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Pelatihan Powerpoint Bagi Guru Bahasa Arab MTs Kota dan Kabupaten Kediri Ainin, Moh; Ahsanuddin, Mohammad; Asrori, Imam
Al-Khidmah Vol 1, No 2 (2018): AL-KHIDMAH (Desember)
Publisher : Universitas Muhammadiyah Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1213.667 KB) | DOI: 10.29406/al-khidmah.v1i2.1230

Abstract

Tujuan pelatihan ini adalah memberikan pengetahuan kepada guru bahasa Arab MTs Kabupaten dan Kota Kediri tentang pentingnya bahan ajar dan mendrill mereka dalam pembuatan bahan ajar bahasa Arab berbasis powerpoint. Metode yang digunakan dalam pelatihan ini adalah ceramah, drill, penugasan. Peserta yang ikut dalam pelatihan ini sejumlah 24 orang guru bahasa Arab MTs Kabupaten dan Kota Kediri. Hasil dari pelatihan ini adalah guru bahasa Arab MTs Kabupaten dan Kota Kediri mengenal konsep bahan ajar bahasa Arab dan dapat membuat bahan ajar bahasa Arab berbasis powerpoint.
KETAKSAAN SILABUS MATA PELAJARAN BAHASA ARAB TAHUN 2016 UNTUK JENJANG MENENGAH ATAS Ainin, Moh.; Asrori, Imam
Arabi : Journal of Arabic Studies Arabi : Journal of Arabic Studies | Vol. 4 No. 2 December 2019
Publisher : IMLA (Arabic Teacher and Lecturer Association of Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (230.43 KB) | DOI: 10.24865/ajas.v4i2.137

Abstract

The Ministry of National Education has developed the 2016 Arabic language learning syllabus for high school level (SMA and MA) with specialization programs. This syllabus is often complained by Arabic teachers. This study was conducted with a qualitative approach because the data were analyzed in the form of information presented in narrative form and the results of the analysis were also presented in a narrative-qualitative manner. Data were analyzed using the interactive model of Miles and Huberman and strengthened by the Krippendorff model content analysis technique. Based on the results of a study of the contents of the syllabus, it was found that there were substantial ambiguities. This imposedness includes imposed identity and imposed content. The ambiguity was present in the form of imposed identity in the mention of names of subjects (subjects of Arabic language and literature, courses in Arabic, even subjects of Indonesian / French). The ambiguity of content includes: inconsistencies between components, KD formulation, cognitive-psychomotor domains, language skills (receptive-productive, and impersonal meaning.
POLA INTERAKSI DALAM ALQURAN YANG TERCERMIN PADA AYAT-AYAT BERBENTUK PERTANYAAN Ainin, Moh.; Asrori, Imam
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol 40, No 1 (2012)
Publisher : Fakultas Sastra Universitas Negeri Malang

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Abstract

The Qur’an is a media of interaction between God and His creatures. The research aims to describe the pattern of interactions in Qur’an. It uses qualitative design and content analysis. The research result shows that the themes of interaction are various, the participants of interaction include God and His creatures, the responses of the interaction are categorized into: response which is based on its origin and based on the relationship of questions-responses. The motives of interactions are various depending on context. The background of interaction is divided into physical and non-physical. In addition, the pattern of interaction includes one-way and two-way interaction and the interactional strategy is either direct or indirect
STRATEGI PEMBELAJAR INDONESIA MENGIDENTIFIKASI MAKNA KATA BAHASA ARAB DALAM KONTEKS KALIMAT WACANA GEOGRAFI Asrori, Imam
Arabi : Journal of Arabic Studies Arabi : Journal of Arabic Studies | Vol. 1 No. 2 December 2016
Publisher : IMLA (Arabic Teacher and Lecturer Association of Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (452.039 KB) | DOI: 10.24865/ajas.v1i2.4

Abstract

This restrospective research studied the strategies employed by Indonesian students in identifiying the meaning of Arabic words in context. This study found: first, the students identified the word meaning using the following strategies: (a) using a billingual dictionaries (digital dictionary, printed dictionary, online dictionary), (b) asking friends, and (c) utilizing context. Second, students were able to identify the full context and identify the meaning of difficult words accurately. Third, relating meaningful context and accurate meaning which found four patterns of integrating context and accuracy of meaning, namely (a) full context and accurate meaning (F-A), (b) full context but innacurate meaning (F-NA), (c) incomplete context but accurate meaning ( NF-A), and (d) incomplete context and inacurate meaning  (NF-NA). The ability to identify full context tends to help students to identify the meaning of words accurately.DOI: 10.24865/ajas.v1i2.4
UPAYA KEPALA MADRASAH DALAM MENSUKSESKAN PENERAPAN KURIKULUM 2013 Asrori, Imam
Manajer Pendididikan Vol 10, No 4 (2016)
Publisher : Manajer Pendididikan

