Arabic Learning Media Research Articles

Media Aplikasi Inovatif dalam Memudahkan Pembelajaran Bahasa Arab Anak di Madrasah

Arabic is a must for Muslims. Arabic is currently the international language of Saudi Arabia. Learning Arabic is also a native language or a foreign language that is often heard. Learning Arabic requires a learning medium. Arabic learning media is currently evolving and adapting to the increasingly sophisticated technological revolution. Learning media plays a vital role in the success of teaching and learning activities. Just like today's app media, there are many teachers who can easily use innovative apps using their mobile phones. The use of media is a teaching skill of teachers in the classroom. There are four skills to master Arabic in MI/SD: listening, speaking, reading and writing skills.These skills can be easily mastered if teachers use media as a learning aid. The data collection methodology used by the library through processing, analysis and summarization of the data obtained.The aim of the study is to examine what is meant by innovative media such as media in Arabic language learning and the use of media in Arabic language learning.

Development of the Comic Strip Creator Application as a Comic- Based Arabic Language Learning Media in Madrasah Tsanawiyah

Application-based learning media is mandatory in delivering learning materials, so that the learning atmosphere is favored by students. Especially in learning Arabic, many students do not like it. For this reason, teachers need to renew the learning process, for example by utilizing comic media in delivering learning materials. The purpose of this research is to develop Comic Strip Creator application as Arabic learning media. The method used in this research is the research and development method (Research and Development) using the borg and gall model, the steps are as follows: (1) Potential and problems, (2) Data collection, (3) Product design, (4) Design validation, (5) Design revision, (6) Product trial, (7) Product revision, (8) Usage trial, (9) Product revision and (10) Mass product. The results of this study explain that Comic Strip Creator can be used as Arabic language learning media and can improve student achievement. The conclusion of this study explains that the Comic Strip Creator application can provide new innovations in learning, especially Arabic language learning. The limitation of this study is that researchers only conducted research on the Comic Strip Creator application in Arabic language learning, of course the results were not so satisfactory. Researchers hope to other learning researchers.

PENDAMPINGAN DALAM PENGEMBANGAN MEDIA PEMBELAJARAN BAHASA ARAB PADA SEKOLAH MITRA DI KOTA MATARAM NUSA TENGGARA BARAT

Some of the problems we found are, learning media only in the form of textbooks, all forms of Arabic language learning use the same media, while one media is not necessarily suitable for training Arabic language skills with different varieties, have not been able to develop learning media due to the busyness of each teacher, lack of understanding and knowing how to make media in accordance with learning objectives, needs and circumstances of students, and lack of funds to develop learning media. The purpose of this activity is to provide an introduction to teachers about Arabic learning media and its types, help teachers create and develop Arabic learning media, and help teachers apply learning media in learning activities. The implementation method in this activity is a group-based method and mentoring. Mentoring activities in Arabic Learning Media Development in Partner Schools are running smoothly. This activity takes place in each partner school in turn. This activity is needed by Arabic language teachers to support the Arabic language learning process.

TATWIR AL WASAAIL AT TAKLIMIYYAH AL ARABIYYAH ‘ALAA ASAS WORDWALL FII MADRASATI AL YUSRIYAH TSANAWIYAH

This research aims to assist the process of teaching the Arabic language, which is able to raise students' interest in learning the Arabic language. This research uses the research and development method, with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). This research developed educational tools on websites, which are Wordwall tools. Wordwall methods applied to students in learning Arabic succeeded in increasing students' interest in learning Arabic as evidenced by the responses of 32 students with an average score of 90%. These Wordwall tools also succeeded in validating the Arabic language teacher response questionnaires, materials, and materials, the result from the media experts got an average score of 83%, the materials experts 84% ??and the Arabic teacher response questionnaires 90%. With this guide, Wordwall media is very good as a tool in the Arabic learning media in the Yusriya High School.

