The study explores Hybrid Quantum Learning in Arabic language education amid COVID-19, employing a quantitative approach with descriptive research methods. Data collection includes observation, interviews, tests, and questionnaires, analyzed through descriptive techniques and hypothesis testing. Experimental and control groups assess Hybrid Quantum-Classical Learning's efficacy, showing a 63.34% average difference in the former and 62.95% in the latter, indicating somewhat effective outcomes. Initially lacking, student engagement improved with model implementation. Further examination, supported by Likert scale responses, reveals an 87.33% satisfaction rate among students, highlighting the effectiveness of teaching auditory, visual, and kinesthetic skills in Arabic language education, particularly during the pandemic at Hasanka Islamic Boarding School in Indonesia.
本研究探讨了阿拉伯语教育中的混合量子学习（Hybrid Quantum Learning in Arabic language education amid COVID-19），采用了描述性研究方法的定量方法。数据收集包括观察、访谈、测试和问卷调查，并通过描述性技术和假设检验进行分析。实验组和对照组对量子-经典混合式学习的效果进行了评估，结果显示前者的平均差异为 63.34%，后者的平均差异为 62.95%，这表明实验取得了一定的效果。最初，学生的参与度不高，但随着模式的实施，学生的参与度有所提高。在利克特量表回答的支持下，进一步检查显示学生的满意率为 87.33%，突出了阿拉伯语教育中听觉、视觉和动觉技能教学的有效性，尤其是在印度尼西亚哈桑卡伊斯兰寄宿学校大流行期间。
{"title":"The Impact of Hybrid Quantum Learning Methods on Arabic Language Acquisition Among Students of Islamic Boarding School in Indonesia","authors":"Husna, Wildan Renaldi, Tawfiq Sarehmasor","doi":"10.23971/jallt.v2i1.173","DOIUrl":"https://doi.org/10.23971/jallt.v2i1.173","url":null,"abstract":"The study explores Hybrid Quantum Learning in Arabic language education amid COVID-19, employing a quantitative approach with descriptive research methods. Data collection includes observation, interviews, tests, and questionnaires, analyzed through descriptive techniques and hypothesis testing. Experimental and control groups assess Hybrid Quantum-Classical Learning's efficacy, showing a 63.34% average difference in the former and 62.95% in the latter, indicating somewhat effective outcomes. Initially lacking, student engagement improved with model implementation. Further examination, supported by Likert scale responses, reveals an 87.33% satisfaction rate among students, highlighting the effectiveness of teaching auditory, visual, and kinesthetic skills in Arabic language education, particularly during the pandemic at Hasanka Islamic Boarding School in Indonesia.","PeriodicalId":517043,"journal":{"name":"Journal of Arabic Language Learning and Teaching (JALLT)","volume":"716 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140273373","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}
This study addresses the challenge of enhancing Arabic language learning through the development of engaging learning materials using Prezi software. Combining qualitative and quantitative approaches within the Research and Development (R&D) methodology, the study progresses through stages including needs identification, expert consultations, and model development. Implemented in a fifth-grade class, the model underwent testing using a pretest-posttest Control Group design, demonstrating significant improvements in students' reading comprehension (t0=4.6, exceeding critical t-value at 99% confidence level). Recommendations highlight the importance of Arabic language schools embracing technology, with tailored training for teachers and the utilization of programs like Breasy for material development. Emphasis is placed on optimizing learning media to foster student engagement, with implementation strategies focused on enhancing teacher proficiency and promoting active student participation in elementary Arabic language instruction.
