Pub Date : 2018-12-21DOI: 10.28918/ALSINATUNA.V4I1.1593
Burhan Yusuf Habibi
This study aims to discuss the learning Qur’anic language and its problems at SMP Islam Al-Azhar 14 Semarang. This study uses a qualitative approach of field case study. In collecting the data, this study uses interview, observation, and document analysis methods. Research instruments are researchers and interview’s guidelines, observation and document analysis. In analyzing the data, this study uses Miles-Huberman interactive analysis consisting of data reduction, data presentation, and conclusion. The results of the study indicate that the goals of Arabic learning are the students can read Al Quran correctly, and also know the meaning and grammar contained there. Learning material consists of grammar, vocabulary, reading, and writing based on Al Quran’s text. Method that used was translation grammatical method without the use of Arabic language on learning process. As for the evaluation, it uses both objective test and subjective test for cognitive skill and observation for affective skill. Learning Arabic with the specific aim of understanding the Qur'an is inseparable from various problems, including the complicated Arabic language of the Qur’an because of the miracles inside, the difference betweenstudents’ competencesin reading as well as writing the Qur'an and their Arabic background, and lack of various methods enabling the students get bored because the teacher is able to use the memorizing method only.
本研究旨在探讨在SMP Islam Al Azhar 14 Semarang的古兰经语言学习及其问题。本研究采用了实地案例研究的定性方法。在收集数据时，本研究采用了访谈、观察和文献分析的方法。研究工具是研究者和访谈者的指导、观察和文献分析。在数据分析中，本研究使用Miles Huberman交互式分析，包括数据约简、数据表示和结论。研究结果表明，阿拉伯语学习的目标是让学生正确阅读《古兰经》，并了解其中的含义和语法。学习材料包括基于《古兰经》文本的语法、词汇、阅读和写作。所使用的方法是在学习过程中不使用阿拉伯语的翻译语法方法。在评估方面，它对认知技能采用了客观测试和主观测试，对情感技能采用了观察测试。以理解《古兰经》为特定目的学习阿拉伯语与各种问题密不可分，包括《古兰经中的奇迹》导致的复杂的阿拉伯语、学生读写能力与阿拉伯语背景的差异、，缺乏各种方法使学生感到无聊，因为老师只能使用记忆方法。
{"title":"Ta’līm al-Lugah al-‘Arabiyyah Li Fahm Alqurān ( Al-Mabādi’ wa Al-Musykilāt)","authors":"Burhan Yusuf Habibi","doi":"10.28918/ALSINATUNA.V4I1.1593","DOIUrl":"https://doi.org/10.28918/ALSINATUNA.V4I1.1593","url":null,"abstract":"This study aims to discuss the learning Qur’anic language and its problems at SMP Islam Al-Azhar 14 Semarang. This study uses a qualitative approach of field case study. In collecting the data, this study uses interview, observation, and document analysis methods. Research instruments are researchers and interview’s guidelines, observation and document analysis. In analyzing the data, this study uses Miles-Huberman interactive analysis consisting of data reduction, data presentation, and conclusion. The results of the study indicate that the goals of Arabic learning are the students can read Al Quran correctly, and also know the meaning and grammar contained there. Learning material consists of grammar, vocabulary, reading, and writing based on Al Quran’s text. Method that used was translation grammatical method without the use of Arabic language on learning process. As for the evaluation, it uses both objective test and subjective test for cognitive skill and observation for affective skill. Learning Arabic with the specific aim of understanding the Qur'an is inseparable from various problems, including the complicated Arabic language of the Qur’an because of the miracles inside, the difference betweenstudents’ competencesin reading as well as writing the Qur'an and their Arabic background, and lack of various methods enabling the students get bored because the teacher is able to use the memorizing method only.","PeriodicalId":55722,"journal":{"name":"Alsinatuna","volume":"4 1","pages":"81-98"},"PeriodicalIF":0.0,"publicationDate":"2018-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49233571","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 : 2018-12-21DOI: 10.28918/ALSINATUNA.V4I1.1365
Burhan Yusuf Habibi
This study aims to discuss the learning Qur’anic language and its problems at SMP Islam Al-Azhar 14 Semarang. This study uses a qualitative approach of field case study. In collecting the data, this study uses interview, observation, and document analysis methods. Research instruments are researchers and interviews guidelines, observation and document analysis. The validity of the data is examined by testing the credibilty, transferability, dependability, and confirmability. In analyzing the data, this study uses Miles-Huberman interactive analysis consisting of data reduction, data presentation, and conclusion. The results of the study indicate that learning Arabic to understand the Qur'an is different from learning Arabic in general. The source of material or content is directly from the Qur'an. The book is also specially designed. Thus, the method and evaluation will adjust the material. Learning Arabic with the specific aim of understanding the Qur'an is inseparable from various problems, including the complicated Arabic language of the Qur’an because of the miracles inside, the difference between students’ competences in reading as well as writing the Qur'an and their Arabic background, and lack of various methods enabling the students get bored because the teacher is able to use the memorizing method only.
