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AL MULLIM AL MUTAJADDIN F Î TA'L ÎMI AL LUGHAH AL ARABIYYAH LIGHAIRI AL NATHIQINA BIHÂ F Î 'ASRI AL HÂD Î WA AL 'ISYR ÎNA Ibnu Hafid Alfarisy; Hanik Mahliatussikah
Al-Arabi: Journal of Teaching Arabic as a Foreign Language Vol 3, No 2 (2019): Al-Arabi : Journal of Teaching Arabic as a Foreign Language
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um056v3i2p83-98

Abstract

المستخلص: المعلم أهم العناصر في التعليم. والمعلم المتجدد في تعليم اللغة العربية لغير الناطقين بها هو المعلم الواعي لما يباشره من عصر العولمة. فهو عمدة و عنصر أساسي في تعليم اللغة العربية. إذا صلح المعلم صلحت جميع العمليات التعليمية. فلا بد أن يتجدد ما له من الكفاءات والقدرات لأن المعلم لا بد أن يفكر في المستقبل بعقلية المستقبل ولا بعقلية الماضي. هذا البحث الوصفي الكيفي يهدف إلى اكتشاف كفاءات المعلم المتجدد  وخصائصه في تعليم اللغة العربية لغير الناطقين بها، و معرفة تحدياته اليوم و كيفية إعداده  ودوره في التعليم في العصر الألفي. و نتائج هذا البحث: (1) أن للمعلم المتجدد في تعليم اللغة العربية لغير الناطقين بها 4 كفاءات لازمة، وهي الكفاءة التعليمية، والكفاءة الشخصية، والكفاءة الاجتماعية، والكفاءة التعليمية، (2)  والخصائص  اللازمة للمعلم المتجدد هي الخصائص الجسمانية و القدرات العقلية، والخصائص الشخصية، والأكاديمية والمهنية، والأخلاقية و الإنسانية و النفسية، والتقنية والخصائص الأخرى المرتبطة به، (3) و تحديات المعلم المتجدد اليوم تتعلق بالتحديات الثقافية، و التربية المستدامة، و قيادة التغيير و ثورة المعلومات و تمهين التعليم و إدارة التكنولوجيا، (4) و إعداد المعلم المتجدد بثلاث مراحل وهي التأهيل، والتدريب، والتطوير، (5) و دور المعلم في العصر الألفي هو  الموجه و اﻟﻤﺮﺷﺪ واﻟﻤﻴﺴﺮ ﻟﻠﺘﻌﻠﻢ. والتعليم المتمركز على الطالب  (ٍStudent-Centered Learning) هو التعليم المطلوب في العصر الحاضر.كلمات المفتاح: معلم متجدد، لغة عربية، كفايات، تحديات، إعداد، دور Abstract:Teacher is the most important element in education. The renewed teacher in the teaching of Arabic to non-native speakers is the conscious teacher of the era of globalization. He is a mayor and a key element in teaching Arabic. If the teacher reconciles all educational processes. It must be renewed its competencies and capabilities because the teacher must think in the future mentality of the future or the mentality of the past. This qualitative descriptive research aims to discover the competencies of the renewed teacher and its characteristics in teaching Arabic to non-native speakers, and to know its challenges today and how to prepare it and its role in education in the millennium. The results of this research: (1) that the renewed teacher in teaching Arabic to non-native speakers 4 necessary competencies, namely, educational competence, personal competence, social competence, and educational competence, Personal, academic, professional, ethical, human, psychological, technical and other characteristics associated with it, (2) The characteristics necessary for the renewed teacher are the physical