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Pendekatan Komunikatif dalam Pembelajaran Bahasa Arab Asyari, Hasyim
Al-Tadris: Jurnal Pendidikan Bahasa Arab Vol 6, No 1 (2018)
Publisher : IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/tadris.2018.6.1.17-34

Pendekatan komunikatif adalah media bergaul dengan masyarakat di manapun atau pemahaman maksud dan perasaan mereka. Pengajaran bahasa untuk bergaul dengan masyarakat dan komunikasi dengan mereka tanpa pemikiran dan perencanaan terlebih dahulu. Dalam pendekatan komunikatif dibedakan antara kompetensi berbahasa dan kompetensi komunikasi. Penelitian ini berfokus pada bagaimana menerapkan pendekatan komunikatif dalam pembelajaran bahasa Arab. Penelitian ini menggunakan metode deskriptif. Dari analisis diketahui bahwa kemampuan komunikasi dalam pembelajaran bahasa sesuai dengan pendekatan komunikatif meliputi empat kompetensi, yaitu; (1) kompetensi gramatikal, (2) kopetensi sosial, Â (3) kompetensi pragmatig, dan (4) kompetensi strategis.

المدخل الاتصالي في تعليم اللغة العربية Hasyim Asy’ari
لسـانـنـا (LISANUNA): Jurnal Ilmu Bahasa Arab dan Pembelajarannya Vol 8, No 2 (2018): لساننا (LISANUNA): Jurnal Ilmu Bahasa Arab dan Pembelajarannya (Juli-Desember 20
Publisher : Fakultas Tarbiyah dan keguruan- UIN Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ls.v8i2.4551

Humans need language in order to interact with society. They express their thoughts and intentions with language. Language is a communication tool in society. And learning a foreign language not only learns grammar, but the ability to communicate with other communities. The approach that fits this purpose is the communicative approach. Communicative is the process of conveying thoughts and perceived by speech methods that include meaningful writing and a clear subject of thought. This approach aims to develop language competence in general by directing learners to language functions. Communicative ability is one's ability to grammatical adjustment and its use for certain communicative functions with cra corresponding to a particular place.

نظرية نشأة اللغة وتفرّعها في التراث العربي Hasyim Asy'ari
Al-Tadris: Jurnal Pendidikan Bahasa Arab Vol 5 No 1 (2017)
Publisher : IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/tadris.2017.5.1.98-115

اللغة كما شرح علماء اللغة هي أصوات, أو كتابة, أو رموز, أو كل ما يعرض الإنسان لوصول أغراضهم وأفكارهم. وفي نشأتها الأولى فيها اختلافات كثيرة في نظريتها. والرأي المشهور في نظرية نشأة اللغة هي نظرية التوقيف. نشأت اللغة مرة أخرى في عهد نوح، تفرع اللغات مند عهد النوح بنسبة إلى أبناء نوح الثلاثة هم: حام, سام, ويافث. مند هذا العصر تطور اللغة تطورا واسعا في العالم. واللغة العربية في بحث علم فقه اللغة هي فرع من فصيلة كبيرة, وهي فصيلة سامية، الفصيلة اليافثية، و الفصيلة الحامية

Menakar Kembali Konsep Kala pada Fiʿil Māḍī Menurut Nuḥāt (Kajian Reflektif untuk Pembelajaran Bahasa Arab) Muh Hikamudin Suyuti; Hasyim Asy'ari
Alsina : Journal of Arabic Studies Vol 3, No 1 (2021)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.3.1.10884

The most often discussed topics concerning nahw (Arabic grammar) are ism (noun), fi’il (verb), and hurf (letter). Fi'il (verb) can be classified into māḍī, muḍāriʿ, and amar. As well as past (māḍī), present (muḍāriʿ), and future (mustaqbal). The study of time in Arabic is critical. The purpose of this study is to examine fiil māḍī using a content analysis method. This study reported that Arabic grammarians (Nuḥāt) have diverse opinions on time in fiʿil māḍī, particularly to state implications in the current and future time, an argument that is bolstered by the fact that the Assyrian language also uses it. In Arabic, the term fiʿil ghayr tām (Muḍāriʿ) refers to both present and future events. The researchers suggested to use several reading methods to improve students' Arabic understanding, including Al-Qirā'ah al-Muwassaʿah (Extensive Reading), Al-Fahm al-Qirā'ī (Reading Comprehension) and Al-Qirā'ah al-Nāqidah (Critical Reading).

Renaisans Eropa dan Transmisi Keilmuan Islam ke Eropa Hasyim Asy'ari
JUSPI (Jurnal Sejarah Peradaban Islam) Vol 2, No 1 (2018)
Publisher : UIN Sumatera Utara Medan

Renaissance are so important and considered historians as the starting point for the development of European civilization. First, European people succeed many achievement in various sector, namely: art, philosophy, literature, science, politics, education, religion, trade and others. Second, Renaissanse has revived the ideals, the realm of thought, the philosophy of life which then structures the standards of the modern world such as optimism, hedonism, naturalism and individualism. Third, the Ancient Greeks and Rome legacies need to revived. Fourth, the incorporation of secular humanism that shifts the human thinking orientation from the theocentric to the anthropocentric. Science had the transmission, dissemination, and proliferation to the Western world that supports the epoch of the Renaissance in Europe. Through the Islamic World, the Western world gained access to deepen and modernized science.Keywords: Renaissance, scientific transmission, Islam in Europe.

