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All Journal Al-Ta'rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Jurnal CMES Al Mahara: Jurnal Pendidikan Bahasa Arab Edulab : Majalah Ilmiah Laboratorium Pendidikan Alsinatuna
Muhammad Jafar Shodiq
Unknown Affiliation
Religion Humanities Education Languange, Linguistic, Communication & Media

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TELAAH KURIKULUM BAHASA ARAB PERGURUAN TINGGI ISLAM Muhammad Jafar Shodiq
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 1, No 1 (2013)
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v1i1.267

Abstract

Arabic is the language that taught in almost all Islamic educational institutions from elementary school through college. Students Islamic college graduates are ideally expected to have a powerful ability in Arabic. But, the fact show that among the fundamental weakness for the majority of graduates of Islamic education institutions, from the first graduate-level, intermediate and even university graduates are weaknesses in the field of Islamic Arabic in various linguistic aspects. This paper aims to describe the Arabic language curriculum in four PTI: UIN Sunan Kalidjaga, Palangkaraya STAIN, STAIN Bangka Belitung, and STAIN Palu.
PROBLEMATIKA PEMBELAJARAN BAHASA ARAB BAGI MAHASISWA TUNANETRA DI FAKULTAS ILMU TARBIYAH DAN KEGURUAN UIN SUNAN KALIJAGA Muhammad Jafar Shodiq
Center of Middle Eastern Studies (CMES): Jurnal Studi Timur Tengah Vol 7, No 2 (2014)
Publisher : Arabic Literature Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (434.603 KB) | DOI: 10.20961/cmes.7.2.13466

Abstract

Until now, the fulfillment of education‟s rights of disabilities has been done by many educational institutions, including UIN Sunan Kalijaga Yogyakarta. As the onlyuniversity‟s inclusion in Indonesia, UIN Sunan Kalijaga Yogyakarta could be a model forother universities in terms of services to the disabled. However, did the service provideby UIN Sunan Kalijaga is completely inclusion? How is the implementation of learningactivities which form the core of education? This paper aims to describe the problems ofArabic learning for visually impaired students in the Faculty of Tarbiyah and TeachingUIN Sunan Kalidjaga Yogyakarta.
Utilization of Microsoft Power Point Media in Mahārah Istimā’ (Arabic Learning Skill) Learning in the Digital Age/ Pemanfaatan Media Microsoft Power Point dalam Pembelajaran Mahārah Istimā’ (Kemahiran Mendengar) di Era Digital Wahyu Rahmadsyah Berutu; Muhammad Jafar Shodiq; Yuniar
Edulab : Majalah Ilmiah Laboratorium Pendidikan Vol. 7 No. 1 (2022)
Publisher : Laboratorium Pendidikan Fakultas Ilmu Tarbiyah dan Keguruan Colaboration with Persatuan Pranata Laboratorium Pendidikan Indonesia Tingkat Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/edulab.2022.71.02

