Implementasi Modul Ajar Bahasa Arab Berdiferensiasi di Madrasah Tsanawiyah

The main questions asked include: (1) How religious are the students at MTs Negeri 3 Sleman? (2) What is the social support system for them? (3) How are students' abilities in Arabic? (4) How big is the influence of religiosity on students' Arabic language attitudes? (5) How much influence does the social environment have on students' Arabic language skills? (6) How do religiosity and social support influence Arabic language skills simultaneously? The method used was quantitative analysis with a sample of 223 students from classes VII, VIII and IX. Data was collected using religiosity, social and attitude scales in Arabic, then analyzed using multiple regression via SPSS version 23. The results showed that: (1) 35% of students were classified as minorities in terms of religiosity. (2) The students' social environment is in the medium category (37.2%). (3) Students' Arabic language skills are relatively low, with 43.5% of students in this category. (4) Religiosity has a positive correlation with Arabic language attitudes with a contribution of 28.9%. (5) The social environment has a positive effect on Arabic language skills with a contribution of 33.4%. (6) Simultaneously, religiosity and social support have a positive effect on Arabic language skills with a contribution of 39.8%. This research shows the important role of religiosity and social support in influencing students' Arabic language skills at MTs Negeri 3 Sleman.

The purpose of this study is to investigate the improvement of students' Arabic language skills through an internship program. The methodology used in this study is a quantitative approach to investigate the various teaching methods used during the internship program and their impact on students' Arabic language skills. We collected numerical data to assess the improvement of Arabic language skills. Pre and post-tests are used to measure progress before and after the internship program. The instruments used include Arabic language tests, questionnaires, and language skills assessment scales. The study used the Likert scale to assess participants' perceptions of the internship program In addition, the mastery of vocabulary and the teaching methods used also play an important role in improving students' Arabic language skills. This research is expected to contribute to the development of more effective Arabic teaching methods.

The development of Maharah Al-Qira’ah in Arabic Language Learning at MA Al-Ma'arif consists of three parts: First, Planning. Before the learning process is carried out, the teacher first prepares a plan for teaching and learning activities related to teaching materials and methods in the form of a Learning Implementation Plan (RPP), which serves as a teacher's guide in carrying out learning in the classroom. Second, Implementation. In the implementation of Arabic language learning, the learning process does not solely refer to the lesson plan that has been made, but the teacher applies several learning methods or strategies that are in accordance with the level of ability and needs of students such as providing motivation and understanding of the importance of learning Arabic. Third, Evaluation. The evaluation of Arabic learning carried out is evaluating the level of progress and improvement of students' Arabic learning and evaluating the teaching methods or strategies applied by Arabic teachers in the learning implementation process. The Problematics of Arabic Language Learning, a. The problems faced by teachers are the lack of interest and interest in learning Arabic by students, the weak spirit of student learning in the implementation of learning, the lack of student understanding of the importance of learning Arabic, the lack of student Arabic practice in the learning process. b. The problems faced by students are lack of vocabulary mastery, difficulty in pronouncing Arabic, difficulty in memorizing Arabic texts, difficulty in composing sentences using Arabic. Solutions to Overcoming Arabic Learning Problems are Creating a comfortable and effective teaching and learning atmosphere, Providing support and encouragement to students in honing Arabic language skills, Providing understanding and motivation to students regarding the importance of Arabic, Conducting evaluations and practices in the madrasah environment in an effort to improve students' Arabic language skills, Carrying out extra-curricular activities that can add insight and knowledge to students related to Arabic language learning, Updating books in the library related to Arabic language learning materials and methods. Â