本研究通过使用 Prezi 软件开发引人入胜的学习材料，解决了提高阿拉伯语学习效果的难题。该研究在研究与开发（R&D）方法中结合了定性和定量方法，并在需求识别、专家咨询和模型开发等阶段取得了进展。该模型在五年级的一个班级中实施，采用前测-后测对照组设计进行测试，结果显示学生的阅读理解能力有了显著提高（t0=4.6，超过 99% 置信度下的临界 t 值）。建议强调阿拉伯语学校采用技术的重要性，为教师提供有针对性的培训，并利用 Breasy 等程序进行教材开发。重点是优化学习媒体以促进学生的参与，实施策略侧重于提高教师的能力和促进学生积极参与小学阿拉伯语教学。
{"title":"Enhancing Arabic Reading Skills: A Prezi Program-Based Learning Material Development for Integrated Islamic Elementary Schools in Indonesia","authors":"Muchsinul Khuluq, Nurul Imamah","doi":"10.23971/jallt.v2i1.157","DOIUrl":"https://doi.org/10.23971/jallt.v2i1.157","url":null,"abstract":"This study addresses the challenge of enhancing Arabic language learning through the development of engaging learning materials using Prezi software. Combining qualitative and quantitative approaches within the Research and Development (R&D) methodology, the study progresses through stages including needs identification, expert consultations, and model development. Implemented in a fifth-grade class, the model underwent testing using a pretest-posttest Control Group design, demonstrating significant improvements in students' reading comprehension (t0=4.6, exceeding critical t-value at 99% confidence level). Recommendations highlight the importance of Arabic language schools embracing technology, with tailored training for teachers and the utilization of programs like Breasy for material development. Emphasis is placed on optimizing learning media to foster student engagement, with implementation strategies focused on enhancing teacher proficiency and promoting active student participation in elementary Arabic language instruction.","PeriodicalId":517043,"journal":{"name":"Journal of Arabic Language Learning and Teaching (JALLT)","volume":"1 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140084144","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}
Selvi Noor Hidayah, Aulia Mustika Ilmiani, Soukaina Samdouni
This study explores the utilization of peer tutoring activities to enhance Arabic language development in higher education, addressing challenges such as knowledge gaps and the lack of a conducive learning environment. Focusing on the Arabic Language Education Study Program at FTIK IAIN Palangka Raya, the research investigates the involvement of third and fifth-semester students in peer tutoring activities organized by HMPS PBA. Employing a qualitative approach, data collection involves interviews, observations, and documentation, with four Arabic tutors and lecturers serving as subjects and informants, respectively. Through analysis stages including data collection, reduction, presentation, and conclusion, the study examines the efficacy of peer tutoring in Arabic language learning. Findings reveal that tutors engage in preparatory steps, observation, and implementation to facilitate Arabic language development effectively. Students exhibit increased participation and enthusiasm, bolstering their confidence in learning Arabic. The research underscores the potential of peer tutoring to enhance Arabic language education in higher education settings, particularly within the Arabic Language Education Study Program at IAIN Palangka Raya.
{"title":"Peer Tutoring Activities Implementation in Arabic Language Development at Indonesian Islamic Universities","authors":"Selvi Noor Hidayah, Aulia Mustika Ilmiani, Soukaina Samdouni","doi":"10.23971/jallt.v2i1.159","DOIUrl":"https://doi.org/10.23971/jallt.v2i1.159","url":null,"abstract":"This study explores the utilization of peer tutoring activities to enhance Arabic language development in higher education, addressing challenges such as knowledge gaps and the lack of a conducive learning environment. Focusing on the Arabic Language Education Study Program at FTIK IAIN Palangka Raya, the research investigates the involvement of third and fifth-semester students in peer tutoring activities organized by HMPS PBA. Employing a qualitative approach, data collection involves interviews, observations, and documentation, with four Arabic tutors and lecturers serving as subjects and informants, respectively. Through analysis stages including data collection, reduction, presentation, and conclusion, the study examines the efficacy of peer tutoring in Arabic language learning. Findings reveal that tutors engage in preparatory steps, observation, and implementation to facilitate Arabic language development effectively. Students exhibit increased participation and enthusiasm, bolstering their confidence in learning Arabic. The research underscores the potential of peer tutoring to enhance Arabic language education in higher education settings, particularly within the Arabic Language Education Study Program at IAIN Palangka Raya.","PeriodicalId":517043,"journal":{"name":"Journal of Arabic Language Learning and Teaching (JALLT)","volume":"94 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140271110","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}
This research focuses on the implementation of online/virtual Arabic language learning at Darul Quran Senior High School in Mojokerto, utilizing the collaborative-based learning model known as "The Group Process Model" in the maharah kitabah (Arabic writing skills). Employing the 5M scientific approach and active learning, the study aims to elucidate: (1) the collaborative-based online learning model for maharah kitabah, (2) the application of this learning model, and (3) its impact on improving students' writing skills. Through a descriptive qualitative approach, data were gathered using interviews, observations, and documentation. Analysis involved data reduction, presentation, and drawing conclusions. Findings revealed the preparation of E-learning Moddle, WAG, and Zoom applications, alongside various learning tools such as syllabi, lesson plans, and online learning guides to support collaborative learning and its assessment. The application of the online Arabic Writing Skill model followed a structured approach, including introductory, core, and closing activities, supplemented by assignments and initial activities using the WAG application and Zoom meetings. Students accessed course materials and assignments via the school's E-learning Moddle. The collaborative learning model in Arabic Writing Skill demonstrated enhanced student outcomes and collaborative problem-solving skills in the classroom.
