Arabic Learning Material Research Articles

Design of Heyzine Flipbook Based Arabic E-Module as an Alternative Teaching Material for Basic’s Level

One innovation in learning Arabic is using digital platforms such as Heyzine Flipbook (HF), which has been proven to increase student motivation. This research aims to develop and analyze the product design of the Arabic Learning E-module via HF. The method used is “Research & Development” (R&D) with the ADDIE model. The focus of this article is at MIN 2 East Lampung. Several applications (Canva, Quizizz, and Wordwall) are supported to create product designs for Arabic learning materials. Then, the product feasibility test involved six validators, namely material and language experts, who got 83.9%, learning media experts got 84.7%, and learning design experts got 83.5%. In the small group test, the score was 87.5%, while in the significant group test, the score was 67.3%. In terms of effectiveness, the application of this product shows very good results, with an average increase in student grades of 57.0%. In this way, all students achieve completeness after the Arabic e-module development product via HF can be implemented optimally.

Internalization of Character Education Values in Arabic Language Learning for Tsanawiyah Students Dayah Al Muslimun Lhoksukon North Aceh

This study aims to describe the implementation of character education values and their internalization in Arabic language learning for tsnawiyah students of Dayah Al Muslimun Lhoksukon North Aceh. This research uses descriptive qualitative methods, and the data collected are the results of observations, interviews and documentation. Data analysis in this study used Miles Huberman's interactive analysis theory. The data analysis technique in this study begins with collecting data, presenting, reducing and concluding. The results of this study indicate that the value of character education values contained in Arabic learning materials in the book Arabiyah Baina Yadaik for Tsanawiyah students, namely: religious values, ethical values, tolerance values, disciplinary values, complex work values, independent values, democratic values, curiosity values, national spirit values, recognizing excellence, communicative values, reading values, environmental care values and responsibility values and the value of character education values are internalized into the process of Arabic learning stages through teaching materials, learning models and evaluation (authentic assessment).

Literasi Digital: Tiktok Sebagai Media Pembelajaran Dalam Meningkatkan Pemahaman Kaidah Bahasa arab


 The use of technology has now penetrated all aspects of life, even in the education process, including Arabic language learning activities. TikTok is a video sharing social networking platform service that is growing quite rapidly. Previous research has stated that the use of TikTok as a medium for learning Arabic is very relevant to current developments. This research aims to find out the content for learning Arabic language rules that is most interesting and most liked by selected users from the hashtags #nahwu and #nahwushorof. The method used in this research is a content analysis method with a qualitative approach. Data collection techniques include observation and documentation. The subjects in this research were four TikTok creators who were selected based on the number of followers, number of likes and based on the content or Arabic learning materials they created. The objects of this research are videos uploaded by four TikTok creator accounts related to learning Arabic language rules and comments or responses from followers of these accounts as well as literature that supports the research. The research results show that there are four Arabic rules learning accounts that are uploaded regarding Arabic rules that are most liked and interested by TikTok users and followers based on audience engagement. The findings of this research can be used as one of the main literacies in learning Arabic language rules.

Use of Canva Application as a Learning Media

This study aims to determine the use of the Canva application as a medium for learning Arabic for class V Madrasah Ibtidaiyah Dharmasraya. The method that the researcher uses is a qualitative research method with a descriptive approach. Observing events and phenomena around and incorporating them into research results. The object of research is the fifth grade students of Madrasah Ibtidaiyah in Dharmasraya. The research was carried out for several days with the help of a teacher in the field of Arabic studies to facilitate research. During the research, the researcher found some minor problems, such as the noisy atmosphere of the class when the researcher was researching, the electricity went out when the researcher was presenting the learning media and several other minor problems. The results showed that the Canva application was suitable to be used as a learning medium for the fifth grade Arabic language study at Madrasah Ibtidaiyah Dharmasraya, with guidance from the study area teacher as an effort to understand students' understanding of Arabic learning materials at school. Hopefully with the Canva application as a supporting medium for learning Arabic, it can motivate educators to be more creative in carrying out learning.