The lack of Arabic language teaching materials that integrate a communicative approach and moderate values ​​simultaneously. This study aimed to determine the effectiveness of communicative Arabic language teaching materials developed based on moderate values ​​messages on improving students' Arabic language skills. Moderate values ​​such as tolerance (at-tasāmuh), balance (al-tawāzun), and anti-radicalism are integrated into teaching materials in the form of texts, dialogues, and language exercises. A quantitative approach was applied with a quasi-experimental design. The subjects of the study consisted of 57 students, with 27 students in the experimental class and 30 students in the control class at Al-Izzah Batu High School. The research instruments in the form of pretest and posttest tests were used to measure student learning outcomes. Normality and homogeneity tests showed that the data were normally distributed and the variance was homogeneous. The t-test results showed a significance value of 0.000 (<0.05), which means that there was a significant difference between the learning outcomes of students in the experimental and control classes. The N-Gain calculation showed an increase of 65.22%, which is included in the moderate category. These results indicated that the use of communicative teaching materials based on moderate values ​​is effective in improving students' Arabic language skills while instilling moderate character. This study recommended the use of Arabic language teaching materials that are taught not only as a means of communication, but also as a means of internalizing the values ​​of moderation.

This research explores the role of mobile technology in Arabic language education at the elementary school level. With the increasing use of technology in education, this research highlights how mobile applications can be used as effective learning tools. The purpose of this research is to measure the effectiveness of using mobile applications in Arabic language learning for elementary school students. This research employs a mixed-methods approach that combines quantitative and qualitative methods. Quantitative data was obtained through Arabic language proficiency tests conducted before and after the use of the application, while qualitative data was collected through interviews with students and teachers to gain in-depth insights into their experiences. The results of the study indicate that the use of the mobile application significantly improved students' Arabic language skills, particularly in the areas of vocabulary, reading, and grammar. In addition, this research also reveals that the majority of students and teachers have a positive perception of the use of mobile applications in learning, although there are challenges such as limited access to technology and the need for adequate technical support and training. The recommendations provided include the enhancement of technological infrastructure, support and technical training, collaboration between application developers and educators, as well as parental involvement. This research provides valuable insights into the potential and challenges of using mobile technology in Arabic language education, as well as laying the groundwork for better development and implementation in the future.

Contents: E.-S. Badawi, Foreword. Preface. Part I: Background. K. Versteegh, History of Arabic Language Teaching. K.C. Ryding, Teaching Arabic in the United States. S. Gass, Models of Second Language Acquisition. P.B. Stevens, Is Spanish Really So Easy? Is Arabic Really So Hard?: Perceived Difficulty in Learning Arabic as a Second Language. Part II: Contexts of Arabic Language Teaching. M.A. Nahla, Egypt: Teaching Arabic to Non-Native Speakers in Alexandria University. M.H. Amara, Israel: Teaching Arabic in Israel. S. Hee-man, F. El-Khazindar, South Korea: Teaching Arabic in Korea. J. Dickens, J.C.E. Watson, Britain and Ireland: Arabic Teaching in Britain and Ireland. N. Anghelescu, Rumania: The Arabic Language at the University of Bucharest. Part III: Communicative Competence in Arabic. D. Wilmsen, What Is Communicative Arabic? K.M. Wahba, Arabic Language Use and the Educated Language User. M. Younes, Integrating the Vernacular With FuSHa in the Arabic-as-a-Foreign-Language Classroom. Part IV: The Learners. R.K. Belnap, A Profile of Students of Arabic in U.S. Universities. R. El Essawi, Arabic Language Learners' Needs: Pedagogical, Cognitive, Affective, and Social. Part V: Assessment. J. Eisele, Developing Frames of Reference for Assessment and Curricular Design in a Diglossic L2: From Skills to Tasks (and Back Again). P. Winke, R. Aquil, Issues in Developing Standardized Tests of Arabic Language Proficiency. Part VI: Technology Applications. E. Ditters, Technologies for Arabic Language Teaching and Learning. V. Stevens, Learner Strategies at the Interface: Computer-Assisted Language Learning. W. Samy, Instructional Media and Learning Arabic. A. Babler, Creating Interactive Web-Based Arabic Teaching Material With Authoring Systems. A.N. Madhany, Teaching Arabic With Technology: Word Processing, E-Mail, and the Internet. M. Van Mol, Arabic Receptive Language Teaching: A New CALL Approach. Part VII: Curriculum Development, Design, and Models. M. Abdalla, Arabic Immersion and Summer Programs in The United States. M. Al-Batal, Playing With Words: Teaching Vocabulary in the Arabic Curriculum. K. Brustad, Reading Fluently in Arabic. Z.A. Taha, Towards Pragmatic Competency in Arabic. J. Dickens, Arabic/English Translation and Interpreting Teaching in Britain. Part VIII: Arabic Language Program Administration and Management. M. Sawaie, International Arabic Language Programs. Part IX: Planning for the Future of Arabic Language Learning and Teaching. A. al-Rajhi, A Plan for the Future of Teaching Arabic: A Viewpoint From Within the Arab World. M. Al-Batal, R.K. Belnap, The Teaching and Learning of Arabic in the United States: Realities, Needs, and Future Directions. W.M. Martin, Marketing Arabic as a Second/Foreign Language Program. M. Alosh, H.M. ElKhafaifi, S. Hammoud, Professional Standards for Teachers of Arabic. L. England, Methodology in Arabic Language Teacher Education. Z. Ibrahim, J. Allam, Arabic Learners Heritage Students Redefined: Present & Future.

