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All Journal TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab Al-Irfan: Journal of Arabic Literature and Islamic Studies Elementeris : Jurnal Ilmiah Pendidikan Dasar Islam Al-Mu'arrib: Jurnal Pendidikan Bahasa Arab
Mustolikh Khabibul Umam
STAI YOGYAKARTA
Religion Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Arabic at the Landmark of al-Irsyad Educational Institution (Competence, Cultural Identity & Religious Attitude) Mustolikh Khabibul Umam
Al-Irfan : Journal of Arabic Literature and Islamic Studies Vol 4 No 1 (2021): March
Publisher : Arabic Literature Department STIBA DUBA PAMEKASAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36835/al-irfan.v4i1.4280

Abstract

The paper focused on the educational institution of al-Irsyad Tengaran which emphasizes the learning process in Arabic. It is among Arabic competence, social identity and religious attitudes become the reason why Pesantren educational institutions are still existing and developing in some parts of Indonesia. As Islamic pesantren they also prioritize teachings based on purification of Islam free from heresy, superstition and khurafat. This research is a qualitative research method, that can be expected to produce descriptive data in the form of written or spoken words from a number of people and observable behavior. While the approach used is a communicative approach that is an approach with the aim of making communicative competencies as the goal of language learning. In the process of data analysis, there are three main components that must be understood and understood by each researcher. The three components are data reduction, data presentation, and inference or verification. The first step is to standardize arabic competencies that are needed as an evaluation material for their teachers to see how far the students have mastered the Arabic language material that has been taught. it will continue with the development of their way of thinking in the community through the implementation of da'wah training spread in the community as a place to prove their identity as santri al-Irsyad who uphold their educational institutions. The cultural identity that is built will shape their religious attitudes in the society since has been the beginning of Islam echo that is free from religious rituals containing heresy, superstition and khurafat. From these components will form a reason why Arabic is particularly important in the progress and development of educational institutions that have the slogan of restoring the glory of Islam through Arabic.
IMPLEMENTASI METODE PEMBELAJARAN KLASIKAL PADA PELAJARAN TAHFIDZ QURAN DI MADRASAH IBTIDAIYAH DARUL QUR’AN KABUPATEN GUNUNGKIDUL Umi Musaropah; Muhamad Mahali Mahali; Mustolikh Khabibul Umam; Jannati Jannati; SH Rahayu
Elementeris : Jurnal Ilmiah Pendidikan Dasar Islam Vol 3, No 1 (2021): Elementeris: Jurnal Ilmiah Pendidikan Dasar Islam
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/elementeris.v3i1.10648

Abstract

This qualitative descriptive study examines the learning of tahfidz in class III MIDQ students using the classical method. Research data in this Full Day school study were collected by observation and interviews and documentation. A school that combines the pesantren education curriculum with the conventional educational curriculum. Based on the findings data, it is concluded that the application of the classical model in class III MIDQ is unique because it combines several interrelated methods, namely murojaah ma'a jama'ah, simaan Al-Qur'an, making groups or groups and imitating. This model has adjusted the conditions of the school, teachers and the age of development so that it has an impact on learning tahfidz Quran. In this classical model, the teacher as a facilitator, motivation must be grown consistently during the learning of tahfidz and murojaah. Students or students are advised to use the best possible time in learning by repeating murojaah at every opportunity.
Analisis Kontrastif Struktur Kalimat Arab Dan Indonesia Serta Implementasinya Dalam Pembelajaran Mustolikh Khabibul Umam; Diah Ayu Kuswahyuningrum
TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab Vol 4 No 2 (2022): Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Jurusan Pendidikan Bahasa Arab IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/tsaqofiya.v4i2.118

