Nurdianto, Talqis
Universitas Muhammadiyah Yogyakarta

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ZAWAHIR AL-TAQDIM WA AL-TA’KHIR FI SURAH AL-FATIHAH: DIRASAH BALAGIYYAH Nurdianto, Talqis
Indonesian Journal of Islamic Literature and Muslim Society Vol 2, No 2 (2017)
Publisher : IAIN Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (246.524 KB) | DOI: 10.22515/islimus.v2i2.1011

Abstract

The study of the introduction and delay of the basic detective in the science of Arabic rhetoric, it is one of the pillars on which the science of the meanings, because of the relevance of the purpose of the speaker, and the address and the place where the speech. Which are the meanings of the meaning of the meanings in the quest to develop controls that reach the meaning of speaking to the addresser intact? This research is based on the theory of eloquence about the introduction and delay and its methodology is a library research, and the Qur'anic text is the subject of it, namely Al-Fatihah And the stages in the analysis of the text passed by the researcher (1) comes the statement and search for the meaning of submission and delay when the Balaghein, including Abdul Qahir Jirjani and Sakkaki (2) submission and delay in interpreting the opening of the book when the interpreters, (3) Al-Fatiha has ten attributes, including five attributes of God Almighty, the Lord, the Merciful, the Merciful, the Owner, and five attributes of the slave, namely, slavery, seeking help, seeking guidance, seeking grace.
Daur al Ta’lim al Iliktruni fii Ta’lim al Lughoh al ‘Arabiyyah Febriani, Erma; Nurdianto, Talqis
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 10, No 2 (2018): Jurnal Jurusan Pendidikan Bahasa Arab Al Bayan
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (920.581 KB) | DOI: 10.24042/albayan.v10i2.3037

Abstract

مستخلص البحث        إنّ التطوّر والتقدم في مجال تكنولوجيا التعليم أدى إلى ظهور كثير من المستحدثات التكنولوجية أصبح توظيفها في العملية التعليمية ضرورة, للإستفادة منها في رفع كفاءة العملية التعليمية. والتعليم الإلكتروني تتم عن طريق استخدام أجهزة إلكترونية والوسائط المتعدّدة وتعتمد على تطبيقات الحاسبات الإلكترونية وشبكات الإتصال في نقل المهارات والمعارف وتضم تطبيقات عبر الويب وغرف التدريس الإفتراضية حيث يتم تقديم محتوى دروس عبر الإنترنت والأشرطة السمعية والفيديو ويمكن الطالب من الوصول إلى مصادر التعليم في أيّ وقت وأيّ مكان. استخدمت الباحثة منهج الاستقرائي والوصفي بالطريقة المكتبية بحيث تجمع المعلومات المنشودة من الكتب والبحوث والمقالات باستخدام الشبكة الدولية وغير ذلك.  هذه المقالة, تعرض الباحثة تعريف التعليم الإلكتروتي, أنواع التعليم الإلكتروني, استراتيجيات التعليم الإلكتروني, المعايير العامة لتصميم برمجيات التعليم الإلكتروني, خصائص التعليم الإلكتروني, أهمّ إيجابيات التعليم الإلكتروني, تطبيق التعليم الإلكتروني في بعض المدارس.الكلمات المفتاحية: التعليم الإلكتروني, تطبيق, دور,تعليم اللّغة العربيّة.    AbstractDevelopments and advances of educational technology led to the emergence of advanced technology that has become a necessity in the educational process to improve the efficiency of the educational process. E-learning uses electronic and multimedia devices and relies on electronic computer applications and communication networks in the delivery of skills and knowledge and deliver content through online audio and video that allows students to access content anytime and anywhere. This article presents the definition of E-learning, variety of E-learning, E-learning learning strategies, characteristics ofE-learning, the most important advantage ofE-learning, and implementation of  E-learning in some schools.Keywords: E-learning, Implementation, Role, Teaching  Arabic Language 
Renewal Of Arabic Grammar (Nahw) By Al-Shatibi In Al Maqashid Al Syafiyah Nurdianto, Talqis; Ritonga, Mahyudin
Ijaz Arabi Journal of Arabic Learning Vol 4, No 2 (2021): Ijaz Arabi Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v4i2.9861

