Pub Date : 2019-01-07DOI: 10.32678/al-ittijah.v10i01.1237
Yoke Suryadarma, A. Rahmawati
ملخص معهد دار السلام كونتور من أحد المعاهد الإسلامية، مشهورا بتعليم اللغة العربية باستخدام المنهج التعليمي بالعربية والإنجليزية. ومعهد دار السلام كونتور للبنات الحرم الأول يلعب دورا هاما في تعليم اللغة العربية. وتركيز معهد دار السلام كونتور للبنات الحرم الأول إلى التربية اللغوية يجعل الطالبات يتكلمن في المحادثة كلاما صحيحا، إما شفهيا أو تحريريا. وصار معهد دار السلام كونتور للبنات الحرم الأول، مشهورا بتعليم اللغة العربية في إندونيسيا، خاصة في تكوين البيئة اللغوية باللغة العربية والإنجليزية وتستخدم تلك اللغتين آلة الاتصال اليومي اللازمة. وبالعوامل الموجودة تكون تعويدا للطالبات. ولكن طالبات الفصل الأول التكثيفي يختلفن عن ذلك، هنّ يشعرن بالصعوبة في فهم الكلام العربي ونطقه. انطلاقا من ذلك، أن دور وليات الفصول ذو أهمية في ترقية اللغة العربية وحلّ مشكلاتهنّ في مهارة الكلام. الكلمات المفتاحية: مشكلات تعلم مهارة الكلام، محاولات وليات الفصول، كلية المعلمات الإسلامية، معهد دار السلام كونتور للبنات الحرم الأول
{"title":"مشكلات تعلم مهارة الكلام لطالبات الفصل الأول التكثيفي ومحاولات وليات الفصول في حلّها بكلية المعلمات الإسلامية بمعهد دار السلام كونتور للبنات الحرم الأول للتربية الإسلامية الحديثة العام الدراسي: 1438-1439 ه","authors":"Yoke Suryadarma, A. Rahmawati","doi":"10.32678/al-ittijah.v10i01.1237","DOIUrl":"https://doi.org/10.32678/al-ittijah.v10i01.1237","url":null,"abstract":"ملخص \u0000معهد دار السلام كونتور من أحد المعاهد الإسلامية، مشهورا بتعليم اللغة العربية باستخدام المنهج التعليمي بالعربية والإنجليزية. ومعهد دار السلام كونتور للبنات الحرم الأول يلعب دورا هاما في تعليم اللغة العربية. وتركيز معهد دار السلام كونتور للبنات الحرم الأول إلى التربية اللغوية يجعل الطالبات يتكلمن في المحادثة كلاما صحيحا، إما شفهيا أو تحريريا. وصار معهد دار السلام كونتور للبنات الحرم الأول، مشهورا بتعليم اللغة العربية في إندونيسيا، خاصة في تكوين البيئة اللغوية باللغة العربية والإنجليزية وتستخدم تلك اللغتين آلة الاتصال اليومي اللازمة. وبالعوامل الموجودة تكون تعويدا للطالبات. ولكن طالبات الفصل الأول التكثيفي يختلفن عن ذلك، هنّ يشعرن بالصعوبة في فهم الكلام العربي ونطقه. انطلاقا من ذلك، أن دور وليات الفصول ذو أهمية في ترقية اللغة العربية وحلّ مشكلاتهنّ في مهارة الكلام. \u0000الكلمات المفتاحية: مشكلات تعلم مهارة الكلام، محاولات وليات الفصول، كلية المعلمات الإسلامية، معهد دار السلام كونتور للبنات الحرم الأول","PeriodicalId":277765,"journal":{"name":"al-Ittijah : Jurnal Keilmuan dan Kependidikan Bahasa Arab","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122813790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-31DOI: 10.32678/al-ittijah.v10i02.1247
L. Marlina
Cooperative learning is one of the learning models used by teachers in teaching and learning process, and it has many types when it is implemented in the classroom. In reality ashwat (Arabic phonology study) is one of the boring subjects considered by students in Ma'had Al-Imarot Bandung. The lecturer only instructs the students to pronounce the Arabic hijaiyyah letters and distinguish the letters adjacent to the makhraj (points of articulation of letters) and its nature. In the learning process, a lecturer uses only lecture method, who gives the examples of correct pronunciation then the students repeat those pronunciations after the lecturer. As a consequence, a lecturer should be able to update the learning process by using an interesting learning model by implementing cooperative learning for instance. The aims of this research is to know the reality of learning ashwat as Arabic pronunciation at Ma'had Al-Imarot Bandung, to know the ability of students to mastery of Arabic ashwat before applying cooperative learning in ashwat learning, to know the implementation of cooperative learning in ashwat learning, to know the advantages and disadvantages of cooperative learning in ashwat learning, as well as to know the students' ability to master Arabic ashwat after applying cooperative learning. This research is based on the framework that the implementation of cooperative learning in ashwat learning is effective. So the researcher states the hypothesis “cooperative learning is applied effectively in ashwat learning” The method used in this research is experimental method with quasi experimental design. There are two classes, namely the experimental class and the control class. The data collection techniques in this research are observation, interviews, and tests. the results find that the ability of students who mastering Arabic ashwat in the experimental class before applying cooperative learning showed good criteria with an average mark of 69.00 from pre-test. Surprisingly, the ability of students who mastering Arabic ashwat in the experimental class after applying cooperative learning showed excellent criteria with an average mark of 91.25 from post-test. After the researcher had tested the hypothesis, it can be concluded that cooperative learning was effectively applied in ashwat learning with the value of N-gain 0.68 which shows cooperative learning had improved students’ ability in Arabic ashwat about 68% with medium criteria.