本研究旨在探讨在SMP Islam Al Azhar 14 Semarang的古兰经语言学习及其问题。本研究采用了实地案例研究的定性方法。在收集数据时，本研究采用了访谈、观察和文献分析的方法。研究工具是研究人员和访谈指南、观察和文件分析。通过测试数据的可信度、可转移性、可靠性和可确认性来检验数据的有效性。在数据分析中，本研究使用Miles Huberman交互式分析，包括数据约简、数据表示和结论。研究结果表明，学习阿拉伯语来理解《古兰经》与一般学习阿拉伯语不同。材料或内容的来源直接来自《古兰经》。这本书也是经过特别设计的。因此，方法和评估将调整材料。以理解《古兰经》为特定目的学习阿拉伯语与各种问题密不可分，包括《古兰经中的奇迹》导致的复杂的阿拉伯语、学生阅读和书写《古兰经的能力与他们的阿拉伯语背景之间的差异、，缺乏各种方法使学生感到无聊，因为老师只能使用记忆方法。
{"title":"Musykilāt Ta’līm al-Lugah al-‘Arabiyyah li Gard Khaş Fahm Alqurān","authors":"Burhan Yusuf Habibi","doi":"10.28918/ALSINATUNA.V4I1.1365","DOIUrl":"https://doi.org/10.28918/ALSINATUNA.V4I1.1365","url":null,"abstract":"This study aims to discuss the learning Qur’anic language and its problems at SMP Islam Al-Azhar 14 Semarang. This study uses a qualitative approach of field case study. In collecting the data, this study uses interview, observation, and document analysis methods. Research instruments are researchers and interviews guidelines, observation and document analysis. The validity of the data is examined by testing the credibilty, transferability, dependability, and confirmability. In analyzing the data, this study uses Miles-Huberman interactive analysis consisting of data reduction, data presentation, and conclusion. The results of the study indicate that learning Arabic to understand the Qur'an is different from learning Arabic in general. The source of material or content is directly from the Qur'an. The book is also specially designed. Thus, the method and evaluation will adjust the material. Learning Arabic with the specific aim of understanding the Qur'an is inseparable from various problems, including the complicated Arabic language of the Qur’an because of the miracles inside, the difference between students’ competences in reading as well as writing the Qur'an and their Arabic background, and lack of various methods enabling the students get bored because the teacher is able to use the memorizing method only.","PeriodicalId":55722,"journal":{"name":"Alsinatuna","volume":"4 1","pages":"81"},"PeriodicalIF":0.0,"publicationDate":"2018-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46546695","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 : 2018-12-21DOI: 10.28918/alsinatuna.v4i1.1591
R. A. U. S. Halimah, Ibnu Hadjar
Evaluation of Arabic language learning in higher education is needed for quality assurance of a learning system. The evaluation should not assess the mere students’ learning output, but involve all aspects of learning program including objectives, planning, implementation and output. This study aims to uncover the implementation of evaluation of Arabic learning program in higher education with the CIPP model, from the emergence of the idea to the result achieved after the program is implemented. It is a theoretical study, which is not based on empirical data in the field. The application of the CIPP model in evaluating Arabic language learning in higher education is conducted by collecting data and information about context, input, process and products of a learning program comprehensively and continuously. More specifically, context evaluation is directed to assess data concerning the purpose and background of a learning program. Input evaluation is conducted to examine the accuracy of the curriculum, students, lecturers and infrastructures. Meanwhile, process evaluation is carried out to reveal the suitability of the curriculum, teaching materials and media in a learning activity. Product evaluation is intended to provide data and information about the outputs and outcomes of Arabic language learning.