The Development of Innovative Arabic Matriculation Learning Media Based on Google Sites to Improve The Arabic Proficiency of MAN 1 Pasuruan Students

<p><strong>The big challenge for education in the 21</strong><strong><sup>st</sup> century is emphasizing technology in learning. In addition, learning Arabic matriculation in the 21<sup>st</sup> century must equip students with Arabic knowledge, skills, and perspectives. It can be achieved by using audio-visual integrated digital learning media. The research aims to produce the audio-visual media e-Arabic learning integrated to enhance students' proficiency in Arabic learning materials. This media development uses ADDIE development models. The subjects used were students of class X MAN 1 Pasuruan. The data collection instruments used are a questionnaire and pretest-posttests for qualitative and quantitative data. The data analysis used was descriptive quantitative percent and normality tests and the Paired Sample T Test assisted by IBM SPSS Statistics 25 software. The results of validating material and design get a percentage score over 90%, which falls into the category of totally worthy or perfectly valid by considering the advice from the validator. Based on test results, students get an average percentage of 86%. While the result of the testing t-sample test results state that the media e-Arabic learning proved capable of increasing student language proficiency. So the media e-Arabic learning was developed to improve students' skills and is pronounced especially worthy of use for learning.</strong></p><p><strong><strong><em>Keywords</em></strong> - </strong><em>E-Arabic Learning, Google Sites, Language Proficiency.</em></p>

Non-Linguistic Problems in Arabic Language Learning at Madrasah Aliyah in Kotamobagu City

This study aims to: (1) Know what are the nonlinguistic problems faced by teachers in learning Arabic at MA Se Kota Kotamobagu. (2) What are the nonlinguistic problems faced by students in learning Arabic at MA Se Kota Kotamobagu. In this study, researchers used qualitative methods using descriptive qualitative research designs. Data sources from this study are primary and secondary data, as well as data collection techniques used in the form of interviews, observations, and documentation. The results of this study are: (1) Nonlinguistic problems faced by teachers in Arabic language learning at Madrasah Aliyah Se Kota Kotamobagu, namely, lack of teacher competence in carrying out the learning process, changes or changes in curriculum, lack of time allocation, and lack of availability of infrastructure facilities in supporting Arabic language learning. (2) Nonlinguistic problems faced by students in learning Arabic at Madrasah Aliyahh Se Kota Kotamobagu are, low motivation, which is influenced by improper management of learning time, as well as different and fariative educational backgrounds, which causes these students to have difficulty in understanding and receiving Arabic learning materials

Arabic Teaching and Learning in Matriculation Program for Al-Azhar Student’s Candidate

This study aims to analyze Arabic learning material conducted by Pusiba and El-Darosah, which are official institutions for language studies for preparing prospective students who want to study in the Middle East, especially Egypt. This institution prepared language skills, aspects of mentality, and Islamic and national insight based on Al-Azhar's vision. This research was qualitative, using content analysis and sociolinguistic approaches, in which the study of a language was not only limited to the involvement of intrinsic as structure’s perceptions, but also extrinsic aspects, such as social, cultural, economic, political and others were done by post-structuralism. This research showed that the Pusiba and El-Darosah institutions as their official representatives have succeeded in explaining the identity of Al-Azhar, that is wasatiyah (moderate) Islamic views contained learning texts which were the main axis in learning Arabic such as al-Islam wa Huriyah al-‘Aqidah, al-‘Adl fi al-Islâm, al-‘Adl fi Mu’âmalah Ahl al-Diyânât al-Ukhrâ, Samâhah al-Islam ma’a Ahl al-Diyânât al-Ukhrâ, Mafhûm al-Huriyah fi al-Islam, al-Hiwâr ma’a al-Âkhar, and Al-Azhar wa Wasathiyah al-Islam, which were presented in several steps of Arabic learning books developed by Al-Azhar university.