characteristics, mental abilities, personal, academic, professional, ethical, human, psychological, technical, and other characteristics associated with it. Change, information revolution, education apprenticeship and technology management, (3) The challenges of the renewed teacher today relate to cultural challenges, sustainable education, leadership of change, information revolution, apprenticeship of education and technology management (4) The preparation of the renewed teacher in three stages are rehabilitation, training and development, (5) The millennium teacher is the mentor, guide and facilitator of learning. Student-Centered Learning is required in the present era. Key Words: renewed teacher, arabic language, competencies, challenges, preparation, role Abstrak: Guru adalah elemen terpenting dalam pendidikan. Guru pembaharu dalam pengajaran bahasa Arab untuk penutur asing adalah guru yang sadar akan era globalisasi. Dia adalah elemen kunci dalam mengajar bahasa Arab. Jika guru dapat bekerja dengan baik, maka akan baik pula proses pembelajaran. Kompetensi dan kemampuan guru harus selalu diperbaharui dan ditingkatkan karena guru harus berpikir tentang masa depan  dengan pola pikir dan mentalitas masa depan dan bukan dengan pola pikir masa lalu. Penelitian deskriptif kualitatif ini bertujuan untuk menemukan kompetensi guru pembaharu  dan karakteristiknya dalam mengajar bahasa Arab untuk penutur asing, dan untuk mengetahui tantangannya dan bagaimana mempersiapkannya serta perannya dalam pendidikan di era milenium. Hasil penelitian ini menunjukkan bahwa: (1) guru pembaharu  dalam mengajar bahasa Arab ke penutur asing harus memiliki 4 kompetensi, yaitu kompetensi pedagogis, kompetensi kepribadian, kompetensi sosial, dan kompetensi profesional (2) Karakteristik yang harus dimiliki oleh guru pembaharu adalah karakteristik fisik, kemampuan mental, pribadi, akademik, profesional, etika, kemanusiaan, psikologis, teknis, dan karakteristik lain yang terkait dengannya.(3) tantangan guru pembaharu berkaitan dengan tantangan budaya dan  keberlangsungan pendidikan, derasnya perubahan dan arus informasi,  kompetensi pengajaran dan manajemen teknologi, (4) persiapan guru pembaharu dalam tiga tahap, yaitu keahlian, pelatihan, pengembangan, (5) peran pengajar  di milenium adalah sebagai pembimbing, pengarah dan fasilitator pembelajaran. Pendidikan yang berpusat pada siswa adalah pendidikan yang dibutuhkan di era sekarang. Kata kunci: guru pembaharu, bahasa arab, kompetensi, tantangan, persiapan, peran 
Using Nearpod for Teaching Arabic in Kindergarten and Madrasah Ibtidaiyah Nur Anisah Ridwan; Hanik Mahliatussikah
Al-Arabi: Jurnal Bahasa Arab dan Pengajarannya = Al-Arabi: Journal of Teaching Arabic as a Foreign Language Vol 5, No 2 (2021): Al-Arabi: Journal of Teaching Arabic as a Foreign Language
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um056v5i2p142-155

