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كفاءات معلمي اللغة العربية في إندونيسيا في القرن الحادي والعشرين Cahya Setyawan; Akhsan Akhsan
Imtiyaz : Jurnal Pendidikan dan Bahasa Arab Vol 4, No 1 (2020): Juni
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/im.v4i1.3222

In the 21st century is a disruptive era, millennial era, digital age. Information technology and science develop. This development was followed by the development of the human generation, namely generazi Z. This generation is technology literate, multitalent, and creative. In the world of education of course this makes a very extraordinary impact. Arabic language teachers as one of the components of education must follow the flow of globalization. Arabic teachers face many challenges in this era. Therefore there is a standard for Arabic teacher competencies. In the standardization, of course there are efforts made by the government, agencies, institutions and individual teachers in developing and training their competencies. Therefore this paper is a literary paper that discusses how the challenges faced by Arabic language teachers in the 21st century, then the competency standards of 21st century Arabic language teacher as well as the efforts made to develop them.

علم المعاني في كتاب البلاغة الواضحة لعلي الجارم ومصطفي أمين : دراسة تقويمية من حيث الأهداف والمحتوى وطريقة العرض والتقويم Akhsan Akhsan
Lahjah Arabiyah: Jurnal Bahasa Arab dan Pendidikan Bahasa Arab Vol. 1 No. 1 (2020): Lahjah Arabiyah - January
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/lahjah.v1i1.569

The balaghah Wadhihah written by Ali al Jarim and Mustofa Amin is one of the famous books used by many pesantren in Indonesia. As a book that discusses the knowledge of Balaghah, this book contains about three sciences which are the basic pillars of Balaghah, namely Ilmu Bayan, Ilmu Badi’ and Ilmu Ma'ani. This research is an evaluative descriptive study. This study aims to evaluate the book Balaghah Wadhihah by Ali al Jarim and Musthafa Amin in terms of Ilmu Ma'ani to what extent this book has met the standards as a good textbook that can be used by students. This study will focus on evaluating aspects of the objectives, content, method of presentation and evaluation in the form of exercises or tests contained in the book.

MODEL BELAJAR DAN PEMBELAJARAN BAHASA ARAB GENERASI MILENIAL Akhsan Akhsan; Ahmadi Muhammadiyah
Lahjah Arabiyah: Jurnal Bahasa Arab dan Pendidikan Bahasa Arab Vol. 1 No. 2 (2020): Lahjah Arabiyah - July
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/lahjah.v1i2.817

Millennial era is identical with digital era. Where millennials are more inclined to like learning with practical and rational. Millennials prefer something simple and not complicated. Indirectly with this it also affects the learning styles of Arabic students. With this fact, the language teacher must also adjust to technology. In the midst of the covid-19 pandemic, literacy learning models, hybrid learning, and long life learning become learning models that are always discussed and discussed in various forms. Literacy with a genre approach, hybrid learning with online models and webinars, as well as long live education by planting lifelong learning to students wherever they are. These three things are expected to have a significant influence on learning and learning models in this millennial era. Especially in a pandemic that does not allow for face-to-face meetings, so it is more efficient, practical, and effective.

MEMBANGKITKAN POTENSI DIRI DAN MINAT SISWA DALAM BELAJAR BAHASA ARAB DENGAN NILAI-NILAI HYPNOTEACHING Akhsan Akhsan; Ahmadi Muhammadiyah
Lahjah Arabiyah: Jurnal Bahasa Arab dan Pendidikan Bahasa Arab Vol. 2 No. 1 (2021): Lahjah Arabiyah - January
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/lahjah.v2i1.40-51

The most important obstacle today in learning Arabic is that the awareness of the importance of Arabic in students has not been fully formed. This fact occurs because Arabic learners and teachers, especially in Indonesia, are still trapped in policies (regulations regarding the continuity of learning in class, time and space issues), curriculum (objectives and boundaries of competence), and methodology (theories that must be put into practice). Coupled with the "image" and "mindset" that has been formed in society that Arabic is only the language of religion. Make students aware that Arabic is one of the international languages and it is useful in their world life. This problem is a fundamental problem which academics and Arabic language practitioners have to slowly resolve. The purpose of learning Arabic must be shifted from "teaching the language" to "teaching the language", teaching methodology must be "constructed" from practicing theory and curriculum to exploring potential and arousing student interest. With the application of Hipnoteaching values, it is hoped that teachers will be able to design Arabic language learning that is able to increase the potential, talents, and interests of students in Arabic. Hypnoteaching values according to the results of this study, it can be adopted in Arabic learning with the following concepts : 1) Place, Location and Arabic Study Room Setting, 2) Mental and psychological settings of Arabic teachers and students, 3) Early Learning Stimulus, 4) Setting communication styles in Arabic learning, 5) Enabling the class with practice is not just a transfer of knowledge or knowledge of Arabic, 6) Evaluation and 7) Closing Activities of Learning Arabic.

