Articles
<![CDATA[DESAIN PEMBELAJARAN BAHASA ARAB BERBASIS PENANAMAN KARAKTER UNTUK ANAK USIA DINI ]]>
<![CDATA[Akla Akla]]>
<![CDATA[ Elementary: Jurnal Ilmiah Pendidikan Dasar Vol 3 No 2 (2017): Elementary ]]>
Publisher : <![CDATA[Jurusan PGMI FTIK IAIN Metro Lampung ]]>
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<![CDATA[Anak usia dini merupakan masa terpenting bagi perkembangan, sehingga anak usia dini sedang dalam tahap pertumbuhan dan perkembangan yang paling pesat baik fisik maupun mental. perkembangan otak sebagai pusat kecerdasaan terjadi sangat cepat karena perkembangan otak pada anak usia dini telah mencapai 80 prosen dari orang dewasa sehingga masa itu disebut sebagai golden age. Sehingga pendidik harus memperhatikan karakteristik anak didik agar rancangan pembelajarannya sesuai dengan aspek perkembangan anak. salah satu aspek perkembangan yang harus dikembangkan adalah bahasa. Bahasa mempunyai peran penting dalam perkembangan anak dengan menggunakan bahasa anak akan berkembang menjadi manusia dewasa yang dapat bersosialisasi dengan orang-orang yang berada dilingkungannya. Setelah bahasa pertama atau bahasa ibu sudah matang matang, maka anak usia dini dapat belajar bahasa kedua. Dengan kondisi inilah kemudian menjadi dasar pemikiran mengapa pembelajaran bahasa Arab sebaiknya sudah mulai diajarkan pada anak usia dini dengan tidak melupakan penanaman nilai karakter didalamnya. Dengan cara mendesain pengembangan pembelajaran bahasa meliputi analisis kebutuhan, bentuk tujuan, desain silabus, metodologi, tes dan evaluasi. lalu mendesain pembelajaran bahasa berbasis penanaman karakter anak usia dini dengan kegiatan bermain, bernyanyi, mendongeng atau bercerita, menggambar dan pola tanda.]]>
<![CDATA[Pengajaran Bahasa Arab di Madrasah Ibtidaiyah Kota Metro ]]>
<![CDATA[Akla Akla]]>
<![CDATA[ Elementary: Jurnal Ilmiah Pendidikan Dasar Vol 6 No 1 (2020): Elementary: Jurnal Ilmiah Pendidikan Dasar ]]>
Publisher : <![CDATA[Jurusan PGMI FTIK IAIN Metro Lampung ]]>
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<![CDATA[This study was based on three questions (1) how are the problems felt by students in the process of learning Arabic? (2) what is the current level of motivation for learning Arabic in Madrasah Ibtidaiyahstudents today? (3) what is the current level of Arabic mastery of Madrasah Ibtidaiyah students? Toanswer this, class observations, questionnaires and language skills were evaluated. This study showsthat learning Arabic in Madrasah Ibtidaiyah Negeri 3 Metro City experiences various difficulties.Difficulties felt by students are not being able to master Arabic. Students cannot identify the meaningof the mufradat that is heard, cannot speak about daily activities, cannot read fluently and fluently andexperience various difficulties in writing Arabic. These difficulties are triggered by learning processesthat are less oriented towards active students. Students are not involved in learning optimally. And thelanguage environment that is not conducive and does not support the language learning process. Thisweak Arabic learning process causes low student motivation which, in turn, impacts on the achievementof students’ mastery in Arabic language. This study suggests the need for action studies to overcomedifficulties in the learning process.]]>
<![CDATA[Desain dan Pengembangan Pembelajaran Bahasa Arab Berbasis Pendidikan Karakter di Madrasah ]]>
<![CDATA[Akla Akla]]>
<![CDATA[ Tarbawiyah Jurnal Ilmiah Pendidikan Vol 13 No 01 (2016): Jurnal Tarbawiyah ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) Institut Agama Islam Negeri (IAIN) Metro ]]>
