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تطبيق تعليم اللغة العربية على ضوء النظرية التكاملية لتقوية كفاءة الطلبة في مهارة القراءة بمدرسة المعلمين المعلمات الثانوية الإسلامية بمعهد بحر العلوم بجومبانج
No full textمستخلص البحث
تشتهر هذه المدرسة متميزة في تطبيق تعليم اللغة العربية التي تأثر إلى نجاح التدريس، بعض المؤشرات هي حصول عدد كبير من الخريجين على جوائز مرموقة المثال فاز الطالب بالمركز الأول في مسابقة وطنية لقراءة كتاب التراث في عام 2021، وكثير من المتخرجين في هذه المدرسة أن يكون المحاضر والعالم في علوم اللغة العربية والدينية وكذلك، في جوانب المدرسين يألفون الكتاب الدراسي. فيهدف هذا البحث وصف تطبيق التعليم في جانب أهداف تعليم اللغة العربية ومحتوياته وطرقه وتقويمه على ضوء النظرية التكاملية.
ومدخل هذا البحث الكيفي بنوع دراسة الحالة. وأما طريقة جمع البيانات فهي المقابلة والملاحظة والتوثيق. وبيانات البحث هي نتيجة الملاحظة والمقابلة والتوثيق ومصادرها من مدير المدرسة ورئيس المدرسة ووكيل المنهج ومدرسي اللغة العربية الطلاب. وأما أسلوب تحليل البيانات فهو تركيز البيانات وعرضها واستنتاجها، وللتأكيد في صحة البيانات فقام الباحث التثليث.
تدل النتيجة في هذا البحث :1) أن تطبيق تعليم اللغة العربية في جانب أهداف تعليم اللغة العربية في مدرسة المعلمين المعلمات الثانوية الإسلامية بجومبانج متعلق ومتكامل بين المواد والمواد الأخرى. وأما أهداف تعليم اللغة العربية أن الطلاب متقنون في تطبيق علوم اللغة العربية خاصة في مهارة القراءة.2) الجوانب من محتوى تعليم اللغة العربية في هذه المدرسة أن محتوى تعليم اللغة العربية بتعدد التخصصات، مع الربط والمتعلق بين مواد تعلم اللغة العربية والمواد الدينية، بالإضافة إلى مزيج من المواد العربية الكلاسيكية والمواد العربية الحديثة.3) أن الطريقة في هذه المدرسة قسمان هما الطريقة في خارج الفصل تتكون من الدعاء وقراءة نظام ألفية معا والطريقة في التعلم هي دمج طريقة القواعد والترجمة وطريقة الغناء وطريقة الكتابة وطريقة القراءة وطريقة السمعية والشفهية.4) هناك نوعان من التقييمات المستخدمة، الأول، تقييم التعلم باستخدام التقييمات اليومية والنصفية والنهائية. ثانيا، تقييم التعلم لتحقيق أهداف المدرسة باستخدام نموذجين للتقييم وهما اختبار قراءة الكتاب والاختبار الشامل.
وأما الإسهام النظري في نتيجة هذا البحث أن الأهداف المتعلقة والمحتوى بتعدد التخصصات والإستراتيجية والطرق المناسبة والمتعلقة ووجود التقويم الخاصة تستطيع أن تساعد متعلمي اللغة العربية في تقوية كفاءة مهارة القراءة.
ABSTRACT
This school is known for implementing an Arabic language learning curriculum which influences learning success. Some of the indicators include one of the students who won first place in the 2021 national level Turats book reading competition, many alumni have become lecturers, scholars and teachers who are able to compose Arabic books. The aim of this research is to reveal the learning implementation in terms of objectives, materials, methods and evaluation of Arabic language learning based on integration theory.