Abstract

The rapid development of technology lately has had a great influence on various aspects of life, including the world of education. Among them is the creation of various kinds of online learning applications in the form of games. The game application is one of the educational media models that can be used by teachers and students as a learning tool. The use of game applications in the learning process aims in addition to attracting the attention of students to focus more on learning material, it is also intended to create a natural, active and fun learning atmosphere. Thus, it is hoped that students can gain knowledge without feeling forced to learn. This article aims to present the application of the Nearpod game in Arabic learning for vocabulary recognition (mufradat) and basic sentence patterns. Nearpod is a website-based application (accessible on the https://Nearpod.com/ page) that can support the learning process, both offline and online, so that the learning process becomes easy and fun for students.
The Effectivity of Himmati to Improve the Arabic Reading Skills Through the Online ATQ Program Himatul Istiqomah; Nurul Murtadho; Hanik Mahliatussikah; Yhusi Karina Riskawati; Mohammad Jawad Habeeb Al-Badrani
Al-Arabi: Jurnal Bahasa Arab dan Pengajarannya = Al-Arabi: Journal of Teaching Arabic as a Foreign Language Vol 5, No 2 (2021): Al-Arabi: Journal of Teaching Arabic as a Foreign Language
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um056v5i2p156-164

Abstract

This article aimed to verify the effectivity of Himmati to improve the Arabic reading skills of beginners. The target population here was all of the beginners in Indonesia as well as some other countries in Southeast Asia. While the accessible population was the beginners in MAN 4 Banyuwangi, Indonesia among the new students of 2020/2021. Based on the experiment results on 21 samples who participated in the online ATQ program using Himmati, which were analyzed with the paired-sample t-test, it was found a value of sig. (2-tailed) 0,000 < P-value 0,50, while the value of tcount 5,901 > ttable 2,086. It showed that there was difference in the Arabic reading skills for beginners between pretest and post-test scores. Because the post-test score 87,19 > pretest score 80,38.  So it can be concluded that Himmati is effective as a textbook to improve the Arabic reading skills for beginners in MAN 4 Banyuwangi. Thus, Himmati can be recommended as a textbook to be used by more beginners to improve the Arabic reading skills.
An Analysis of Moral Values in Kamil Kilani’s “Jelifer Fii Bilaadi Al-‘Amaaliqah” and Its Application in Diraasah Natsriyah Nadal Badi`; Hanik Mahliatussikah; Ibnu Samsul Huda; Nur Anisah Ridwan
Al-Arabi: Journal of Teaching Arabic as a Foreign Language Vol 4, No 2 (2020): Al-Arabi: Journal of Teaching Arabic as a Foreign Language
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um056v4i2p163-181

Abstract

This paper aims to (1) investigate moral values in “Jelifer fii bilaadil ’Amaaliqah” and (2) suggest the application of the moral values in the novel to the teaching and learning of dirasah natsriyah.This paper takes a descriptive qualitative approach. Zuchdi’s (1993) content analysis is used for data analysis method. The procedure includes inductive comparison, categorization, tabulation, and making inferences. The data is collected by following Ainin’s (2016) reading and note-taking techniques, which consist of close reading, making manual annotation, describing data, note-taking, and finding linguistic markers reflecting moral values. The result of this paper reveals that the moral values contained in the novel have the following themes: faith in Allah SWT (to have faith, to be grateful, tawakkal, and to pray), positive character traits (curious, responsible, courageous, honest, independent, diligent, wise, disciplined, creative, trustworthy, humble, and indulgent), moral values in social life (caring, communicative, tolerant, polite, democratic, and collaborative). This paper argues that these moral values can be implemented in the lesson plan and syllabus for dirasah natsriyah. Makalah ini bertujuan untuk (1) menyelidiki nilai-nilai moral dalam “Jelifer fii bilaadil 'Amaaliqah” dan (2) menyarankan penerapan nilai-nilai moral dalam novel pada pembelajaran dirasah natsriyah. Makalah ini mengambil pendekatan deskriptif kualitatif. Analisis konten yang dikembangkan oleh Zuchdi (1993) digunakan untuk metode analisis data. Prosedurnya meliputi perbandingan induktif, kategorisasi, tabulasi, dan membuat kesimpulan. Pengumpulan data dilakukan dengan mengikuti teknik membaca dan mencatat yang dikembangkan oleh Ainin (2016), yang terdiri dari bacaan dekat, membuat anotasi manual, mendeskripsikan data, mencatat, dan menemukan penanda linguistik yang mencerminkan nilai-nilai moral. Hasil penelitian ini mengungkapkan bahwa nilai-nilai moral yang terkandung dalam novel memiliki tema-tema sebagai berikut: beriman kepada Allah SWT (beriman, bersyukur, tawakal, dan berdoa), karakter positif (ingin tahu, bertanggung jawab, berani, jujur). , mandiri, rajin, bijaksana, disiplin, kreatif, dapat dipercaya, rendah hati, dan memanjakan), nilai-nilai moral dalam kehidupan sosial (peduli, komunikatif, toleran, sopan, demokratis, dan kolaboratif). Makalah ini berpendapat bahwa nilai-nilai moral tersebut dapat diimplementasikan dalam RPP dan silabus dirasah natsriyah.
تطوير كتاب البلاغة الدراسي باستخدام الخريطة الذهنية لقسم الأدب العربي جامعة مالانج الحكومية Menik Mahmudah; Nurul Murtadho; Hanik Mahliatussikah
Al-Arabi: Journal of Teaching Arabic as a Foreign Language Vol 1, No 2 (2017): Al-Arabi : Journal of Teaching Arabic as a Foreign Language
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um056v1i2p16-32

