1,720,978 research outputs found
PEMBELAJARAN BAHASA ARAB ANTARA HARAPAN DAN KENYATAAN
Full text linkThis study aims to answer the research questions (1) how does the ability of Arabic teachers in implementing and developing teaching methods and strategies, (2) how does the ability of Arabic teachers in implementing and developing learning media, (3) how does language environment in the Arabic learning, (4) how does the students’ motivation in learning Arabic (5) how does the students’ mastery level in Arabic language. This study is quantitative research with survey approach. The respondents of this research were Arabic teachers at Madrasah Ibtidaiyah, Madrasah Tsanawiyah and Madrasah Aliyah, each of them consisted of 15 teachers, and the students at each level was 100. This research found that the students’ ability of Arabic language in Madrasah is not satisfying. This fact is as the impact of Arabic teachers who have not implemented the learning process optimally. Teachers have not optimized the implementation and the development both learning methods and media. In addition, the factors which trigger the non-success of students in learning Arabic language due to the unavailability of language environment which is created by teachers and responsible Madrasah as a media in learning Arabic as a second language
Arabic Learning by Using Hybrid Learning Model in University
Full text linkThe Arabic language learning for university students in University is faced by various problems that impact the lack of language proficiency. Some problems faced by university students come from negative learning attitudes, low motivation, unhappy feelings toward the Arabic course that tends to be boring as well as a non-supportive language environment. The use of Hybrid Learning approach in Arabic language learning was done by strengthening students’ physical and mental state. This research aims to: (1) analyze the Arabic language learning by using Hybrid Learning Approach, (2) analyze lecturers' technology literacy level in deciding the success of the learning process (3) analyze the effectiveness of Hybrid learning model on students' learning outcomes in Arabic language.This study applied the Mixed-Method Research to examine students' Arabic proficiency and learning process by using Hybrid Learning approach..The research respondents in this study are college students who take an Arabic language subject that consist of 80 students in each College. The data collection technique used in this research is a test, questionnaire, and interview. The use of Hybrid learning in Arabic language learning can improve students' positive attitude and learning motivation. Besides, this also can enhance students’ Arabic language skills. The significance of the research is to solve various problems of Arabic language learning faced by lecturers. The implementation of Hybrid learning can create an effective learning environment that can enhance Arabic language skills. This research result can be applied by Arabic language lecturers to handle various problems regarding attitude and learning motivation
Pembelajaran Bahasa Arab di Provinsi Lampung Tahun 2016
Full text linkThis research aims to reveal the data of Arabic language learning in Lampung. This research is focused on teachers professionality, Arabic learning process, and students’ Arabic language skills that consist of istima’, kalam, qira’ah, and kitabah. This research refers to a survey study by collecting information from sample through questionnaire. The objectives of this research not only examine the map of teachers professionality, Arabic learning process, and students’ Arabic language skills but also find out the interaction between learning process and students’ Arabic skills. The samples of this research were 49 Arabic teachers and 382 students of Islamic Senior High School around Lampung. From the results of analysis data, it can be concluded that teachers professionality belongs to medium level, Arabic learning process belongs to medium level, students’ Arabic language skills belong to low level. The results of associative analysis showed that there is a significant influence between learning process and students’ Arabic language skills; therefore, it can be regarded that un-maximal learning process and environment have an impact towards the students low-level Arabic language skills
التعليم التعاون بأسلوب "تحالف فريق الطلاب" في تنمية مهارة الكلام و القراءة (بتطبيق على مدرسة دار الأعمال العالية بمدينة مترو لامبونج)
Full text linkABSTRAK
Salah satu masalah yang dihadapi dunia pendidikan bahasa Arab kini adalah masalah lemahnya proses pembelajaran. Dalam proses pembelajaran anak kurang didorong untuk mengembangkan kemampuan berpikir. Proses pembelajaran dalam kelas diarahkan kepada kemampuan anak untuk menghafal informasi tanpa dituntut untuk memahami informasi yang diingatnya. Anak tidak diberi kesempatan untuk mengekspresikan diri secara bebas . Hubungan interaksi antara guru dan anak hanya terbatas pada trasformasi pengetahuan saja. Guru menjelaskan anak mendengar. Proses tidak diiringi oleh interaksi aktif anak didik. Kondisi ini sudah barang tentu menjadikan anak bosan dalam mengikuti pelajaran bahasa Arab dan tidak memiliki minat kecuali hanya untuk menunaikan tugas belaka. Yang akhirnya sudah barang tentu tujuan pembelajaran bahasa Arab yang ditetapkan tidak dapat dicapai secara optimal.