Arabic Language Learning Model Based on Sharf Serap Nalar Ibadah (SSNI): Increasing Understanding of Al-Qur’an

This study aims to develop an Arabic language learning model based on the Sharf Serap Nalar Ibadah (SSNI) approach to improve the understanding of Quranic Arabic (BAQ) for learning citizens. This study also tested its validity, feasibility, and effectiveness. This research is a research and development (R&D) type with the ADDIE model. The research data source consisted of qualitative data in the form of interviews with experts in the field of Arabic learning materials and design, 3 instructors, 18 learning residents, and 2 BAQ alumni, in addition to the results of the analysis of BAQ learning documents. The qualitative data were analyzed using the Spradley model. While quantitative data is in the form of questionnaires from experts, instructors, learning residents, and BAQ learning outcomes which are analyzed using a Likert scale and descriptive statistics. The research findings show that the Arabic language learning model is based on the approach Sharf Absorption of Worship Reason (SSNI) very valid, feasible to use, and effectively increases understanding of mufradât BAQ in various word forms (sharfî) and sentence structures (nahwi) in order to understand the meaning and translation of the verses of the Al-Quran and the Hadith of the Prophet SAW., understand the readings of daily prayers and prayers, so that they can be more solemn in worship, accompanied by learning fun with the average value of the experimental class reaching 82.2 and the control class value of 73.6 with a difference in the value of 8.4, and the accumulated value or practicality average of 84.92% (practical category).

Arabic Teaching and Learning in Matriculation Program for Al-Azhar Student’s Candidate

This study aims to analyze Arabic learning material conducted by Pusiba and El-Darosah, which are official institutions for language studies for preparing prospective students who want to study in the Middle East, especially Egypt. This institution prepared language skills, aspects of mentality, and Islamic and national insight based on Al-Azhar's vision. This research was qualitative, using content analysis and sociolinguistic approaches, in which the study of a language was not only limited to the involvement of intrinsic as structure’s perceptions, but also extrinsic aspects, such as social, cultural, economic, political and others were done by post-structuralism. This research showed that the Pusiba and El-Darosah institutions as their official representatives have succeeded in explaining the identity of Al-Azhar, that is wasatiyah (moderate) Islamic views contained learning texts which were the main axis in learning Arabic such as al-Islam wa Huriyah al-‘Aqidah, al-‘Adl fi al-Islâm, al-‘Adl fi Mu’âmalah Ahl al-Diyânât al-Ukhrâ, Samâhah al-Islam ma’a Ahl al-Diyânât al-Ukhrâ, Mafhûm al-Huriyah fi al-Islam, al-Hiwâr ma’a al-Âkhar, and Al-Azhar wa Wasathiyah al-Islam, which were presented in several steps of Arabic learning books developed by Al-Azhar university.

The Effectiveness of Arabic Learning Materials to Improve Students’ Listening Skills at Darussalam Islamic Boarding School

Listening skill is one of the essential aspects of Arabic learning. There was no teaching material for Arabic listening skills in the form of books at Kulliyyatul Muallimin al-Islamiyyah (KMI) Gontor which lead to an imbalance of harmonies among four Arabic language skills. This article aimed to develop the teaching materials for listening skills after being tested based on the problem formulation. Using the ten-stage Borg and Gall development model, this article was a form of research and development (RD). Data for the Wilcoxon formula analysis was acquired from Gontor Islamic Boarding School in Ponorogo, Indonesia, through observation, interviews, questionnaires, achievement tests, and documents. This article focused on 5th grade with a sample of 33 students for the first experiment and 60 students for the second experiment implementing stratified random sampling. The result showed that textbook form for Kulliyyatul Muallimin al-Islamiyyah (KMI) Gontor at the 5th grade for listening teaching materials was effective in developing Arabic skills ability. According to the data, student listening skills have improved by 60.12%. Due to this learning material effectiveness, it is essential for educators, institutions, and students to maximize the use of this material in order to collaborate on enhancing Arabic language proficiency.

Comparative study of arabic learning materials in traditional and modern pondok pesantren in North Sumatera, Indonesia