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<![CDATA[The damage of the young generation’s character is already grounded. This damage of character is indicated by a large circulation of video porn among students, rampant free sex among adolescents, drug trafficking and fighting among the students. Consequently, this becomes aresponsibility of every teacher including Arabic language teacher to reorganize and align irrelevant behaviors by internalizing the values of characters in each subject. This article discusses how to internalize those values. One concrete step is to design and develop a character-based Arabic language learning. In designing and developing acharacter-based Arabic learning, ADDIE model design can be used. This model is designed with stages consisting of Analysis, Design, Development, Implementation, and Evaluation. Analysis is an activity to find out the needs of learners and madrasah institutions related to what kind of skills and character is needed. Design is identifying sub capabilities required for students to be able to master expected competencies. Development means the development of adapted character-based Arabic language learning to be used in delivering the contents of the set goals. Implementation is the application of a design developed to determine the effectiveness of Arabic language learning.]]>
<![CDATA[TRANSMISI NILAI DAN ILMU PENGETAHUAN: Menilik Eksistensi dan Keberfungsian Lembaga Pendidikan Islam ]]>
<![CDATA[Akla Akla]]>;
<![CDATA[Ahmad Muzakki]]>
<![CDATA[ Tarbawiyah Jurnal Ilmiah Pendidikan Vol 3 No 1 (2019): Tarbawiyah : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) Institut Agama Islam Negeri (IAIN) Metro ]]>
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DOI: 10.32332/tarbawiyah.v3i1.1698
<![CDATA[Artikel ini mendeskripsikan tentang transmisi nilai dan ilmu pengetahuan dalam kontek eksistensi dan keberfungsian lembaga pendidikan Islam. Dalam tonggak sejarah, munculnya lembaga pendidikan Islam berawal dari digunakan dan difungsikannya rumah sahabat Arqam untuk pusat pembelajaran Islam. Lembaga pendidikan Islam tidak sertamerta muncul begitu saja, namun ada beberapa fase dan kronologis yang melatarbelakanginya. Pasca itu, muncul dan berkembang berbagai varian dan bentuk pendidikan Islam secara Kelembagaan ataupun institusi. Dalam perkembangannya, lembaga pendidikan Islam mengemban dua tugas sekaligus, yaitu sebagai wadah transmisi ilmu pengatahuan (agama) dan wadah tranmisi nilai-nilai (akhlak).]]>
<![CDATA[Pengajaran Bahasa Arab Dengan Pendekatan Behavioristik ]]>
<![CDATA[Akla Akla]]>
<![CDATA[ An Nabighoh Jurnal Pendidikan Dan Pembelajaran Bahasa Arab Vol 23 No 1 (2021): An Nabighoh ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Metro ]]>
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DOI: 10.32332/an-nabighoh.v23i1.3223
<![CDATA[This study implicitly describes the participatory learning process of Arabic with a behavioristic approach. The research questions formulated are (1) how does the use of a behavioristic approach take place in the Arabic language learning process? (2) how the students' motivation before and after the use of a behavioristic approach; and (3) how effective is the use of a behavioristic approach in improving Arabic learning outcomes. This study uses a combined research approach to test learning competencies and the learning process. Respondents of the study were students of class V and VI Madrasah Ibtidaiyah Al Imam Lampung Timur totaling 35 students. The instruments used in this study were interviews, questionnaires, and tests. The results showed that the use of a behavioristic approach that was oriented towards providing stimulus-response continuously improved students' language acquisition. This acquisition is in the form of increased mastery of vocabulary, speaking, reading, and writing. A behavioristic approach to learning can improve Arabic learning outcomes. In addition to improving learning outcomes, a behavioristic approach can increase learning motivation. The increase in learning outcomes and learning motivation can be predicted because the behavioristic approach uses a pattern of repeated stimulus that is designed in a pleasant environment.]]>