This landmark volume offers an introduction to the field of teaching Arabic as a foreign or second language. Recent growth in student numbers and the demand for new and more diverse Arabic language programs of instruction have created a need that has outpaced the ability of teacher preparation programs to provide sufficient numbers of well-qualified professional teachers at the level of skill required. Arabic language program administrators anticipate that the increases in enrollment will continue into the next decades. More resources and more varied materials are seriously needed in Arabic teacher education and training. The goal of this Handbook is to address that need.The most significant feature of this volume is its pioneer role in approaching the field of Arabic language teaching from many different perspectives. It offers readers the opportunity to consider the role, status, and content of Arabic language teaching in the world today. The Handbook is intended as a resource to be used in building Arabic language and teacher education programs and in guiding future academic research. Thirty-four chapters authored by leaders in the field are organized around nine themes: Background of Arabic Language Teaching; Contexts of Arabic Language Teaching; Communicative Competence in Arabic; The Learners; Assessment; Technology Applications; Curriculum Development, Design, and Models; Arabic Language Program Administration and Management; and Planning for the Future of Arabic Language Learning and Teaching. The Handbook for Arabic Language Teaching Professionals in the 21st Century will benefit and be welcomed by Arabic language teacher educators and trainers, administrators, graduate students, and scholars around the world. It is intended to create dialogue among scholars and professionals in the field and in related fields--dialogue that will contribute to creating new models for curriculum and course design, materials and assessment tools, and ultimately, better instructional effectiveness for all Arabic learners everywhere, in both Arabic-speaking and non-Arabic speaking countries.

Arabic is a subject taught at the Muhammadiyah Kwala Madu Langkat Islamic Boarding School. The teaching model of a teacher greatly influences the Arabic language proficiency of the students at the Islamic boarding school. Therefore, Arabic language teachers must have specific models and strategies in developing the Arabic language skills of the students. This research aims to identify the teaching models used by teachers to improve Arabic language skills, the obstacles faced by teachers in enhancing Arabic language proficiency, and how to overcome these obstacles at the Muhammadiyah Klawa Madu Langkat Islamic boarding school. The research method used in this study is qualitative research. The results of this study indicate that an effective teaching model involves the use of interactive methods and engaging learning media. It is hoped that teachers can create a pleasant learning environment, so that students are more motivated to actively participate in learning. Overall, this research emphasizes the importance of the teacher's role in designing and implementing appropriate teaching models to enhance Arabic language skills among students.Based on the research conducted, it is uniquely found in this study a model in Arabic language teaching that uses an immigrant model, which runs in parallel between the students' linguistic understanding and their use of the Arabic language. This teaching model is considered very effective in improving the students' skills in using the Arabic language.