{"title":"Arabic Language Learning Evaluation in Higher Education with Context Input Process Product (CIPP) Model","authors":"R. A. U. S. Halimah, Ibnu Hadjar","doi":"10.28918/alsinatuna.v4i1.1591","DOIUrl":"https://doi.org/10.28918/alsinatuna.v4i1.1591","url":null,"abstract":"Evaluation of Arabic language learning in higher education is needed for quality assurance of a learning system. The evaluation should not assess the mere students’ learning output, but involve all aspects of learning program including objectives, planning, implementation and output. This study aims to uncover the implementation of evaluation of Arabic learning program in higher education with the CIPP model, from the emergence of the idea to the result achieved after the program is implemented. It is a theoretical study, which is not based on empirical data in the field. The application of the CIPP model in evaluating Arabic language learning in higher education is conducted by collecting data and information about context, input, process and products of a learning program comprehensively and continuously. More specifically, context evaluation is directed to assess data concerning the purpose and background of a learning program. Input evaluation is conducted to examine the accuracy of the curriculum, students, lecturers and infrastructures. Meanwhile, process evaluation is carried out to reveal the suitability of the curriculum, teaching materials and media in a learning activity. Product evaluation is intended to provide data and information about the outputs and outcomes of Arabic language learning.","PeriodicalId":55722,"journal":{"name":"Alsinatuna","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41806523","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 : 2018-12-01DOI: 10.28918/ALSINATUNA.V4I1.1597
Raswan Raswan
As well as other learning process, the successful Arabic learning can be achieved through several steps. This study aims to explain those steps, and it uses library research. Method of this study covers finding data and sources related to the contrastive analysis in Arabic learning; analyzing the data as well as the sources; and drawing conclusion. The approach used in the learning process can be categorized as a learning difficult foreign language, if it is considered as the perspective in understanding the material. The difficult language is particularly the one that has different systems/subsystems with mother tongue. On the other hand, if the approach is considered as a belief, the successful key to achieve is the use of contrastive analysis. We have to work hard to overcome students' learning difficulties by doing contrastive approach and analysis firstly. However, the most significant part is the goal using contrastive analysis. As the result of this study, hopefully learning Arabic occurs progressively, and absolutely the teaching materials and learning steps need teachers’ ability in mastering the contrasted languages. That is the main factor in achieving the learning to be developed further in using this approach.
{"title":"The Implementation of Contrastive Analysis-Based Arabic Learning","authors":"Raswan Raswan","doi":"10.28918/ALSINATUNA.V4I1.1597","DOIUrl":"https://doi.org/10.28918/ALSINATUNA.V4I1.1597","url":null,"abstract":"As well as other learning process, the successful Arabic learning can be achieved through several steps. This study aims to explain those steps, and it uses library research. Method of this study covers finding data and sources related to the contrastive analysis in Arabic learning; analyzing the data as well as the sources; and drawing conclusion. The approach used in the learning process can be categorized as a learning difficult foreign language, if it is considered as the perspective in understanding the material. The difficult language is particularly the one that has different systems/subsystems with mother tongue. On the other hand, if the approach is considered as a belief, the successful key to achieve is the use of contrastive analysis. We have to work hard to overcome students' learning difficulties by doing contrastive approach and analysis firstly. However, the most significant part is the goal using contrastive analysis. As the result of this study, hopefully learning Arabic occurs progressively, and absolutely the teaching materials and learning steps need teachers’ ability in mastering the contrasted languages. That is the main factor in achieving the learning to be developed further in using this approach.","PeriodicalId":55722,"journal":{"name":"Alsinatuna","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44135516","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 : 2018-08-20DOI: 10.28918/alsinatuna.v3i2.1241