Abstract

الملخص: يهدف هذا البحث إلى إنتاج كتاب البلاغة الدراسي باستخدام الخريطة الذهنية لقسم الأدب العربي Universitas Negeri Malang بأندونيسيا، ثم وصف هذه المواد وصلاحيتها. ونتائج هذا البحث هي كتاب المواد الدرسية في البلاغة بموضوع "خلاصة علم البديع". يحتوى هذا الكتاب على وحدتين. الوحدة الأولى المحسنات اللفظية. والوحدة الثانية المحسنات المعنوية. والوحدة الأولى أي المحسنات اللفظية تتكون من ثلاثة دروس، وهي: (١) الجناس و(٢) الاقتباس و(٣) السجع. وأما الوحدة الثانية أي المحسنات المعنوية تتكون من أربعة دروس، وهي: (١) التورية و(٢) الطباق و(٣) المقابلة و(٤) المبالغة. (٢) هذه المواد صالحة لاستخدامها في تدريس البلاغة في القسم. وهذا يعرف من نتيجة صلاحية المواد الدراسية المطورة من خبير الوسائل التعليمية وخبير المادة وتطبيقها في التعليم (87%).الكلمات الرئيسية: تطوير، مواد دراسية، خريطة ذهنية، بلاغة.
Musykilat al-Tarbiyyah Tuwajihuha al-Thalabah fi Ta’allum al-Lughah al-Arabiyah li Ghairi al-Nathiqin biha Himatul - Istiqomah; Hanik - Mahliatussikah
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 11, No 2 (2019): 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 (1135.527 KB) | DOI: 10.24042/albayan.v11i2.5257

Abstract

The rapid development of technology is expected to develop the teaching and learning of Arabic. However, due to some problems, this aim is yet to achieve. This descriptive qualitative research is to identify problems faced by Indonesian learners of Arabic and to explore the types of problems and the solutions. Based on a library research, there are two main problems in teaching and learning of Arabic. They are internal and external problems as well as linguistic and non-linguistic problems. Internal problems are related to learners while external problems are related to environment and teachers. Linguistic problems deal with sound system, vocabulary, semantics, syntax, morphology, and writing. Nonlinguistic problems are those dealing with school facility, family, and learners’ internal factors. Learners facing linguistic problems should be given exercises to improve their linguistic competence and those facing non-linguistic problems should be given motivation, feedback, and helped to view the process of Arabic learning as something fun. Families should consider the most appropriate school for their children. Schools, on the other hand, are responsible to give the best facilities such as experienced teachers and learning facilities that are able to boost learners’ language learning, as well as giving weak learners additional materials to improve their ability. This discussion is expected to reveal the factors causing the problems and identify their possible solutions. Thus, this research is significant as it contributes to solve problems in non-Arab learning of Arabic.
ANALISIS KISAH NABI YUSUF DALAM AL-QURAN MELALUI PENDEKATAN INTERDISIPLINER PSIKOLOGI SASTRA Hanik Mahliatussikah
Arabi : Journal of Arabic Studies Arabi : Journal of Arabic Studies | Vol. 1 No. 2 December 2016
Publisher : IMLA (Arabic Teacher and Lecturer Association of Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (466.755 KB) | DOI: 10.24865/ajas.v1i2.13

