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Stylistic of The Qur’an: The Existence of Majaz Mursal I’tibar Ma Kana Murdiono Murdiono; Ahmad Fatoni; Renat Sarimov
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 13, No 2 (2021): 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 (1055.386 KB) | DOI: 10.24042/albayan.v13i2.8851


The existence of majaz mursal i'tibar ma kana in the Qur'an has proven the use of majaz style of language in the Qur'an which underlined that the Qur’an cannot be separated from majaz. The study of the Qur'an will cause the ambiguity in meaning and even fatal mistakes if balaghah approach (majaz) is not used. The data of this research were obtained from the Qur'an and the opinions of several Balaghah experts, such as Abu Ubaidah and Az-Zamakhsyary as the source of information in this study. Semantics was also used in this research, which was analyzing the meaning of the verses of the Qur'an which were classified as majaz i'tibar ma kana. The research results showed that there were 12 verses in the Qur'an including majaz mursal i'tibar ma kana which were found in the different verses, such as surah Al-Baqarah verse (2): 234, surah An-nisa verse (4): 2, surah An-nisa verse (4) 12, surah Al-Rahman verse (55): 56, surah Al-Kahfi verse (28): 47, surah Al-Hujarat verse (49): 9, surah: An-Naml verse (27): 87, surah Fussilat verse (41): 21, surah Thaha verse (20): 74, surah Nuh verse (71): 26-2, surah Ad-Dhukhan (44) verse: 47,48 49. So, there must be a meaningful figure of speech (metaphor) in understanding the verses of the Qur'an and there was no ambiguous meaning. Therefore, this study suggested the need to explore the science of balaghah as one of the tools of science in understanding the Qur'an implicitly.
Jurnal Terapan Abdimas Vol 5, No 2 (2020)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jta.v5i2.5620


Abstract. Information and communication technology (ICT) have an important role in teaching and learning activities, especially in learning assessment. Instructional assessment is one of a series of learning activities aimed at correcting, controlling the extent to which learning objectives have been achieved. Instructional assessment can be done with the help of computers and the internet so that the management of learning outcomes becomes easier, faster, and real time. The technology that can be used in the assessment process is such as edmodo, google quiz, hot potatoes, quiz creator. But in reality, most learning activities that teachers use are still conventional. That is due to the lack of knowledge and mastery of teachers on the use of information and communication technology, especially in instructional assessment. Therefore, there is a need for training on the use of ICT-based Instructional assessment to improve teachers’ competency. The approach method used assistance that includes socialization, workshops, training, hands-on practice, and evaluation. The results obtained state that evaluation of learning is very important for a program and purpose, both educational, learning, or training programs.Abstrak. Teknologi informasi dan komunikasi memiliki peranan penting dalam kegiatan belajar mengajar terutama dalam evaluasi pembelajaran. evaluasi pembelajaran merupakan salah satu rangkaian dalam kegiatan pembelajaran yang bertujuan untuk mengoresksi, mengontrol sejauh mana tujuan pembelajaran telah dicapai.  Evaluasi pembelajaran dapat dilakukan dengan bantuan komputer serta internet sehingga pengelolaan hasil belajar pun menjadi lebih mudah, cepat dan real time. Adapun teknologi yang dapat digunakan dalam proses evaluasi tersebut seperti edmodo, google quiz, hot potatoes, quiz creator. Akan tetapi realitanya, kebanyakan kegiatan pembelajaran yang digunakan guru sekarang masih konvensional. Hal itu disebabkan minimnya pengetahuan dan penguasaan guru terhadap pemanfaatan teknologi informasi dan komunikasi terutama dalam evaluasi pembelajaran. Oleh sebab itu perlu adanya pelatihan pemanfaatan evaluasi pembelajaran berbasis ICT meningkatkan kompetensi guru. Metode pendekatan yang digunakan adalah pendampingan yang meliputi sosialisasi, workshop, pelatihan, praktik langsung, dan evaluasi. Hasil yang didapatkan menyatakan bahwa evaluasi pembelajaran sangat penting untuk suatu program dan tujuan, baik program pendidikan, pembelajaran, atau pun pelatihan.
Harmoni Vol. 19 No. 1 (2020): Januari-Juni 2020
Publisher : Research and Development Center for Guidance for Religious Societies and Religious Services, the Research and Development and Education and Training Agency of the Ministry of Religious Affairs of the Republic of Indonesia (MORA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32488/harmoni.v19i1.402


