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Desain Penulisan Buku Ajar Bahasa Arab (Analisis Deskriptif Buku Al-‘Arābiyyah Baina Yadaik) Muhammad Yusuf; Muhammad Ilham Akbar
Edulab : Majalah Ilmiah Laboratorium Pendidikan Vol 3 No 2 (2018)
Publisher : Laboratorium Pendidikan Fakultas Ilmu Tarbiyah dan Keguruan

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Abstract

The strategic position of textbooks in Arabic learning is reflected in its role as a medium in transferring knowledge, ideology, and culture. Therefore giving attention to the primary principles in writing Arabic textbooks is a requirement. The realization of the socio-cultural, psychological, linguistic, and pedagogical basis in Arabic textbooks is not as easy as turning the palm. Many found writing designs that are "perfunctory" so that it has implications for the "infertility" of the strategic role of textbooks. This paper intends to examine Al-‘Arābiyyah Baina Yadaik book comprehensively. At least in the last two decades, this book exists in the treasury of Arabic education in Indonesia. Library research is the method used in this study. While an objective, systemic, and open framework is a procedure in analyzing problems. This study formulates that the design of al-‘Arābiyyah Baina Yadaik book is under the primary principles in writing Arabic textbooks, namely: a) socio-cultural: accommodating aspects of the culture of Arab society and Islam; b) psychological: following the intellectual abilities of learners, pay attention to individual differences, according to the level of language competence of learners, the integration of student books and teachers, and create orientation and norms for students; c) language: accommodating elements of language and language skills, the material is prepared using Arabic Fusha, paying attention to symbols; d) pedagogical: the material in al-‘Arābiyyah Baina Yadaik book has been prepared based on good selection, gradation, presentation and repetition criteria. Keywords: Al-‘Arābiyyah Baina Yadaik; Socio-cultural; Psychological; Linguistics; Pedagogical
PSIKOLINGUISTIK DALAM METODOLOGI PEMBELAJARAN BAHASA ARAB DI ERA POSTMETODE Muhammad Yusuf
Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Vol 2 No 2 Oktober 2019
Publisher : STIQ Amuntai

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (392.173 KB) | DOI: 10.35931/am.v2i2.123

Abstract

This paper aims to present the theory of psycholinguistics as a basis for developing the methodology of learning Arabic in the post methods era. This study encouraged by the emergence of new trends related to the Arabic learning methodology. In this trend, the methodology was formulated based on academic readings from various perspectives, one of which is psycholinguistics. This paper relies on bibliographic sources in the form of books and articles (literature studies) that are in scientific journals related to the subject matter. Reading the data of thought by academics using a critically constructive approach and meaning of the substance using content analysis. Based on the studies that have been conducted, in the context of post methods, the psycholinguistic theory was seen as a building that used as a foundation in developing learning models. Where in this era is marked by the reduction of the role of methods in language learning? The learning model that was born based on this assumption is active, cooperative learning, and (pakem) learning. Furthermore, in applying this model, the teacher is required to play an optimal role. The integral form, the teacher is required to have personal competence, social competence, and professional competence. This study has a significant urgency considering the post-method trend is a formula that results from the academic reading of a psycholinguistic-based teacher to utilize learning activities in the classroom.
Kemasan Pembelajaran Bahasa Arab Berbasis Teori Antropolinguistik Modern Muhammad Yusuf; Eka Dewi Rahmawati
Lisanan Arabiya: Jurnal Pendidikan Bahasa Arab Vol 3 No 2 (2019): December, 2019.
Publisher : Pusat Studi Kependidikan (PSKp) Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Sains Al-Qur'an

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/liar.v3i2.985

Abstract

Some Arabic learning at this time does not pay close attention to the study of Arabic culture. Learn in class only while learning theoretically calm language itself. Meanwhile, discussions about culture in learning are carried out in important ways. This second thing can be done so that it must be done by going hand in hand. Everything that is found in language contains original culture, and so culture is one that language cannot make. Macrolinguistic has become one of the scientific trends in studying the issue of learning Arabic in Indonesia. One of that dialogues in applied linguistics is anthropolinguistics. That scientific interdiscipline is the result of integration between culture and language. A significant relationship between language and culture makes academics interested in formulating the framework, so that it can be used as a basis for language studies through culture or cultural studies through language. In the modern era, anthropolinguistics has three theories, namely performance, indexicality, and participation. This paper examines how anthropolinguistic theory plays a role in learning Arabic in Indonesia, especially with regard to core competencies in it. This study uses a literature paradigm that is operationally obtained by author from books and articles that have relevance to the topic of discussion. Furthermore, the library data will be dialogue by the author systematically, objectively, and comprehensively. Analysis of the literature that has been done produce a synthesis that learning Arabic in the perspective of modern antropolinguis should consist of the following competencies, namely the grammatical competence, communicative competence and pragmatic, and Arabic language skills. From this theoretical study of anthropolinguistic learning based Arabic, it can be synthesized that the anthropolinguistic theory in Arabic learning has implications for its hard core in the learning process which cannot be denied at all. The hard core is related to the competencies that must be presented by an Arabic learner, especially in Indonesia, namely grammatical competence, communicative and pragmatic competence, and Arabic language skills.