Researcher use a qualitative approach with a case study design. Researchers' data collection techniques are interviews, observation and documentation. Research data comes from interviews, observation and documentation. The research data sources are the Head of Madrasah Muallimin Muallimat, the head of Madrasah Aliyah, the deputy head of the Arabic language teacher curriculum and students. The analysis model used by researchers is data condensation, data display and conslusion. Researcher used triangulation to test the validity of the data.
The results of this research show that: 1) Implementation of the specific objective aspects of Arabic language learning material is interconnected and interrelated between one subject and another. The aim is for students to have reading, 2) The implementation of Arabic language learning material is multidisciplinary, with the existence of linkages and mutual support between Arabic language learning material and religious material as well as a combination of classic Arabic and modern Arabic material. 3) The implementation of the method in this school is divided into two parts, namely the first method outside the classroom which consists of prayer and reading nadham alfiyah together, the second method in learning is the integration of grammar and translation methods, singing methods, writing methods, reading methods , as well as audiolingual methods. 4) There are two evaluations used, namely the first is learning evaluation using daily, formative and summative evaluations. Second, learning evaluation to determine the achievement of school goals by using two evaluation models in the final grade, namely a book reading test and a comprehensive test.
The contribution of theoretical findings in this research shows that interrelated learning objectives, multidisciplinary material, relevant and interrelated strategies and methods, as well as special evaluations will be able to help Arabic language learners in strengthening their reading skills.
ABSTRAK
Madrasah ini terkenal mempunyai implementasi pembelajaran bahasa Arab yang berpengaruh terhadap keberhasilan dalam kemampuan membaca. Indikatornya adalah dengan adanya salah satu siswa yang berhasil meraih Juara I lomba baca kitab turats tingkat nasional tahun 2021, banyak alumni yang menjadi dosen, menjadi ulama dan banyak para guru mengarang kitab. Tujuan penelitian ini adalah megungkap implementasi pembelajaran dari sisi tujuan, materi, metode, dan evaluasi pembelajaran bahasa Arab berbasis teori imtegrasi.
Metode yang digunakan adalah pendekatan kualitatif dengan jenis studi kasus. Teknik pengumpulan data yang digunakan peneliti adalah wawancara, observasi dan dokumentasi. Data penelitian ini adalah hasil wawancara, observasi dan dokumentasi, sedangkan sumber datanya adalah Kepala Madrasah Muallimin Muallimat, kepala MA, waka kurikulum guru Bahasa Arab dan siswa. Adapun model analisis yang digunakan dengan kondensasi data, tampilan data dan menyimpulkan, data. Sedangkan keabsahan data menggunakan tringualisasi.
Hasil penelitian ini menunjukkan bahwa: 1) Implementasi pada aspek tujuan khusus pada materi pembelajaran bahasa arab saling berhubungan dan keterkaitan antara mata pelajaran satu dengan yang lainnya. Tujuan tersebut agar peserta didik mempunyai keterampilan membaca. 2) Implementasi materi pelajaran bahasa Arab bersifat multidisipliner, dengan adanya keterkaitan dan saling mendukung antara materi pembelajaran Bahasa arab dengan materi keagamaan, juga penggabungan antara materi bahasa arab klasik dan bahasa Arab modern. 3) Implementasi metode di sekolah ini terbagi menjadi dua bagian yaitu pertama : metode di luar kelas yang terdiri dari doa dan membaca nadham alfiyah bersama-sama dan kedua : metode dalam pembelajaran adalah integrasi antara metode tata bahasa dan terjemahan, metode nyanyian, metode penulisan, metode membaca, serta metode audiolingual. 4) Evaluasi yang digunakan ada dua, pertama : evaluasi pembelajaran dengan menggunakan evaluasi harian, formatif dan sumatif. Kedua : evaluasi pembelajaran untuk mengetahui ketercapaian tujuan madrasah dengan menggunakan dua model evaluasi pada kelas akhir yaitu tes membaca kitab turats dan tes komprehensif.