{"title":"Online Arabic Language Teaching Model Based on Collaborative Learning in Indonesian Senior High Schools","authors":"Maftuhatul Umamah, Maulidatul Hifdhiyah","doi":"10.23971/jallt.v2i1.172","DOIUrl":"https://doi.org/10.23971/jallt.v2i1.172","url":null,"abstract":"This research focuses on the implementation of online/virtual Arabic language learning at Darul Quran Senior High School in Mojokerto, utilizing the collaborative-based learning model known as \"The Group Process Model\" in the maharah kitabah (Arabic writing skills). Employing the 5M scientific approach and active learning, the study aims to elucidate: (1) the collaborative-based online learning model for maharah kitabah, (2) the application of this learning model, and (3) its impact on improving students' writing skills. Through a descriptive qualitative approach, data were gathered using interviews, observations, and documentation. Analysis involved data reduction, presentation, and drawing conclusions. Findings revealed the preparation of E-learning Moddle, WAG, and Zoom applications, alongside various learning tools such as syllabi, lesson plans, and online learning guides to support collaborative learning and its assessment. The application of the online Arabic Writing Skill model followed a structured approach, including introductory, core, and closing activities, supplemented by assignments and initial activities using the WAG application and Zoom meetings. Students accessed course materials and assignments via the school's E-learning Moddle. The collaborative learning model in Arabic Writing Skill demonstrated enhanced student outcomes and collaborative problem-solving skills in the classroom.","PeriodicalId":517043,"journal":{"name":"Journal of Arabic Language Learning and Teaching (JALLT)","volume":"10 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140086268","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}
The aim of this research was to evaluate the compatibility of the content within the book "Silsilatul Lisānil'Arabi lita'līmi Lughatil 'Arabiyati Ligairin Nātiqīna Bihā" with William Francis Mackey's four standards for developing teaching materials, namely: selection, gradation, presentation, and repetition of material. This descriptive literature study utilized observational techniques, interviews, and reading methods for data collection. The data analysis employed the Krippendorff content analysis model, involving data collection, sampling, recording, analysis, and conclusion stages. Findings indicate that the content of the Silsilatul Lisānil'Arabi book for beginners level 1 aligns with Mackey's principles, encompassing the selection of material based on objectives, student proficiency, study duration, language choice, and learning feasibility factors. Additionally, the material demonstrates appropriate gradation through grouping and sequencing, effective presentation methods including differentiation processes, potential producers, pictorial procedures, and contextual procedures, as well as suitable repetition strategies covering listening, speaking, reading, and writing skills.