علم الصرف، نظرياته وتطوراته والاستفادة منه في تعليم اللغة العربية Akhsan Akhsan; Ahmadi Muhammadiyah; Wahyudin Wahyudin; Zulli Umri
Lahjah Arabiyah: Jurnal Bahasa Arab dan Pendidikan Bahasa Arab Vol. 2 No. 2 (2021): Lahjah Arabiyah - July
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/lahjah.v2i2.91-104

Sharf is one of the most important branches of knowledge in Arabic, by which a learner can know and understand the form of a word, its origin, its changes, and its meaning, so that it is hoped that he will be able to understand the Arabic text he reads and hears. The substance of the Sharf is to discuss the forms of words with the aim of knowing the meaning of each of these word changes. The goal of learning Sharaf is to teach students about changes in the form of a word to another word to find out its true meaning. Sharf science is one of the scientific principles in Arabic which is one of the media (intermediaries) to master language skills. Therefore, the Sharf should be taught by paying attention to the following matters: 1) Teaching the Sharf science is not a goal (learning the science of Sharf for the Sharf) but as a instrumen (tool) to get competence and language skills, 2) Teaching the Sharf requires a lot of practice and not only focus on teaching the rules and forgetting the basic function, 3) it must be taught in stages according to the students' abilities, for example from Mujarrad to Mazid and practice in perfect sentences (Jumlah Mufidah).

دور اللغة العربية ابلدين اإلسالمى وثقافة جمتمع اإلندونيسي Akhsan Akhsan; Cahya Edi Setyawan
Ihtimam : Jurnal Pendidikan Bahasa Arab Vol 4, No 2 (2021): Desember
Publisher : STAI Masjid Syuhada Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36668/jih.v4i2.312

Bahasa Arab. Agama Islam, dan budaya Arab tidak bisa di pisahkan. Tanpa bahasa, Doktrin dan Teks Agama sulit untuk dipelajari. Bahasa merupakan produk dari budaya sebuah masyarakat atau komunitas sosial. Semenjak Islam hadir di Indonesia, Bahasa Arab juga turut di bawa oleh penyebarnya. Bahasa Arab perlahan berkembang seiring dengan perkembangan Islam. Islam dan Bahasa Arab membaur dengan kebudayaan masyarakat indonesia sehingga bahasa Arab mempengaruhi khazanah kebudayaan masyarakat Indonesia. Dampak dari masuknya Islam dan Bahasa Arab di Indonesia adalah berkembangnya produk-produk keislaman di Indonesia terkait dengan tulisan-tulisan Arab, disamping itu, bahasa Arab mewarnai dan memberikan kekayaan perbendaharaan katakata bahasa Indonesia yang di serap dari Bahasa Arab. Proses Akulturasi mempengaruhi perkembangan bahasa Arab Jawi yang biasa disebut dengan Arab Pegon. Maka dari itulah, perlu kiranya sedikit mengulas tentang proses akulturasi dan menjelaskan sederhana produk serapan kata bahasa Arab ke dalam Bahasa Indonesia. Penelitian ini menggunakan pendekatan literatur review dan pendekatan kualitatif Induktif dan transformatif. Dari penelitian ini menunjukkan bahwa Bahasa Arab, Agama Islam, dan Budaya Masyarakat Indonesia membaur membentuk sebuah sistem dan produk. Serapan kata bahasa Indonesia yang diambil dari bahasa Araba contohnya adalah kata:“Assalamualaikum, Alhamdulillah, Naudzubillah, Astagfirullah, Insyaallah, Subhanallah, Innalillahi wainna ilaihi raji’u, Almarhum, Yarhamukallah, Jazakallah, Shahibul Bait.”Kata kunci: Bahasa Arab, Akulturasi, Budaya Masyarakat