{"title":"Ta'lim Al-Ashwat Ála Dhaui Al-Ta'lim Al-Taáwuni ( Dirasah Al-Tajribiyah Fi Ma'had AlImarah Bandung)","authors":"L. Marlina","doi":"10.32678/al-ittijah.v10i02.1247","DOIUrl":"https://doi.org/10.32678/al-ittijah.v10i02.1247","url":null,"abstract":"Cooperative learning is one of the learning models used by teachers in teaching and learning process, and it has many types when it is implemented in the classroom. In reality ashwat (Arabic phonology study) is one of the boring subjects considered by students in Ma'had Al-Imarot Bandung. The lecturer only instructs the students to pronounce the Arabic hijaiyyah letters and distinguish the letters adjacent to the makhraj (points of articulation of letters) and its nature. In the learning process, a lecturer uses only lecture method, who gives the examples of correct pronunciation then the students repeat those pronunciations after the lecturer. As a consequence, a lecturer should be able to update the learning process by using an interesting learning model by implementing cooperative learning for instance. \u0000The aims of this research is to know the reality of learning ashwat as Arabic pronunciation at Ma'had Al-Imarot Bandung, to know the ability of students to mastery of Arabic ashwat before applying cooperative learning in ashwat learning, to know the implementation of cooperative learning in ashwat learning, to know the advantages and disadvantages of cooperative learning in ashwat learning, as well as to know the students' ability to master Arabic ashwat after applying cooperative learning. \u0000This research is based on the framework that the implementation of cooperative learning in ashwat learning is effective. So the researcher states the hypothesis “cooperative learning is applied effectively in ashwat learning” \u0000The method used in this research is experimental method with quasi experimental design. There are two classes, namely the experimental class and the control class. The data collection techniques in this research are observation, interviews, and tests. \u0000the results find that the ability of students who mastering Arabic ashwat in the experimental class before applying cooperative learning showed good criteria with an average mark of 69.00 from pre-test. Surprisingly, the ability of students who mastering Arabic ashwat in the experimental class after applying cooperative learning showed excellent criteria with an average mark of 91.25 from post-test. After the researcher had tested the hypothesis, it can be concluded that cooperative learning was effectively applied in ashwat learning with the value of N-gain 0.68 which shows cooperative learning had improved students’ ability in Arabic ashwat about 68% with medium criteria.","PeriodicalId":277765,"journal":{"name":"al-Ittijah : Jurnal Keilmuan dan Kependidikan Bahasa Arab","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123347116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-31DOI: 10.32678/AL-ITTIJAH.V10I02.1244
J. Sutarjo
Conflicts related to multicultural are widely reported in mass media and electronics in various forms such as demonstrations and other blasphemies related to differences in Indonesia. This shows that many people still do not understand multiculturalism. If it is realized that it does not need to happen because the diversity that exists should be understood because in essentially multicultural have a purpose to understand each other and compete in goodness with ” taqwa” to Allah SWT. In multicultural studies multiculturalism is seen as Politic of Recognition; building awareness of cultural diversity, traditions or preserved habits. Recognition and acceptance of the condition is a politic of recognition that must be upheld. This includes; 1) Multicultural in Etnic and Cultural Groups. 2) Society in Metaphors of Mixed Culture. 3) Multiculturalism in Social Characteristics. 4) Hyperculturalism as a new view. From the study conducted in “pesantren cottage” in Metro city, multicultural multiculturalization has been done although has not been integrated into the curriculum of boarding school education officially.