{"title":"Analyzing the Content of the Arabic Language Series Book for Teaching Arabic to Non-Native Speakers: A Study in the Context of William Francis Mackey","authors":"Asbarin Asbarin, Wildana Wargadinata, Usfiyatur Rusuly, Nabila Nailil Amalia","doi":"10.23971/jallt.v2i1.177","DOIUrl":"https://doi.org/10.23971/jallt.v2i1.177","url":null,"abstract":"The aim of this research was to evaluate the compatibility of the content within the book \"Silsilatul Lisānil'Arabi lita'līmi Lughatil 'Arabiyati Ligairin Nātiqīna Bihā\" with William Francis Mackey's four standards for developing teaching materials, namely: selection, gradation, presentation, and repetition of material. This descriptive literature study utilized observational techniques, interviews, and reading methods for data collection. The data analysis employed the Krippendorff content analysis model, involving data collection, sampling, recording, analysis, and conclusion stages. Findings indicate that the content of the Silsilatul Lisānil'Arabi book for beginners level 1 aligns with Mackey's principles, encompassing the selection of material based on objectives, student proficiency, study duration, language choice, and learning feasibility factors. Additionally, the material demonstrates appropriate gradation through grouping and sequencing, effective presentation methods including differentiation processes, potential producers, pictorial procedures, and contextual procedures, as well as suitable repetition strategies covering listening, speaking, reading, and writing skills.","PeriodicalId":517043,"journal":{"name":"Journal of Arabic Language Learning and Teaching (JALLT)","volume":"118 37","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140090616","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}
Mahfuz Rizqi Mubarak, Noor Amalina Audina, Bimaghfirlana Muhammad
The research explores the implementation of teaching speaking skills to first-semester Arabic language students at the University of Islamic Boarding School in Indonesia, using a social approach. It aims to comprehensively describe the process, covering objectives, the roles of lecturers and students, discussion themes, teaching methods, media, and evaluation. The study employs a descriptive qualitative method with data collected through observation, interviews, and documentation. Insights from the findings highlight the sociological perspective of learning objectives, emphasizing the lecturer's role in fostering social interactions through discussions. Both the lecturer and students' roles are examined in a societal context, underlining the lecturer's societal responsibilities and students' readiness for societal engagement. Discussion themes include social elements such as good behavior, Islamic education, and youth. The teaching method involves a conversational approach with cooperative learning strategies. Classroom media is limited to books and boards, while dormitories are equipped with LED TVs broadcasting Arabic-language religious speeches. Challenges faced by students are categorized into internal (lack of personal motivation) and external problems (shortage of classrooms and inadequate bathroom facilities). The study provides insights into the practical and sociological aspects of teaching speaking skills in an Islamic educational environment.
本研究采用社会方法，探讨了印度尼西亚伊斯兰寄宿学校大学阿拉伯语第一学期学生口语技能教学的实施情况。研究旨在全面描述教学过程，包括教学目标、讲师和学生的角色、讨论主题、教学方法、媒体和评价。研究采用描述性定性方法，通过观察、访谈和文献收集数据。研究结果突出了学习目标的社会学视角，强调了讲师通过讨论促进社会互动的作用。讲师和学生的角色都是在社会背景下考察的，强调了讲师的社会责任和学生参与社会的准备情况。讨论主题包括良好行为、伊斯兰教育和青年等社会元素。教学方法包括对话法和合作学习策略。课堂媒体仅限于书本和黑板，而宿舍则配备了 LED 电视，播放阿拉伯语的宗教演讲。学生面临的挑战分为内部问题（缺乏个人动力）和外部问题（教室短缺和浴室设施不足）。本研究为在伊斯兰教育环境中教授口语技能的实践和社会学方面提供了见解。
{"title":"Enhancing Arabic Speaking Skills: A Societal Approach at an Indonesian Islamic Boarding School University - Implementation Challenges and Remedies","authors":"Mahfuz Rizqi Mubarak, Noor Amalina Audina, Bimaghfirlana Muhammad","doi":"10.23971/jallt.v1i2.148","DOIUrl":"https://doi.org/10.23971/jallt.v1i2.148","url":null,"abstract":"The research explores the implementation of teaching speaking skills to first-semester Arabic language students at the University of Islamic Boarding School in Indonesia, using a social approach. It aims to comprehensively describe the process, covering objectives, the roles of lecturers and students, discussion themes, teaching methods, media, and evaluation. The study employs a descriptive qualitative method with data collected through observation, interviews, and documentation. Insights from the findings highlight the sociological perspective of learning objectives, emphasizing the lecturer's role in fostering social interactions through discussions. Both the lecturer and students' roles are examined in a societal context, underlining the lecturer's societal responsibilities and students' readiness for societal engagement. Discussion themes include social elements such as good behavior, Islamic education, and youth. The teaching method involves a conversational approach with cooperative learning strategies. Classroom media is limited to books and boards, while dormitories are equipped with LED TVs broadcasting Arabic-language religious speeches. Challenges faced by students are categorized into internal (lack of personal motivation) and external problems (shortage of classrooms and inadequate bathroom facilities). The study provides insights into the practical and sociological aspects of teaching speaking skills in an Islamic educational environment.","PeriodicalId":517043,"journal":{"name":"Journal of Arabic Language Learning and Teaching (JALLT)","volume":"244 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139893525","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}
Mahfuz Rizqi Mubarak, Noor Amalina Audina, Bimaghfirlana Muhammad
The research explores the implementation of teaching speaking skills to first-semester Arabic language students at the University of Islamic Boarding School in Indonesia, using a social approach. It aims to comprehensively describe the process, covering objectives, the roles of lecturers and students, discussion themes, teaching methods, media, and evaluation. The study employs a descriptive qualitative method with data collected through observation, interviews, and documentation. Insights from the findings highlight the sociological perspective of learning objectives, emphasizing the lecturer's role in fostering social interactions through discussions. Both the lecturer and students' roles are examined in a societal context, underlining the lecturer's societal responsibilities and students' readiness for societal engagement. Discussion themes include social elements such as good behavior, Islamic education, and youth. The teaching method involves a conversational approach with cooperative learning strategies. Classroom media is limited to books and boards, while dormitories are equipped with LED TVs broadcasting Arabic-language religious speeches. Challenges faced by students are categorized into internal (lack of personal motivation) and external problems (shortage of classrooms and inadequate bathroom facilities). The study provides insights into the practical and sociological aspects of teaching speaking skills in an Islamic educational environment.