Model Pembelajaran kooperatif adalah salah satu strategi pembelajaran dengan menggunakan kelompok kecil yang saling membantu satu sama lain dalam menciptakan kodisi belajar dan mencapai tujuan belajar. Kelompok kecil beranggotakan empat sampai lima anak yang yang mempunyai latar belakang kemampuan akademik yang berbeda. Sistem penilaian dilakukan terhadap kelompok, setiap kelompok akan memperoleh penghargaan, jika kelompok mampu menunjukkan prestasi yang diharapkan. Dengan demikian, setiap kelompok akan mempunyai ketergantungan positif. Keikut sertaan anak didik seacara aktif dalam prose pembelajaran memberikan motivasi belajar bahasa Arab sebagai bahasa asing dalam rangka mencapai tingkat pemahaman yang maksimal terhadap empat keterampilan bahasa seperti berbicara dan membaca.
Dari fenomena tersebut berkaitan dengan strategi yang akan diterapkan maka peneliti mengajukan pertanyaan (1) Bagaimana tingkat kemahiran berbicara dan membaca pada siswa kelas dua MA. Dar al-A’mal Kota Metro Lampung setelah penerapan Pembelajaran Kooperatif. (2) Bagaimana pengaruh pembelajaran kooperatif terhadap kemahairan berbicara dan membaca pada siswa kelas dua MA. Dar al-A’mal Kota Metro Lampung
Hipotesis yang diajukan adalah ada pengaruh signifikan penerapan Pembelajaran Kooperatif terhadap kemahiran berbicara dan membaca pada siswa kelas dua MA. Dar al-A’mal Kota Metro Lampung .
Tujuan penelitian adalah untuk mendapatkan gambaran secara emperis tentang kemahiran berbicara dan membaca setelah penerapan Pembelajaran Kooperatif pada siswa kelas dua MA. Dar al-A’mal Kota Metro Lampung.
Desain penelitian yang digunakan adalah desain eksprimen, yaitu mengujicobakan model Pembelajaran Kooperatif. Eksprimen dilaksanakan selama dua bulan.Sampel penelitian adalah siswa kelas dua MA. Dar al-A’mal Kota Metro Lampung yang berjumlah 70 siswa..Metode yang digunakan dalam pengumpulan data adalah Tes untuk mendapatkan data kemahiran berbicara dan membaca.. Analisa data menggunakan analisa deskriptif yaitu mendiskripsikan data – data yang berupa angka – angka kedalam kalimat dan kemudian menarik kesimpulan.
Hasil penelitian menunjukkan bahwa kemahiran membaca sebelum penerapan pembelajaran kooperatif rata – rata 5,7 yang berarti rendah, dan setelah penerapan pembelajaran kooperatif angka meningkat menjadi 7,6 yang berarti sedang. Demikian juga dengan kemampuan berbicara, sebelum penerapan Pembelajaran Kooperatif tingkat kemampuan siswa hanya 5,4 dan setelah penerapan meningkat menjadi 7,2 yang berarti pada tingkat sedang. Selisih angkat peningkatan dari sebelum dan sesudah penerapan pembelajaran kooperati tersebut menunnjukkan bahwa ada pengaruh signifikan penerapan Pembelajaran Kooperatif terhadap kemahiran berbicara dan membaca pada siswa kelas dua MA. Dar al-A’mal Kota Metro Lampung , Data ini menunjukkan bahwa hipotesis yang diajukan diterima
ABSTRACT
One of the problems faced in Arabic learning world is the weak point in learning process. In learning process, children are insufficiently supported to improve their thinking ability. Learning process in class is directed toward children ability to memorize information without forced to understand the information he/ she have remembered. Children are given no chance to express themselves freely. Interaction relationship between teacher and children is just limited on knowledge transformation. Teacher explains and children listen. The process is not followed by active interaction from students. This condition must be make the children bored in learning Arabic and have no desire unless just for their duty. Finally, the objective in learning Arabic has been decided cannot be achieved optimally.
