8 research outputs found
PENGEMBANGAN MATERI PEMBELAJARAN MAHĀRAH AL-ISTIMĀ’ BERBASIS MEDIA LECTORA INSPIRE DI MADRASAH ALIYAH SWASTA ULUMUDDIN LHOKSEUMAWE ACEH
No full textMuhammad Ediyani: Pengembangan Materi Pembelajaran Mahārah al-Istimā’ Berbasis Media Lectora Inspire di Madrasah Aliyah Swasta Ulumuddin Lhokseumawe Aceh, Tesis, Yogyakarta: Program Magister Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga, 2017.
Penelitian ini dilatarbelakangi oleh guru bahasa Arab Madrasah Aliyah Swasta Ulumuddin yang tidak efektif dalam mengajarkan mahārah al-istimā’ bahkan sebagian guru mengabaikan mahārah al-istimā’, hal ini dikarenakan tidak adanya persiapan yang materi yang baik dari guru dan kurangnya pengetahuan guru dalam merancang sebuah media yang akan diterapkan kepada siswa sehingga guru mengajar dengan metode dan media konvensional sehinnga siswa menjadi bosan dalam pembelajaran mahārah al-istimā’.
Tujuan penilitian ini yaitu untuk mengetahui prosedur pembuatan dan pengembangan materi pembelajaran mahārah al-istimā’ berbasis media Lectora Inspire, dan mengetahui hasil validasi ahli media, ahli materi, respon guru dan respon siswa serta efektivitas penggunaan materi pembelajaran mahārah al-istimā’ berbasis media Lectora Inspire untuk siswa Madrasah Aliyah Swasta Ulumuddin Lhokseumawe Aceh.
Jenis penelitian ini adalah penelitian dan pengembangan (Research & Development/R&D) dengan menggunakan model pengembangan ADDIE yang dikembangkan oleh Dick & Carry, yaitu model pengembangan yang terdiri dari lima tahapanmyang meliputi analisis (analysis), desain (design), pengembangan (development), implementasi (implementation) dan evaluasi (evaluation).
Hasil penelitian diperoleh sebagai berikut: (a) Hasil validasi ahli media terhadap materi pembelajaran mahārah al-istimā’ berbasis media Lectora Inspire diperoleh persentase 81,82% dengan kategori sangat baik, sedangkan hasil validasi ahli materi diperoleh persentase 80% dengan kategori baik, (b) Hasil respon guru terhadap materi pembelajaran mahārah al-istimā’ berbasis media Lectora Inspire diperoleh persentase 91,11% dengan kategori sangat baik, sedangkan respon siswa diperoleh persentase 82,43% dengan kategori sangat baik, (c) Penggunaan materi pembelajaran mahārah al-istimā’ berbasis media Lectora Inspire sangat efektif dalam pembelajaran mahārah al-istimā’ dengan perolehan nilai rata-rata pre-test untuk siswa kelas X-I sebesar 61 dan nilai rata-rata post-test sebesar 85,09 dengan nilai signifikansi p = 0,000 < 0,05, dan perolehan nilai rata-rata pre-test untuk siswa kelas XI-III sebesar 60,35 dan nilai rata-rata post-test sebesar 85 dengan nilai signifikansi p = 0,000 < 0,05, serta perolehan nilai rata-rata pre-test untuk siswa kelas XII-III sebesar 60,45 dan nilai rata-rata post-test sebesar 85,06 dengan nilai signifikansi p = 0,000 < 0,05.