本研究采用社会方法，探讨了印度尼西亚伊斯兰寄宿学校大学阿拉伯语第一学期学生口语技能教学的实施情况。研究旨在全面描述教学过程，包括教学目标、讲师和学生的角色、讨论主题、教学方法、媒体和评价。研究采用描述性定性方法，通过观察、访谈和文献收集数据。研究结果突出了学习目标的社会学视角，强调了讲师通过讨论促进社会互动的作用。讲师和学生的角色都是在社会背景下考察的，强调了讲师的社会责任和学生参与社会的准备情况。讨论主题包括良好行为、伊斯兰教育和青年等社会元素。教学方法包括对话法和合作学习策略。课堂媒体仅限于书本和黑板，而宿舍则配备了 LED 电视，播放阿拉伯语的宗教演讲。学生面临的挑战分为内部问题（缺乏个人动力）和外部问题（教室短缺和浴室设施不足）。本研究为在伊斯兰教育环境中教授口语技能的实践和社会学方面提供了见解。
{"title":"Enhancing Arabic Speaking Skills: A Societal Approach at an Indonesian Islamic Boarding School University - Implementation Challenges and Remedies","authors":"Mahfuz Rizqi Mubarak, Noor Amalina Audina, Bimaghfirlana Muhammad","doi":"10.23971/jallt.v1i2.148","DOIUrl":"https://doi.org/10.23971/jallt.v1i2.148","url":null,"abstract":"The research explores the implementation of teaching speaking skills to first-semester Arabic language students at the University of Islamic Boarding School in Indonesia, using a social approach. It aims to comprehensively describe the process, covering objectives, the roles of lecturers and students, discussion themes, teaching methods, media, and evaluation. The study employs a descriptive qualitative method with data collected through observation, interviews, and documentation. Insights from the findings highlight the sociological perspective of learning objectives, emphasizing the lecturer's role in fostering social interactions through discussions. Both the lecturer and students' roles are examined in a societal context, underlining the lecturer's societal responsibilities and students' readiness for societal engagement. Discussion themes include social elements such as good behavior, Islamic education, and youth. The teaching method involves a conversational approach with cooperative learning strategies. Classroom media is limited to books and boards, while dormitories are equipped with LED TVs broadcasting Arabic-language religious speeches. Challenges faced by students are categorized into internal (lack of personal motivation) and external problems (shortage of classrooms and inadequate bathroom facilities). The study provides insights into the practical and sociological aspects of teaching speaking skills in an Islamic educational environment.","PeriodicalId":517043,"journal":{"name":"Journal of Arabic Language Learning and Teaching (JALLT)","volume":"46 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139896525","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}
Fina Hida Zakiya, Baiq Widia Nita Kasih, Wirawan Jamhuri
This research aims to comprehend the utilization of the book "Al-Miftah lil-‘Ulum" in teaching Nahwu science at Darul Falah International School, Bagon Mataram, and to identify obstacles arising in teaching Nahwu science using the book. The research methodology employed is qualitative descriptive, utilizing observation, interviews, and documentation as data collection techniques. Data analysis involves data reduction, presentation, and result verification. The findings reveal that the Nahwu science teaching process with the book "Al-Miftah lil-‘Ulum" includes pre-lesson, core activities, and concluding activities. Challenges encountered encompass students' difficulty in reading writings on the board, specific difficulties in each volume, student boredom, and teacher absenteeism hindering goal achievement. Teacher obstacles include student delays, students not bringing books during teaching, non-repetition of "Al-Miftah lil-‘Ulum" lessons in the dormitory, difficulty understanding students' abilities, classroom management challenges, and difficulty providing motivation. This research supports recommendations to explore the effectiveness of "Al-Miftah lil-‘Ulum" as a Nahwu learning source and evaluate its teaching methods. It is suggested to focus on its impact on students' understanding and strategies to enhance its integration into the official curriculum. The research encourages exploring student responses to the book's use, identifying challenges, and proposing solutions through qualitative and quantitative methods for comprehensive understanding.