Cooperative learning model is one of the learning strategies using small group that help each other in creating learning condition and reach the learning objective. Small group are four to five children that has different academic skill background. Grading system is done toward group, each group will achieve appreciation, if group can show their achievement wished.
Students’ participation actively in learning process gives Arabic learning motivation as foreign language in order to reach maximal understanding stage toward four language skills such speaking and reading.
Phenomenon happen in field shows that there are still students who show behavior such as come late, do not submit the homework, reluctant to do assignment, and show psychological attitude such as bored.
From this phenomenon, related to strategy that will be applied, so this research has some questions (1) how to apply cooperative learning model STAD, (2) how is the level of speaking and reading ability of second grade students in MA. Dar al-A’mal, Metro Lampung City after the application of cooperative learning.
Hypothesis proposed is that there is significant influence in application cooperative learning toward learning motivation, speaking and reading ability on second grade student in MA. Dar al-A’mal, Metro Lampung City.
The objective of this research is to get the description empirically about students’ learning motivation, speaking and reading ability after the application of cooperative learning on second grade student in MA. Dar al-A’mal, Metro Lampung City.
Research design used is expression design, that application cooperative learning model. Experiment is held during two months. The research sample is second grade students in MA. Dar al-A’mal, Metro Lampung City about 70 students. The research method used in data collection is questionnaire to collect the data about learning motivation and test to collect the data about speaking and reading ability. Data analysis using descriptive analysis is describing the data – numerical data – number into sentence and later draws the conclusion.
The results of the research show that reading ability before the application of cooperative learning approximately 5,7 which means low, and after the application of cooperative learning, the number increase become 7,6 which means intermediate. The same thing on speaking ability, before the application of cooperative learning, the level of students’ ability is just 5,4 and after the application increase up to 7,2 which means on intermediate level. The difference between before and after the application of cooperative learning show that there is significant effect on the application of cooperative learning toward learning and reading ability in MA. Dar al-A’mal, Metro Lampung City, this data shows that the hypothesis proposed is accepted
المدخل التعليم البنائي في تطوير المواد التعليمة للعربية
No full textعملية إعداد المواد التعليمية عبارة عن منظومة متكاملة تضم مجموعة من المراحل تنجز بوساطة المتخصص في جميع المجالات الأكاديمية والعلمية والتقنية والفنية ,ولمشاكل المتصورة في تعلم اللغة العربية في مدارسنا اليوم هي ضعف عملية التعليم. في عملية التعليم لم يشجع معلم تلاميذه في تطوير قدرة التفكير.وكانت عملية التعليم في الفصول الدراسية موجهة نحو قدرة المتعلم على حفظ المفردات والقواعد دون أن يكون مطالباً بتوصيله إلى الحياة اليومية. نتيجة لكل ذلك أن المتعلم ذكي نظرياً ولكن سوء في التطبيق. ولحل هذه المشكلة يمكن المخصص لتطوير المادة التعليمية بالنظرة البنائية ، وهذا النظر للتعلم تؤكد على ضرورة بناء المتعلمين ثم أعادة بنائهم للمعاني الخاصة بأفكارهم المتعلقة بكيفية عمل العالم وان نوعاً واحداَ من الخبرة الحسية غير كاف لتكوين تعلم له معنى أي يتعلمون من خلال البناء الفعال لمعرفتهم وبمقارنة معلوماتهم الجديدة مع فهمهم القديم والعمل من خلال كل هذه الأشياء للوصول إلى فهم جديد
DESAIN PEMBELAJARAN BAHASA ARAB BERBASIS PENANAMAN KARAKTER UNTUK ANAK USIA DINI