Penelitian ini diharapkan dapat memberikan kontribusi berupa materi pembelajaran mahārah al-istimā’ berbasis media Lectora Inspire supaya dapat memudahkan guru dalam menyampaikan materi yang diajarkan, sehingga siswa mampu menguasai materi dengan optimal, dan dapat menjadikan motivasi bagi guru dalam meningkatkan keprofesionalan mengajar, dan hasil penelitian ini juga dapat memberikan solusi bagi siswa dalam pembelajaran yang aktif, kreatif dan menyenangkan, sehingga dapat mencapai indikator-indikator dan dapat meningkatkan minat siswa dalam pembelajaran mahārah al-istimā’
الترادف في اللغة العربية
No full textSynonym is one of the most important linguistic phenomena in terms of the meanings of the words in terms of the impact of communication between people. Synonym issues were intertwined with the interest of scholars. They views differed, and their trends differed, including linguists, jurists, scholars and practitioners of Qur'anic sciences. For this, the learner must learn and know deeply about the synonyms in Arabic. This search of desktop research is a way of observing the various books. The results of the research are divided between supporters and opponents of the following: a team that agrees with tandem, but in tandem, a team that denies the existence of tandem in the language completely, a team that proves the tandem at all. The researcher is based on the existence of tandem in the Arabic language, but it is a tandem in the sense of convergence in meaning, on the basis that each word has a particular meaning and useful or special function in their use
التغير الدلالي في تعليم علم الدلالة
No full textتعد دراسة التغير الدلالي من أهم مباحث دلالية الذي أولى بها اللغويون اهتمامهم البالغ لسبر أغواره، والتعمق في محيطه . تبرز أهمية دراسة هذا العلم في أن معرفته تعين طالب العلم على اكتشاف دلالات النصوص الشرعية من القران والسنة قبل فهم غيرها من النصوص العلمية والأدبية وغيرها، إن التغير الدلالي تغير معنى الكلمة الحاصل على مر الزمن بفعل إعلاء أو انحطاط أو توسع أو انحسار أو مجاز، أو نحو ذلك. وللتغير اللغوي سمات منها: أنه يسير ببطء شديد، أنه يحدث من تلقاء نفسه بطريق آلي، وهذا التطور في لا يخضع لضوابط وقوانين، وأن الدلالة الجديدة للفظ ترتبط غالبا بالدلالة التي كان عليها، كما أن التطور الدلالي في غالب أحواله مقيد بالزمان والمكا وانه إذا حدث تغير دلالي ، في بيئة معينة ظهر أثره في استعمال جميع أفراد هذه البيئة .وهنالك عوامل تسببت في حدوث التغير الدلالي، منها : تاريخية و اجتماعية والحاجة الى التسمية وكثرة الاستعمال واسباب عقلية ونفسية. وأدت العوامل السابقة إلى ظهور أنواع متعددة للتغير الدلالي منها: تخصيص الدلالة، وتعميم الدلالة، ونقل الألفاظ لتشابه المعاني، ونقل الألفاظ لعلاقة المعاني، ونقل المعاني لتشابه الألفاظ، ونقل المعاني لتجاور الألفاظ، ورقي الدلالة، وانحطاط الدلالةThe study of semantic change is one of the most important topics in which linguistic, linguists are interested in exploring their surroundings and deepening their surroundings. The significance of the study of this science is that its knowledge requires the student of knowledge to discover the meanings of the shar'i texts of the Qur'an and Sunnah before understanding other scientific, literary, and other texts. The semantic change changes the meaning of the word over time by elevation, degeneration, expansion, regression or metaphor. Towards it. This change is not subject to rules and regulations, and the new meaning of the term is often related to the meaning it used to have. The semantic development in most of its conditions is limited by time and money, and if it happens, In a particular environment, the effect of this change has been on the use of all members of this environment. There are factors that have caused a semantic change, including: historical and social, the need for naming, frequent use, mental and psychological reasons. The previous factors led to the emergence of multiple types of semantic change, such as: the allocation of significance, the generalization of semantics, the transfer of words to the similarity of meanings, the transfer of words to the relationship of meanings, the transfer of meanings to the similarity of words, the transfer of meanings to the juxtaposition of words
مشكلات الطلبة في تحرير الأمثلة من القواعد النحوية بمعهد علوم الدين لهؤسماوي
No full textThe title of this research is about "The Problem of Students in Making an Example of the Nahwu’s Grammar (Study of Analysis in Ulumuddin Foundation Lhokseumawe)". As for the circumstances of students in Ulumuddin Foundation in Nahwu's lesson, the students are able to memorize Nahwu’s grammar such as mubtada ', khabar, fi'il, fa'il and other Nahwu’s grammar, but most of them are not able to make an example of the Nahwu's grammar. The purpose of this study to determine the problems of students in making an example of the Nahwu’s grammar and know the solution of teachers in solving the problem. The research method used is analytical research that is analyzing the obtained from the field with direct observation, interviews, and questionnaires. The results show that the problems faced by students in making examples of Nahwu's grammar because of the lack of Arabic vocabulary memorized, unable to apply the vocabulary in sentence form according to Nahwu's grammar, and the lack of enthusiasm of students in asking the teacher, and the teacher did not provide additional lessons to students due to time constraints. While the solution offered by the teacher to the students is the teacher gives a lot of vocabulary, then applied the vocabulary into the sentence, give examples from the verses of al-Qur'an and al-Hadist, and provide training once a week and teachers teach Nahwu with various methods so that students do not get bored