This study aims to compare the Arabic materials in the traditional Pondok Pesantren Al-Ansor and the Pondok Pesantren Al-Hasyimiyah Darul Ulum in North Sumatera. It is qualitative descriptive and comparative field research. Observation, interviews, and documentation were utilized to collect data for this study. This study's validity is examined using a triangulation of data sources. Data reduction, data presentation, and conclusion are the three phases of the data analysis technique. This study’s data analysis is inductive, with the researcher actively seeking for data, examining, analyzing, interpreting, and deriving conclusions from the observed phenomena. This study indicates that traditional Pondok Pesantren Al-Ansor and Pondok Pesantren Al-Hasyimiyah Darul Ulum Arabic language learning materials have similarities and differences. In the form of qawā’id, the material aspect of anāśir al-lugah is comparable. The distinction is whether the Arabic material is taught through a program or not, and the learning outcomes that result. The Arabic language material on the mufradāt and aṣwāt learning aspects are not explicitly stated in the learning program at Pondok Pesantren Al-Ansor as a traditional pondok pesantren, but the qawaid learning material aspect is the primary focus at Ponpes Al-Ansor. In terms of mufradāt and aṣwāt learning materials, Pondok Pesantren Al-Hasyimiyah produces students with superior kalām and istimā’ skills. The qawā’id material aspect, meanwhile, is not a priority program because learning is limited to what is in the textbook.

Manhaju Ta‘līmi al-Lughah al-‘Arabiyyah fī Daulataini Indūnīsiyyā wa Mālīziyyā

This study aimed to determine the differences in curriculum between two countries, namely Indonesia and Malaysia, in their implementation, especially in learning Arabic. In this case, the Arabic curriculum in Indonesia used the 2013 curriculum regulations or known as K13 (Kurikulum 2013), while Malaysia uses KSSR (Kurikulum Standart Sekolah Rendah) and KSSM (Kurikulum Standart Sekolah Menengah) regulations in its implementation. The curriculum is a series of plans to streamline teaching and learning. The Arabic curriculum is a set of Arabic learning plans, objectives, and materials systematically compiled to carry out the learning process properly. This research used a qualitative approach. The research method used is library research. The data used as a source for writing are archives obtained from the ministries of Indonesia and Malaysia. Data collection techniques are obtained from documentation by selecting, searching and analyzing data from the literature or sources related to the problem under study. Based on the study's results, it is known that the presentation of material in the K13 and KSSR/KSSM curricula has differences. In its production, K13 emphasizes more on memorizing Arabic vocabulary and grammatical and morphological abilities. In contrast, the KSSR / KSSM curriculum emphasizes four primary skills: listening, reading, speaking, and writing. This is, of course based on the objectives of each curriculum.

Problematika Pembelajaran Bahasa Arab pada Mahasiswa Lulusan Umum di Prodi Pendidikan Bahasa Arab Universitas Pendidikan Indonesia

This study aims to determine the problems of understanding Arabic language learning in general graduate students of Arabic language education study programs. This study uses qualitative research methods with descriptive analysis and data collection techniques in the form of interviews and literature. The results of this study are 1. linguistic problems that general graduate students find challenging to understand Arabic learning material, both from memorizing vocabulary, grammar, or Nahwu and Sharaf and having difficulty understanding the material being studied. 2. Non-linguistic problems The problems that occur with general graduate students are for motivation. Students have the motivation to want to understand learning Arabic. However, learning material in class is considered difficult to understand because these students do not understand the methods used. Then the external environment of students who are not fluent in using Arabic affects the fluency of students learning Arabic.

Implementasi Metode Achievement Grouping Dalam Pembelajaran Bahasa Arab Di LKP Ibnu Khaldun Driyorejo Gresik

This article is the result of research that describes the application of the achievement grouping method in learning Arabic at LKP Ibnu Khaldun Driyorejo Gresik. This Arabic language development institution has 60 students with various language skills, so it requires group classification in providing Arabic material so that they focus on and know the development of students' personal abilities. This type of research includes field research with data collection methods using observation, interviews and documentation and data analysis techniques using descriptive qualitative. Based on the research results, the achievement group method is a strategic step in achieving the goals of learning Arabic at LKP Ibnu Khaldun. By dividing several classes, students are more confident studying with friends with the same abilities. Among them there are those who enter the elementary class (beginner), middle class and advanced class. In applying this method, researchers focus more on the basic class. The steps taken start from the initial stage (planning and dividing into groups, delivering material in class and providing motivation), the core stage (preparing Arabic learning material books to be studied, t hen dividing into several groups namely teams A, B, C, and D to learn and memorize together the Arabic vocabulary learned), and the final stage (question and answer and evaluation of learning).

