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Konflik Komunikasi Dalam Penyuluhan Pertanian Di Kabupaten Maros Provinsi Sulawesi Selatan Z, Kartika Ekasari; S. Ali, M. Saleh; Salman, Darmawan; Akhsan, Akhsan; Kasirang, A.
Jurnal Ilmu Komunikasi Vol 12, No 1 (2014)
Publisher : Prodi Ilmu Komunikasi Universitas Pembangunan Nasional "Veteran" Yogyakarta

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Abstract

Penelitian ini bertujuan mendeskripsikan proses sosial antarpelaku pada penyuluhan pertanian berbasis rekayasa sosial dan pembelajaran sosial, memetakan pola komunikasi pada penyuluhan pertanian, mengidentifikasi bentuk dan sumber konflik komunikasi, dan menganalisis fungsi konflik dalam penyuluhan pertanian berbasis rekayasa sosial dan pembelajaran sosial terhadap keberlanjutan penyelenggaraan penyuluhan pertanian.Pemilihan lokasi dilakukan secara purposive. Pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Hasil penelitian: Proses sosial dalam bentuk kerjasama yang dilakukan oleh pelaku dalam penyelenggaraan penyuluhan pertanian berbasis rekayasa sosial lebih banyak terlihat jika ada proyek, sedangkan pada pembelajaran sosial sosial telah mengarah kepada bentuk kerjasama karena adanya kepentingan yang sama untuk mencapai tujuan bersama.Pada penyelenggaraan penyuluhan pertanian berbasis rekayasa sosial model komunikasi yang digunakan adalah model komunikasi linier, sedangkan pada pembelajaran sosial menggunakan model komunikasi konverge.Konflik yang terjadi pada pada penyelenggaraan penyuluhan pertanian berbasis rekayasa sosial umumnya bersifat laten, sedangkan pada pembelajaran sosial umumnya bersifat di permukaan.Konflik dalam penyelenggaraan penyuluhan berbasis rekayasa sosial cenderung dihindari dan dibiarkan tersembunyi, sedangkan pada pembelajaran sosial konflik yang terjadi dikelola dan dijadikan sebagai pendorong bagi setiap pelaku untuk mandiri.
PROGRAM PEMBERDAYAAN WARGA BINAAN LAPAS II.B KOTAPAREPARE Patahuddin, Patahuddin; Syawal, Syawal; Akhsan, Akhsan
Jurnal BALIRESO Vol 3, No 1 (2018)
Publisher : Jurnal BALIRESO

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Abstract

Community Empowerment Program of Lembaga Pemasyarakatan (LAPAS) Class II.B Parepare isa program which aims to improve the skills, talents and professionalism of the prisoner inaccordance with their talents, interests, physical and mental development, and the potential of theirenvironment as a means to work in improving the peoples economy and alleviating poverty aswell as improving the quality of prisoners’ life. Our empowerment program which wasimplemented in the LAPAS class II.B Parepare includes; processing of patchwork, Sewing courseand screen printing. The objectives of the three programs are; 1). As a skill that can provide asource of income as long as they are in LAPAS, 2) To provide additional skills for the prisoners asa provision for entrepreneurship later when they are free from LAPAS. The Implementation ofCommunity Empowerment Program of LAPAS Class II. B Parepare begins with anentrepreneurial Seminar then followed by a patchwork processing training that includes themanufacturing of a doormat and pin point storage, sewing and screen printing courses.
كفاءات معلمي اللغة العربية في إندونيسيا في القرن الحادي والعشرين Setyawan, Cahya; Akhsan, Akhsan
Imtiyaz : Jurnal Pendidikan dan Bahasa Arab Vol 4, No 1 (2020): Juni
Publisher : IAIN Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/im.v4i1.3222

Abstract

In the 21st century is a disruptive era, millennial era, digital age. Information technology and science develop. This development was followed by the development of the human generation, namely generazi Z. This generation is technology literate, multitalent, and creative. In the world of education of course this makes a very extraordinary impact. Arabic language teachers as one of the components of education must follow the flow of globalization. Arabic teachers face many challenges in this era. Therefore there is a standard for Arabic teacher competencies. In the standardization, of course there are efforts made by the government, agencies, institutions and individual teachers in developing and training their competencies. Therefore this paper is a literary paper that discusses how the challenges faced by Arabic language teachers in the 21st century, then the competency standards of 21st century Arabic language teacher as well as the efforts made to develop them.
علم المعاني في كتاب البلاغة الواضحة لعلي الجارم ومصطفي أمين : دراسة تقويمية من حيث الأهداف والمحتوى وطريقة العرض والتقويم Akhsan, Akhsan
Lahjah Arabiyah: Jurnal Bahasa Arab dan Pendidikan Bahasa Arab Vol. 1 No. 1 (2020): Lahjah Arabiyah - January
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/lahjah.v1i1.569