Pengembangan Media Pembelajaran Bahasa Arab Berbasis Web Educandy untuk Siswa SMP Cerdas Murni Tembung

Learning media is a tool to facilitate teaching and learning.With the media can also increase student learning interest.Students are also more active and not only students, teachers also participate actively and creatively inteaching, because behind good and easy-to-understand learning media there are teachers whoactive and creative in making learning mediaThe purpose of this research is to develop educandy web-based learning media at Smart Pure Tembung Middle School. This research method uses the R&D technique proposed by Borg and Gall where researchers limit it to the best 7 steps: 1) problem identification; 2) data collection; 3) product design; 4) design validation; 5) product trials; 6) product revision; 7) wear test. This research is a media that is suitable for use as an evaluation medium for getting to know Arabic at the school stage. The validation results from media experts are with a percentage of 85% (very feasible). The use of educational media also received a "positive" reaction from 29 students in class VII-3 SMP Pure Intelligent Tembung with a percentage of 90% which shows an increase in students' interest and motivation in learning Arabic, and as much as 86% shows an interest in students' Arabic vocabulary mastery increasing. In this way, learning educandy web media is very feasible to be used in Arabic learning media.
 Keywords: Media, Arabic Language, Educandy

Articulate Storyline Application: Development of Foreign Language Learning Media on the Aspects of Listening Skills

Background: Arabic learning media using the Articulate Storyline application has not been developed much to improve listening skills. Objective: This study aims to develop one of the Arabic learning media that can improve listening proficiency through the use of the Articulate Storyline application in Madrasah Tsanawiyah students. Method: This research uses the RnD method. The development model follows Dick and Carry's opinion with the ADDIE model: Analysis, Design, Development, Implementation, and Evaluation. Data collection procedures are obtained through, observation, interviews, questionnaires, and tests. The research instrument uses questionnaires. The source of data was obtained from an Arabic teacher, 20 students, and 3 experts. Data analysis techniques use descriptive analysis in percentage form using paired sample t-test formula. Distribution of questionnaires to students and provision of tests in the form of pre-tests and post-tests. Each test has 20 questions. Researchers conducted a normality test using the Kolmogrof-Simirnov test one sample test. For quantitative data response questionnaires, presentations were processed using Likert scales (4) Very good, (3) Good, (2) Sufficient, and (1) less. Results and Discussion: The results showed that the Arabic learning media based on the Articulate Storyline application was declared very good, and could increase students' interest in learning. This is based on: (1) an Assessment of material experts with a percentage of 97% of criteria and Very feasible and an Assessment of media experts with a percentage of 75% of feasible criteria. (2) Student assessment through response questionnaires, obtained a percentage of 94% so that it is classified as very feasible criteria. (3) Pretest, obtained an average score of 56.80% in the sufficient category, post-test test 85% in the eligible category. Conclusion and Implication: The conclusion of this study shows that articulate storyline learning media can be accepted by students and teachers as Arabic learning media that can be a solution to the problem of learning listening skills at the Madrasah level. The implication of the research is that application-based media articulate storyline is one of the best tools needed in learning foreign languages and improving language proficiency.

The Use of UNO Card Game in Learning Arabic and Its Influence on Students' Ability in fahm al-Maqru'

This research is based on the problems of students learning Arabic. Some students do not pay much attention to the subject matter delivered by the teacher, and they do not understand the Arabic text they read. This leads to their low Arabic language skills. Looking at student learning outcomes, only 30% get scores above the Minimum Completeness Criteria (KKM), and 70% do not reach the predetermined KKM limit. Based on the results of observations made by researchers in the field, namely Madrasah Ibtidaiyah Az Zahra Bandung, Arabic learning media used by teachers is still not adequate, especially in improving the ability of fahm al-maqru' students. This study aimed to determine the effect of using UNO card game learning media on the ability of fahm al-maqru’ students. The method used in this study is quasi-experimental. The approach used is quantitative. Observation, interviews, and tests were carried out as the data collection method in this study. As for processing research data, researchers used SPSS V. 22. The result of this study was that the student fahm al-maqru's ability score before using UNO card game media reached an average score of 65.5, and after using the media, the average value of students' fahm al-maqru’ ability reached 83.5. Thus, it can be concluded that using UNO card game media affects the ability of fahm al-maqru' students.