{"title":"Using the Book \"Al-Miftah lil-‘Ulum\" in Teaching Arabic Grammar at the Islamic Boarding School in Indonesia: Benefits and Obstacles","authors":"Fina Hida Zakiya, Baiq Widia Nita Kasih, Wirawan Jamhuri","doi":"10.23971/jallt.v1i2.146","DOIUrl":"https://doi.org/10.23971/jallt.v1i2.146","url":null,"abstract":"This research aims to comprehend the utilization of the book \"Al-Miftah lil-‘Ulum\" in teaching Nahwu science at Darul Falah International School, Bagon Mataram, and to identify obstacles arising in teaching Nahwu science using the book. The research methodology employed is qualitative descriptive, utilizing observation, interviews, and documentation as data collection techniques. Data analysis involves data reduction, presentation, and result verification. The findings reveal that the Nahwu science teaching process with the book \"Al-Miftah lil-‘Ulum\" includes pre-lesson, core activities, and concluding activities. Challenges encountered encompass students' difficulty in reading writings on the board, specific difficulties in each volume, student boredom, and teacher absenteeism hindering goal achievement. Teacher obstacles include student delays, students not bringing books during teaching, non-repetition of \"Al-Miftah lil-‘Ulum\" lessons in the dormitory, difficulty understanding students' abilities, classroom management challenges, and difficulty providing motivation. This research supports recommendations to explore the effectiveness of \"Al-Miftah lil-‘Ulum\" as a Nahwu learning source and evaluate its teaching methods. It is suggested to focus on its impact on students' understanding and strategies to enhance its integration into the official curriculum. The research encourages exploring student responses to the book's use, identifying challenges, and proposing solutions through qualitative and quantitative methods for comprehensive understanding.","PeriodicalId":517043,"journal":{"name":"Journal of Arabic Language Learning and Teaching (JALLT)","volume":"13 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139896829","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}
Fina Hida Zakiya, Baiq Widia Nita Kasih, Wirawan Jamhuri
This research aims to comprehend the utilization of the book "Al-Miftah lil-‘Ulum" in teaching Nahwu science at Darul Falah International School, Bagon Mataram, and to identify obstacles arising in teaching Nahwu science using the book. The research methodology employed is qualitative descriptive, utilizing observation, interviews, and documentation as data collection techniques. Data analysis involves data reduction, presentation, and result verification. The findings reveal that the Nahwu science teaching process with the book "Al-Miftah lil-‘Ulum" includes pre-lesson, core activities, and concluding activities. Challenges encountered encompass students' difficulty in reading writings on the board, specific difficulties in each volume, student boredom, and teacher absenteeism hindering goal achievement. Teacher obstacles include student delays, students not bringing books during teaching, non-repetition of "Al-Miftah lil-‘Ulum" lessons in the dormitory, difficulty understanding students' abilities, classroom management challenges, and difficulty providing motivation. This research supports recommendations to explore the effectiveness of "Al-Miftah lil-‘Ulum" as a Nahwu learning source and evaluate its teaching methods. It is suggested to focus on its impact on students' understanding and strategies to enhance its integration into the official curriculum. The research encourages exploring student responses to the book's use, identifying challenges, and proposing solutions through qualitative and quantitative methods for comprehensive understanding.