The History of Knowledge Development in East (Islam) and West
No full textThis article aims to find out the history of the development of science from time to time recorded by existing historical literature and mentions some of the figures behind the discovery of scientific theories and their development. The phases of the development of science are called periodization in the history of the development of science starting from ancient times, middle ages, modern times and contemporary times. While the phases of the development of science in the Islamic world began from the time of the Prophet, Khulafau Ar-Rashidin, the Umayyads, Daula Abbasids and the revival of Islam until now. When science in the European world suffered a setback but on the contrary what happened in the Islamic world of science developed rapidly until the peak of glory
تاريخ نشأة اللغة العربية وتطورها
No full textArabic is the language of the tribes that inhabited the peninsula from Yemen to the Levant to the race and the borders of Palestine and Sana to reach their purposes, which is one of the Semitic languages, and the subject of the emergence of language of the subjects addressed by the researchers of old and recent, and expanded in them a lot and their work that some opinions, The most important of these are: humility and terminology, and language inspired by God. The first person was taught the names of everything (arrest), and the language was born cumulatively subject to the factor of space-time and human need. After the advent of Islam, the Arabic language evolved with the decline of the Holy Quran, because the Arabic language before the descent of the Qur'an was classified into poetry and prose. When the Quran came down, the linguistic expressions in the three Arabic languages became Quran, poetry and prose. There is no doubt that the Arabic language reached the height of its glory and rose in the era of Islam because it became part of religion, and in the era of prophecy and the origin of Islam, people take care of Arabic a lot and are keen on it because it is the language of the Koran and religion and the true and faithful messenger. Other factors affecting the development of Arabic are political, social and cultural factors
المدخل الاتصالي في تعليم اللغة العربية لغير الناطقين بها
No full textتعتبر اللغة من أهم المعايير التي تقاس بها فاعلية الأمم في مضمار التقدم والحضارة والتأثير والتأثر، ووظيفة الاتصال إحدى أهم وظائف اللغة ذات الطابع الاجتماعي فهي تمثل علاقة اللغة والمجتمع وعلاقة الفرد بالمجتمع من خلال اللغة، فاللغة هي أداة المرء في الاتصال بأفراد المجتمع. وخصائص المدخل الاتصالي من حيث المفاهيم اللغوية إنها نظام للتعبير عن المعنى، والوظيفة الأولى للغة هي تحقيق التفاعل. والخصائص من حيث طبيعة تعليم اللغة وتعلمها قدرة الفرد على تحليل أشكال الحديث والكتابة وفهم السياق الاجتماعي الذي يتم من خلاله الاتصال بما في ذلك العلاقات التي تربط بين الأدوات الاجتماعية المختلفة والقدرة على تبادل المعلومات والمشاركة الاجتماعية بين الفرد والآخرين
Conservative and Progressive Curriculum:: a Comparative Analysis of Educational Objectives and Methodologies in the Context of Islamic Education in Indonesia
No full textThis study examines the contrasts and complementarities between conservative and progressive curricula within Islamic education in Indonesia, focusing particularly on educational objectives and teaching methodologies. The findings from a qualitative approach, using a systematic review of peer-reviewed studies published between 2015 and 2025, reveal that conservative curricula emphasise the preservation of Islamic heritage, moral stability, and established knowledge, typically implemented through teacher-centred instruction and memorisation. In contrast, progressive curricula prioritise learner-centred approaches that foster critical thinking, creativity, and problem-solving through contextual and participatory methods. The analysis concludes that both paradigms, though distinct, are mutually reinforcing, and their integration is essential for effective curriculum reform. In Indonesia, where Islamic education is shaped by Muhammadiyah's progressive orientation and Nahdlatul Ulama's conservative tradition, a hybrid model offers a means to reconcile tradition with modernity. Conservative elements provide ethical grounding and continuity, whereas progressive elements promote innovation, autonomy, and global relevance. Integration strategies include aligning conservative objectives with progressive pedagogies, combining authoritative instruction with participatory practices, incorporating twenty-first-century skills into religious learning, and adapting the Curriculum to local wisdom and moderate Islamic principles. Such synthesis preserves Islamic and national identity while preparing learners for the Society 5.0 era and countering extremism through inclusive, moderate education