Abstract The purpose of this study is to find out the forms of violence perpetrated by Madurese in Semampir and understand the extent to which religion as a socio-cultural system acts as a tool for social control. The research method that researcher use is a descriptive exploratory type of research. In this study, researcher wanted to explore further the social and cultural role of Madura as a trigger for various characters and acts of violence. The results showed that various acts of violence carried out by Madurese in Semampir were triggered by several factors. The most prominent factor is the exaggeration of self-esteem that is too excessive. Second, the process of interaction between Madurese in multi-ethnic overseas areas, such as in Semampir sub-district, does have socio-cultural characteristics that tend to be hard, both physically and psychologically. Third, the religious system of Madurese in Semampir is more dominated by ceremonial events so that it cannot be used as a tool for maximum social control. Keywords: Violence, Overseas Madura.  
Implementation of Communicative Method as an Effort to Increase the Student’s Arabic Language Ability (Case Study at SDI Surya Buana Malang) Minatullah Minatullah; Ahmad Fatoni; Anisatu Thoyyibah
Maharaat: Jurnal Pendidikan Bahasa Arab Vol 2, No 1 (2019): October
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/mht.2115


The purpose of this study was to determine the results of the communicative method in improving the ability of mahârah al-kalâm, barriers to its implementation, and how to overcome communication barriers to the students at SDI Surya Buana Malang class VA for one semester in the 2018/2019 academic year. This research employed qualitative methods by taking field data or case study research. The data was collected by using observation, interview, and documentation techniques. The result of the research showed that there was no improvement in students' mahârah al-kalâm through the application of the communicative method. Students could only use short sentences in Arabic that had been memorized. The obstacle during the implementation of the communicative method was that the students were not fluent in reading iqra’ which resulted in the hardship of reading Arabic. Lack of Arabic lessons in schools caused inadequate Arabic learning process and students' lack of memorization of mufradât caused some difficulties in learning sessions. An effort to overcome these obstacles was that the teacher must provide extra sessions for students who could not read iqra’ fluently. Schools must also give extra sessions for Arabic lessons, and the teacher instructed all students to memorize vocabulary in accordance to the theme of the lesson.
Arabic Learning for Academic Purposes Ahmad Fatoni
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 2 No. 2 (2019): 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.v2i2.10096


This study aimed to determine the goal of teaching Arabic for Academic purposes. Teaching Arabic for non-Arabic speakers is generally divided into two types: Arabic language for life, which is a public program in which multiple attributes are related. Learning Arabic is only intended to communicate with Arabic in different situations of life. The second type is Arabic language programs for special purposes, including Arabic for academic purposes (AAP), Arabic for Businessmen People (ABP), Arabic for Education People (AEP), Arabic for Objective Purposes (AOP) and others. The researcher in this article focused on the Arabic language teaching program for academic purposes. The method used for this study was carried out using descriptive analysis method which the data were collected from personal interview with students of University of Darussalam Gontor and some documents. The result showed that the successful of teaching Arabic language for academic purposes related to use Arabic language in daily life as well as special activities such as scientific discussions.
Teachers’ Trends in Teaching Arabic in Elementary Schools Abdul Haris; MD. Qutbuddin; Ahmad Fatoni
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 4 No. 2 (2021): 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.v4i2.16875