Islamic boarding schools, or pesantrens, have long played a significant role in the educational landscape of Indonesia, particularly in fostering religious and linguistic knowledge. This research focuses on three modern Islamic boarding schools in Indonesia: Al-Junaidiyah Biru in Bone Regency, IMMIM Putra Makassar in South Sulawesi, and Darussalam Gontor in Ponorogo. Central to the study is the role of the Language Improvement Centre (LIC) at these institutions, which demonstrates crucial innovations in Arabic language learning. The research employs a qualitative method. Data were gathered through interviews with educators, observations of classroom practices, and analysis of curriculum documents. This methodology provided a comprehensive understanding of the LICs' impact on Arabic language education. The study identifies several key functions of the LICs: a) designing Arabic language learning programs that align with the skills students are expected to master; b) conducting regular and organized assessments of students' Arabic language proficiency; and c) developing new teaching approaches based on these assessments. These roles collectively contribute to a robust enhancement of Arabic language learning within the pesantrens. The findings highlight the LICs' effectiveness in fostering a rich and innovative Arabic language learning environment. This research underscores the importance of these centers in the broader context of Islamic education in Indonesia. Future research could explore further innovations introduced by LICs and assess their long-term impacts on students' proficiency and engagement with the Arabic language.

The aims of this study is to determine the ability of class VIII students at MTs Jamilurrahman As-Salafy Yogyakarta in Arabic. Arabic is one of the main subjects in this madrasah, and the mastery of four Arabic language skills. The four skills are listening (istima'), speaking (kalam), reading (qiroah), and writing (kitabah) are very important in the learning process. The research method used was my research with a descriptive approach. Data were obtained through written and oral Arabic tests conducted on students of class VIII. The test results were categorised into several score ranges, and the students' Arabic language skills were analysed based on the predicates obtained. The results showed that most of the students had deficient Arabic language skills, with 48% of the total students being at the predicate of "Deficient". A total of 21% of students got the predicate "Very Good," 19% of students got the predicate "Good," and 12% of students got the predicate "Fair." The study also noted factors that influence students' Arabic language proficiency, including learning methods, textbooks, materials, educational institutions and time. Madrasah Tsanawiyah Jamilurrahman As-Salafy Putri Yogyakarta plays an important role in shaping students' Arabic language skills, but there are challenges in improving overall Arabic language skills. This study provides an understanding of the status of students' Arabic language skills at MTs Jamilurrahman As-Salafy Putri Yogyakarta and shows the importance of developing Arabic language learning at the madrasah.

In the academic world, mastering a foreign language is very important. Al-Kindy Community is a community to hone Arabic language skills for students majoring in Arabic Language Education. As a community for improving Arabic language skills that exists at universities, researchers are interested in analyzing the activity programs that exist in the Al-Kindy community. This research aims first, to find out the objectives of the Al-Kindy program. Second, knowing the implementation of the al-Kindy program. Third, know for evaluating the al-Kindy program. The method used in this research is a qualitative and quantitative combined method with using likert scale. The data collection techniques used in this research are interviews and documentation. The research results show first are, the general goals of the al-Kindy program is to improve students' Arabic language skills and take part in every Arabic language competition for student level. Second, the implementation of the al-Kindy program includes activities carried out every weekend on campus which are guided by experienced Al-Kindi lecturers and alumni. Third, the results of the evaluation conducted by researchers on the skills improvement program at Al-Kindy showed a percentage of 84%, which means very good.

This research aims to analyze the implementation of the mumarasah al-lughah program in improving the Arabic language skills of students of the Arabic Language Education Study Program (PBA) UIN Imam Bonjol Padang based on the classic management theory POAC (Planning, Organizing, Actuating, Controlling). The research used descriptive qualitative method, with the research subjects being PBA students of UIN Imam Bonjol Padang who participated in the mumarasah al-lughah program, the program committee, and other related parties totaling 30 people. Data collection techniques were conducted through in-depth interviews and official program documentation. Data analysis uses an inductive analysis model which includes data reduction, data presentation, and conclusion drawing. The results showed that the implementation of the mumarasah al-lughah program has been managed systematically according to the POAC principle (planning, organizing, implementing and supervising): program planning involves identifying student needs and preparing a curriculum based on communicative methods; organizing is done through the formation of an implementation team and division of tasks; program implementation includes routine Arabic language practice and guidance by experts; and supervision is carried out through periodic evaluation and continuous improvement. The implementation of POAC management is proven to contribute significantly in improving students' Arabic language skills, creating a conducive learning environment, and building students' confidence in communicating. The findings provide theoretical and practical contributions to the development of Arabic language learning programs in higher education, especially in the management of a POAC-based program.