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Abstract

The purpose of this study is to describe the problem in the success of efforts Principals curriculum implementation in 2013 in Madrasah Aliyah Lubuklinggau. Methods of data collectiontechniques in qualitative research is qualitative data collection observation, interviews, personal and official documentation, photographs, image recording, and informal conversations all the qualitative data. Conclusions this study shows that efforts are techniques to teachers, disseminate to related and those that act, and cooperation to the relevant parties, such as the Department ofEducation, implementation, to the publishers, submit a proposal pempersiapkan instructional media.Keywords: Principal, Curicculum 2013
THE MAPPING OF ARABIC LANGUAGE LEARNING IN SENIOR HIGH SCHOOLS AND VOCATIONAL SCHOOLS IN MALANG REGENCY Ahsanuddin, Mohammad; Ainin, Moh.; Asrori, Imam
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban | Vol. 6 No. 1 June 2019
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v6i1.7308

Abstract

This study aims to map the learning of Arabic in Senior High Schools and Vocational Schools in Malang Regency covering the aspects of 1) teacher qualification, 2) curriculum and development, 3) teaching materials, 4) teaching strategies, 5) instructional media, and 6) evaluation implementation. The research was conducted with a descriptive model. Of the population 183 Senior High School and Vocational Schools, 12 schools were taken using a cluster sampling. The data were collected using questionnaires filled by Arabic teachers in all sample schools. The data analysis was performed according to the steps a) identification of data, b) tabulation of data, c) data grouping, d) data quantification, and e) description of data. This study found (1) all Arabic teachers in Senior High Schools and Vocational Schools in Malang Regency have a standard qualification of Arabic teacher in school, (2) Senior High Schools and Vocational Schools in Malang Regency using the Ministry of Education and Culture KTSP curriculum which was elaborated by teachers into syllabus form and Lesson plans, (3) teaching materials used were in the form of textbooks and student worksheets with various titles and publishers, (4) reading and vocabulary learning was carried out with translation techniques; speaking skills were trained by giving students time to practice dialogue, and writing skills were trained through sentence exercises, copying texts, combining two sentences, and completing paragraphs; (5) teachers utilized instructional media, drawings, original objects, hearing, charts/scheme, or language lab; and (6) the majority of teachers evaluated the lessons at the end of each unit.
PENGEMBANGAN APLIKASI ANDROID KAMUS JAMAK TAKSIR BERBASIS BUKU AL-’ARABIYYAH BAINA YADAIK Mardiyah, Ainal; Asrori, Imam; Maziyah, Laily
Prosiding Konfererensi Nasional Bahasa Arab No 3 (2017): PROSIDING KONFERERENSI NASIONAL BAHASA ARAB III
Publisher : Prosiding Konfererensi Nasional Bahasa Arab

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Abstract

Bervariasinya bentuk jamak taksir ternyata menjadi problematika tersendiri bagi pembelajar bahasa Arab. Oleh karena itu, dibuat aplikasi android kamus Jamak Taksir berbasis buku Al-’Arabiyyah Baina Yadaik (ABY). Buku ABY dipilih karena banyak universitas di Indonesia menggunakannya dalam proses pembelajaran bahasa Arab, antara lain Universitas Negeri Malang, UIN Jakarta, dan Universitas Muhammadiyyah Surabaya. Penelitian ini bertujuan untuk menghasilkan produk kamus Jamak Taksir berbasis buku ABY, dengan mendeskripsikan: (1) produk, (2) kelayakan produk, dan (3) efektifitas produk. Aplikasi ini berisi ±659 kata tunggal lengkap dengan contoh dan materi jamak taksir. Hasil penelitian menunjukkan produk ini sangat layak dan efektif. Uji lapangan menunjukkan banyak mahasiswa menyukai aplikasi ini. Kata kunci: aplikasi android, kamus, jamak taksir, ABY
PEMBELAJARAN KEMAHIRAN LISAN BAHASA ARAB Asrori, Imam
Prosiding Konfererensi Nasional Bahasa Arab No 4 (2018): Prosiding Konferensi Nasional Bahasa Arab IV
Publisher : Prosiding Konfererensi Nasional Bahasa Arab