Implementation of Arabic Language Learning for Children in Class III Madrasah Ibtidaiyah Negeri 3 Jember

Arabic language learning for children is a learning and teaching activity carried out by educators and students who are still in their childhood, so learning methods, learning strategies, learning media, teaching materials/ materials, evaluation techniques, and learning curricula are needed that are tailored for children. This article explains how the results of a mini-research that has been carried out by researchers to find out Arabic language learning in grade III at Madrasah Ibtidaiyah Negeri 3 Jember as a form of illustrating real Arabic learning in the field. This research uses a qualitative descriptive analysis method, which is a method of analyzing explicitly by describing or describing the data that has been collected in its actual state with a data collection method in the form of direct observation and interviews with teachers who teach Arabic subjects at the school. The mini-research found that the strategies used in learning Arabic in grade III madrasah Ibtidaiyah Negeri 3 Jember are lectures, question and answer, and quiz methods with whiteboard learning media, pasted pictures, and direct media. The Arabic learning material is adjusted to the material in the textbooks that follow KMA No. 183 of 2019 and the LKS book published by BUPIN and the evaluation technique uses oral guesses and evaluation questions in textbooks.

Teachers’ Efforts in Increasing Eighth Grade of Modern Islamic Boarding School Students’ Learning Motivation in Arabic Class

This article aims to analyze the teacher's efforts in increasing students' motivation to learn Arabic. The background of the research is at the Al-Kinana Modern Islamic Boarding School, Jambi City, to be precise in class VIII students. The focus of this research is not only discussing the teacher's efforts in increasing students' learning motivation, but also analyzing the various obstacles or obstacles experienced by students during the Arabic learning process. This study uses a qualitative approach with descriptive analytical study method. The research data collection instrument used interview and observation techniques. Then the data were analyzed through data reduction techniques, data presentation, and data verification. The results of this study conclude that the efforts of Arabic language teachers in increasing students' learning motivation in Arabic subjects for class VIII Pondok Pesantren Modern Al-Kinanah Jambi City are quite good, this can be seen from the various efforts made by teachers, such as: using the Lecture Method, Questions and Answers and Discussion while teaching Arabic learning. Then, give assignments to students individually, give praise (appreciation) to students who answer questions correctly, and give marks to each Arabic learning exercise. The obstacle faced by the teacher is the unpreparedness of the students in receiving the subject matter, and there are some students who pay less attention to the learning material when the teacher explains the material, and some are sleeping while the learning is taking place. Efforts made by teachers in overcoming these problems are by activating the classroom atmosphere by giving assignments and direct questions about Arabic learning materials.

Implementation of Active Learning-Based Arabic Learning at Muhammadiyah 5 Palembang Senior High School

This study aims to determine and understand how the implementation of active learning and student activity in Arabic learning activities. This research is qualitative, using a qualitative approach to phenomenological studies and descriptive methods by taking the background at Muhammadiyah 5 Palembang Senior High School. The data sources of this study were Arabic language teachers and class X students of Muhammadiyah 5 Palembang Senior High School. Data collection methods used are observation, interviews, and documentation. Data analysis techniques used are data reduction, data presentation, and data verification. The results showed that 1) the implementation of active learning by applying three stages, namely a) preliminary (pre-instructional), namely the teacher opened the lesson by asking about students' attendance, repeating the previous learning materials; b) the implementation stage (instructional), namely the stage of conveying the learning content. explain the learning objectives that must be achieved by students, the teacher provides concrete examples, and uses learning media to clarify the discussion of each subject matter; and d) The closing stage (evaluation), where the teacher asks students questions about the material discussed, gives homework assignments, and informs the main material to be discussed at the next meeting. 2) student activity in learning Arabic is an effort or activity carried out by students when the teacher explains Arabic learning material. Students show the courage to ask about unknown learning materials, participate in discussing learning with friends, students creative, have interest and are independent in thinking, have responsibility and confidence in doing assignments that have not been studied, and students can learn independently.