Pengembangan Media Pembelajaran Kosakata Bahasa Arab Berbasis Plotagon Story Di SMP Muhammadiyah 8 Tanggulangin Sidoarjo

The more Arabic vocabulary mastered, the easier it is to use Arabic because it can convey meaning to other people well. The use of media affects the suitability of messages received by students. One of the media that can be used in learning Arabic vocabulary is an animated learning video based on the Plotagon Story application. In observations made at SMP Muhammadiyah 8 Tanggulangin Sidoarjo, researchers found a lack of innovation in learning Arabic, especially in Arabic Vocabulary. The development of Arabic vocabulary learning media based on the Plotagon Story application in schools aims to provide innovation in Arabic learning media so as to help students understand Arabic vocabulary. In this study, researchers used the R&D development research method with the Addie model and with research instruments in the form of interviews, observations, questionnaires which were then analyzed using descriptive (qualitative) and quantitative analysis techniques. The result of this research is that the cumulative percentage of student responses to the Plotagon Story application-based vocabulary learning media is 82.4%. Utilization of technology in learning media aims to add student learning styles, not limiting the time and place for students to study, providing space for students to use technology for education.

Utility of the Smart App Creator Application as an Arabic Learning Media

The difficulty of practical media makes educators not innovate in the learning process, especially in delivering subject matter. Even though the technology is beneficial for this, one of which is the Smart App Creator application. Smart App Creator is very easy to use by educators because this application is a user interface; easy to understand. This research was conducted to determine the benefits of a Smart App Creator software in making learning media. This research method was qualitative with a library model; analyzed national and international journals and interview models; interviewed three teachers and nine students at different Islamic junior high schools. The results of this study explained that learning media designed using Smart App Creator software can provide motivation and foster enthusiasm for learning of students because this software contains elements of text, audio, video, and animation that are combined in one media; what's interesting is that this application can be opened. On a laptop or computer without installing the main application and can also be installed on an Android smartphone and has the advantage of not being connected to the Internet.

Using the Canva Application as an Arabic Learning Media at SMA Plus Panyabungan

The purpose of this research article or journal is to describe the benefits of using the Canva application to increase the effectiveness of students' learning in Arabic learning. The research of this article is a qualitative research using a library research approach (library study). The research location is SMA Plus Panyabungan. The literature sources for this article are journals and books that are similar or similar to this research. The discussion of this article is about and the benefits of using the Canva application as an Arabic language education medium at the SMA/MA level. The result of this research is that the Canva application is a very helpful medium for teachers and students in the educational process such as making the power pont more attractive to display. The Canva application increases the creativity of teachers or students in Arabic education, especially in mastering Arabic vocabulary or what is called mufrodat. The Canva application is also useful for increasing students' interest in learning so that the learning process is not boring and interesting as well as fun.

Analisis Karakteristik Aplikasi Kamus Arab-Indonesia Karya Tim Ristek Muslim

This study is driven by the fact that Arabic is often seen as a complex language to master in many Indonesian schools and madrasas. This educational issue has resulted in various efforts to facilitate learning using meaningful innovations. The researchers created online and offline programs, including an Arabic-Indonesian dictionary built for Android. The current research tries to ascertain the applicability of the Arabic-Indonesian dictionary. This study is a literature review study using a descriptive qualitative approach. The developers (Surabaya Muslim Research and Technology Team) created the application in 2012 and used a variety of secondary sources, including articles, journals, and pertinent documents. The Arabic-Indonesian Dictionary is an Android-based Arabic-Indonesian dictionary application capable of translating Indonesian to Arabic and vice versa. This application database has 154,644 Arabic vocabularies. The dictionaries contained in this application include the Arabic-Indonesian Dictionary, Munawwir Dictionary, Muʿjam al-ʿArab, Muʿjam al-Muʿāṣirāh, Lisān al-ʿArabic, Muʿjam al-Ghanī, and the Al-Qur'an Dictionary. This dictionary can be used as an Arabic learning media.

