scholarly journals Whatshapp Sebagai Model Pembelajaran Nahwu Berbasis Internet

2020 ◽  
Vol 3 (2) ◽  
pp. 1-13
Author(s):  
Ariadi Muliansyah
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Cognitive Learning ◽  
Language Education ◽  
Field Research ◽  
Arabic Language ◽  
Learning Model ◽  
Learning Material ◽  
Jean Piaget ◽  
Online Data

This study aims to form learning that is active, interesting, creative, innovative and can attract students who tend to be bored and lazy with Nahwu learners. This is based on seeing the problem of Arabic language education, especially in Nahwu's learning which tends to be passive and unattractive, because identical language learning is carried out and taught with a teaching system that still tends to stick to classical methods that seem boring. In addition, the problems that exist are also due to the absence of specific guidelines that can integrate the development of world technology with learning Arabic. This study uses field research methods. Namely by researching the Whatshap group that runs online learning. Data analysis using the theory of behaviorism proposed by Skyner and using cognitive learning theory proposed by Jerome S. Bruner and Jean Piaget Learning using Whatsapp media is an online learning model by using and utilizing the features provided in the Whatshap application to facilitate the learning process which has always seemed boring. The learning model is in the form of sending learning material in two formats, namely in PDF format and with audio recording format. Then the provision of learning material is carried out every once a week, but the discussion is carried out without any time limit in the discussion group. Then the evaluation is done two times, which is every once a week with weekly material and every once at the end of the month with material a month before. Abstrak Penelitian ini bertujuan agar terbentuknya model pembejaran yang aktif, menarik, kreatif, inofatif, dan bisa menarik minat para pelajar yang cenderung bosan dan malas dengan pembelajar nahwu. Hal ini didasari karena setelah melihat permasalahan pendidikan bahasa Arab, terutama dalam pembelajaran nahwu  yang cenderung fasif dan tidak menarik, karena pembelajaran kebahasa araban identik dilaksanakan dan diajarkan dengan sistem pengajaran yang masih cenderung berpatok kepada metode-metode klasik saja yang terkesan membosankan. Selain itu, permasalahan yang ada juga dikarenakan belum adanya pedoman khusus yang dapat mengintegrasikan perkembangan teknologi dunia dengan pembelajaran bahasa arab. Penelitian ini menggunakan metode penelitian lapangan (field research). Yaitu dengan meneliti grup Whatshap yang menjalankan pembelajaran online. Data analisis menggunakan teori behaveriorisme yang dikemukakan oleh skyner dan mengunakan teori pembelajaran kognitif yang dikemukakan oleh Jerome S. Bruner dan Jean Piaget Pembelajaran dengan menggunakan media Whatshapp merupakan suatu model pembelajaran online dengan menggunakan dan memanfaatkan fitur-fitur yang disediakan dalam aplikasi Whatshap untuk mempermudah proses pembelajaran yang selama ini terkesan membosankan. Model pembelajarannya berupa pengiriman materi pembelajaran dengan dua format, yaitu dengan format PDF dan dengan format rekaman audio. Kemudian pemberian materi pembelajaran dilakukan setiap sekali seminggu, namun diskusi dilakukan tanpa ada batas waktu di dalam grup diskusi. Kemudian evaluasi dilakukan dalam dua waktu, yaitu setiap sekali seminggu dengan materi mingguan dan setiap sekali pada akhir bulan dengan materi sebulan sebelumnya. Kata kunci: Pembelajaran Nahwu, dan Whatshapp

scholarly journals Model Penerapan Kerangka Kualifikasi Nasional Indonesia (KKNI) Sebagai Penguatan Mutu Program Studi Pendidikan Bahasa Arab

2017 ◽  
Vol 3 (2) ◽  
pp. 217-236
Author(s):  
Nurhadi . ◽  
Agung Setiyawan
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Language Education ◽  
Field Research ◽  
Arabic Language ◽  
Learning Material ◽  
Education Study ◽  
Study Programs ◽  
Similarities And Differences ◽  
Collection Methods

This study aims to compare the two KKNI-based Arabic Language Education curricula between PBA UIN Malang and PBA UMY. This type of research is field research which is located in PBA UIN Maulana Malik Ibrahim Malang and PBA Universitas Muhammadiyah Yogyakarta. Data collection methods using observation, interviews and documentation and data analysis are qualitative. The results of the study show that there are several similarities and differences between the two curricula which are reflected in the curriculum preparation, implementation and evaluation and also found the advantages that are characteristic of each. In addition, there are still some shortcomings because it is indeed a new curriculum that needs to be refined. We hope that this work can be used as a reference as well as learning material for other Arabic Language Education study programs in developing an IQF-based curriculum.

scholarly journals MODEL PEMBELAJARAN TEMATIK INTEGRATIF BERBASIS KURIKULUM 2013 DI MADRASAH IBTIDAIYAH

2020 ◽  
Vol 4 (1) ◽  
pp. 100
Author(s):  
Jefryadi Jefryadi
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Field Research ◽  
Learning Model ◽  
Research Field ◽  
Learning Material ◽  
Learning Models ◽  
The Media ◽  
Meaningful Experiences ◽  
Thematic Learning