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The emergence of psycho-literature study is in line with the relation between psychology and literature. Psychoanalysis theory used in this study was the theory of Sigmund Freud to examine the character of Yusuf. This theory distinguished three kinds of personality; they are id, ego, and superego. This research investigated Yusuf’s behavior in the context of citizenship. The story of Yusuf is determined as the best story from the aspect of its styles, contents, and objectives. This story was begun with the dream of Yusuf, sunk into the well, sold to Egyptian merchant, flirted by the wife of his merchant, found by his family, and the lessons of his story. In its relation to Islam, superego in the theory of Freud should be aimed to Islamic values. The principle of tauhid should always be in mind, so when bed desire comes to a moslem, then that principle will be the savior. Psycho-literature interdisciplinary study uncovers psychological aspects of Yusuf to take the lessons for the society.DOI: 10.24865/ajas.v1i2.13
Repetition in Surah al-Fath: (Qur’anic Stylistic Studies) Hanik Mahliatussikah; Himatul Istiqomah
AJIS: Academic Journal of Islamic Studies Vol 5, No 2 (2020)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ajis.v5i2.1959

Abstract

Language and literature have a complex relationship with religion. The concrete example of these relationship can be observed in the Qur’an. The Qur’an as a Muslim holy book is revealed in Arabic which is fulled by beautiful language styles. Even, the beauty of diction in the Qur’an was recognized by prominent Arabic literaturer in his time. One of language style which dominates the beauty of the Qur’an is repetition. Therefore, the research of repetition in the Qur’an is importance in term of linguistics, literature, and religion. Through a qualitative approach and content analysis, this research aims to explore the types of repetition in one of Madaniyah’s surah, namely al-Fath. The results are found in this surah as follows. 1) There are four types of repetition in surah al-Fath, namely phonological, morphological, syntax, and semantic repetition. 2) The most common repetition found in Surah al-Fath is phonological repetition then syntax repetition. 3) Themost common type of phonological repetition is initial rhyme as morpheme. 4) the most common type of syntax repetition is word repetition as partial reduplication.The results of this research are useful as a theoretical reference, especially regarding the style of repetition in the Qur’an
RANCANGAN PELAKSANAAN PROGRAM ATQ DI MAN 4 BANYUWANGI PADA MASA PANDEMI Himatul Istiqomah; Nurul Murtadho; Hanik Mahliatussikah
Prosiding Konferensi Nasional Bahasa Arab No 6 (2020): Prosiding Konferensi Nasional Bahasa Arab VI
Publisher : Prosiding Konferensi Nasional Bahasa Arab

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

AbstractThe presence of the corona pandemic has had a huge influence on the world. In Indonesia, this condition triggers education experts to color change, so that learning activities can be carried out. One of them is by utilizing various online media. In this article, an implementation plan of the ATQ program (Al-Arabiyah li Ta'allum al-Qur'an) using the book Himmati which is held online to improve reading skills of beginners in MAN 4 Banyuwangi and the factors that influence it. This is a qualitative descriptive study that uses documentation and observation techniques to collect data. The results of this study indicate that the online ATQ program at MAN 4 Banyuwangi consists of three stages, namely preparation, e-learning, and assessment. The most dominant factor that supports the implementation of the ATQ program is the availability of human resources with adequate capabilities. Meanwhile, the most dominant factor that hinders the implementation of the ATQ program is the inadequate internet quota for beginners.Keywords: E-Learning, ATQ Program, Himmati, MAN 4 Banyuwangi, and Pandemic Period. AbstrakKehadiran masa pademi korona memberikan pengaruh yang besar di seluruh dunia. Di negara Indonesia, kondisi ini justru memicu para pakar pendidikan untuk mewarnai perubahan, agar kegiatan pembelajaran tetap dapat dilangsungkan. Salah satunya yaitu dengan memanfaatkan berbagai media online. Pada artikel ini akan dipaparkan rancangan pelaksanaan program ATQ (Al-Arabiyah li Ta’allum al-Qur’an) menggunakan buku Himmati yang diselenggarakan secara online untuk meningkatkan keterampilan membaca peserta didik pemula di MAN 4 Banyuwangi berikut faktor-faktor yang mempengaruhinya. Ini merupakan penelitian deskriptif kualitatif yang menggunakan teknik dokumentasi untuk mengumpulkan data. Hasil penelitian ini menunjukkan bahwa rancangan pelaksanaan program ATQ online di MAN 4 Banyuwangi terdiri dari tiga tahapan, yaitu persiapan, pembelajaran online, dan penilaian. Faktor yang paling dominan yang mendukung pelaksanaan program ATQ online adalah ketersediaan tim ahli mentor dengan kemampuan yang memadai. Sedangkan faktor yang paling dominan yang menghambat pelaksanaan program ATQ online adalah kuota internet yang kurang memadai bagi para pelajar pemula.Kata Kunci: Pembelajaran Online, Program ATQ,  Himmati, MAN 4 Banyuwangi, dan Masa Pandemi.
GAYA BAHASA JINÂS DALAM AL-QURAN (Kajian Terhadap Ayat-Ayat Al-Quran Juz 28 dan 29) Hanik Mahliatussikah Ridail Maghfiroti Uyubah
Prosiding Konferensi Nasional Bahasa Arab No 5 (2019): Prosiding Konferensi Nasional Bahasa Arab V
Publisher : Prosiding Konferensi Nasional Bahasa Arab