Sumbangsih temuan teoritis pada penelitian ini menunjukkan bahwa tujuan pembelajaran yang saling berkaitan, materi yang bersifat multidisipliner, strategi dan metode yang relevan dan saling berkaitan, juga adanya evaluasi khusus akan dapat membantu para pembelajar bahasa Arab dalam penguatan kemampuan membaca
PENDAMPINGAN PEMBELAJARAN NAHWU DASAR MELALUI BUKU SMART NAHWU PADA GURU DI MALIQA
Full text linkBasic nahwu learning constitutes an essential foundation in Arabic language acquisition, particularly for teachers who act as facilitators in understanding language and religious texts. However, nahwu instruction still faces various challenges, including the complexity of the material, less contextual pedagogical approaches, and the limited availability of systematic and applicable teaching materials. This community service activity aimed to develop teachers’ pedagogical competence in basic nahwu instruction through mentoring based on the Smart Nahwu book at MaliQa. A participatory-collaborative approach was employed, with mentoring implemented through three stages: planning, implementation, and evaluation. The participants of this activity were Arabic language teachers at MaliQa who were actively involved throughout the mentoring process. Data were collected through observation, interviews, response questionnaires, and documentation, and were analyzed using a descriptive qualitative approach. The results indicate that mentoring based on the Smart Nahwu book enhanced teachers’ conceptual understanding of basic nahwu and encouraged a shift in teaching practices from rule memorization toward more systematic, contextual, and applicative learning. Furthermore, the developed nahwu learning strategy model demonstrated a high level of acceptance and relevance to the learning conditions at MaliQa. Thus, this activity contributes to strengthening teachers’ pedagogical competence and improving basic nahwu learning practices
منهج تعليم اللغة العربية لمدرسة المعلمين والمعلمات المتوسطة الإسلامية بمعهد سونان دراجات لامونجان
Full text linkمستخلص البحث
المنهج التعليمي أداوة المهمة لنجاح التربية، لأنها بدون المنهج التعليمي المناسب فستكون التربية تعسرا لنجاح أهداف التربوي. وكثير من الطلبة أن يصعب في تعلم اللغة الأجنبية على سبيل المثال في تعلم اللغة العربية، فيما سبق أن مدرسة المعلمين والمعلمات تستخدم المحتوى المختلف ومن مقابلة الباحث مع الأستاذ الذي يعلم بها أن كل الطلبة يستطيع أن يماهروا القراءة وأن يماهروا الكتابة في النص العربي ويحفظوا نظم القواعد، والإمتيازات الأخرى أن في المحتوى تستخدم بكتب التراث خصوصا في تعليم اللغة العربية والعلوم الدينية.
يستخدم الباحث في هذا البحث بالمدخل الكيفي، وأما نوع هذا البحث فهو الوصفي التحليلي بدراسة الحالة الحالة التي يعبرها الباحث مميزاتا في المدرسة المختلفة بالمدرسة الأخرى، وأما طريقة جمع البيانات يستخدم الباحث الملاحظة والمقابلة والوثائق. وفي تصحيح البيانات أربع مراحل : الصديقية الذاتية و الصديقية الخارجية و الاعتمادية والتأكيد.
وأما نتائج البحث اعتمادا على ما قدم الباحث أن منهج تعليم اللغة العربية في تلك المدرسة كما يلي : 1) الأهداف في تلك المدرسة يكون التلاميذ أن يستطيعوا مهارة الكتابة ومهارة القرائة ويحفظوا نظم القواعد. 2) المحتوى المستخدمة في هذه المدرسة خاصة في دروس اللغة العربية على أساس منهج المعهد السلفي. 3) الطريقة المستخدمة في هذه المدرسة بالطريقة السمعية والشفوية، وطريقة القواعد والترجمة أو طريقة باندونجان وطريقة التحفيظ أو المحافظة، وطريقة الغناء، وطريقة الإملاء وطريقة القراءة. وتكون طريقة المحافظة وطريقة باندونجان خصائص من منهج المعهد السلفي. 4) التقويم المستخدم في تلك المدرسة سواء من التقويم المستخدم في المعهد السلفي يكون ثلاثة نموذج، وهي الاختبار عن المادة واختبار قراءة الكتب والاختبار عن المحافظة، ومن ثلاثة نموذج تكون تلك المدرسة زيادة باختبار الشفهي خاصة في مادة النحو.