اكتساب اللغة العربية لدى طلاب المعهد العالى فى ضوء تمام حسان دراسة وصفية تحليلية بمعهد سلفية شافعية سكورجو Akhsan Thayyib
JURNAL IJ-ATL Vol 4, No 1 (2020): Arabic Teaching and Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v4i1.1391

الاكتساب هو عملية تحقق القدرة لدى الناس ليقبض على الكلمات وينتجها ويتخذها للفهم والمحادثة و عملية إحاطة اللغة لدى الطفل بطريقة الطبيعية وغير الرسمية والشعورية، أما عند تمام الحسن اكتساب اللغة العربية كما قال:"لاكتساب اللغة ثلاث مراحل، يمكن ان تسميها على الترتيب: التعرف والاستيعاب والاستمتاع."وتهدف هذ البحث إلى معرفة اكتساب اللغة العربية للطلاب المعهد العالي مرحلة التعرف، ومعرفة اكتساب اللغة العربية للطلاب المعهد العالي مرحلة الاستيعاب، ثم معرفة اكتساب اللغة العربية للطلاب المعهد العالي مرحلة الاستمتاع. أما المنهج البحث المستخدم هي ﻣﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ نوعه دراسة كيفية أو نوعية ومصادر البيانات: رئيس المعهد العالي وبعض مشايخ المعهد العالي وخريج المعهد العالي وبعض الطلبة او التلاميذه، وطريقة جمع البيانات: المقابلة والملاحظة والاستبانة.ونتائج البحث من هذ البحث أن اكتساب الغة بطريقة الدرس غير الرسمي هو المناقشة خارج الفصل وقراءة الكتاب وتعليم كتاب الجرومية للمبتدئين كل يوم اثنين وخميس و قد وصلوا هذه المرحلة أذا تناسق بعملية التعرف المواظبة، واكتساب اللغة العربية للطلاب المعهد العالي مرحلة الاستيعاب بطريقتهم الدرس سواء كان رسميا أم غير الرسمي هو التلاوة، والتعلم في فصول الدراسة، والمناقشة في الصف، والمناقشة خارج فصول الدراسة، وبحث المسائل، ومحاكمة نشرة تنوير الأفكار. وأن الطلاب قد وصلوا هذه المرحلة إذا تناسق بعملية الاستيعاب المواظبة، وتم اكتساب اللغة العربية للطلاب المعهد العالي مرحلة الاستمتاع بطريقة الدرس سواء كان رسميا أم غير الرسمي هو التلاوة، والتعلم في فصول الدراسة، والمناقشة في الصف، والمناقشة خارج فصول الدراسة، وبحث المسائل، والمحاكمة النشرية "تنوير الأفكار". وأن الطلاب قد وصلوا هذه المرحلة إذا تناسق بعملية الاستمتاع المواظبة.

Al-’alaqah Bayna al-Mauqif al-Lughawiyyah wa al-Tahshil al-Ilmiy li al-Ta’lim al-Lughah al-Arabiyyah Akhsan Akhsan; Ahmadi M; Khoirul Anwar
Lahjah Arabiyah: Jurnal Bahasa Arab dan Pendidikan Bahasa Arab Vol. 4 No. 2 (2023): Lahjah Arabiyah - July 2023
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/lahjah.v4i2.130-139

This Research was conducted to determine the relationship between language attitudes and Arabic learning achievment of students at Madrasah Tsanawiyah Negeri 1 Situbondo, academic year 2021/2022. This type of research is a quantitative research with a correlational approach. Data obtained by quetionnaire method and documentation. The research population was class VIII students of Madrasah Tsanawiyah Negeri 1 Situbondo wich consisted of 34 students. Samples were taken randomly as many as 31 students according to the slovin formula. Data analysis techniques include assumption tests (normality test and linearity test) and hypothesis testing (correlation test, correlation coefficient significance test and ditermination test). the result showed that : 1) There was a positive and significant relaationship between language attitudes and Arabic learning achievement with a correlation coefficient of 0.673, 2) The result of the significance test of the correlation coefficient showed t (table) > t (cont) (4.819 > 2.048), 3) Language attitudes have a proportion in determining Arabic learning achievement 0f 45.29 %.

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