Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab
Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab is a peer-reviewed journal on Arabic education. This journal is published by the the Program Studi Pendidikan Bahasa Arab, Fakultas Tarbiyah dan Keguruan, Universitas Islam Negeri Imam Bonjol Padang. Editors welcome scholars, researchers, and practitioners of Arabic Education to submit scholarly articles to be published through this journal. All articles will be reviewed by experts before being accepted for publication. Each author is solely responsible for the content of published articles. This journal encompasses original research articles, review articles, and short communications, including Teaching Arabic as a Foreign Language, Arabic Linguistic, Arabic Literature, Arabic History, History of Arabic Education, Strategy of Arabic Teaching, Arabic Islamic Culture, Media of Arabic Teaching, Technology of Arabic Teaching, Modern Standard Arabic, Arabic Second Language Acquisition, Arab Islamic History
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<![CDATA[Penggunaan Youtube Dalam Pembelajaran Bahasa Arab Intensif di SMP Hikmah Padang Panjang ]]>
<![CDATA[Muhammad Hanif Basaris]]>
<![CDATA[ Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab Vol 4, No 2 (2021): Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab ]]>
Publisher : <![CDATA[Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab ]]>
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DOI: 10.15548/lisaanuna.v4i2.3273
<![CDATA[This research is empirical research, meaning research that is conducted through a scientific method based on two sets of variables. Using YOUTUBE (x) in teaching Arabic (y) for the intensive class in Islamic boarding school, Padang Panjang. As for the quantitative approach, it is the approach that uses realistic, objective, measured, logical, and organized scientific bases on the existence of numbers and analyzes them using the statistical method. The result of the research is the use of YOUTUBE in intensive Arabic language teaching in the Islamic boarding school of Padang Panjang in the experimental class, with a grade of very good. As for the results of the pre-test in the experimental class, they are with an average value of 64,45. And the results of the test The dimensionality in the experimental class has an average value of 83.7. The t-arithmetic is 2.701 higher than the t-table is 2.110. Then H0 is rejected and Ha is accepted, so the conclusion is that there is an effective YOUTUBE use and raises the result of intensive Arabic language education in Islamic boarding school (Islamic boarding school Padang Panjang).]]>
<![CDATA[Taqwîm Mahârah Al-Qirâah biwasîlati Qanât Youtube ]]>
<![CDATA[Charis Anthomi]]>
<![CDATA[ Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab Vol 4, No 2 (2021): Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab ]]>
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DOI: 10.15548/lisaanuna.v4i2.3268
<![CDATA[The purpose of this study is to describe the evaluation of Arabic reading skills by using YouTube as an evaluation medium and to see the phenomena that arise when Youtube is used as an evaluation medium in Arabic reading skills. In this study, researchers used descriptive and analytic methods, because a lot of data were obtained from students who were learning in class by observation and interviews. The results showed that the steps in evaluating reading skills included 3 stages, the first stage was the preparation or video making, then the upload stage, and the last stage was the assessment itself. while the implications that arise when using youtube as an evaluation medium are the increased enthusiasm and motivation of students when reading Arabic, especially when they know they will publish it on youtube, students are more enthusiastic and serious in showing their speaking skills. with the use of youtube as an evaluation medium, the phenomenon of increasing student scores, almost all students get good grades, besides the videos they make can also be used as interesting, fun, and easy learning media.]]>
<![CDATA[Students' Perceptions about Evaluation of Speaking Skills (Mahârah Kalâm) Through Youtube Channel ]]>
<![CDATA[Rahmat Satria Dinata]]>;
<![CDATA[Musalwa Musalwa]]>;
<![CDATA[Meliza Budiarti]]>
<![CDATA[ Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab Vol 4, No 2 (2021): Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab ]]>
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DOI: 10.15548/lisaanuna.v4i2.3274
<![CDATA[The purpose of this study was to analyze students' perceptions of the Arabic speaking skills evaluation using YouTube as an evaluation medium. This study used descriptive research which aims to describe the results of the analysis related to students' perceptions of the Arabic speaking skills evaluation using YouTube as an evaluation medium. Because of the large amount of data and information obtained from students, the researchers used data collection methods through questionnaires. Findings show that first, the students agree to use YouTube as a medium for evaluating speaking skill (maharah kalam). Second, the students were happy with the use of YouTube as a medium. evaluation of speaking skill (maharah kalam) and students felt that their motivation was increased by using YouTube as a medium. Third, students feel they practice using Arabic by using YouTube as a medium for evaluating speaking skill (maharah kalam) then it can be concluded that the evaluation construction is valid because when evaluating speaking skill (maharah kalam), students must speak, or the aspect of speaking that is measured. Fourth, The students' perceptions of the objectivity of lecturers in assessing the videos were good. Fifth, that students agree to use YouTube as an evaluation medium in other courses]]>