ABSTRACT
curriculum is an important instrument for success in education, because without an appropriate curriculum it will be difficult to achieve educational goals. Many students have difficulty in learning foreign languages such as learning Arabic, of all of them, Mu'allimin Mu'allimat boarding school uses Different curriculum, after researchers conducted interviews with teachers who teach there, the real aim of students is clever in writing, reading Arabic writing, and memorizing Arabic rules of learning. As for the other characteristics in Arabic language learning materials there using the books of Turkish.
Researchers here use a qualitative approach and analytic descriptive case studies which reveal the characteristics and strengths of schools that are different from the others, while the data collection methods used by researchers are observation, interviews and documents. In the validity of the data the researcher uses 4 steps: checking the accuracy of the data, conclusions of the data, usefulness of the data and confirming the data.
As for the results of this study, the Arabic language teaching curriculum at the school is 1) The purpose of the school is that students can be clever in writing, reading and memorizing Arabic language rules. 2) the material used in this school is Arabic language learning based on Islamic boarding school curriculum. 3) the method used is the audiolingual method, the qoidah and tarjamah or bandongan method, the memorization method, the singing method, the imla method 'and the reading method. The memorization method and the bandongan method are characteristics of the pesantren curriculum. 4) The evaluation used is using the pesantren curriculum evaluation with 3 methods, namely written test, Arabic book reading test, and memorization test. But in this school there are additional special oral tests on Nahwu subjects.
ABSTRAK
Kurikulum pembelajaran merupakan instrumen yang penting untuk kesuksesan dalam pendidikan, tanpa kurikulum yang sesuai maka akan sulit untuk mencapai dalam tujuan pendidikan, Tidak sedikit para pelajar yang kesulitan dalam pembelajaran bahasa asing termasuk pembelajaran bahasa arab, oleh sebab itu, Madrasah Mu’allimin Mu’allimat hadir dengan desain Kurikulum yang berbeda, setelah peneliti melakukan wawancara dengan Guru yang mengajar disana, sesungguhnya tujuannya adalah para pelajar mampu membaca tulisan Arab, menulis bahasa arab, dan hafal nadhom kaidah bahasa arab. Adapun ciri khas yang lain dalam materi pembelajaran bahasa arab disana menggunakan kitab-kitab turats. Oleh sebab itu, peneliti disini akan menggali data secara mendalam tentang kurikulum yang digunakan pada sekolah tersebut.
Peniliti disini menggunakan pendekatan Kualitatif dan deskriptik analitik studi kasus yang mana mengungkapkan ciri khas dan kelebihan sekolah yang berbeda dengan yang lain, adapun metode pengumpulan data yang digunakan peneliti adalah observasi, wawancara dan dokumen. Dalam keabsahan data peneliti menggunakan 4 langkah yaitu : memeriksa ketepatan data, kesimpulan data, kegunaan data dan mengkonfirmasikan data.