{"title":"Internalisasi Multikulturalisme dalam Berbangsa pada Lembaga Pendidikan Pondok Pesantren (Studi pada Pondok Pesantren se-Kota Metro)","authors":"J. Sutarjo","doi":"10.32678/AL-ITTIJAH.V10I02.1244","DOIUrl":"https://doi.org/10.32678/AL-ITTIJAH.V10I02.1244","url":null,"abstract":"Conflicts related to multicultural are widely reported in mass media and electronics in various forms such as demonstrations and other blasphemies related to differences in Indonesia. This shows that many people still do not understand multiculturalism. If it is realized that it does not need to happen because the diversity that exists should be understood because in essentially multicultural have a purpose to understand each other and compete in goodness with ” taqwa” to Allah SWT. \u0000 In multicultural studies multiculturalism is seen as Politic of Recognition; building awareness of cultural diversity, traditions or preserved habits. Recognition and acceptance of the condition is a politic of recognition that must be upheld. This includes; 1) Multicultural in Etnic and Cultural Groups. 2) Society in Metaphors of Mixed Culture. 3) Multiculturalism in Social Characteristics. 4) Hyperculturalism as a new view. \u0000 From the study conducted in “pesantren cottage” in Metro city, multicultural multiculturalization has been done although has not been integrated into the curriculum of boarding school education officially.","PeriodicalId":277765,"journal":{"name":"al-Ittijah : Jurnal Keilmuan dan Kependidikan Bahasa Arab","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115815477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-31DOI: 10.32678/al-ittijah.v10i02.1246
S. Shalihah
Pengaruh ulama ushul fiqh terhadap ulama ushul nahwu tampak pada sektor ilmu, yaitu para ulama ushul nahwu meniru ulama ushul fiqh dalam terminologi ushul dan dalil-dalilnya. Konkritnya adalah terminologi Istishab al-Hal adalah suatu terminologi dalam ushul fiqh yang digunakan oleh para ulama ushul nahwu. Istishab al-ashli dan al-Rad ila al-Ashli adalah merupakan beberapa terminologi yang diperkenalkan oleh pakar nahwu, yaitu sejak pertumbuhan nahwu, dan sejak mereka memperkenalkan kaidah-kaidah primer dan sekunder.
乌什鲁赫学者对乌什鲁赫乌学者的影响似乎在科学领域，也就是说，乌什鲁赫学者模仿乌什鲁赫学者在乌什勒和他的术语中。主语是Istishab al-Hal的术语，是学者ushul fiqh使用的ushul nahwu术语。Istishab al-ashli和al-Rad ila al-ashli是nahwu专家引入的几个术语，即自从nahwu发展以来，以及他们引入初级和次要代码以来。
{"title":"Al-Istihsab (Sebuah Teori dan Praktik Prinsip-Prinsip Nahwu Arab)","authors":"S. Shalihah","doi":"10.32678/al-ittijah.v10i02.1246","DOIUrl":"https://doi.org/10.32678/al-ittijah.v10i02.1246","url":null,"abstract":"Pengaruh ulama ushul fiqh terhadap ulama ushul nahwu tampak pada sektor ilmu, yaitu para ulama ushul nahwu meniru ulama ushul fiqh dalam terminologi ushul dan dalil-dalilnya. Konkritnya adalah terminologi Istishab al-Hal adalah suatu terminologi dalam ushul fiqh yang digunakan oleh para ulama ushul nahwu. \u0000Istishab al-ashli dan al-Rad ila al-Ashli adalah merupakan beberapa terminologi yang diperkenalkan oleh pakar nahwu, yaitu sejak pertumbuhan nahwu, dan sejak mereka memperkenalkan kaidah-kaidah primer dan sekunder.","PeriodicalId":277765,"journal":{"name":"al-Ittijah : Jurnal Keilmuan dan Kependidikan Bahasa Arab","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129005989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-31DOI: 10.32678/AL-ITTIJAH.V10I02.1245
Dina Indriana
Dalam pembelajaran dibutuhkan adanya evaluasi agar guru dapat mengetahui apakah tujuan pembelajaran itu tercapai atau tidak. Evaluasi adalah salah satu alat untuk mengetahui hasil pembelajaran. Evaluasi model CIPP yang akan peneliti gunakan dalam melihat sejauh mana pendekatan saintifik dan penilaian autentik dilaksanakan oleh guru bahasa Arab. Evaluasi model CIPP digunakan karena ecaluasi model ini lebih komprehensfi. Evaluasi merupakan kegiatan yang terencana dan sistematik, karena mempunyai tujuan, untuk mengetahui hasil evaluasi yang baik maka dibutuhkan ontiunitas evaluasi, obyektifitas evaluasi, komprehensif evaluasi, dan praktikabilitas evaluasi. Model CIPP dikembankan oleh Daniel L. Stufflebeam, dkk. Stuflebeam mengembangkan evaluasi pembelajaran model CIPP. Teori ini dikembangkan pada tahun 1971 dengan berlandaskan pada empat dimensi yaitu dimensi context, dimensi input, dimensi proses, dan dimensi produc. Strategi pembelajaran saintifik dan penilaian autentik merupakan bagian dari strategi pembelajaran dan penilaian yang menjadi prioritas dalam implementasi strategi pembelajaran dan jenis penilaian yang diusung oleh penerapan kurikulum 2013 sebagai kurikulum perubahan dari kurikulum KTSP. Evaluasi input strategi pembelajaran saintifik dan penilaian autentik dalam pembelajaran Bahasa Arab dari hasil pre-tes menunjukkan pemahaman awal bagi para guru Bahasa Arab di MTs Kota Serang sangat rendah dengan rata-rata 49,25. Analisis RPP yang disusun pada kegiatan Inti masih menunjukkan ada kesalahan dan kelemahan pengetahuan dalam menyusun kegiatan pembelajaran untuk disesuaikan dengan tahapan-tahapan pembelajaran dengan tahapan 5 M.