M. Munir
This research aims to explain the sound error al-kalimāh aṭ-ṭayyibah, vowels and consonants. The research conducted at UIN Yogyakarta. Sources of data obtained from Arabic Linguistic Studies of Post Graduate Students in UIN Yogyakarta. The method used is descriptive-qualitative with case study approach. Data collection of this research used interviewing, taking notes, and recordings. This research shows that the mistakes found in vowels; either short, long, and double vowel sound. Fatḥah(َ) sounds /a/ becomes /o./ Ḍammah(ُ) sounds /u/ becomes /o/, /ū/, dan sukūn/ْ./ Kasrah(ِ) sounds /i/ becomes /e./ Syaddah(ّ) which read double will be not double. Fatḥah(َ) which followed alif(ا), it sounds /ā/ and becomes /a./ Fatḥah(َ) which followed alif(ا) dan tilda(~) above it, it sounds /ā/ and becomes /a./ Fatḥah(َ) which followed wawu sukūn(وْ), sounds /au/ and becomes /ao./ Fatḥah(َ) which followed ya’ sukūn(يْ), sounds /ai/ and becomes /ei./ The error sound of the consonants, consonant phoneme sound ع/‘/ becomes ا/’/, ح/ḥ/ becomes ه/h/ and ك/k/, ظ/ẓ/ becomes ز/z/ and ج/j/, ش/sy/ becomes س/s/, ق/q/ becomes ك/k/, ذ/ż/ becomes ظ/ẓ/ and د/d/, ت/t/ becomes ط/ṭ./ The sound of the vowels and consonants errors occur due to there is link between language with speakers.
{"title":"Tahlil al-Akhtha’ al-Shautiyyah li al-Kalimat al-Thayyibat fi Hayat al-Muslimin (Dirasah Tahliliyyah Shautiyyah)","authors":"M. Munir","doi":"10.28918/alsinatuna.v3i2.1241","DOIUrl":"https://doi.org/10.28918/alsinatuna.v3i2.1241","url":null,"abstract":"This research aims to explain the sound error al-kalimāh aṭ-ṭayyibah, vowels and consonants. The research conducted at UIN Yogyakarta. Sources of data obtained from Arabic Linguistic Studies of Post Graduate Students in UIN Yogyakarta. The method used is descriptive-qualitative with case study approach. Data collection of this research used interviewing, taking notes, and recordings. This research shows that the mistakes found in vowels; either short, long, and double vowel sound. Fatḥah(َ) sounds /a/ becomes /o./ Ḍammah(ُ) sounds /u/ becomes /o/, /ū/, dan sukūn/ْ./ Kasrah(ِ) sounds /i/ becomes /e./ Syaddah(ّ) which read double will be not double. Fatḥah(َ) which followed alif(ا), it sounds /ā/ and becomes /a./ Fatḥah(َ) which followed alif(ا) dan tilda(~) above it, it sounds /ā/ and becomes /a./ Fatḥah(َ) which followed wawu sukūn(وْ), sounds /au/ and becomes /ao./ Fatḥah(َ) which followed ya’ sukūn(يْ), sounds /ai/ and becomes /ei./ The error sound of the consonants, consonant phoneme sound ع/‘/ becomes ا/’/, ح/ḥ/ becomes ه/h/ and ك/k/, ظ/ẓ/ becomes ز/z/ and ج/j/, ش/sy/ becomes س/s/, ق/q/ becomes ك/k/, ذ/ż/ becomes ظ/ẓ/ and د/d/, ت/t/ becomes ط/ṭ./ The sound of the vowels and consonants errors occur due to there is link between language with speakers.","PeriodicalId":55722,"journal":{"name":"Alsinatuna","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42655242","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 : 2018-08-20DOI: 10.28918/alsinatuna.v3i2.1238
Mochamad Iskarim
The study attempts at discussing the quality management with the Quality Management System (SMM) ISO 9001:2015 applied in the Arabic Language Education. The discussion was focused on elaborating seven principles of SMM ISO 9001: 2015, containing customer focus, leadership, engagement of people, process approach, continuous improvement, evidence-based decision making and management relationship. The quality management is expected to assist the Arabic language education to create quality, process and graduates who are well-prepared to compete both in the national and international levels. As a part of the process, the SMM ISO 9001:2015-based quality management elucidates a comprehensive guidance for the Arabic Language Education departments to continuously improve their system to fulfil the customer and the user satisfaction. Seen from the result, SMM ISO 9001:2015 can assist the educational institutions to produce graduates who are productive, capable and competitive in the national as well as global levels.