Abstract

Learning Arabic to non-Arabic makes nahw (Arabic syntax) an important part that cannot be overlooked. The formulation of nahw renewal occurred in line with differences of opinion from previous scholars. As nahw developed as a science, its discussion became more complex and obscure. The emergence of the Basran and Kufan schools drove fanaticism among scholars, and their debates revolved around increasingly complex topics. While these discourses expanded the knowledge body of nahw, those grammarians did not propose anything novel, and its topics soon became incomprehensible to non-Arab learners. There was, therefore, a great urgency to reform and simplify nahw for such learners. Within this context, this study attempts to examine the innovative methods introduced by al-Shatibi to simplify and rejuvenate nahw through his book al-Maqashid al-Shafiah fi Sharh al-Khulashah al-Kafiah. To achieve this objective, data were obtained through library research, primarily from Al-Shatibi's text and other related sources. The findings revealed that Al-Shatibi's diverse educational background allowed him to elucidate the principles through simple, straightforward sentences. His method in al-Maqashid was distinctive: He cited all the differing opinions in a given problem, supporting some while criticizing the others; his deep understanding of Alfiyah allowed him to clarify its implicit meanings; his excellence in fiqh and other sciences manifested in his commentary of some nahw problems; and he employed exemplary expressions in his writings, such as explicitly selecting a rule or opinion and not being vague, stating his preferred opinions, and implicitly deciding on an opinion. Al-Shatibi's educational approach, employing questions and answers, hypothetical arguments and counters, and systematic organization allowed non-Arabs to benefit significantly from the book.
Ta’lim al-Lughah al-Arabiyah ‘Ala Dlau al-Ithar al-Marji’I al-Urubbi al-Musytarak Li Ta’lim al-Lughat fi al-Jami’at al-Muhammadiyah Bi Indunisia: al-Furash wa al-Tahadiiyat Nurdianto, Talqis
Maharaat: Jurnal Pendidikan Bahasa Arab Vol 3, No 1 (2020): October
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/mht.v3i1.9772

Abstract

Pengajaran bahasa Arab di Indonesia masih menghadapi berbagai tantangan, baik metodologis maupun media pembelajaran. Persoalan pengajaran bahasa Arab kepada non-native speaker membutuhkan pengembangan kurikulum dan topik budaya yang sesuai, terutama dalam menghadapi tantangan era Revolusi Industri 4.0. Perguruan Tinggi Muhammadiyah di Indonesia sangat membutuhkan perkembangan dan penyesuaian ini. Penelitian ini mencoba untuk menemukan peluang dan tantangan bagi universitas Muhammadiyah di Indonesia dalam pengajaran bahasa Arab dalam kerangka CEFR. Peneliti memilih empat universitas besar Muhammadiyah yang mengajarkan Bahasa Arab yaitu; Universitas Muhammadiyah Yogyakarta (UMY), Universitas Muhammadiyah Malang (UMM), Universitas Muhammadiyah (Uhamka) Jakarta, dan Universitas Ahmad Dahlan (UAD) Yogyakarta. Penelitian deskriptif ini di samping pada wawancara dan observasi dengan dosen dan ketua program studi untuk mengetahui sejauh mana pemahaman mereka tentang CEFR untuk pengajaran Bahasa Arab. Hasilnya, empat universitas tidak menerapkan kurikulum CEFR dalam pengajaran dan penilaian bahasa Arab karena tidak mengenalnya. Diantara tantangan yang datang dari dalam dan luar perguruan tinggi, dengan unsur-unsurnya dan dari luarnya diperlukan solusi, dan karena peluang penggunaan kerangka kurikulum adalah untuk mengetahui kompetensi bahasa Arab serta cara mengajar dan mengevaluasinya.
Educational Objectives The skill of writing Arabic to other speakers at the level of A1 and A2 in perspective of the common European framework for teaching languages Talqis Nurdianto; Zainal Abidin Hajib; Noor Azizi bin Ismail
LISANUDHAD Vol 6, No 2 (2019): Ta'allumul Lugah Al-'Arabiyyah wa Ta'līmuhā Li Gairi An-Nāṭiqīna Bihā
Publisher : University of Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (570.338 KB) | DOI: 10.21111/lisanudhad.v6i2.3195