<![CDATA[Problematika Pengajaran Bahasa Arab Di Madrasah Aliyah ]]>
<![CDATA[Agus Supriadi]]>;
<![CDATA[Akla Akla]]>;
<![CDATA[J. Sutarjo]]>
<![CDATA[ An Nabighoh Jurnal Pendidikan Dan Pembelajaran Bahasa Arab Vol 22 No 02 (2020): Jurnal An Nabighoh ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Metro ]]>
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DOI: 10.32332/an-nabighoh.v22i02.2314
<![CDATA[This study aimed to analyze the problematics of teaching Arabic students in Islamic Senior High School. The method in this research was qualitative with a case study approach. This research was conducted at Islamic Senior High School Raudlatul Hidayah Ma'arif Nahdlatul Ulama 03 Mengandungsari. Research samples were 30 students of grade XI. Data collection methods in this study were observation and interviews. Data analysis techniques used descriptive qualitative analysis. The results showed that teaching Arabic in Islamic Senior High School included two main problems: linguistic and nonlinguistic problems. Linguistic problems were problems experienced by students during the learning process, and these problems were still related to parts of the language component. Linguistic problems included three main issues that became problematic in Arabic teaching, and they were phoneme problems (ashwat), vocabulary problems (mufrodat), and grammatical problems (qowaid/ nahwu/ tarkib). At the same time, nonlinguistic problems were problems which were not part of the language element. Such as teacher taught students, lack of motivation towards students, learning media, facilities and infrastructure that were still inadequate during the Arabic learning process.]]>
<![CDATA[المدخل التعليم البنائي في تطوير المواد التعليمة للعربية ]]>
<![CDATA[Akla Akla]]>
<![CDATA[ An Nabighoh Jurnal Pendidikan Dan Pembelajaran Bahasa Arab Vol 16 No 1 (2014): Jurnal An Nabighoh ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Metro ]]>
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<![CDATA[عملية إعداد المواد التعليمية عبارة عن منظومة متكاملة تضم مجموعة من المراحل تنجز بوساطة المتخصص في جميع المجالات الأكاديمية والعلمية والتقنية والفنية ,ولمشاكل المتصورة في تعلم اللغة العربية في مدارسنا اليوم هي ضعف عملية التعليم. في عملية التعليم لم يشجع معلم تلاميذه في تطوير قدرة التفكير.وكانت عملية التعليم في الفصول الدراسية موجهة نحو قدرة المتعلم على حفظ المفردات والقواعد دون أن يكون مطالباً بتوصيله إلى الحياة اليومية. نتيجة لكل ذلك أن المتعلم ذكي نظرياً ولكن سوء في التطبيق. ولحل هذه المشكلة يمكن المخصص لتطوير المادة التعليمية بالنظرة البنائية ، وهذا النظر للتعلم تؤكد على ضرورة بناء المتعلمين ثم أعادة بنائهم للمعاني الخاصة بأفكارهم المتعلقة بكيفية عمل العالم وان نوعاً واحداَ من الخبرة الحسية غير كاف لتكوين تعلم له معنى أي يتعلمون من خلال البناء الفعال لمعرفتهم وبمقارنة معلوماتهم الجديدة مع فهمهم القديم والعمل من خلال كل هذه الأشياء للوصول إلى فهم جديد.]]>
<![CDATA[Strategi Pembentukan Lingkungan Berbahasa Arab di Madrasah Aliyah ]]>
<![CDATA[Rini Astuti]]>;
<![CDATA[Akla Akla]]>;
<![CDATA[Albarra Sarbaini]]>
<![CDATA[ An Nabighoh Jurnal Pendidikan Dan Pembelajaran Bahasa Arab Vol 22 No 01 (2020): Jurnal An Nabighoh ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Metro ]]>
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DOI: 10.32332/an-nabighoh.v22i01.2075