<![CDATA[Al-Itqân Bimakhâriji Al-Hurûf Al-‘Arabiyah Wa ‘Alâqatuhu Bi Mahârah Al-Qirâ’ah Ladâ Talâmidzi Al-Madrasah Al-‘Āliyah Al-Muhammadiyah Lakitan ]]>
<![CDATA[Marshy Delin Putri]]>;
<![CDATA[Jarir NA HD]]>;
<![CDATA[Hafni Bustami]]>
<![CDATA[ Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab Vol 4, No 2 (2021): Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab ]]>
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DOI: 10.15548/lisaanuna.v4i2.3269
<![CDATA[The main problem in this research is how the relationship between mastery of Arabic alphabet makhorij with reading skills of eleventh grade students in MA Muhammadiyah Lakitan Pesisir Selatan. This study aims to determine the results of students' Arabic makhorijl mastery, the results of students' reading skills, and the relationship between Arabic makhorij mastery and eleventh grade students' reading skills. This study is quantitative with the type of correlation. The results of this study are the first grades of the results makhorij abilities of eleventh grade students', the second grades of the results reading skills of eleventh grade students' and the third is the results of the relationship between makhorij abilities and reading skills the eleventh grade students' in MA Muhammadiyah Lakitan]]>
<![CDATA[As-Saja’ Fî Al-Juz’i Al-Tsalâtsîn Min Al-Qur’ân Al-Karîm ]]>
<![CDATA[Atifa Anami]]>;
<![CDATA[Rehani Rehani]]>
<![CDATA[ Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab Vol 4, No 2 (2021): Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab ]]>
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DOI: 10.15548/lisaanuna.v4i2.3275
<![CDATA[The Qur’an has a variety of language styles that make the reading beautiful to hear which is reflected through the similarity of sounds at the end of each verse in the Qur’an, one of which is poetry. Poetry plays a role in beautifying the language of the Qur’an. Poetry is one of the branches of balaghah in the study of badi’ science which is studied in Arabic learning. The purpose of this study was to determine the number of poems contained in juz 30 in the Qur’an al-karim as well as the kinds and signs that exist in juz 30. In this study, the researcher uses the descriptive analysis method, because the researcher analyzes, describes, and explains the poems contained in the Qur’an, especially in juz 30. The results of the study show that number of poems in juz 30 is 99 poems. As for the kinds of poems in juz 30, is three kinds of poems, namely mutharraf’s poems have 86 poems and mutaeFRwazi’s poems have 10 poems and murassha’ poems have 3 poems. As for the signs, there are also three according to the type of rhyme, namely the mutharraf rhyme sign is the difference in the last word in terms of wazan and the suitability of the final letter. The mutawazi rhyming is the compatibility of the last word in terms of wazan and the final letter. As for the sign in the murassha’ rhyme is the compatibility of all or part of the lafadz in two or more sentences in terms of wazan and the final letter]]>
<![CDATA[Development Of Maharah Qira'ah Evaluation Tool Using Moodle For Eighth Graders at MTs ]]>
<![CDATA[Khairani Fadhilah]]>;
<![CDATA[Rahmawati Rahmawati]]>
<![CDATA[ Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab Vol 4, No 2 (2021): Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab ]]>
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DOI: 10.15548/lisaanuna.v4i2.3270
<![CDATA[Evaluation is the main component in the teaching and learning process, these components are objectives, materials, methods, evaluation. The good evaluation standards are; inclusivity of evaluation; continuity of evaluation; objectivity; differentiation, and variety. Evaluation in the teaching and learning process is very important because it uses various and different tools in evaluating reading skills learning to find out how far their progress in learning to read. Evaluation as a data collection tool has many tools, and these tools are tests and non-tests. The test as an assessment tool has various types. One type is a written test and one of the tools in Moodle. the problem statement is evaluation of reading skills in MTs has not used an evaluation tool with Moodle, students are less enthusiastic in evaluating reading skills, and teacher lacks mastery technology. The problem statement in this study is how to develop a reading skill evaluation tool using Moodle for eighth grade in MTs?. The research method used is research and development with 4D models (define, design, develop, disseminate) but the author limits it to the third stage that is development. The results of this study are: (1) needs analysis includes analysis of the 2013 education curriculum, student books and the forms of tests used, analysis of the needs of Arabic teachers and students (they really need the development of this tool) (2) Designing a reading skill evaluation tool using Moodle includes writing a grid of questions, writing test questions, and making evaluation tools in Moodle (3) The results of developing a reading skill evaluation tool using moodle for eighth grade in MTs include the validity of linguists and evaluations and media, and the results of all of them show very good ratings and this means it is possible to use Moodle in the evaluation without correction]]>
<![CDATA[Ta’lîm Mahârah Al-Qirâ’ah Bistikhdâmi Wasîlati WhatsApp fî Al-Madrasah Al-Tsânawiyah Al-Hukûmiyah 6 Padang ]]>
<![CDATA[Helendya Daynesty]]>
<![CDATA[ Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab Vol 4, No 2 (2021): Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab ]]>
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DOI: 10.15548/lisaanuna.v4i2.3276