本研究试图探讨质量管理体系(SMM) ISO 9001:2015在阿拉伯语教育中的应用。讨论的重点是阐述SMM ISO 9001: 2015的七项原则，包括以客户为中心、领导力、人员参与、过程方法、持续改进、循证决策和管理关系。质量管理将有助于阿拉伯语教育培养质量、过程和毕业生，使他们能够在国家和国际层面上竞争。作为该过程的一部分，SMM的ISO 9001:2015质量管理为阿拉伯语教育部门提供了全面的指导，以不断改进他们的系统，以满足客户和用户的满意度。从结果来看，SMM ISO 9001:2015可以帮助教育机构培养在国家和全球层面上具有生产力，能力和竞争力的毕业生。
{"title":"The Quality Management of Arabic Language Education Based on The Quality Management System (SMM) ISO 9001:2015","authors":"Mochamad Iskarim","doi":"10.28918/alsinatuna.v3i2.1238","DOIUrl":"https://doi.org/10.28918/alsinatuna.v3i2.1238","url":null,"abstract":"The study attempts at discussing the quality management with the Quality Management System (SMM) ISO 9001:2015 applied in the Arabic Language Education. The discussion was focused on elaborating seven principles of SMM ISO 9001: 2015, containing customer focus, leadership, engagement of people, process approach, continuous improvement, evidence-based decision making and management relationship. The quality management is expected to assist the Arabic language education to create quality, process and graduates who are well-prepared to compete both in the national and international levels. As a part of the process, the SMM ISO 9001:2015-based quality management elucidates a comprehensive guidance for the Arabic Language Education departments to continuously improve their system to fulfil the customer and the user satisfaction. Seen from the result, SMM ISO 9001:2015 can assist the educational institutions to produce graduates who are productive, capable and competitive in the national as well as global levels.","PeriodicalId":55722,"journal":{"name":"Alsinatuna","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69218223","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 : 2018-08-20DOI: 10.28918/alsinatuna.v3i2.1170
Romdani Yumna Rasyid Aceng Rahmat
The purpose of the study is to find the comparative language style of Moses Story in Al-Quran. Then, the people knew the context meaning of the story to implement in the real life. The research method is qualitative using content analysis. The data used in this study are the verses of Al-Quran. Comparative language styles contained in the verses of the story of Moses in the AL-Quran include the style of personification, allegory, periphrasis, simile, hyperbolic, metaphorical, synesthetic, litotes, allusion, symbolic, and synecdoche. The commonly used language style comparison is the allusion language style
{"title":"Comparative Language Style Of Moses Story In Al-Quran","authors":"Romdani Yumna Rasyid Aceng Rahmat","doi":"10.28918/alsinatuna.v3i2.1170","DOIUrl":"https://doi.org/10.28918/alsinatuna.v3i2.1170","url":null,"abstract":"The purpose of the study is to find the comparative language style of Moses Story in Al-Quran. Then, the people knew the context meaning of the story to implement in the real life. The research method is qualitative using content analysis. The data used in this study are the verses of Al-Quran. Comparative language styles contained in the verses of the story of Moses in the AL-Quran include the style of personification, allegory, periphrasis, simile, hyperbolic, metaphorical, synesthetic, litotes, allusion, symbolic, and synecdoche. The commonly used language style comparison is the allusion language style","PeriodicalId":55722,"journal":{"name":"Alsinatuna","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69217216","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 : 2018-08-20DOI: 10.28918/alsinatuna.v3i2.1346
Fitriyatus Zakiyah
This paper aims to discuss about semantic issue related to terms often used in Islamic education context, namely ta’lim, tarbiyah, ta’dib and tadris. The study shows that ta’lim and tarbiyah have a broader meaning and most commonly used in educational institutions. Term ta’dibhave more specific meaning and interpret the main goal of education in philosophy of Islamic education. While term tadris basicly more emphasis on the active role of students in learning and teaching process. These terms have different dimension of meaning but interconnected each other. There is no contradiction of meaning of them because there is the same basic goal of production of meaning from these words. The proper understanding of these meaning is important and need to be considered in preparing the design of learning in order to the process of learning run effectively and achieve the targetted goal.
