Implementation Of Arabic Learning Research Articles

Penelitian Pembelajaran Bahasa Arab Secara Daring pada Masa Pandemi Covid 19 di Indonesia

Several studies related to the implementation of online Arabic learning during the Covid-19 pandemic in Indonesia have been carried out in Indonesia and published in national journals. However, there has been no survey of articles related to research on the implementation of online Arabic learning during the Covid-19 pandemic in Indonesia. Thus, this research aims to classify all the research results into several categories related to research on the implementation of online Arabic learning during the Covid-19 pandemic in Indonesia. This research utilizes the Systematic Literature Review (SLR) method which is used to identify research results on the topic of implementing online Arabic learning during the Covid-19 pandemic in Indonesia. This research data comes from 6 articles that have been accredited by the Ministry of Research, Technology and Higher Education of the Republic of Indonesia and 1 article that has been presented at an Arabic conference. The results of this research map factual information related to the opportunities and challenges experienced by educators and students in implementing online Arabic learning during the Covid-19 pandemic. This research can also be used as a reference in further research on the implementation of Arabic learning.

Pendekatan Komunikatif David Nunan (Studi Kasus dalam Pembelajaran Bahasa Arab di Markas Bahasa Arab Pondok Pesantren Banyuanyar Pamekasan)

The Communicative Approach, also known as communicative language teaching (CLT), emphasizes interaction and problem solving as both a means and an end goal of learning a particular language. This approach emphasizes role-playing activities such as language learning activities in pairs and language learning in certain groups. This results in the transfer of the role and focus of learning from teacer oriented to student oriented, namely students as the main focus and active actors of learning. The implementation of Arabic learning at the Arabic language headquarters of the Banyuanyar Islamic boarding school has largely been in accordance with the communitive approach initiated by David Nunan

Strategi Pembelajaran Bahasa Arab dalam Upaya Mempersiapkan Calon Mahasiswa Baru ke Timur Tengah (Studi Kasus pada El-Darosah Banten)

This article aims to analyze the Arabic language learning strategies implemented by El-Darosahat Banten in order to prepare prospective new students for the Middle East, especially Al-Azhar as the oldest university in Egypt. As we know that students who want to continue their studies in the Middle East have increased. Therefore, it requires a strategy in preparing Arabic so that they can follow learning in the Middle East well. This research is qualitative using descriptive analysis methods. Data were obtained through observation, interviews, and documentation studies. The qualitative approach according to Creswell allows a researcher to become a key instrument, namely as a data collector, behavioral observation, or participant interview. The object of research in this paper is students at the El-Darosah institution who want to continue their studies to the Middle East. The results of this research show that learning Arabic at this institution is for a specific purpose so that it has implications for several things: First, the implementation of Arabic learning at El-Darosah uses private and classical methods so that learning runs effectively; The material is a compilation of many resources pertaining to learning Arabic related to the acquisition of Arabic language skills; Third, in the grammatical aspect, students are required to identify and express ideas about the grammatical structure and style used in the texts provided, so that learning Arabic is more functional. Another strategy used in learning Arabic at this institution is that teachers always motivate students, so predetermined goals of learning Arabic can be achieved effectively and efficiently because students are present physically and psychologically. We recognize that this study has many flaws. Therefore, we hope that there are researchers who can continue our research, such as how the strategy of mastering the Amiyah language because outside of learning, the language used is the Amiyah language.

Problems of Learning Arabic in Islamic Boarding Schools

This study aims to describe how the problems of implementing Arabic language learning in private Boarding School. This study used a qualitative method with a case study approach. Sources of research data were taken through direct interviews with ten informants (principal, Arabic teacher, and eight students), using a set of interview protocols, to strengthen the research data the authors made observations for three months by being directly involved in the learning process such as practical learning, theoretical learning, and midterm exams. All interview and observation data were then analyzed by means of thematic analysis using the Nvivo12 software. Overall, the research findings found eight problematic themes in the implementation of Arabic learning. The eight themes are divided into three aspects including problems originating from the students themselves, three aspects originating from the teacher's weaknesses in learning Arabic, and two aspects originating from the school itself. The results of this study, hopefully, can be used as initial data for future researchers by discussing this problem with different contexts and issues.

Arabic Language Learning Management at an Integrated Islamic Elementary Schools in Sokoharjo/ إدارة تعليم اللغة العربية في المدارس الابتدائية الإسلامية المتكاملة في سوكوهارجو

This research departs from the phenomenon of Integrated Islamic Schools (SIT) where the researchers took a sample of 5 Integrated Islamic Elementary Schools (SDIT) as a sample of the diversity of Integrated Islamic Schools in Sukoharjo. The study took SDIT because Arabic is a lesson in every SDIT, so there is a need for management in learning Arabic to achieve the objectives of learning Arabic at SDIT. This research is a descriptive qualitative research, with data collection techniques of observation, interviews, and documentation. By analyzing data using data reduction, data delivery, and conclusions. In the discussion to achieve Arabic learning objectives that have been planned by an institution, the need for Arabic learning management which includes Arabic learning planning, organizing Arabic learning, implementation of Arabic learning, evaluation of Arabic learning. So each SDIT to achieve the objectives of learning Arabic, it is necessary to manage Arabic learning by being able to develop according to their respective characteristics and still maintain the characteristics so that learning management is in accordance with the objectives of each foundation or educational institution so that learning Arabic can be effective and efficient

Taqyīm Ta’allum al-Lugah al-Arabiyyah abr al-Intirnit bi Namūżaj Countenence Stake fi Aṡnāi Jāiḥah Kūfīd 19.