This study aims to describe the teachers’ trends in teaching Arabic in elementary schools in terms of goal orientations and teaching techniques. The research data was collected from 52 Arabic teachers using a questionnaire and interviews. The data was analyzed using the interactive techniques of Miles and Huberman. The results of the study show that in relation to the goal orientation, the teachers give priority to the mastering of vocabulary (34.6 %), followed by speaking (25 %), reading (23.1 %), and the last is writing, listening, and translating (1.9 %). This fact indicated that their goal orientations have not led to the expected goals as stated in the curriculum. This study also shows that their techniques in teaching Arabic have various patterns based on their main goal orientations that did not follow the standard of teaching techniques as suggested by the Arabic education experts. The results of this study indicate that teachers’ lack of competence in teaching Arabic in elementary schools.
El-Tsaqafah : Jurnal Jurusan PBA Vol. 18 No. 2 (2019): Desember 2019
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (450.984 KB) | DOI: 10.20414/tsaqafah.v18i2.1869


Arabic language is very important for moslems, through the Arabicteaching throughout the world will increasingly flourish. However, if facedwith the activities within the Arabic learning process, not a few students whohave less motivation in learning activities. This resulted in fewer maximalof Arabic learning processes and in turn will affect student achievement.This research focuses to discuss matters relating to the motivation to learnand student achievement, with the aim of strengthening the importance ofmotivation in the learning Arabic language. The method used is descriptiveanalysis to the students of Arabic Department of Universitas MuhammadiyahMalang. The conclusion from this research is the students have a goodachievement in Arabic learning if it has a well and motivated as well, and thisstudy hopes the Arabic lectures to increase motivation and achievement ofArabic students.
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 4 No. 6 (2023): Volume 4 Nomor 6 Tahun 2023
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v4i6.21899


Pengabdian ini bertujuan untuk memberdayakan anak yatim melalui program pelatihan keterampilan hidup sehari-hari di Panti Asuhan Ulil Abshar Dau, Sengkaling, Malang. Metode yang digunakan melibatkan 14 anak panti asuhan dalam serangkaian kegiatan pelatihan yang dirancang untuk meningkatkan keterampilan mereka dalam berbagai aspek kehidupan sehari-hari. Program ini fokus pada pengembangan keterampilan praktis, seperti keterampilan komunikasi, keuangan, dan kegiatan sehari-hari yang memperkuat kemandirian anak-anak. Metode pembelajaran yang interaktif dan partisipatif digunakan untuk menciptakan lingkungan yang mendukung pertumbuhan dan perkembangan holistik mereka. Hasil dari pengabdian ini mencakup peningkatan keterampilan praktis anak-anak panti asuhan, seperti kemampuan berkomunikasi, manajemen keuangan pribadi, dan kemandirian dalam melakukan tugas-tugas harian. Selain itu, peningkatan rasa percaya diri dan motivasi untuk mencapai tujuan hidup juga menjadi bagian integral dari hasil yang dicapai. Kesimpulan dari pengabdian ini menunjukkan bahwa program pelatihan keterampilan hidup sehari-hari efektif dalam memberdayakan anak yatim di Panti Asuhan Ulil Abshar Dau. Melalui partisipasi aktif dalam kegiatan ini, anak-anak panti asuhan mampu mengembangkan potensi mereka dan siap menghadapi tantangan kehidupan masa depan. Dengan demikian, pengabdian ini memberikan kontribusi positif terhadap pengembangan anak-anak yatim, meningkatkan kemandirian mereka, dan memberi mereka bekal keterampilan yang berguna untuk menghadapi kehidupan dewasa. Program ini tidak hanya memberikan pengetahuan praktis tetapi juga memupuk nilai-nilai positif dan rasa percaya diri, menciptakan dampak positif jangka panjang pada masa depan anak-anak panti asuhan. rkuat pemahaman agama dan memajukan praktik keagamaan yang lebih baik di Kabupaten Malang.