{"title":"Qadliyah al-Dalalah fi ‘Ilm al-Tarbiyah al-Islamiyyah","authors":"Fitriyatus Zakiyah","doi":"10.28918/alsinatuna.v3i2.1346","DOIUrl":"https://doi.org/10.28918/alsinatuna.v3i2.1346","url":null,"abstract":"This paper aims to discuss about semantic issue related to terms often used in Islamic education context, namely ta’lim, tarbiyah, ta’dib and tadris. The study shows that ta’lim and tarbiyah have a broader meaning and most commonly used in educational institutions. Term ta’dibhave more specific meaning and interpret the main goal of education in philosophy of Islamic education. While term tadris basicly more emphasis on the active role of students in learning and teaching process. These terms have different dimension of meaning but interconnected each other. There is no contradiction of meaning of them because there is the same basic goal of production of meaning from these words. The proper understanding of these meaning is important and need to be considered in preparing the design of learning in order to the process of learning run effectively and achieve the targetted goal.","PeriodicalId":55722,"journal":{"name":"Alsinatuna","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46102336","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 : 2018-08-16DOI: 10.28918/alsinatuna.v3i2.1247
Roviin Roviin
When Islam spread to the Arabian Peninsula, the Arabs were also scattered, communicating with non-Arabs and mixing with each other. As a result, a new generation emerged that could not preserve the authenticity of its language. Therefore, the Arabs became distorted from the authenticity of their language. The emergence of many of these irregularities led to the need to preserve the originality of the Arabic language, and Abu al-Aswad al-Duwali was the first who establish Arabic grammar on the orders of Caliph Ali ibn Abi Talib. After Abu al-Aswad al-Duwali, emerging famous grammars were divided into madrasa of Bashra and Kufa, each madrasa had characteristics and differences. The differences between these two madrasas is enormous and in many cases. The prominent difference is that the madrasa of Bashra is more stringent in Arabic grammar, while the madrasa of Kufa is looser.
{"title":"al-Masa’il al-Nahwiyyah (Dirasah Taqabuliyyah Baina Madrasah al-Bashrah wa al-Kufah)","authors":"Roviin Roviin","doi":"10.28918/alsinatuna.v3i2.1247","DOIUrl":"https://doi.org/10.28918/alsinatuna.v3i2.1247","url":null,"abstract":"When Islam spread to the Arabian Peninsula, the Arabs were also scattered, communicating with non-Arabs and mixing with each other. As a result, a new generation emerged that could not preserve the authenticity of its language. Therefore, the Arabs became distorted from the authenticity of their language. The emergence of many of these irregularities led to the need to preserve the originality of the Arabic language, and Abu al-Aswad al-Duwali was the first who establish Arabic grammar on the orders of Caliph Ali ibn Abi Talib. After Abu al-Aswad al-Duwali, emerging famous grammars were divided into madrasa of Bashra and Kufa, each madrasa had characteristics and differences. The differences between these two madrasas is enormous and in many cases. The prominent difference is that the madrasa of Bashra is more stringent in Arabic grammar, while the madrasa of Kufa is looser.","PeriodicalId":55722,"journal":{"name":"Alsinatuna","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49175305","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 : 2018-08-16DOI: 10.28918/ALSINATUNA.V3I2.1024
M. Shodiq
The background of this research is the poor condition of young generations from the values of character and culture. School as an educational institution has the responsibility to establish and develop the character of students. This paper aims to determine the role of learning Arabic in character education, character education applications in learning the Arabic language and what the values can be internalized in the Arabic language learning.
{"title":"al-Qiyam al-Syakhshiyyah wa Tanfidzuha fi Ta’lim al-Lughah al-Arabiyyah","authors":"M. Shodiq","doi":"10.28918/ALSINATUNA.V3I2.1024","DOIUrl":"https://doi.org/10.28918/ALSINATUNA.V3I2.1024","url":null,"abstract":"The background of this research is the poor condition of young generations from the values of character and culture. School as an educational institution has the responsibility to establish and develop the character of students. This paper aims to determine the role of learning Arabic in character education, character education applications in learning the Arabic language and what the values can be internalized in the Arabic language learning.","PeriodicalId":55722,"journal":{"name":"Alsinatuna","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45547866","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：