{"title":"Using the Book \"Al-Miftah lil-‘Ulum\" in Teaching Arabic Grammar at the Islamic Boarding School in Indonesia: Benefits and Obstacles","authors":"Fina Hida Zakiya, Baiq Widia Nita Kasih, Wirawan Jamhuri","doi":"10.23971/jallt.v1i2.146","DOIUrl":"https://doi.org/10.23971/jallt.v1i2.146","url":null,"abstract":"This research aims to comprehend the utilization of the book \"Al-Miftah lil-‘Ulum\" in teaching Nahwu science at Darul Falah International School, Bagon Mataram, and to identify obstacles arising in teaching Nahwu science using the book. The research methodology employed is qualitative descriptive, utilizing observation, interviews, and documentation as data collection techniques. Data analysis involves data reduction, presentation, and result verification. The findings reveal that the Nahwu science teaching process with the book \"Al-Miftah lil-‘Ulum\" includes pre-lesson, core activities, and concluding activities. Challenges encountered encompass students' difficulty in reading writings on the board, specific difficulties in each volume, student boredom, and teacher absenteeism hindering goal achievement. Teacher obstacles include student delays, students not bringing books during teaching, non-repetition of \"Al-Miftah lil-‘Ulum\" lessons in the dormitory, difficulty understanding students' abilities, classroom management challenges, and difficulty providing motivation. This research supports recommendations to explore the effectiveness of \"Al-Miftah lil-‘Ulum\" as a Nahwu learning source and evaluate its teaching methods. It is suggested to focus on its impact on students' understanding and strategies to enhance its integration into the official curriculum. The research encourages exploring student responses to the book's use, identifying challenges, and proposing solutions through qualitative and quantitative methods for comprehensive understanding.","PeriodicalId":517043,"journal":{"name":"Journal of Arabic Language Learning and Teaching (JALLT)","volume":"4 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139893774","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}
This research aims to identify and explain the issues or challenges faced by the Sunan Kalijogo Islamic Institute in Malang, especially the Arabic Language Education program, in implementing the Merdeka Curriculum. The focus of this research includes the learning process using the Merdeka curriculum, inhibiting factors, and solutions to overcome challenges in implementing the Merdeka curriculum in Arabic language learning. Data collection is conducted through observation, interviews, and documentation. This research is a qualitative, descriptive study, where the method used involves describing and analyzing a phenomenon by describing a number of variables related to the issues and the unit under study. The next step is to analyze qualitative data from the research results related to the challenges of Arabic language learning. Based on the research findings, it is concluded that the challenges of implementing the Merdeka curriculum in Arabic language learning at the Sunan Kalijogo Islamic Institute in Malang are divided into three aspects: institutional, student-related, and lecturer-related. The researcher also found several solutions and alternatives that can help overcome and address the challenges of implementing the Merdeka curriculum in Arabic language learning.
{"title":"The Challenges of Implementing the Merdeka Curriculum in Arabic Language Learning: Perspectives from Indonesian Lecturers and Students","authors":"Umniatur Rohimah, Imiatus Sholikha, Isnainiyah","doi":"10.23971/jallt.v1i2.142","DOIUrl":"https://doi.org/10.23971/jallt.v1i2.142","url":null,"abstract":"This research aims to identify and explain the issues or challenges faced by the Sunan Kalijogo Islamic Institute in Malang, especially the Arabic Language Education program, in implementing the Merdeka Curriculum. The focus of this research includes the learning process using the Merdeka curriculum, inhibiting factors, and solutions to overcome challenges in implementing the Merdeka curriculum in Arabic language learning. Data collection is conducted through observation, interviews, and documentation. This research is a qualitative, descriptive study, where the method used involves describing and analyzing a phenomenon by describing a number of variables related to the issues and the unit under study. The next step is to analyze qualitative data from the research results related to the challenges of Arabic language learning. Based on the research findings, it is concluded that the challenges of implementing the Merdeka curriculum in Arabic language learning at the Sunan Kalijogo Islamic Institute in Malang are divided into three aspects: institutional, student-related, and lecturer-related. The researcher also found several solutions and alternatives that can help overcome and address the challenges of implementing the Merdeka curriculum in Arabic language learning.","PeriodicalId":517043,"journal":{"name":"Journal of Arabic Language Learning and Teaching (JALLT)","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140498311","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}
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