Abstract

This study aims to compare the pattern of the Jumlah Ismiyyah and Fi'liyyah in Arabic with subject+predicate in Indonesian in terms of meaning and provisions and its implementation in several appropriate methods. This study uses a qualitative method with a library research approach. Data collection uses the documentation method. The data analysis technique uses contrastive analysis that compares the pattern of the number of Ismiyyah and Fi'liyyah in Arabic with subject+predicate in Indonesian in terms of meaning and provisions. The results show: Among the similarities and differences in the number of Ismiyyah and Fi'liyyah and 'subject+predicate' are: a) the pattern of the number of ismiyyah such as the sentence "Zaidun Ja'a" has the meaning always and remains in the sentence, while in Indonesian it only has meaning "Zaid is coming" only. b) The number of Ismiyyah has provisions between mubtada 'and khabar must be compatible in terms of mufrod, tasniyyah, and jama'. While the arrangement of the predicate subject in Indonesian does not require harmony in this regard and c) The number of fi'liyyah "Ja'a Zaidun" has a new meaning in the sentence, while in Indonesian it only means "Zaid comes". 2) the implementation of this contrastive analysis can be applied in learning the lecture and demonstration methods. Abstrak Penelitian ini bertujuan untuk membandingkan pola jumlah Ismiyyah dan Fi’liyyah dalam bahasa Arab dengan subjek+predikat dalam bahasa Indonesia dari segi makna dan ketentuan serta implementasinya pada beberapa metode yang sesuai. Penelitian ini menggunakan metode kualitatif dengan pendekatan library research. Pengumpulan data menggunakan metode dokumentasi. Teknik analisis data menggunakan analisis kontrastif yang membandingkan antara pola jumlah Ismiyyah dan Fi’liyyah dalam bahasa Arab dengan subjek+predikat dalam bahasa Indonesia dari segi makna dan ketentuan. Hasil penelitian menunjukkan: Di Antara persamaan dan perbedaan jumlah Ismiyyah dan Fi’liyyah dan ‘subjek+predikat” adalah: a) pola jumlah ismiyyah seperti kalimat “Zaidun Ja’a” memiliki makna selalu dan tetap dalam kalimatnya, sedangkan dalam BI hanya memiliki arti “Zaid datang” saja. b) Jumlah Ismiyyah memiliki ketentuan antara mubtada’ dan khabar harus serasi dalam segi mufrod, tasniyyah, dan jama’. Sedangkan susunan subjek predikat dalam BI tidak mengharuskan keserasian dalam hal tersebut dan c) Jumlah fi’liyyah “Ja’a Zaidun” memiliki makna baru dalam kalimatnya, sedangkan dalam BI hanya sekadar memiliki arti “Zaid datang” saja. 2) implementasi analisis kontrastif ini dapat diterapkan di pembelajaran pada metode ceramah dan demonstrasi
Strategi Peningkatan Pemahaman Bacaan Bahasa Arab Melalui Program Hafalan Mufrodat Di MA Al Jauhar kelas X A (IPA) putri Mustolikh Khabibul Umam
AL-MU'ARRIB: JOURNAL OF ARABIC EDUCATION Vol 2 No 1 (2022): Al-Mu'arrib:Jurnal Pendidikan Bahasa Arab
Publisher : PBA IAIN Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (541.867 KB) | DOI: 10.32923/al-muarrib.v2i1.2428

Abstract

Penguasaan mufradat merupakan salah satu komponen dasar untuk menguasai bahasa arab sebagai bahasa asing di tingkat dasar, menengah, dan lanjutan. Mufradat adalah salah satu komponen dasar yang harus dikuasai. Semakin banyak siswa menguasai mufradat maka akan lebih baik penguasaan bahasa Arabnya dan semakin terbatas mufrodat yang dikuasai maka siswa juga akan menemukan kesulitan dalam menguasai keterampilan memahami, membaca, mendengarkan dan lainnya. Penguasaan mufradat yang baik dapat diartikan dengan siswa memiliki kemampuan dalam memahami dan menggunakan mufradat, penguasaan mufradat itu sendiri berkaitan dengan kata-kata dan makna. Oleh sebab itu, peneliti berupaya melakukan penelitian terkait penguasaan mufrodat pada lembaga pendidikan formal MA Al-Jauhar kelas X A (IPA) putri pada mata pelajaran Bahasa Arab. Jenis penelitian yang peneliti pakai adalah Penelitian Tindakan Kelas (PTK), dalam hal ini peneliti terjun langsung sebagai pendidik dalam pembelajaran menggunakan program hafalan mufrodat di MA Al Jauhar kelas X A (IPA) putri. Penelitian jenis ini sendiri merupakan penelitian tindakan yang dilakukan untuk memperbaiki kualitas proses, dalam hal ini pengertian kelas tidak terbatas pada tempat dinding kelas atau ruang kelas, tetapi lebih pada adanya aktifitas belajar dua orang atau lebih peserta didik. Sedangkan yang menjadi sampelnya adalah kelas X A (IPA) putri yang berjumlah 30 siswa. Hasil rata-rata kelas dari pre test adalah 67 dengan kategori kurang dari nilai KKM, kemudian rata-rata post test meningkat menjadi 80,3 dengan kategori baik. Jika dilihat dari keaktifan siswa dan hasil pre test dan post test semakin baik maka dapat disimpulkan bahwa hafalan mufrodat efektif dalam meningkatkan pemahaman siswa jika disajikan teks bahasa Arab
Co-Authors Diah Ayu Kuswahyuningrum Jannati Jannati Muhamad Mahali Mahali Musaropah, Umi SH Rahayu