<![CDATA[The learning process at the time Covid-19 must be implemented online. The use of media in learning is very important. The WhatsApp application was chosen to be used in this online learning. This study aims to obtain information about the planning of learning maharah qira’ah using WhatsApp and implementation and evaluation. The research subjects here are the teachers and students of Islamic junior high school of 6 Padang and the object under study is the use of the WhatsApp application in learning maharah qira’ah. This study used a qualitative research design. The instruments used in this study were observation, interviews and documentations. The result obtained are that the teacher prepares a learning plan before the lesson begins, and in the learning process the teacher used WhatsApp as a learning by using the features contained in the WhatsApp application both verbally and in writing by using the features in the WhatsApp application]]>
<![CDATA[Andragogy Principles In Arabic Learning At Diniyyah Putri Lampung ]]>
<![CDATA[Kemas Faisal Al-Azam]]>
<![CDATA[ Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab Vol 4, No 2 (2021): Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab ]]>
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DOI: 10.15548/lisaanuna.v4i2.3271
<![CDATA[This study aims to describe the Andragogy Principles In Arabic Learning at MTs Diniyyah Putri Lampung. This research uses a qualitative approach with a case study method. This method is used because the researcher wants to explore carefully and in-depth the work or activities of individuals or all individuals at MTs Diniyyah Putri Lampung. With this approach, researchers will obtain in-depth data or information related to the purpose of this study. From the data analysis that the author did, it was concluded that there are Andragogy Principles in most of the Arabic language learning activities at MTs Diniyyah Putri Lampung. This can be seen in several aspects of learning, for example, the provision of motivation in the introduction to learning that contains useful values, the practice of providing the material that provides experience, and the material is also related to daily problems, in assignments, there are practices assigned by the teacher. . The learning process is as needed, and interesting. Students participate actively, cooperate, so as to make the learning process not rigid and the teacher uses varied learning methods that eliminate the fear factor in Arabic subjects. besides that, there is also a process of Directing and motivating but not telling (guiding and asking; not telling), and teachers and students showing enthusiasm in learning Arabic]]>
<![CDATA[Taţwîr Wasîlah Tadrîs Al-Mufradât Bi Canva Li As-Shaf As-Sâbi’ Fî Al-Madrasah Al-Tsânawiyah Al-Hukûmiyah ]]>
<![CDATA[Hasanah Izzaty]]>
<![CDATA[ Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab Vol 4, No 2 (2021): Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab ]]>
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DOI: 10.15548/lisaanuna.v4i2.3277
<![CDATA[Media are devices and tools used by a teacher to improve the teaching and learning process. Canva is an online graphic design website and application that makes it easy for users to create attractive images or graphics. This research is a development research with 4D model which consists of four steps, namely; definition, design, development, and deployment. However, the researcher limits the development procedure in terms of assessing media based on experts in terms of media and teaching materials. The development procedure in this research is; the development needs analysis stage, namely the analysis of the needs of Arabic teachers and students, the 2013 curriculum, and student books. The results of the data obtained show a rating of "Excellent" in the sense that the development of this media is very much needed. Then the planning stage; starting from collecting vocabulary, downloading Canva, creating a Canva account, then submitting teaching materials to the Canva page. After you have finished creating your Canva learning media product, proceed to the development stage, namely; with expert verification, product modification and final production. The media validation results show a "Very Good" rating, which means that Canva can be used in vocabulary learning for seventh graders in State High Schools]]>
<![CDATA[Pembelajaran Bahasa Arab Menggunakan Edmodo di SMP IT Darul Fikri Bengkulu Utara ]]>
<![CDATA[Annisa Hasanah Irmawansyah]]>;
<![CDATA[Neli Putri]]>
<![CDATA[ Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab Vol 4, No 2 (2021): Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab ]]>
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DOI: 10.15548/lisaanuna.v4i2.3272
<![CDATA[Arabic teaching is rooted in five elements: educational objectives, teaching materials, teaching methods, learning media, and educational evaluation. Information technology that uses it as a learning medium is Edmodo. This study aims to describe learning Arabic using Edmodo. The qualitative method the from descriptive research based on field research. Methods of collecting information related to research from categories by means of interviews, observation, and data analysis. Based on the results of data analysis Arabic learning methods using Edmodo are audio-oral methods, reading methods, dictation methods, grammar, and translation methods. Edmodo Arabic learning media are videos and images. And the evaluation of Edmodo Arabic learning is through a written test containing multiple-choice questions and essay questions. The difficulty of teaching Arabic using Edmodo is that students are late in submitting assignments and don't even do them because the internet is bad or bad, so online learning activities are automatically hampered. so it can be concluded that learning Arabic using Edmodo can be carried out well by teachers and students in participating in Arabic learning remotely.]]>