Abstract

In the current digital era, an educator is required to be able to utilize various technological media as an alternative to support learning activities. The purpose of this article is to provide an overview and insight regarding the use of Microsoft PowerPoint in mahārah istimā' learning, both online and offline. This study used descriptive qualitative methods, while data collection utilized observation, documentation, and questionnaires. The data analysis stage in this study used the model of Miles and Huberman which consists of three paths, namely data reduction, data presentation, and drawing or conclusions. Based on the results, PowerPoint is able to help educators create and deliver mahārah istimā' learning, and can facilitate students acquisition and understand the lecture. Specifically, the advantages of learning mahārah istimā' using the PowerPoint are being able to combine images and audio, using the learner’s own voice, using Arabic audio such as al-Arabiyah Bayna Yadaik MP3, or using a native speaker’s illustrations with writing through the narakeet.com website, which is applied in this research. Materials that have been uploaded into the PowerPoint can be saved in PDF and MPEG-4 video formats so that students can study them independently. The contents of the learning materials, both images, and audio can also be changed as needed. Abstrak Di era digital saat ini seorang pendidik dituntut untuk mampu memanfaatkan berbagai media teknologi sebagai alternatif untuk mendukung aktivitas pembelajaran. Tujuan dari artikel ini adalah untuk memberikan gambaran dan wawasan terkait pemanfaatan Microsoft Power Point dalam pembelajaran mahārah istimā’, baik secara daring maupun luring. Metode dalam penelitian ini menggunakan metode kualitatif deskriptif, sedangkan pengumpulan data menggunakan metode observasi, dokumentasi, dan kuisioner. Analisis data penelitian ini menggunakan model Miles dan Huberman yang terdiri dari tiga alur yaitu reduksi data, penyajian data, dan penarikan atau kesimpulan. Berdasarkan hasil penelitian, Media Power Point dapat membantu pendidik dalam membuat dan menyampaikan pembelajaran mahārah istimā’, serta memfasilitasi peserta didik menerima dan mengerti materi pembelajaran. Secara spesifik kelebihan pembelajaran mahārah istimā’ menggunakan Power Point adalah bisa memadukan antara gambar dan audio, baik menggunakan suara sendiri, audio bahasa Arab seperti al-Arabiyah Bayna Yadaik MP3, atau audio bahasa Arab dengan tulisan melalui website narakeet.com. Materi yang telah diuppload ke dalam Power Point bisa disimpan dalam format PDF dan video MPEG-4, sehingga peserta didik bisa mempelajarinya secara mandiri. Konten materi pembelajaran baik gambar maupun audio juga bisa diubah sesuai dengan kebutuhan.
al-Qiyam al-Syakhshiyyah wa Tanfidzuha fi Ta’lim al-Lughah al-Arabiyyah Muhammad Jafar Shodiq
ALSINATUNA Vol 3 No 2 (2018): June 2018
Publisher : Arabic Education Department, Faculty of Education and Teacher Training, State Islamic University of K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v3i2.1024

Abstract

The background of this research is the poor condition of young generations from the values of character and culture. School as an educational institution has the responsibility to establish and develop the character of students. This paper aims to determine the role of learning Arabic in character education, character education applications in learning the Arabic language and what the values can be internalized in the Arabic language learning. This study applied qualitative method using descriptive technique. The data were collected through observation, interviews, and documentation. The findings of study showed that : 1) The values of character education has been integrated by lecturers in teaching Arabic language include : religious, honest, tolerance, independent, democracy, curiosity, national spirit, communicative, love reading, respect, responsibility, discipline, environmental care, and recognize excellence. 2) How lecturer integrate character education values into Arabic learning include: adjust the lecture material, insert the value of character or try to take lessons in every lecture material, delivery value of the character through learning methods as well as trying to connect with the planting material and the implementation of the educational value of character in everyday life.
Implementation of the Think Pair Share Strategy and Drill Method in Mufradāt Learning at MTsN 1 Padang: Implementasi Strategi Think Pair Share dan Metode Drill dalam Pembelajaran Mufradāt di MTsN 1 Padang Ifkar Rasyid; Muhammad Jafar Shodiq; Hafid Arsyad
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol. 10 No. 1 (2024)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/almahara.2024.0101-12

Abstract

The acquisition of Arabic vocabulary is crucial for the development of students' language proficiency. Therefore, educators must adopt effective strategies to facilitate vocabulary mastery. This study investigates the implementation of the Think Pair Share method combined with the Drill method in teaching Arabic vocabulary. Using a qualitative approach with a case study method, this research employs in-depth interviews and participatory observations, with data analyzed iteratively and comprehensively. The research subjects consisted of eighth-grade students at MTsN 1 Padang. Findings reveal a four-step process in applying the Think Pair Share model integrated with the Drill method for Arabic vocabulary learning. First, the instructor introduces new vocabulary and explains its meaning and usage in sentence contexts. Next, students engage in a cognitive processing phase to internalize the newly introduced vocabulary. Following this, a collaborative phase ensues where students pair up to exchange and reinforce vocabulary through reciprocal teaching. Finally, the synthesized knowledge is shared with the entire class, where the instructor randomly selects pairs to present their understanding of the vocabulary and its applications. This study emphasizes that combining these pedagogical strategies significantly enhances student engagement, both individually and in peer interactions. Additionally, findings indicate that integrating the Drill method as a complementary element to Think Pair Share substantially strengthens students' retention of the taught vocabulary. Keywords: Arabic Vocabulary, Drill Method, Think Pair Share
Co-Authors Hafid Arsyad Ifkar Rasyid Wahyu Rahmadsyah Berutu Yuniar