Full text linkAnak usia dini merupakan masa terpenting bagi perkembangan, sehingga anak usia dini sedang dalam tahap pertumbuhan dan perkembangan yang paling pesat baik fisik maupun mental. perkembangan otak sebagai pusat kecerdasaan terjadi sangat cepat karena perkembangan otak pada anak usia dini telah mencapai 80 prosen dari orang dewasa sehingga masa itu disebut sebagai golden age. Sehingga pendidik harus memperhatikan karakteristik anak didik agar rancangan pembelajarannya sesuai dengan aspek perkembangan anak. salah satu aspek perkembangan yang harus dikembangkan adalah bahasa. Bahasa mempunyai peran penting dalam perkembangan anak dengan menggunakan bahasa anak akan berkembang menjadi manusia dewasa yang dapat bersosialisasi dengan orang-orang yang berada dilingkungannya. Setelah bahasa pertama atau bahasa ibu sudah matang matang, maka anak usia dini dapat belajar bahasa kedua. Dengan kondisi inilah kemudian menjadi dasar pemikiran mengapa pembelajaran bahasa Arab sebaiknya sudah mulai diajarkan pada anak usia dini dengan tidak melupakan penanaman nilai karakter didalamnya. Dengan cara mendesain pengembangan pembelajaran bahasa meliputi analisis kebutuhan, bentuk tujuan, desain silabus, metodologi, tes dan evaluasi. lalu mendesain pembelajaran bahasa berbasis penanaman karakter anak usia dini dengan kegiatan bermain, bernyanyi, mendongeng atau bercerita, menggambar dan pola tanda.Anak usia dini merupakan masa terpenting bagi perkembangan, sehingga anak usia dini sedang dalam tahap pertumbuhan dan perkembangan yang paling pesat baik fisik maupun mental. perkembangan otak sebagai pusat kecerdasaan terjadi sangat cepat karena perkembangan otak pada anak usia dini telah mencapai 80 prosen dari orang dewasa sehingga masa itu disebut sebagai golden age. Sehingga pendidik harus memperhatikan karakteristik anak didik agar rancangan pembelajarannya sesuai dengan aspek perkembangan anak. salah satu aspek perkembangan yang harus dikembangkan adalah bahasa. Bahasa mempunyai peran penting dalam perkembangan anak dengan menggunakan bahasa anak akan berkembang menjadi manusia dewasa yang dapat bersosialisasi dengan orang-orang yang berada dilingkungannya. Setelah bahasa pertama atau bahasa ibu sudah matang matang, maka anak usia dini dapat belajar bahasa kedua. Dengan kondisi inilah kemudian menjadi dasar pemikiran mengapa pembelajaran bahasa Arab sebaiknya sudah mulai diajarkan pada anak usia dini dengan tidak melupakan penanaman nilai karakter didalamnya. Dengan cara mendesain pengembangan pembelajaran bahasa meliputi analisis kebutuhan, bentuk tujuan, desain silabus, metodologi, tes dan evaluasi. lalu mendesain pembelajaran bahasa berbasis penanaman karakter anak usia dini dengan kegiatan bermain, bernyanyi, mendongeng atau bercerita, menggambar dan pola tanda
Pengajaran Bahasa Arab Dengan Pendekatan Behavioristik
Full text linkThis study implicitly describes the participatory learning process of Arabic with a behavioristic approach. The research questions formulated are (1) how does the use of a behavioristic approach take place in the Arabic language learning process? (2) how the students' motivation before and after the use of a behavioristic approach; and (3) how effective is the use of a behavioristic approach in improving Arabic learning outcomes. This study uses a combined research approach to test learning competencies and the learning process. Respondents of the study were students of class V and VI Madrasah Ibtidaiyah Al Imam Lampung Timur totaling 35 students. The instruments used in this study were interviews, questionnaires, and tests. The results showed that the use of a behavioristic approach that was oriented towards providing stimulus-response continuously improved students' language acquisition. This acquisition is in the form of increased mastery of vocabulary, speaking, reading, and writing. A behavioristic approach to learning can improve Arabic learning outcomes. In addition to improving learning outcomes, a behavioristic approach can increase learning motivation. The increase in learning outcomes and learning motivation can be predicted because the behavioristic approach uses a pattern of repeated stimulus that is designed in a pleasant environment
Storytelling Method to Improve Vocabulary for Non-Native Arabic Speaker Children