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstrak: Dalam tinjauan ilmu stilistika bahasa Arab, keindahan bahasa Al-Quran dapat dilihat dari aspek lafadh (muhassinât lafdhiyyah) dan aspek makna (muhassinât maknawiyyah). Penelitian ini mendeskripsikan salah satu aspek muhassinât lafdhiyyah, yaitu jinâs.  Jinâs adalah gaya bahasa yang menunjukkan adanya kemiripan dalam lafadh, namun berbeda dalam makna. Penelitian ini bertujuan untuk mendeskripsikan (1) bentuk-bentuk jinās, dan (2) fungsi dari jinās pada Al-Quran juz 28 dan 29. Penelitian ini merupakan penelitian deskriptif  kualitatif. Sumber data penelitian ini terdiri atas 20 surat, 10 surat tergolong dalam surat Makiyyah dan 10 surat yang lain tergolong dalam surat Madaniyyah. Instrumen penelitian yang digunakan adalah human instrument. Metode pengumpulan data yang digunakan adalah metode dokumentasi. Adapun proses analisis data meliputi seleksi data, menandai data, memasukkan data dalam tabel, megklasifikasikan temuan data, dan memaparkan hasilnya. Berdasarkan hasil penelitian, ditemukan 54 data jinās dalam Al-Quran juz 28 dan 29. 54 data tersebut tergolong dalam 9 jenis jinâs, yaitu al-Jinās al-Mumāṡil, al-Jinās al-Mud̩āri’, al-Jinās al-Lāh̩iq, al-Jinās al-Qalb al-Kull, al-Jinās al-Qalb al-Ba’d̩, al-Jinās an-Nāqi̩s al-Mardūf, al-Jinās an-Nāqi̩s al-Muktanaf, al-Jinās al-Muzdawaj, dan al-Jinās al-Isytiqāq. Adapun jika dilihat dari aspek jinâs tâm dan ghairu tâm, mayoritas data penelitian termasuk dalam kategori jinâs ghairu tâm. Dalam bahasa non Arab, gaya bahasa ini mirip dengan gaya bahasa homofon, homonim, dan homograf.  Gaya bahasa jinâs dalam Al-Quran memiliki fungsi keindahan aspek lafadh. Jika suatu kata yang ber-jinâs tersebut diubah atau diganti, maka hilanglah keindahan dan kategori jinâs itu. Gaya bahasa jinâsdalam Al-Quran juz 28 dan 29 di samping berfungsi untuk keindahan bahasa yang dapat memberi kesan dalam jiwa, juga untuk penguatan dan penegasan terhadap pesan yang ingin disampaikan Al-Quran terkait kekuasaan Allah,perintah,hokum, dan berita baik- buruk serta akibatnya.Kata Kunci: gaya bahasa, jinās, juz 28, juz 29, balâghah.