Adapun hasil penelitian ini, kurikulum pengajaran bahasa arab di sekolah itu adalah 1) Tujuan sekolah itu para siswa mampu dalam membaca, menulis dan menghafal nadhom kaidah bahasa arab. 2) materi yang digunakan disekolah ini adalah pembelajaran bahasa arab berbasis kurikulum pondok pesantren. 3) metode yang digunakan adalah metode audiolingual, metode qoidah dan tarjamah atau bandongan, metode hafalan, metode bernyanyi, metode imla’ dan metode membaca. Adapun metode hafalan dan metode bandongan merupakan karakteristik dari kurikulum pesantren. 4) Evaluasi yang digunakan menggunakan evaluasi kurikulum pesantren dengan 3 metode yaitu tes tulis, tes baca kitab berbahasa arab, dan tes hafalan. Namun disekolah ini ada tambahan tes lisan khusus pada mata pelajaran Nahwu
REKONSTRUKSI KURIKULUM UNTUK MENUMBUHKAN CINTA BELAJAR BAHASA ARAB PADA ANAK USIA DINI
Full text linkThis study aims to analyze the paradigm and concept of the Arabic language curriculum for early childhood education in accordance with the principles of Developmentally Appropriate Practice (DAP). The research method used is library research by examining various relevant literature on curriculum design, teaching methods, and assessment in Arabic language learning for young children. The results show that Arabic learning for early childhood should focus on fostering interest and love for the Arabic language rather than mastering its formal linguistic structure. Effective learning processes are carried out through thematic, integrative, contextual, and play-based approaches such as storytelling, songs, games, and Total Physical Response (TPR). The discussion reveals that enjoyable and spiritually oriented approaches can foster children’s intrinsic motivation to learn Arabic joyfully and sincerely. This study concludes that the Arabic language curriculum for early childhood should be humanistic and theocentric, aiming not only to develop linguistic competence but also to instill love for Allah and His Messenger
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Strategi PAILKEM dalam Pembelajaran Bahasa Arab bagi Anak Berkebutuhan Khusus: Ṭarīqah PAILKEM fī Ta’līm al-Lugah al-‘Arabiyyah Ladā al-Aṭfāl zāwi al-Iḥtiyājāt al-Khāssah
No full textThe researcher carried out learning activities with Muhammad Syauqi as the research object. The researcher directly saw and observed how Muhammad Syauqi used language, which in learning mufrodat, the researcher used the PAILKEM strategy. This research uses a qualitative method with a case study type. In collecting data, researchers also used documentation and direct interviews with Muhammad Syauqi's mother as an informant (resource person). Qualitative data will be analyzed by researchers using a thematic analysis approach. Data organization, from interviews, observations, and document analysis will be organized and grouped based on general themes. The results of this research are the strategy used by the researcher using audiovisual stimuli in giving mufrodat, then the researcher gives a word guessing game, the researcher only uses vocabulary that he already knows in his first language. After that, researchers saw that Syauqi could also compose simple words by himself, both orally and in writing. The strategy implemented by the researcher was very effective in cultivating the spirit of Syauqi, but there were several obstacles found by the researcher, namely, there were several Arabic vocabulary words that were easy to pronounce, while those with repetition were difficult to pronounce, so the researcher concluded that there were several levels in the pronunciation of vocabulary for children. down syndrome. However, the solution to this obstacle is to provide intervention and treatment to Syauqi to increase his fluency and sharpness in pronouncing Arabic vocabulary
Ta’līm Mahārah al-Kitābah bistirātījiyyah PAILKEM bi al-Madrasah al-Ibtidā’iyyah al-Asy’ārī Sidorejo: Teaching and Learning Arabic Writing Skills Using the PAILKEM Approach at Madrasah Ibtidaiyah al-Asy'arie Sidorejo
No full textThe research problem are the students’ low writing skills in Arabic subjects and the teaching strategies used in the classroom. Hence, the researcher used the PAILKEM strategy with active learning and the Word Square model included in it. The PAILKEM strategy has been modified to become a strategic practice in improving the writing skills of Al-Asy'ari Elementary School pupils. With the PAILKEM strategy, the students become motivated to participate in lessons and the responsibility of the students is higher because the learning is grouped captivatingly but still takes care of the learning objectives that have been set. The results showed that after the PAILKEM strategy implementation, there were significant changes in students' learning, specifically in studying writing skills and developing students' social skills during the teaching process. The teaching activities were also effective
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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