No full textThe purpose of this study is to investigate; (1) the method of using storytelling to learn Arabic vocabulary, (2) the emotional state of students when using storytelling to learn, and (3) the impact of storytelling on boosting students' Arabic vocabulary. This study uses Mixed Method Research. Students from the al-Imam Islamic boarding school Metro Kibang East Lampung, a total of 40 students, participated in the study. Observation and testing are the methods used to obtain data. The method of observation was employed to obtain data on the process of using storytelling to acquire the Arabic language vocabulary. The test was conducted to collect information regarding the level of knowledge of Arabic vocabulary before and after using the storytelling. Data was analyzed in two ways. First, qualitative analysis. Second, quantitative analysis was carried out with prerequisite tests and t-tests. The study's findings show that (1) the use of storytelling to learn Arabic stimulates teachers' creativity in developing interesting learning strategies, makes Arabic learning easier, and increases positive emotions, (2) the use of storytelling to learn Arabic has increased children's positive emotions in learning, such as creating enthusiastic and happy behavior in following a series of learning processes, and (3) the use of storytelling to learn Arabic has a significant effect on mastery of Arabic vocabulary. Learning Arabic is easier with the use of storytelling in the form of intriguing and enjoyable stories that are relevant to children's development
Pengajaran Bahasa Arab di Madrasah Ibtidaiyah Kota Metro
Full text linkThis study was based on three questions (1) how are the problems felt by students in the process of learning Arabic? (2) what is the current level of motivation for learning Arabic in Madrasah Ibtidaiyahstudents today? (3) what is the current level of Arabic mastery of Madrasah Ibtidaiyah students? Toanswer this, class observations, questionnaires and language skills were evaluated. This study showsthat learning Arabic in Madrasah Ibtidaiyah Negeri 3 Metro City experiences various difficulties.Difficulties felt by students are not being able to master Arabic. Students cannot identify the meaningof the mufradat that is heard, cannot speak about daily activities, cannot read fluently and fluently andexperience various difficulties in writing Arabic. These difficulties are triggered by learning processesthat are less oriented towards active students. Students are not involved in learning optimally. And thelanguage environment that is not conducive and does not support the language learning process. Thisweak Arabic learning process causes low student motivation which, in turn, impacts on the achievementof students’ mastery in Arabic language. This study suggests the need for action studies to overcomedifficulties in the learning process
THE EFFECTIVENESS OF ANIMATION VIDEO TECHNOLOGY IN ARABIC LANGUAGE TEACHING ON STUDENTS OF ISLAMIC ELEMENTARY SCHOOL OF METRO CITY
Full text linkStudents' difficulties in learning come from boredom, lack of excitement, and laziness stimulated by monotonous and uninteresting learning. This research aims to analyze three things: (1) how the use of animation video technology takes place in the process of Arabic learning; (2) how the students' learning attitude performs while using animation video technology; and (3) how the effectiveness of the use of animation video technology enhances the students' Arabic language mastery. This research method uses mixed-method research by combining qualitative and quantitative methods, focusing on the data collection and data analysis process. This research's respondents are the students of State Islamic Elementary School of Metro City, Lampung totalling 70 students. The research instrument is the list of questions to gain data on the implementation of learning using the animation video technology. The test instrument to get data about the results of Arabic learning before and after using animation video technology. This study results in findings that animation video technology has created a psychological atmosphere that is fun for the children. The feeling of pleasure has developed students' positive attitude in learning. The results of the t-test show that sig (2-tailed) is equal to 0.019 < the value of α (0.05), which means that there is a significant influence on the use of animation video technology on students' Arabic langauge ability. This study concludes that animation video technology designed interestingly has overcome various difficulties of students' learning. This study recommends using animation video technology in teaching the Arabic language.  
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