7 research outputs found
Use of Arabits Application to Enhance CEFR-Based Maharah Qiraah
No full textThis study was carried out with the aim of finding out to what extent the use of Arabic applications can increase students\u27 maharah qiraah on the basis of CEFR. The method used in this study is quantitative by utilizing experimental research. Data collection techniques were carried out by using tests and data analysis using descriptive statistical tests and t tests. In addition, this study utilizes observation and interviews as secondary data collection techniques. The results of this scientific study state that the use of Arabic applications based on CEFR is considered positive for the teaching and learning process. This can be proved by students\u27 interest in learning and the results of the t-test which state that the post-test scores from the experimental test class are significant compared to the control test class. The results of the t-test indicate that there is a significant difference between the results from the control test class and the test class with the average value of the experimental test class 89,889 and the average value of the control test class as much as 69,615 with the results of the test value as much as 4,615 with criteria at a significant level of 2,008 and the proportion of variance the value contributed was 29.11%Kajian ini dilaksanakan dengan tujuan untuk menemukan sejauh mana penggunaan aplikasi Arabits dapat meningkatkan maharah qiraah siswa dengan basis CEFR. Metode yang digunakan dalam kajian ini adalah kuantitatif dengan memanfaatkan penelitian eksperimen. Teknik pengumpulan data dilakukan dengan memanfaatkan tes dan analisa datanya menggunakan uji statistik deskriptif dan uji t. Selain itu kajian ini memanfaatkan observasi dan wawancara sebagai teknik pengumpulan data sekunder. Hasil dari kajian ilmiah ini menyatakan bahwa penggunaan aplikasi Arabits dengan basis CEFR dinilai positif bagi proses belajar mengajar. Hal itu dibuktikan dengan peningkatan minat siswa dalam pembelajaran serta hasil uji t yang menyatakan signifikan atas nilai post test dari kelas uji eksperimen dibandingkan dengan kelas uji kontrol. Hasil uji t menunjukkan bahwa terdapat perbedaan yang signifikan antara nilai yang dihasilkan dari kelas uji kontrol dan kelas uji dengan nilai rerata kelas uji eksperimen 89,889 dan nilai rerata kelas uji kontrol sebanyak 69,615 dengan hasil nilai uji t sebanyak 4,615 dengan kriteria pada taraf signifikan sebanyak 2,008 dan proporsi varian nilai yang disumbangkan sebanyak 29,11
Perubahan Bunyi Kata Serapan Bahasa Arab dalam Bahasa Indonesia dan Implikasinya pada Pembelajaran Bahasa Arab
No full textEvery language has its own phonetic characteristics, including Arabic and Indonesian. However, interactions between communities can influence the development and change of language. This influence can be observed through vocabulary that is borrowed and modified from other languages, known as loanwords. In this study, the library research method was used to search and process information. The main sources used were the Arabic-Indonesian Dictionary by Mahmud Yunus and the Al-Munawwir Dictionary by Ahmad Warson Munawwir and Muhammad Fairuz. Meanwhile, secondary data was taken from the Indonesian Language Dictionary (KBBI). Based on the study, it is concluded that the borrowing of words from Arabic to Indonesian undergoes many modifications that are adjusted to the dialect of Indonesian speakers. The borrowing process starts from the spoken language, which is then transformed into the written language. Arabic loanwords in Indonesian have both positive and negative impacts on the learning process. The positive impact is that the presence of loanwords can help facilitate the learning process of other words. This impact can be felt if the sound and usage of the word remain unchanged. Negative impacts can occur if the sound and usage of the word undergo changes and modifications, making it difficult for students to understand the original sound and usage of the word in Arabic
PENGEMBANGAN METODE PEMBELAJARAN INTEGRASI QUANTUM LEARNING DAN KONSTRUKTIVISME SOSIAL PADA PEMBELAJARAN BAHASA ARAB DI MI LANJI PATEBON KENDAL
No full textMetode pembelajaran merupakan salah satu faktor yang berpengaruh pada keberhasilan atas tercapainya tujuan pembelajaran. Kesalahan dalam memilih metode pembelajaran merupakan salah satu faktor yang menyebabkan demotivasi belajar dalam diri siswa. Hal tersebut juga terjadi di MI NU 12 Lanji. Rata-rata siswa mengalami demotivasi dalam belajar bahasa Arab dan banyak siswa yang tidak bersemangat dalam memperhatikan penjelasan materi selama proses pembelajaran. Oleh karena itu, diperlukan pemilihan metode pembelajaran yang interaktif dan sesuai dengan perkembangan siswa. Maka dari itu, tujuan dari adanya kajian ilmiah ini adalah untuk 1) memahami tigkat motivasi belajar peserta didik kelas IV di MI NU 12 Lanji Patebon Kendal dalam mempelajari bahasa Arab, 2) mengembangkan metode integrasi quantum learning dan konstruktivisme sosial sebagai solusi atas demotivasi tersebut, serta 3) mengetahui bagaimana pengaruh metode tersebut dalam motivasi belajar siswa.
