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Development of mE-Book Based Practical Arabic syntax Luthfi Anisatin; Sunarto Sunarto; Moh. Fery Fauzi
LISANIA: Journal of Arabic Education and Literature Vol 5, No 2 (2021)
Publisher : IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/lisania.v5i2.187-203


The development of practical Arabic syntax based on mE-Book teaching materials is regarding printed materials that are less effectively applied in online learning. This research and development (RD) aimed at developing practical Arabic syntax teaching materials based on mE-Book for more effective learning without limited space and time using the ADDIE design model. It was carried out through 5 stages: analysis, design, development, implementation, and evaluation. The implementation phase was carried out using a blended learning model. The research results were: 1) the teaching material format is HTML (based flash) published using kvisoft flipbook maker pro software. 2) the teaching material consists of an outside and inside covers, a sample material, a task/question, i'rab, qawaid, a bibliography, and a back cover. 3) the learning video was in the form of a webcam with the help of PowerPoint software and an O-Matic screencast. The results of the assessment were as follow: from material experts was 82% (eligible), from language expert was 100% (very decent), from media expert was 96% (very decent), from students' interest test was 90% (very feasible), from educator response test was 84% (very feasible). The effectiveness test of the large group obtained an average posttest score of 85 and average pretest score of 75. The overall results show that mE-Book practical Arabic syntax is feasible at SMA Surya Buana Malang. 
تحليل كتاب تعليم اللغة العربية للصف العاشر من المدرسة الثانوية الدينية Mohammad Rozy Zamroni; Muhammad Iqbal Haris; Luthfi Anisatin; Kiki Safitri
Imtiyaz : Jurnal Pendidikan dan Bahasa Arab Vol 6, No 1 (2022): Juni
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/im.v6i1.5945


The educational curriculum is closely related to the level of learning success. One way of implementing the curriculum is to group textbooks according to core competencies and learning objectives. This research uses library research methods or literature research, in which case the researcher collects data from different sources such as books, journals, documents, journals, etc. Research Results This article describes the results of analyzing the appropriateness of the textbook for teaching Arabic to the tenth students with basic competencies as follows: (1) Describe the development of educational materials, (2) Describe the vitality of the textbook from the tenth secondary school, (3) The feasibility of the language of the book
Design of Arabic Textbooks Based Flipping Book on Al-Masal (Proverbs) Material Class X MA Luthfi Anisatin; Afifah Akmalia; Imam Asrori
ATHLA : Journal of Arabic Teaching, Linguistic and Literature Vol. 3 No. 1 (2022)
Publisher : IAIN Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/athla.v3i1.5142


The design of arabic textbooks based on flipping books is based on the existence of conventional textbooks that only focus on scientific development but students are not required to think critically. Furthermore, the existence of conventional books should be able to adjust the development of the digital era which certainly has an impact on students' interest in learning Arabic. This study aims to provide an overview of the material and items about al-Masal which is systematically designed so that students are able to think critically so that they can conclude al-Masal both orally and in writing, and is packaged with an interesting format, namely flipping books. This research is a development research using a three-D pattern (Define, Design, Develop). Based on the results of research and development, it is known that students' critical thinking ability can improve based on students being able to mention proverbs, explain proverbs, and apply proverbs orally and in writing. Then students' interest in learning will increase with the presentation of interesting teaching materials in the form of flipping books
Manhaju Ta‘līmi al-Lughah al-‘Arabiyyah fī Daulataini Indūnīsiyyā wa Mālīziyyā Luthfi Anisatin; Ali Mahmud Asmui
ALSUNIYAT: Jurnal Penelitian Bahasa, Sastra, dan Budaya Arab ALSUNIYAT: JURNAL PENELITIAN BAHASA, SASTRA, DAN BUDAYA ARAB | VOL. 6 NO. 1 (2023)
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/alsuniyat.v6i1.55886


This study aimed to determine the differences in curriculum between two countries, namely Indonesia and Malaysia, in their implementation, especially in learning Arabic. In this case, the Arabic curriculum in Indonesia used the 2013 curriculum regulations or known as K13 (Kurikulum 2013), while Malaysia uses KSSR (Kurikulum Standart Sekolah Rendah) and KSSM (Kurikulum Standart Sekolah Menengah) regulations in its implementation. The curriculum is a series of plans to streamline teaching and learning. The Arabic curriculum is a set of Arabic learning plans, objectives, and materials systematically compiled to carry out the learning process properly. This research used a qualitative approach. The research method used is library research. The data used as a source for writing are archives obtained from the ministries of Indonesia and Malaysia. Data collection techniques are obtained from documentation by selecting, searching and analyzing data from the literature or sources related to the problem under study. Based on the study's results, it is known that the presentation of material in the K13 and KSSR/KSSM curricula has differences. In its production, K13 emphasizes more on memorizing Arabic vocabulary and grammatical and morphological abilities. In contrast, the KSSR / KSSM curriculum emphasizes four primary skills: listening, reading, speaking, and writing. This is, of course based on the objectives of each curriculum.