This study aims to evaluate about online Arabic language learning at MAN 1 Gunungkidul based on the Decree of the Directorate General of Islamic Education by No. 2791 of 2020 on Emergency Curriculum Guidance at School with the Countenance Stake model. The Data collection techniques are carried out by observation, interview, and documentation. The results of this study are: 1) the learning plan is in the form of RPP content with an online model on Arabic language learning during the Covid-19 Pandemic at MAN 1 Gunung kidul falls into the very good category (84%), 2) the implementation of Arabic learning with online models on Arabic language learning during the Covid-19 Pandemic at MAN 1 Gunungkidul is in very good category (82%), 3) Assessment of Arabic learning with online model on Arabic learning during the Covid-19 Pandemic at MAN 1 Gunungkidul is in the good category (75.26%).

Problematika Manajemen Kelas dalam Pembelajaran Bahasa Arab dan Alternatif Pemecahanya

Learning is a complex activity. Various ways and strategies are needed to make learning run well. Active and effective learning is the main key to achieving educational success. To realize active and effective in Arabic learning requires thorough knowledge and mastery of classroom management. In the implementation of Arabic learning, it is possible that educators will encounter various problems in classroom management. However, these problems can be overcome properly if classroom management is controlled by educators.

Implementation of Arabic Learning Through The Syarqi Program in The Markaz Arabiyah Pare Course

The fact of student’s enthusiasm in participating in learning Arabic in educational units, especially formal education which tends to be monotonous and lacking in designing the learning process so that the material can be conveyed properly and clearly so that the expected goals can be achieved optimally is a problem that is often heard. Considering that in arousing the enthusiasm of students so that they are happy in following Arabic lessons, one of the efforts that can be done is to teach Arabic by preparing a learning plan and teaching Arabic that is good and fun. Therefore researchers conducted further research on these matters. The purpose of this study was to determine the process of learning Arabic in non-formal institutions that prioritize aspects of language proficiency through the Shar'i program at the Pare Markaz Arabiyah Institute starting from planning, implementation, evaluation and constraints that occur in learning activities. The method used in this research is a qualitative phenomenological approach using data collection techniques in the form of observations, interviews, literature studies and documentation. The sample of this study is Arabic teachers and Syarqi class students 1. The results of the study show that: (1) The planning of learning conducted by the teacher in preparing and improving the quality of Arabic skills learning is in accordance with the guidelines for the preparation of a typical Markaz Arabiyah curriculum design. (2) The series of processes in the implementation of Arabic skills learning in terms of teaching and learning activities carried out by teachers consists of 3 series of activities, namely initial activities as preliminary, core activities and closing activities, as a whole can be assessed as good. (3) Evaluation of Arabic learning conducted by teachers is well implemented and the achievement of student evaluation results is quite satisfying. by carrying out three evaluations namely daily evaluation, weekly evaluation and final evaluation of the program, the evaluation forms that teachers use are in the form of oral tests and written tests. (4) the obstacles that occur in the process of learning Arabic are first from students who have different cognitive abilities, and from Arabic teachers who still need variations in using various learning methods, then the obstacles that arise are the lack of availability of language laboratory facilities for listening subjects.

Implementasi Pembelajaran Bahasa Arab melalui Pendekatan Saintifik di Kelas 1 MI Ar-Rahmah Jabung Kabupaten Malang

Madrasah Ibtidaiyah Ar-Rahmah Malang is a primary level educational institution in Jabung District of Malang Regency. Since Class 1, students have been introduced to Arabic language lessons using a scientific approach. Through qualitative methods, the results of this study indicate that the implementation of Arabic learning using a scientific approach has been carried out by Madrasah Ibtidaiyah Ar-Rahmah teachers. Various methods are used so that the scientific approach can be achieved properly. However, because they are still in class 1 Madrasah Ibtidaiyah, the emphasis on Arabic is still directed to memorize mufrodat related to everyday themes. So the scientific approach is still not optimal to be implemented in grade 1 students of Madrasah Ibtidaiyah Ar-Rahmah Jabung Malang.

The Implementation of Arabic E-Learning through Arabic-Online.net

This study aims to describe Arabic-Online.net and to find out how it is used in the implementation of Arabic learning. Applying a qualitative approach, this research was of literature study. The main object is e-learning site i.e. Arabic-Online.net which can be accessed openly to learn Arabic. Further, this study found that Arabic-Online.net is an Arabic learning model provided to non-native speakers, which is offered by the Saudi Electronic University. Its teaching is based on the General European reference framework by using four language skills and the main components in Arabic. There are 16 levels in the stages ranging from beginner, elementary, intermediate, upper intermediate, advanced, to mastery which contain as many as 796 main interactive videos, 12.000 audio files, 6.320 images and 10.076 exercises. Each level consists of 6 modules (units), each of which includes 24 lessons. E-learning implementation using Arabic-Online.net is conducted in the form of blended learning.

