wustha Al-Muayyad Surakarta using three methods, 1) qawaid wa tarjamah method, 2) Tahfidh wa Tasmi' method, and 3) lecturing method. Then, within each of these methods are translated into several strategies. The implementation of this strategy tailored to the Madrasah Diniyah Wustha at the environment Al-Muayyad boarding school in Surakarta.

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