Abstract

Educational Objectives in the Skill of Writing Arabic to Other Speakers at The Level of A1 And A2 in Perspective of The Common European Framework for Teaching LanguagesTalqis Nurdianto, Zainal Abidin Hajib, Noor Azizi bin IsmailUniversity of Muhammadiyah Yogyakarta, Universiti Sains Islam Malaysia, Universiti Sains Islam Malaysiatalqis@umy.ac.id, drzainal@usim.edu.my, azizi12@usim.edu.myAbstractArabic is a second language for the non-native, there were several methods for learning and teaching Arabic which different from the learning and teaching methods of first language. The difficulty of understanding Arabic listening, speaking, reading, and writing is not due to the language itself. Complete it, because every language in the world is difficult in its various capacities and may return to the method used. The way letters are written in Arabic is different in Latin with written spelling rules. The writing skill is one of the language production skills, and the production skill has the most difficulty of reception skills. This research aims to reveal and translate educational standards of writing skill in Arabic for non-native speakers in light of the common European reference framework for language education focused on the two levels (A1 and A2). The researcher dives deep into the sea of the European reference framework to extract a festival of writing skill levels for beginners by descriptive analytical method. The researcher collected information on the common European reference framework for language education and analyzes the general standards in Arabic language teaching by translating levels of writing skill. Several results were presented to us with a model of educational goals table, writing skill, that facilitates curriculum development in educational institutions. The curriculum that defines the method, means, and tests used in educational activitiesKeywords: Skill, Writing, level, framework, Europeأهداف تعليمية مهارة الكتابة العربية للناطقين بغيرها على مستوي (A1  و A2) في ضوء الإطار المرجعي الأوروبي المشترك لتعليم اللغاتتلقيس نورديانتو، زين العابدين حاجب، نور عزيزي بن إسماعيلجامعة محمدية يوكياكرتا، جامعة العلوم الإسلامية الماليزية, جامعة العلوم الإسلامية الماليزيةtalqis@umy.ac.id, drzainal@usim.edu.my, azizi12@usim.edu.my الملخصاللغة العربية لغة أجنبية للناطقين بغيرها، وطريقة تعليم وتعلمها تختلف تماما بلغة الأم. صعوبة فهم العربية استماعا، ونطقيا، وقراءة، وكتابة لا ترجع إلى اللغة بذات أكملها لأن كل لغة في العالم صعوبة باختلاف قدرها وقد تعود إلى المنهج المستخدم. إن طريقة كتابة أحرف اللغة العربية تختلف باللاتينية تتعلق بقواعد الإملاء كتابية. مهارة الكتابة من احدى مهارتي الإنتاج اللغوي، ومهارة الإنتاج ذو أكبر صعوبة من مهارات الاستقبال. ويهدف هذا البحث لكشف وترجمة معايير تعليمية مهارة الكتابة اللغة العربية لغير الناطقين بها في ضوء الإطار المرجعي الأوروبي المشترك لتعليم اللغات الذي يتركز على المستويين (A1 وA2). ويغوص الباحث في عمق بحر الإطار المرجعي الأوربي ليستخرج مهرجان مستويي مهارة الكتابة للمبتدئين بالطريقة الوصفي التحليلي. جمع الباحث معلومات عن الإطار المرجعي الأوروبي المشترك لتعليم اللغات ويحلل المواصفات العامة في تعليم اللغة العربية بترجمة مستويات لمهارة الكتابة. وتطلع علينا عدة نتائج بنموذج جدول أهداف تعليمية مهارة الكتابة الذي يسهل واضع المنهج في المؤسسات التعليمية. والمنهج الذي يحدد الطريقة والوسيلة والاختبارات المستعملة في الأنشطة التعليمية.الكلمات المفتاحية: مهارة، كتابة، المستوى، الإطار، الأوروبي.
CEFR-Based Arabic Language Learning Competency Talqis Nurdianto; Yayat Hidayat; Vicky Adetia Wulandari
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 3 No. 3 (2020): Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature
Publisher : Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jiz.v3i3.14123

Abstract

Learning Arabic language at CEFR does not only focus on the principles of Nahwu as science or practice, but also there are other competencies that must be included in its learning. This research aimed to formulate an easy and modern Arabic learning method for non-Arabic speakers. This research was descriptive qualitative in nature with the primarily data was the study of the Common European Framework of Reference for Language (CEFR). Data analysis was carried out by document analysis on the CEFR-based Arabic learning competency and the results were presented in descriptive form. This research resulted two main competency standards in teaching Arabic based on CEFR, they were: language competence in general and communicative language competence. In this general competency there were four derivative competencies, namely: 1) declarative knowledge; 2) expertise and skills; 3) existential competence; and (4) the ability to learn. Meanwhile, the CEFR only defined communicative language competence in its three derivative competencies, namely: 1) linguistic competence; 2) sociolinguistic competence; and 3) pragmatic competence.
Arabic language learning reconstruction as a response to strengthen Al-Islam studies at higher education Mahyudin Ritonga; Hendro Widodo; Munirah Munirah; Talqis Nurdianto
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 1: March 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i1.20747