Pengaruh Program Kelas Bahasa Arab pada Lembaga CELAD terhadap Penguasaan Mufrodat (Kosa Kata) Mahasiswa

This study was motivated by the problem of mastering Arabic in the Faculty of Islamic studies (FAI), Islamic university of Riau (UIR). This problem focused on the students’ quality and learning interest of FAI UIR on language mastery, both Arabic and English. This foreign language or second language mastery program such as Arabic or English is made in the form of language classes. Language classes are initially unattended by a special institution such as a language center now under the supervision of the FAI UIR language center, the forerunner of the UIR language center called CELAD (Center for Languages ​​and Academic Development). Formulation The problem of this research is how the implementation of Arabic learning and the influence of the Arabic language class on the mastery of student learning in the Faculty of Islamic Studies UIR. The purpose of this study was to find out the implementation of Arabic learning and the influence of the Arabic language class on the mastery of student learning in the Faculty of Islamic studies. The type of this research is descriptive as well as qualitiative and quantitative research. The literature review used is language learning, the influence of the Arabic language class, and vocabulary mastery (al-mufradat). Then based on the results of the study using quantitative descriptive analysis, it found that the implementation of Arabic learning and the influence of the Arabic class on students’ vocabulary mastery of FAI UIR can be said to be "good".

The Reality of Arabic Learning Guidance in Indonesian Islamic Senior High Schools

This study emphasizes the reality of guidance the Arabic lesson conducted in Islamic senior high schools, which is one of the identifier lessons that distinguishes Madrasah Aliyah/Islamic senior high schools with the other senior high schools. This study is discussed by using descriptive qualitative approach, through the deep observation and interview, to describe and disclose the reality of guidance that provided on Arabic learning, which has the implications for the weakness of Arabic learning achievement of students in Madrasah Aliyah. Guidance the Arabic learning in Islamic senior high schools have not fully get the maximum attention of the parties concerned. The phenomenon can be seen for example from policy aspect; the regulation to oversee the achievement of learning goals in Arabic indicates a lack of seriousness. Some regulations are less favorable, the absence of special supervision on the implementation of Arabic learning, learning time allocation is inadequate and the lack of regular guidance for teachers of Arabic in the form of training workshops etc.Implementation of guidance the Arabic Learning in Madrasah Aliyah is the duty and responsibility of the Ministry of Religion. This guidance is more assigned explicitly to teachers of subjects and Supervisory madrasah in charge, but in fact the guidance has not been done as expected, partly because of the supervisor in charge of implementing the guidance in general recruited not by corresponding to subjects supervised that causing reluctance and lack of confidence in doing their duties. The implications posed is the Arabic teacher did not receive the guidance that can control and help to increase the professionalism in the execution of the task and then make the student achievement of Arabic learning has not demonstrated the encouraging results.

تطبيق تدريس اللغة العربية على المنهج الدراسي ٢٠١٣ (التصويب ٢٠١٧) في الفصل الثامن بمدرسة الهداية المتوسطة الإسلامية كيسامبين توبان

The implementation of Arabic learning always relates to the curriculum, especially the curriculum 2013 which is being used now in school. Therefore, researches want to know about how to apply Arabic learning in accordance with the 2013 curriculum (revised 2017). This research was carried out at the MTs Al-Hidayah Tuban in VIII grade. This study uses qualitative descriptive analysis method to reveal the facts in the field about learning Arabic using the 2013 curriculum (revised 2017). In the process of data collection, interview and documentation to get detailed data on the 2013 curriculum (2017 revision) and the learning process of Arabic in class VIII. From this study, researchers found that learning Arabic using the 2013 curriculum (revised 2017) was going well. This can be seen from the making of the Arabic Languange Learning Plan is good, the learning process in the classroom has also runs smoothly as well as the problems of learning in the classroom that are able to be to be solved properly by the teacher.

تقويم تطبيق منهج 2013 في تعليم اللغة العربية في المدارس الابتدائية الإسلامية بفونوروغو

Curriculum is closely related with learning activities. The curriculum changes are designed to catch up with changing times. In Indonesia, the curriculum had undergone change since independence year (1945)to the latest curriculum 2013. The attention of this curriculum is paid more to the Arabic language because it must be taught at Madrasah Ibtidaiyah grade 1. Therefore, the implementation of Arabic learning for students of MI grade 1 in the curriculum 2013 is interesting to discuss. The researcher focuses on materials organization, learning method, and evaluation technique. The findings indicated that: (1) organization of learning materials of Arabic learning in the curriculum 2013 uses logical structures that works continuously, sequence, and complementary, (2) the methods has not used not a scientific method but combined with learning methods. (3) the teachers of MI grade 1 use some evaluation techniques, such as assignments, oral test, written test to assess their knowledge. Meanwhile to assess teacher attitude, observation is used and to assess the teacher skills are project and performance, portfolio as well