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Abstract

Abstrak: Kemahiran berbahasa dibedakan menjadi dua kemahiran, yaitu lisan dan tulis. Kemahiran lisan merupakan kemahiran yang relative penting dalam program pembelajaran bahasa. Penguasaan kemahiran lisan dapat meningkatkan rasa percaya diri pembelajar. Pemerolehan kemahiran lisan menjadi tolak ukur keberhasilan belajar dan pembelajaran bahasa. Pembelajaran kemahiran lisan di sekolah perlu dilakukan secara bertahap. Pentahapan dimaksudkan untuk menanamkan pada diri pembelajar rasa mampu mengikuti pembelajaran. Kemahiran menyimak dilatihkan melalui tiga tahap, yaitu membedakan bunyi, menyimak dan menemukan makna, dan menyimak pemahaman. Kemahiran berbicara dilatihkan melalui tiga tahap pula, yaitu mekanis-repetitif, semi komunikatif, dan komunikatif.Kata kunci: kemahiran lisan, menyimak, berbicara
MENGADOPSI TEORI MEDAN MAKNA MENJADI METODE PENGAJARAN BAHASA ARAB DI ERA POSMETODE Asrori, Imam
Prosiding Konfererensi Nasional Bahasa Arab No 2 (2016): Prosiding Konfererensi Nasional Bahasa Arab II
Publisher : Prosiding Konfererensi Nasional Bahasa Arab

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Abstract

Artikel ini membahas empat hal, yaitu konsep teori medan makna, operasionalisasi prinsip medan makna sebagai teknik pembelajaran, langkah-langkah pembelajaran bahasa Arab dengan metode medan makna, dan kelebihan-kelemahan pembelajaran bahasa Arab dengan metode medan makna. Dari pembahasan diperoleh hasil berikut. Pertama, medan makna dikonsepsikan sebagai suatu ruang keterhubungan makna dari suatu kelompok kata. Kedua, prinsip-prinsip medan makna dapat diturunkan menjadi teknik browsing kata yang berhubungan, melibatkan konteks, dan menerapkan pola secara sintagmatik dan paradigmatik. Ketiga, pembelajaran dengan metode medan makna dilaksanakan dengan prosedur: a) tulis tema di tengah media tayang, b) identifikasi kata yang relevan, c) pembacaan kata, d) pengaitan antarkata, e) penyusunan kalimat, f) tanya-jawab untuk memasuki isi pelajaran, g) sintesa isi pelajaran, h) pembacaan dan penceritaan ulang, dan identifikasi sinonim, antonym, dan relasin lain. Keempat, kelemahan utama metode ini adalah lebih berorientasi pada bentuk dan bottom-up,  adapun kelebihannya adalah lebih koperatif, berbahasa target, dan siswa aktif.  Kata Kunci: medan makna, metode pembelajaran, bahasa arab
BERCERITA DAN BERMAIN DALAM PEMBELAJARAN BAHASA ARAB DI SEKOLAH DAN MADRASAH Asrori, Imam
Prosiding Konfererensi Nasional Bahasa Arab No 1 (2015): Prosiding Konfererensi Nasional Bahasa Arab I
Publisher : Prosiding Konfererensi Nasional Bahasa Arab

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Abstract

Pembelajaran dan belajar bahasa—termasuk bahasa Arab—pada dasarnya adalah membelajarkan dan belajar berbahasa. Bercerita merupakan kegiatan berbahasa, sebagaimana bermain yang pada umumnya melibatkan penggunaan bahasa. Bercerita bermanfaat untuk mengembangkan kemampuan verbal, memicu imajinasi, dan mendorong kegiatan membaca. Bermain bermanfaat untuk meningkatkan kemampuan kerjasama, memunculkan rasa senang, dan mendorong kreativitas. Dalam praktik belajar dan pembelajaran bahasa Arab, kegiatan bercerita dan bermain dapat dilaksanakan secara terpisah satu sama lain ataupun terpadu. Penyampai cerita dan pelaku permainan adalah guru dan siswa secara perorangan, berpasangan, dan kelompok.