Pembentukan Spiritualistas dan Karakter Anak dalam Perspektif Lukman al-Hakim Hasyim Asyari
At-Tarbiyat Vol 3 No 2 (2020): Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam An-Nawawi Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37758/jat.v3i2.217

Parents are the first educators for children. The main role of parents is to shape the spirituality and character of children from an early age. Children are taught knowledge about religion and morals through daily activities. The provision of knowledge of religious education from childhood is expected to be able to instill the character and transfer of children. Learning from Lukman Hakim narrated in the Qur'an. Lukman Hakim explicitly educated his children by giving a will related to Islamic education. And Lukman Hakim has a role in giving messages to shape spirituality and character in children. Child's spirituality is reflected by the unity of God to God, carrying out the command of prayer and advice that all actions will be rewarded. While the formation of express characters in Filial discussions to parents, advocates good deeds and prohibits bad deeds, patience, not arrogant, simple life, and polite speaking.

تعليم اللغة العربية في المعهد السلفي و المعهد الحديث نماذجا Hasyim Asy’ari; Ammar Zainuddin
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 1 No. 2 (2018): 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/izdihar.v1i2.7298

Islamic boarding schools are Islamic educational institutions that focus on moral education. Islamic boarding schools at this time were divided into ancestor and modern boarding schools. There are differences in the curriculum and learning models of Arabic in the two pesantren. Salaf Islamic boarding schools have a special curriculum in understanding the understanding of Islam. Learning Arabic in the Salaf Islamic boarding school is oriented towards grammatical learning by memorizing the terms nahwu and shorof and memorizing nadhom. While the Arabic language learning curriculum in modern pesantren aims not only for religious scholarship, but aims to use all language skills in communication. This Islamic boarding schools believes that language learning activities must provide students the ability to communicate correctly, both in oral and written form.

Tathwîr al-Mawâd at-Ta’lîmiyyah li Mahârah al-Istimâ’ bi-Istikhdâm Plotagon Studio Alfin Khoiri Zulfanuria; Hasyim Asy’ari
Jurnal Internasional Pendidikan Bahasa Arab Vol 5 No 01 (2023): International Journal of Arabic Language Teaching (IJALT)
Publisher : Postgraduate of IAIN Metro Lampung Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/ijalt.v5i01.6653

This study aimed to develop the listening skills teaching materials using the Plotagon Studio for class VII students of MTs Hikmatul Amanah Mojokerto and to determine the effectiveness of it. The type of this research was Research and Development (R&D) by adopting the ADDIE development model comprised of five stages including (Analyze, Design, Development, Implementation, and Evaluation). The data collection techniques were observations, interviews, questionnaires, and tests. Data analysis was carried out by the statistical program SPSS 23 with paired sample T-Test and N-Gain Score. The results showed that the listening skills teaching materials using the Plotagon Studio was considered feasible and needed by the students in learning Arabic. The precentage score of validity from the material expert was 81.25%, from the design expert was 79.5% and 90% from the linguist. The use of listening skills teaching materials using the Plotagon Studio has been proven to be effective. It was evidenced by the results of the Paired Sample T-Test obtained (Sig (2-tailed)) value<0.005 It indicated that the alternative hypothesis (Ha) was accepted. While the results of the N-Gain test showed that the score was 64.2 at the moderately effective category.

نظرية نشأة اللغة وتفرّعها في التراث العربي Hasyim Asy'ari
Al-Tadris: Jurnal Pendidikan Bahasa Arab Vol 5 No 1 (2017): Al-Tadris: Jurnal Pendidikan Bahasa Arab
Publisher : UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/tadris.2017.5.1.98-115

اللغة كما شرح علماء اللغة هي أصوات, أو كتابة, أو رموز, أو كل ما يعرض الإنسان لوصول أغراضهم وأفكارهم. وفي نشأتها الأولى فيها اختلافات كثيرة في نظريتها. والرأي المشهور في نظرية نشأة اللغة هي نظرية التوقيف. نشأت اللغة مرة أخرى في عهد نوح، تفرع اللغات مند عهد النوح بنسبة إلى أبناء نوح الثلاثة هم: حام, سام, ويافث. مند هذا العصر تطور اللغة تطورا واسعا في العالم. واللغة العربية في بحث علم فقه اللغة هي فرع من فصيلة كبيرة, وهي فصيلة سامية، الفصيلة اليافثية، و الفصيلة الحامية

Manajemen Program Pengembangan dalam Meningkatkan Kompetensi Guru di MTS Al Azhar Guluk Manjung Kecamatan Bluto Sumenep Sulaiha Sulaiha; Hasyim Asy’ari; Ashari Ashari
Perspektif : Jurnal Pendidikan dan Ilmu Bahasa Vol. 1 No. 3 (2023): September : Jurnal Pendidikan dan Ilmu Bahasa
Publisher : STAI YPIQ BAUBAU, SULAWESI TENGGARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59059/perspektif.v1i3.500

Based on the research findings, the pedagogical competence of teachers at MTs Al Azhar Guluk Manjung Bluto Sub-district Sumenep is relatively good. This is evident through pre-teaching planning, understanding students' characteristics and psychology, mastering teaching materials, utilizing Information and Communication Technology (ICT), and updating teaching materials. Teachers also participate in various specialized training related to teacher competence development, adapt their educational backgrounds to their subjects, present tutorials with student-friendly teaching methods, consult literature related to specific subjects, review test questions before administering them to students, and apply teaching methods suitable for each subject, such as lectures, question-and-answer sessions, and discussions. Regular meetings are held at the beginning of the semester, and evaluations are conducted every three to six months. The implementation of Pedagogical Competence of Teachers at MTs Al Azhar Guluk Manjung Bluto Sub-district Sumenep is at a relatively good level but requires refinement. Challenges faced in implementing pedagogical competence include limited facilities, resources, and limited operational education budget. The solutions to overcome these challenges include utilizing available facilities.

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