Abstract

Knowledge of the Islam at every student is supported by many factors, one of which is the Arabic language compentence. This research aimed to evaluate and find Arabic language learning construction in strengthening al-Islam at higher education. The desire to find the construction is because there is no visible connection between Arabic language learning and al-Islam learning so that clarity of learning objectives, learning materials, learning implementation, and evaluation systems of Arabic language learning at higher education is needed. In line with this purpose, this study used a qualitative method with a phenomenological approach. The sources of data were facts, Arabic language lecturers, al-Islam lecturers, and students purposively. Data were analyzed by using critical realism. The results of the study proved that the reconstruction of learning objectives, materials, implementation, and evaluation systems is needed to realize Arabic language learning that can strengthen al-Islam at higer education.
Pembelajaran Bahasa Arab Berbasis Common European Framework Of Reference For Language (CEFR) Di Indonesia Talqis Nurdianto; Noor Azizi bin Ismail
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol 6 No 1 (2020)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/almahara.2020.061.01

Abstract

Learning and teaching Arabic for non-Arabic speakers continues to develop, from methods, teaching aid to curriculum. The development of learning and teaching follows the changing demands of the era and era of learners (students). This renewal of methods and media does not mean that the older version is forgotten altogether, but rather they became a platform to be improved thus giving a good impression on Arabic learners that learning Arabic is easy and fun. For Indonesians, Arabic, like any other foreign languages, is not their native language. Depending on the learners, learning Arabic has different levels of difficulty. The difficulty of learning is not always due to the language but also the student. The Common European Framework of Reference for Language (CEFR) in learning foreign languages in Europe is an alternative method chosen in learning English for non-English speakers in Europe. Can this theory be applied in Arabic learning, as can 40 foreign languages besides English? This study seeks to determine the effectiveness, opportunities and challenges of learning Arabic in Indonesia using CEFR by using descriptive qualitative methods. The level of formal education that refers to the age of students is not used in learning Arabic with CEFR. The CEFR theory in learning Arabic refers to Arabic language ability at each level and has the total of six levels.. A1 and A2 are for beginners, B1 and B2 for intermediate, and C1 and C2 for advanced levels. Arabic learning material arranged according to the competencies of each level makes it possible for anyone to learn it and occupy the level according to their abilities. Meanwhile, the implementation of CEFR in learning Arabic in Indonesia and its opportunities and challenges is still difficult to find, both in formal and non-formal education without support from the government. Keywords: CEFR, Arabic learning.
Interactive Arabic Learning Media based on Articulate Storyline 3 to Increase Students' Motivation / Pemanfaatan Articulate Storyline 3 sebagai Media Pembelajaran Interaktif untuk meningkatkan Motivasi Belajar Bahasa Arab Siswa Fitri Sukmarini; Lailatul Mauludiyah; Muhammad Ainur Roziqi; Talqis Nurdianto
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol 7 No 1 (2021)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/almahara.2021.071-06