<![CDATA[This study aimed to analyze models of the Arabic language environment formation to increase the ability of language learners in Islamic Senior High School. This research method was qualitative. The research was conducted at Islamic Senior High School 1 Metro. Research respondents were 245 students of boarding Islamic Senior High School that consisted of 170 females and 73 males. The data collection method used participant observation instruments and interviews. Both of these instruments were used to get data about the models of the Arabic language environment formation to increase the language skills of students in Islamic Senior High School. Steps of Data analysis techniques were collecting data, reducing data, presenting data, and making a conclusion. The results showed that the model of the formation of the Arabic language environment consisted of the visual environment, audio environment, and the audiovisual environment. This model was able to overcome the difficulties of students in acquiring Arabic. This model of the Arabic language environment provides direct and natural Arabic mastery. Qualitative analysis results showed that the Arabic environment was able to increase students’ language skills of Islamic Senior High School.]]>
<![CDATA[النطق الشفهي الرسمي بين اللهجات الوطنية و اللغة العربية الفصيحة المعاصرة ]]>
<![CDATA[Akla Akla]]>
<![CDATA[ An Nabighoh Jurnal Pendidikan Dan Pembelajaran Bahasa Arab Vol 14 No 2 (2012): Jurnal An Nabighoh ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Metro ]]>
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<![CDATA[اللغة العربية الفصحي التراثية هي التي يقرأ بها القرأن الكريم والحديث الشريف، وخطب المنابر في الجمعية، أى أنها تكاد تكون لغة دينية.واللغة العربية الفصيحة المعاصرة الشفهية هي مزيح من اللغة العربية الفصحي التراثية،واللهجات العامية المحلية وهذه اللهجات المحلية كثيرة جدا، إذ قد تحتوي الدولة العربية الواحدة علي عشرات الهجات، تعد امتدادا مباشرا من اللغة الفصحي المعاصرة الشفهية ، ولكن اكثر اللهجات إمتدادا مباشرا من اللغة الفصحي التراثية. واللهجة الوطنية لكل دولة عربية هي القيام بالمزح بين اللغة العربية الفصيحة المعاصرة الشفهية،والشائع في اللهجات المحكية في دولة عربية ما لتتكون في النهاية لهجة وطنية.]]>
<![CDATA[THE EFFECTIVENESS OF ANIMATION VIDEO TECHNOLOGY IN ARABIC LANGUAGE TEACHING ON STUDENTS OF ISLAMIC ELEMENTARY SCHOOL OF METRO CITY ]]>
<![CDATA[Akla Akla]]>
<![CDATA[ Akademika : Jurnal Pemikiran Islam Vol 26 No 1 (2021) ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat, Institut Agama Islam Negeri Metro ]]>
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DOI: 10.32332/akademika.v26i1.3011
<![CDATA[Students' difficulties in learning come from boredom, lack of excitement, and laziness stimulated by monotonous and uninteresting learning. This research aims to analyze three things: (1) how the use of animation video technology takes place in the process of Arabic learning; (2) how the students' learning attitude performs while using animation video technology; and (3) how the effectiveness of the use of animation video technology enhances the students' Arabic language mastery. This research method uses mixed-method research by combining qualitative and quantitative methods, focusing on the data collection and data analysis process. This research's respondents are the students of State Islamic Elementary School of Metro City, Lampung totalling 70 students. The research instrument is the list of questions to gain data on the implementation of learning using the animation video technology. The test instrument to get data about the results of Arabic learning before and after using animation video technology. This study results in findings that animation video technology has created a psychological atmosphere that is fun for the children. The feeling of pleasure has developed students' positive attitude in learning. The results of the t-test show that sig (2-tailed) is equal to 0.019 < the value of α (0.05), which means that there is a significant influence on the use of animation video technology on students' Arabic langauge ability. This study concludes that animation video technology designed interestingly has overcome various difficulties of students' learning. This study recommends using animation video technology in teaching the Arabic language.]]>