This research aims to analyze Arabic language learning methods at the Darul Hikmah Modern Islamic Boarding School in Medan. In its implementation, researchers used a qualitative approach with descriptive analysis. The samples used were the Head of the Madrasah Tsanawiyah Modern Darul Hikmah Islamic Boarding School in Medan, Arabic language teachers and class VII students. Data collection carried out by researchers was in the form of observations, interviews, documentation taken when students were learning Arabic and carrying out triangulation to find the validity of the data obtained. The results of the research show that the method used by teachers at the Medan Darul Hikmah Modern Islamic Boarding School in learning Arabic is to use the reading method (Maharah Qira'ah) and the tarjamah method. With the Arabic language learning methods that have been implemented by the Darul Hikmah Modern Islamic Boarding School, Arabic language learning runs smoothly and students' ability to learn Arabic increases. The components contained in it are learning media and learning methods. With the efforts to improve Arabic language learning at the Darul Hikmah Medan Modern Islamic Boarding School, the application of Arabic language learning methods by teachers can improve students' Arabic language skills in everyday life in the Islamic boarding school environment and likewise students' ability to speak Arabic as well. more increasing.

The lack of reading references is one of the factors contributing to the low level of student interest in writing. Therefore, the CIRC method enables students to collaborate in small groups to assist one another by combining reading, writing, and discussion activities into a single learning activity. Where this is consistent with the fundamental values of a child-friendly school, which emphasizes the safety, comfort, health, friendliness, and enjoyment of children. The objective of this research is to investigate how Arabic language learning using the CIRC method can be adapted to the principles of child-friendly schools. This study uses the sequential explanatory method, also known as the mixed method, which in its implementation employs a one-group pre-test and post-test design, which means that only one experimental class is used, without a comparison class. The results show that this treatment can improve students' Arabic language skills as indicated by an average pre-test score of 35.33 and a post-test score of 80.67. This implies that students' proficiency in the Arabic language has improved. This learning can also provide motivation and facilitate developing of students' social skills. Through group study, students will acquire the ability to respect and appreciate one another, which is consistent with the values of a child-friendly, anti-discriminatory institution.

This research explores the implementation of Arabic language learning at the Maitreechit Withayattan School in Bangkok, Thailand. With a population dominated by a Muslim minority, this research aims to understand the challenges and potential for developing Arabic language education in this context. The research background reflects Thailand's uniqueness as an ASEAN country with a Muslim minority that is recognized and regulated by national law. The focus of the research is on issues of student interest, teaching methods, hidden learning goals, and the role of teachers in the learning process. The research method uses modern ethnographic studies at Maitrechit Wittaayathan School Bangkok. Research findings show that students' low interest is influenced by less innovative teaching methods and a need for more variety in learning. Hidden learning goals, which include students' political aspirations to support the position of Muslims in government, become a complex dynamic in Arabic language learning. The importance of Arabic in the government context was a significant finding, with students being taught that Arabic language skills can provide a competitive advantage in careers in the government sector. Despite challenges regarding student interest, school administrators' high enthusiasm for Arabic creates the potential for solid collaboration between education and religious identity development. Implications for Arabic language education management include the need for more exciting learning strategies, teacher training, and collaboration with external parties to increase the relevance of learning to careers. This research provides in-depth insight into the complex dynamics of Arabic language education in Muslim minority school environments in Thailand. However, it should be acknowledged that the research findings are limited to one school in Bangkok, and generalization of the findings must be done cautiously.