TELAAH KURIKULUM BAHASA ARAB SLTP DAN SLTA DI ERA NEW NORMAL PROPINSI JAWA TENGAH

The New Normal Era, or a new normal life, means that we can carry on with our normal activities as before being hit by Covid-19, but still have to apply health protocols. Policy makers also have to decide something that can save the lives of education actors, namely teachers and students, because it is related to the future of the nation's generation. Policies issued in the face of the New Normal Era, must be made carefully and carefully. Children's rights must be a priority, namely the right to a full, safe and healthy education. Children are the nation's assets, very valuable reformers, the hope and future of the nation are in their hands. Based on the above, the Middle School and Senior High School Arabic curriculum in this new normal era experienced several problems, including how to implement the Junior and Senior High School Arabic curriculum in the new normal era in Central Java province? What are the problems with implementing the Arabic language curriculum for junior and senior high schools in the new normal era in the province of Central Java? How to evaluate the implementation of the Arabic language curriculum for junior and senior high schools in the new normal era in the province of Central Java? The data collection methods in this study were observation, interviews and questionnaires. Middle and high school Arabic curriculum in the new normal era, namely mastery of technology. Arabic learning materials that are not suitable for learning media. Internet access Motivation In conducting curriculum evaluation it is necessary to adhere to the following principles: (1). Evaluation refers to the objective (2). Evaluation is comprehensive or thorough (3). Evaluation is carried out objectively.

Analisis Metode Pembelajaran Bahasa Arab Di Madrasah Diniyah Al-Amiriyyah Blokagung

This study aims to identify and analyze the methods used in learning Arabic in grade 2 of Ula Madrasah Diniyyah Al-Amiriyyah Blokagung Karangdoro Tegalsari Banyuwangi for the 2020/2021 academic year. In its implementation, the researcher uses a qualitative approach with descriptive analysis. The samples used were Ula 2nd grade students, Arabic teacher, Assistant Head of Curriculum Madrasah and Head of Madrasah Diniyyah Al-Amiriyyah Blokagung Karangdoro Tegalsari Banyuwangi. Data collection carried out by researchers in the form of structured observations, in-depth interviews, documentation and triangulation to find the validity of the data obtained. The results of the study show that learning planning is classified as professional, because teachers always make learning implementation plans that have become their obligations. In carrying out the learning methods carried out by educators, namely the direct method and the group method. The media used is by using the Book of Madarisud Durusullughah Al-Arobiyyah. Broadly speaking, the evaluation is carried out in accordance with the learning objectives that have been set. The recommendation of this research is aimed at the Head of Madrasah Diniyah Al-Amiriyyah, Arabic learning materials should contain things that do not burden students in understanding the rules being taught and strengthen the material by increasing vocabulary and in preparing textbooks it is advisable to increase the number of pictures related to vocabulary. , so that students are enthusiastic to learn. For schools, regarding the problem of procuring learning resources, schools can seek cooperation or ask for help from the ministry of religion or other parties, add facilities that support learning methods or provide book rental facilities for students. For teachers, they should not give up in adding insight related to materials, methods, media and evaluation systems in order to support the smooth learning and achievement of Arabic language competence well. Readers should always continue to add insight about learning Arabic and keep trying to find something innovative for the sake of renewing Arabic learning in grade 2 Ula Madrasah Diniyyah Al-Amiriyyah Blokagung to be even better.

Penerapan Media Bergambar Dalam Meningkatkan Pembelajaran Kosa Kata di MIN 1 Probolinggo

This study aims to fully explain the application of pictorial media in improving Arabic vocabulary. The method used in this research is descriptive qualitative which aims to explain the application of pictorial media in improving Arabic vocabulary learning. So that students can develop vocabulary well so that students can improve language skills, namely: listening, speaking, reading, and also writing. The results of the research we obtained, show that firstly, with the implementation of pictorial media in increasing Arabic vocabulary, students prefer pictures and writing that are more interesting, secondly, the benefits of pictorial media for learning are clearer and more interesting, the third is the steps for using pictorial media. in front of the class. Fourth, the strengths and weaknesses of students in memorizing vocabulary. The class atmosphere is lively, and the five problems and solutions in the application of illustrated media are Arabic learning materials which are quite difficult, so the solution to learning Arabic with pictorial media at MIN 1 Probolinggo will look effective and efficient if it is done with pictorial visual media, the use of pictorial media is the achievement of a more interesting learning climate.