在学习中，需要评估，以便教师知道学习的目的是否实现。评估是了解学习结果的工具之一。研究人员将使用CIPP模型评估，以了解阿拉伯语教师对科学方法和真实评估的程度。采用CIPP模型进行评估，因为该模型的ecaluasi更多的固态。评估是有组织和系统性的活动，有目的的是了解良好的评估结果，因此需要定期评估、评估结果、全面评估和评估能力。CIPP模型是Daniel L. Stufflebeam，等等。Stuflebeam发展了CIPP模型学习评估。该理论是在1971年发展起来的，其基础是共文本维度、输入维度、过程维度和生产维度。科学学习和真实评估战略是学习和评估战略的一部分，这是《学习战略与评估》2013年《KTSP课程》应用中具有优先级的优先级。从测试前结果对阿拉伯语学习策略的输入评估和真实评估表明，MTs城市阿拉伯语教师的初步理解很低，平均为49.25人。从核心活动中编写的RPP分析仍然表明，将学习活动以适应5米(40英尺)的学习阶段的学习过程中的知识错误和弱点。
{"title":"Evaluasi Pembelajaran dan Penilaian Autentik dalam Pembelajaran Bahasa Arab","authors":"Dina Indriana","doi":"10.32678/AL-ITTIJAH.V10I02.1245","DOIUrl":"https://doi.org/10.32678/AL-ITTIJAH.V10I02.1245","url":null,"abstract":"Dalam pembelajaran dibutuhkan adanya evaluasi agar guru dapat mengetahui apakah tujuan pembelajaran itu tercapai atau tidak. Evaluasi adalah salah satu alat untuk mengetahui hasil pembelajaran. Evaluasi model CIPP yang akan peneliti gunakan dalam melihat sejauh mana pendekatan saintifik dan penilaian autentik dilaksanakan oleh guru bahasa Arab. \u0000Evaluasi model CIPP digunakan karena ecaluasi model ini lebih komprehensfi. Evaluasi merupakan kegiatan yang terencana dan sistematik, karena mempunyai tujuan, untuk mengetahui hasil evaluasi yang baik maka dibutuhkan ontiunitas evaluasi, obyektifitas evaluasi, komprehensif evaluasi, dan praktikabilitas evaluasi. \u0000Model CIPP dikembankan oleh Daniel L. Stufflebeam, dkk. Stuflebeam mengembangkan evaluasi pembelajaran model CIPP. Teori ini dikembangkan pada tahun 1971 dengan berlandaskan pada empat dimensi yaitu dimensi context, dimensi input, dimensi proses, dan dimensi produc. \u0000Strategi pembelajaran saintifik dan penilaian autentik merupakan bagian dari strategi pembelajaran dan penilaian yang menjadi prioritas dalam implementasi strategi pembelajaran dan jenis penilaian yang diusung oleh penerapan kurikulum 2013 sebagai kurikulum perubahan dari kurikulum KTSP. \u0000Evaluasi input strategi pembelajaran saintifik dan penilaian autentik dalam pembelajaran Bahasa Arab dari hasil pre-tes menunjukkan pemahaman awal bagi para guru Bahasa Arab di MTs Kota Serang sangat rendah dengan rata-rata 49,25. Analisis RPP yang disusun pada kegiatan Inti masih menunjukkan ada kesalahan dan kelemahan pengetahuan dalam menyusun kegiatan pembelajaran untuk disesuaikan dengan tahapan-tahapan pembelajaran dengan tahapan 5 M.","PeriodicalId":277765,"journal":{"name":"al-Ittijah : Jurnal Keilmuan dan Kependidikan Bahasa Arab","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127119021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：