Dalam penelitian ini, metode penelitian menggunakan R&D (Research and Development) melalui model ADDIE dengan menganalisa kebutuhan, mendisain pembelajaran, mengembangkan produk, mengujicobakan produk dalam kelas, serta mengevaluasi pengembangan produk. Subjek penelitian pada penelitian ini berjumlah 20 orang dengan menggunakan angket sebagai penentu penilaian motivasi belajar peserta didik. Analisis data dilakukan secara deskriptif.
Hasil dari kajian ilmiah ini menunjukkan bahwa 1) motivasi peserta didik awalnya berada pada nilai 45,43% dalam pembelajaran bahasa Arab, 2) integrasi quantum learning dan konstruktivisme sosial dipilih untuk menciptakan lingkungan sosial belajar yang interaktif, nyaman, dan menyenangkan, 3) pengembangan metode integrasi quantum learning dan konstruktivisme sosial dilakukan dengan menggunakan teknik KACA DEDUS (Kenalkan, Ajak, Contohkan, Atur, Diskusi, Evaluasi, Demonstrasi, Ulangi, Sanjung), 4) setelah metode tersebut dikembangkan dan diimplementasikan, terjadi peningkatan motivasi yang tadinya 45,43% menjadi 95,08% dalam belajar bahasa Arab
Pemikiran Pragmatisme-Konstruktivisme John Dewey sebagai Metode Pembelajaran di Madrasah Tsanawiyyah
No full textAbstract: John Dewey is a famous expert on the realm of education and philosophy. Due to his various experiences in life, he always thinks critically in every realm of knowledge. This raises various assumptions. This assumption was then developed into a theory on the realm of education that refers to some field of philosophy. The teories that he assumed in field of education were pragmatism and contructivism. This research aims to learn about compatibility between them then implemented into a learning method in the scientific thecnique to the 2013 curriculum. So this writing is purposed to cleaar out how the fit between them in application of them as a learning method at Madrasah Tsanawiyah. This research is using library research through several researches and writings in the form of books, theses, and articles from journals. The results of this study prove that educational pragmatism and constructivism theory have some suitability and are appropriate to be used as learning methods in several lessons which include direct practice.</jats:p
Can Mentimeter Become an Innovative Media in Sharf Learning?
No full textThe main objective of this research is to describe whether Mentimeter can be an innovative solution environment applied to Sharaf learning which is caused by the unenthusiasm and inactivity of students in Sharf learning in the Arabic Language Education study program at UIN Sunan Kalijaga. The study was conducted in a qualitative descriptive manner and its subject was Sharf's learning. This technique gathering data for this research in the form of documents, interviews, and observations. And the analysis technique uses presentation, condensation, and inference of data. Mentimeter is capable and capable of being an innovative medium for learning Sharf. With Mentimeter, it will raise student attention so that students will focus during learning. This can increase student enthusiasm for learning, making them carry out teaching and learning activities to the fullest. However, due to limited time, the use of multimeters in Sharf learning has not been able to run optimally and not all students have answered the questions posed in Mentimeter
Analysis of Assessment of Arabic Receptive and Productive Skills in Arabic Language Book
No full textThis study analyzed aspects of assessing Arabic receptive and productive skills in eleventh-grade Arabic books issued by the Ministry of religious affairs in 2020. The method used in the scientific study is a qualitative approach with the literature review method with research techniques in the library for data collection. The primary data source selected in this scientific study is an Arabic book, chapter eleven, published by the Ministry of religious affairs in 2020. The analysis results show that the ability to understand the book is assessed from a cognitive perspective, while productive skills are evaluated from a skills perspective. However, the book needs to explain assessment in the affective aspect, and the assessment is still traditional. Cognitive aspects still dominate the assessment of most receptive skills, while psychomotor aspects dominate assessments of productive skills. Therefore it is necessary to develop a form of assessment of receptive language skills in this book
Innovation of Language Receptive Skills Based on Authentic Assessment
No full textThe purpose of this scientific study is to analyze and answer the problems that exist in the assessment of class XI Arabic books published by the Ministry of Religion of the Republic of Indonesia in 2020, especially on language receptive skills, which consist of listening and reading skills. This research was studied using qualitative methods and literature studies to collect data. Primary data comes from Arabic books published by the Ministry of Religion in class XI in 2020, while secondary data comes from literature documents that are relevant to the research. The results of the analysis show that receptive language skills have been assessed and are included in the realm of knowledge. In fact, receptive skills (reading and listening) must be included in language skills, while aspects of language knowledge can be obtained from language elements. Therefore, an authentic assessment is needed that positions receptive skills in the assessment of skills, which at the same time can assess linguistic elements in the knowledge aspect without forgetting the attitude aspect by assessing portfolios, assignments, performance, and interviews that are tailored to needs. The theme of the text being read or heard. Authentic assessment of receptive skills can be carried out by using projects, interviews, or assignments with command words, such as concluding the spoken text heard, making pictures based on the description of the spoken text, making conversations according to the content heard, or making texts that are similar to the text being spoken heard