Students’ Response Toward Online Arabic Lenguage Learning in Madrasah Tsanawiyah Negeri Surakarta 1/ Respon Siswa Terhadap Pembelajaran Bahasa Arab daring di Madrasah Tsanawiyah Negeri Surakarta 1

This study aims to determine student responses to learning Arabic online at Madrasah Tsanawiyah Negeri Surakarta 1. The research method uses descriptive methods with a questionnaire technique by asking as many as 5 questions to students of MTs Negeri Surakarta 1 class VII, VIII, and IX as many as 417 through filling in the questions distributed to all respondents in the form of google form. Based on the data, it was found that the Arabic learning media most used by teachers was WhatsApp, while the media most liked by students when learning Arabic online was What's App with 47% of respondents, Goole Meet 22% of respondents, and Google Classroom 22% of respondents. The problems faced by students during online learning are (1) Students have difficulty understanding the material 51% of respondents (2) No quota 8% of respondents (3) Internet networks are often disconnected 13% of respondents (4) Lack of direct explanation of the material using Google meet, zoom 23% of respondents (5) Number of tasks given by the teacher 5% of respondents. Learning Arabic online is still a lot of problems because a teacher and an institution are more prepared for online learning.

Tahlil Amaliyah Ta’lim al-Lughah al-Arabiyyah fi al-Madrasah al-Mihniyyah al-Wihdah Khoirul Ummah Rejang Lebong

The purpose of this study is to analyze and describe the process of learning Arabic in SMKIT Khoiru Ummah Rejang Lebong which includes the Arabic learning process, namely: (1). Arabic learning process planning (rpp) Arabic learning, Arabic learning materials, Arabic learning methods, Arabic learning media and Arabic learning evaluation. (2) problems in the process of learning Arabic in SMKIT Khoiru Ummah Tasik Malaya Rejang Lebong. (3) the solution to the problem of learning Arabic in SMKIT Khoiru Ummah Tasik Malaya Rejang Lebong. This type of research is descriptive qualitative. Data collection techniques using interview, observation and documentation. The results of the study are as follows: (1). RPP and Arabic subject syllabus refer to the curriculum of the ministry of religion of the republic of Indonesia. The material taught is not in accordance with the rpp and syllabus that has been prepared. The material is in the form of reading texts, so the material taught does not vary. The method used is the lecture method. The media used are simple media such as blackboards, markers, and paper. The evaluation is in the form of a written test. (2) the problem of learning Arabic first, students are still having difficulty in translating a reading or qiro 'and writing Arabic or dictation imla'. The material in the curriculum is not packaged and arranged properly by the teacher because it is very monotonous only limited to the qiro'ah text. Third, the method used is the lecture method, the method does not vary in the learning process. The media used is only driven by textbooks and stationery such as blackboards, markers and paper Lu'bah lughawiyah has not been implemented. Even so many language games that can be used like children's songs are translated into Arabic. The second problematic is the heterogeneous educational background of students and the lack of motivation of students of SMKIT 45 | لما ةس ردلما يف ةيب رعلا ةغللا ميلعت ةيلمع ليلحت ةينه ةدحولا جنبيل جناجي ر ةم لأا ريخ Khoiru ummah Rejang Lebong. Students do not recognize the form of Arabic letters or writing, difficulty in arranging or connecting Arabic letters and difficulties in drawing Then less follow-up or reciprocity from the teacher and students on students' Arabic language skills. (3) the solution to the problem of learning Arabic in SMKIT Khoru ummah Rejang Lebong. First about the difficulty of students in translating an Arabic text or text and writing in Arabic, the teacher must use methods that are in accordance with the material presented such as the 'ilma method' and the qiro 'method. in the preparation of the material the teacher must adjust to the level of his education, because each level of education students have different abilities. the media used must vary such as implementing Arabic games with children's songs translated into Arabic. The second problematic students who have different educational backgrounds teachers must vary the methods and media in the delivery of material so that students easily understand the material presented even though they have never learned Arabic. In the introduction of Arabic letters the teacher can use the song and game method. Furthermore, with the lack of reciprocity of teachers and students on Arabic language skills there must be a sense of responsibility of a teacher towards students because one of the requirements for professional teachers is the teacher who is responsible for the ability of students