Abstract

The balaghah Wadhihah written by Ali al Jarim and Mustofa Amin is one of the famous books used by many pesantren in Indonesia. As a book that discusses the knowledge of Balaghah, this book contains about three sciences which are the basic pillars of Balaghah, namely Ilmu Bayan, Ilmu Badi’ and Ilmu Ma'ani. This research is an evaluative descriptive study. This study aims to evaluate the book Balaghah Wadhihah by Ali al Jarim and Musthafa Amin in terms of Ilmu Ma'ani to what extent this book has met the standards as a good textbook that can be used by students. This study will focus on evaluating aspects of the objectives, content, method of presentation and evaluation in the form of exercises or tests contained in the book.
MODEL BELAJAR DAN PEMBELAJARAN BAHASA ARAB GENERASI MILENIAL Akhsan, Akhsan; Muhammadiyah, Ahmadi
Lahjah Arabiyah: Jurnal Bahasa Arab dan Pendidikan Bahasa Arab Vol. 1 No. 2 (2020): Lahjah Arabiyah - July
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/lahjah.v1i2.817

Abstract

Millennial era is identical with digital era. Where millennials are more inclined to like learning with practical and rational. Millennials prefer something simple and not complicated. Indirectly with this it also affects the learning styles of Arabic students. With this fact, the language teacher must also adjust to technology. In the midst of the covid-19 pandemic, literacy learning models, hybrid learning, and long life learning become learning models that are always discussed and discussed in various forms. Literacy with a genre approach, hybrid learning with online models and webinars, as well as long live education by planting lifelong learning to students wherever they are. These three things are expected to have a significant influence on learning and learning models in this millennial era. Especially in a pandemic that does not allow for face-to-face meetings, so it is more efficient, practical, and effective.
MEMBANGKITKAN POTENSI DIRI DAN MINAT SISWA DALAM BELAJAR BAHASA ARAB DENGAN NILAI-NILAI HYPNOTEACHING Akhsan, Akhsan; Muhammadiyah, Ahmadi
Lahjah Arabiyah: Jurnal Bahasa Arab dan Pendidikan Bahasa Arab Vol. 2 No. 1 (2021): Lahjah Arabiyah - January
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/lahjah.v2i1.40-51

Abstract

The most important obstacle today in learning Arabic is that the awareness of the importance of Arabic in students has not been fully formed. This fact occurs because Arabic learners and teachers, especially in Indonesia, are still trapped in policies (regulations regarding the continuity of learning in class, time and space issues), curriculum (objectives and boundaries of competence), and methodology (theories that must be put into practice). Coupled with the "image" and "mindset" that has been formed in society that Arabic is only the language of religion. Make students aware that Arabic is one of the international languages ​​and it is useful in their world life. This problem is a fundamental problem which academics and Arabic language practitioners have to slowly resolve. The purpose of learning Arabic must be shifted from "teaching the language" to "teaching the language", teaching methodology must be "constructed" from practicing theory and curriculum to exploring potential and arousing student interest. With the application of Hipnoteaching values, it is hoped that teachers will be able to design Arabic language learning that is able to increase the potential, talents, and interests of students in Arabic. Hypnoteaching values ​​according to the results of this study, it can be adopted in Arabic learning with the following concepts : 1) Place, Location and Arabic Study Room Setting, 2) Mental and psychological settings of Arabic teachers and students, 3) Early Learning Stimulus, 4) Setting communication styles in Arabic learning, 5) Enabling the class with practice is not just a transfer of knowledge or knowledge of Arabic, 6) Evaluation and 7) Closing Activities of Learning Arabic.
علم الصرف، نظرياته وتطوراته والاستفادة منه في تعليم اللغة العربية Akhsan, Akhsan; Muhammadiyah, Ahmadi; Wahyudin, Wahyudin; Umri, Zulli
Lahjah Arabiyah: Jurnal Bahasa Arab dan Pendidikan Bahasa Arab Vol. 2 No. 2 (2021): Lahjah Arabiyah - July
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/lahjah.v2i2.91-104

Abstract

Sharf is one of the most important branches of knowledge in Arabic, by which a learner can know and understand the form of a word, its origin, its changes, and its meaning, so that it is hoped that he will be able to understand the Arabic text he reads and hears. The substance of the Sharf is to discuss the forms of words with the aim of knowing the meaning of each of these word changes. The goal of learning Sharaf is to teach students about changes in the form of a word to another word to find out its true meaning. Sharf science is one of the scientific principles in Arabic which is one of the media (intermediaries) to master language skills. Therefore, the Sharf should be taught by paying attention to the following matters: 1) Teaching the Sharf science is not a goal (learning the science of Sharf for the Sharf) but as a instrumen (tool) to get competence and language skills, 2) Teaching the Sharf requires a lot of practice and not only focus on teaching the rules and forgetting the basic function, 3) it must be taught in stages according to the students' abilities, for example from Mujarrad to Mazid and practice in perfect sentences (Jumlah Mufidah).