Abstract

One of the efforts to overcome the problem of Arabic language learning is to increase the motivation of learning using learning media. The learning media today is very diverse depending on how teachers make good use of it. The research is based on articulate storyline 3 application. The purpose of this study is to find out how articulate storyline 3 application is used and the effectiveness of its application. This study uses quantitative approach, a type of experimentation research with pre-experimental research design one group pre-test post-test. Data collection method with observation, interview, and questionnaire. The method of data analysis with validity test, reliability test, normality test, hypothesis test, and effectiveness test. The results of the study in class VIII Ibnul Jazari at SMP Ar-Rohmah Putri, Dau Malang district showed that Articulate Storyline 3 can increase learning motivation based on four indications of increased motivation including, 1) Students' interest in Arabic; 2) Students are active and responsive in Arabic language learning; 3) Students pay attention to the teacher's explanation; 4) Students dare to ask and answer the questions given. The indication is supported by the data from the paired sample T-Test obtained by 0.000 ≤ 0.05 which shows a difference in motivation level before and after the application of the media with the result of gain calculation obtained results of 0.71 which means high effectiveness. So it can be concluded that the use of Articulate Storyline 3 as an interactive learning medium to increase the motivation of learning Arabic students in Ar-Rohmah Putri, Dau Malang district is declared effective because it is at a high level of effectiveness. Keywords: Articulate Storyline, Interactive Learning Media, Learning Motivation Abstrak Salah satu upaya mengatasi permasalahan pembelajaran bahasa Arab yaitu dengan meningkatkan motivasi belajar menggunakan media pembelajaran. Media pembelajaran saat ini sudah sangat beragam tergantung bagaimana guru memanfaatkannya dengan baik. Penelitian ini berbasis Articulate Storyline 3. Tujuan penelitian ini adalah untuk mengetahui bagaimana penggunaan Articulate Storyline 3 dan tingkat efektivitas penerapannya. Penelitian ini menggunakan pendekatan kuantitatif, jenis penelitian ekperimen dengan desain penelitian Pre-Eksperimental One Group Pre-test Post-test. Metode pengumpulan data dengan observasi, wawancara, dan angket/kuesioner. Adapun metode analisis data dengan uji validitas, uji reliabilitas, uji normalitas, uji hipotesis, dan uji efektivitas. Hasil penelitian di kelas VIII Ibnul Jazari di SMP Ar-Rohmah Putri, Dau Kabupaten Malang menunjukan bahwa Articulate Storyline 3 dapat meningkatkan motivasi belajar didasarkan pada empat indikasi peningkatan motivasi meliputi, 1) Ketertarikan siswa terhadap bahasa Arab; 2) Siswa aktif dan responsif dalam pembelajaran bahasa Arab; 3) Siswa memperhatikan penjelasan guru; 4) Siswa berani bertanya dan menjawab soal yang diberikan. Indikasi tersebut didukung oleh hasil data dari uji T sampel berhubungan (Paired Sample T-Test) diperoleh hasil sebesar 0,000 ≤ 0,05 yang menunjukan adanya perbedaan tingkat motivasi sebelum dan sesudah penerapan media dengan hasil penghitungan Gain diperoleh hasil sebesar 0,71 yang berarti efektivitas tinggi. Maka dapat disimpulkan bahwa pemanfaatan Articulate Storyline 3 sebagai media pembelajaran interaktif untuk meningkatkan motivasi belajar bahasa Arab siswa di Ar-Rohmah Putri, Dau Kabupaten Malang dinyatakan efektif karena berada pada tingkat efektivitas tinggi. Kata Kunci: Articulate Storyline, Media Pembelajaran Interaktif, Motivasi Belajar
Daur al Ta’lim al Iliktruni fii Ta’lim al Lughoh al ‘Arabiyyah Erma Febriani; Talqis Nurdianto
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 10, No 2 (2018): Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (920.581 KB) | DOI: 10.24042/albayan.v10i2.3037

Abstract

مستخلص البحث        إنّ التطوّر والتقدم في مجال تكنولوجيا التعليم أدى إلى ظهور كثير من المستحدثات التكنولوجية أصبح توظيفها في العملية التعليمية ضرورة, للإستفادة منها في رفع كفاءة العملية التعليمية. والتعليم الإلكتروني تتم عن طريق استخدام أجهزة إلكترونية والوسائط المتعدّدة وتعتمد على تطبيقات الحاسبات الإلكترونية وشبكات الإتصال في نقل المهارات والمعارف وتضم تطبيقات عبر الويب وغرف التدريس الإفتراضية حيث يتم تقديم محتوى دروس عبر الإنترنت والأشرطة السمعية والفيديو ويمكن الطالب من الوصول إلى مصادر التعليم في أيّ وقت وأيّ مكان. استخدمت الباحثة منهج الاستقرائي والوصفي بالطريقة المكتبية بحيث تجمع المعلومات المنشودة من الكتب والبحوث والمقالات باستخدام الشبكة الدولية وغير ذلك.  هذه المقالة, تعرض الباحثة تعريف التعليم الإلكتروتي, أنواع التعليم الإلكتروني, استراتيجيات التعليم الإلكتروني, المعايير العامة لتصميم برمجيات التعليم الإلكتروني, خصائص التعليم الإلكتروني, أهمّ إيجابيات التعليم الإلكتروني, تطبيق التعليم الإلكتروني في بعض المدارس.الكلمات المفتاحية: التعليم الإلكتروني, تطبيق, دور,تعليم اللّغة العربيّة.    AbstractDevelopments and advances of educational technology led to the emergence of advanced technology that has become a necessity in the educational process to improve the efficiency of the educational process. E-learning uses electronic and multimedia devices and relies on electronic computer applications and communication networks in the delivery of skills and knowledge and deliver content through online audio and video that allows students to access content anytime and anywhere. This article presents the definition of E-learning, variety of E-learning, E-learning learning strategies, characteristics ofE-learning, the most important advantage ofE-learning, and implementation of  E-learning in some schools.Keywords: E-learning, Implementation, Role, Teaching  Arabic Language