The 2013 curriculum-based integrative thematic learning model is a learning strategy that involves several subjects into a learning theme that uses an interdisciplinary approach to provide meaningful experiences to students in the learning process. The application of this learning model requires adequate infrastructure and mature teacher understanding concepts. Integration and success in this learning model can be seen from the aspect of understanding of the learning model, aspects of the learning strategy, and aspects of the use of media in learning. Because every teacher has their own characteristics in conveying learning to students, in order to achieve learning objectives. Therefore the writer wants to examine more deeply how the application of the 2013 curriculum-based integrative thematic learning model in MIN Yogyakarta II and MI Ma'had Islamy Kotagede Yogyakarta?. This study aims to determine the mastery of integrative thematic learning models, the strategies applied and the media used by teachers in the application of integrative thematic learning models. This research is categorized in the type of field research (Field Research) which is descriptive with qualitative research methods using theories about integrative thematic learning models then proceed to drawing conclusions. The results showed that in general these two institutions had applied the integrative thematic learning model well. The teacher's mastery of the learning model and the methods used by the teacher in linking learning material are already good so that learning becomes a unified and meaningful whole for students. Then the strategies used by the teacher in planning learning activities, preliminary activities, core activities and closing activities are quite diverse and adjusted to the needs and interests of students. The media used have their respective characteristics and are always adapted to the learning material to be taught. Although they have differences in learning strategies and the media used in teaching, however, they have the same goal of achieving success in teaching so that the expected goals can be achieved and provide meaningful experiences to students.

scholarly journals Manajemen Pembelajaran Bahasa Arab Berbasis TIK di Madrasah Aliyah Daarul Uluum Majalengka

2017 ◽  
Vol 2 (1) ◽  
pp. 155-167
Author(s):  
Badrudin Badrudin
Keyword(s):  
Language Learning ◽  
Research Method ◽  
Arabic Language ◽  
Learning Model ◽  
Research Approach ◽  
Learning Tools ◽  
Digital Era ◽  
Computer Based ◽  
Descriptive Method ◽  
Integration Effort

This study aimed to analyze the management of ICT-based Arabic learning. This study was designed to find the management of ICT-based Arabic learning in MA Daarul Uluum Majalengka. This study proposed that the integration of various fields of studies with ICT, including Arabic language learning, is undeniably vital to be enhanced in this digital era. However, the constraints experienced by some institutions, especially the educators, have not had a clear format of the use of ICT in the integration effort of the both disciplines. This study applied a qualitative research approach. The research method was descriptive method. The data were collected by conducting observation, interview, and documentation. The data were analyzed using the techniques qualitative analysis. The results showed that the design of ICT-based Arabic learning model can be developed at MA Daarul Uluum Majalengka a communicative computer-based Arabic learning model. The materials and other learning tools are designed using a computer program. Through this kind of learning models, a teacher served as learning motivator and facilitator elaborating the materials that need clarification for the learners.

scholarly journals Application of Guided Inquiry Learning Model to Cognitive Competencies of Students Assisted by Mind Map in Senior High School UNP Laboratory Development

2019 ◽  
Vol 4 (2) ◽  
pp. 131
Author(s):  
Nia Anggraini ◽  
Ramadhan Sumarmin ◽  
Ardi Ardi ◽  
Elsa Yuniarti
Keyword(s):  
Inquiry Learning ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Control Group ◽  
Learning Material ◽  
Guided Inquiry ◽  
Laboratory Development ◽  
Learning Competencies ◽  
Knowledge Competencies

Research on the effect of mind-assisted mind inquiry models on students' knowledge competencies in SMA X-class UNP Laboratory Development Cross-interest. Guided Inquiry learning models assisted by Mind Map if both are combined students can understand learning material more clearly so that students can improve their learning competencies and can develop students' critical thinking skills. This study uses quasi experiments. And research design Randomized Control-Group Pretest-Posttest Design sampling technique is done by purposive sampling. The instrument used to measure the results of cognitive learning competencies of students using objective tests. The results showed that there were differences in cognitive learning outcomes from the mind map assisted guided inquiry model that had a positive effect than the direct learning model.

scholarly journals ARABIC LEARNING MATERIAL OF HIGHER EDUCATION MUSLIM COMMUNITY NORTH SULAWESI

2017 ◽  
Author(s):  
Ismail Suardi Wekke ◽  
Oman Karya Syuhada
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Conceptual Knowledge ◽  
Mother Tongue ◽  
Participant Observation ◽  
Group Discussion ◽  
Arabic Language ◽  
Learning Material ◽  
North Sulawesi ◽  
Language Competency

Arabic has a special characters and positions compare to bahasa Indonesia as the mother tongue of students. These conditions are prospect to create joyful learning and teaching. Therefore, through the teaching and learning it is the opportunity to accelerate the process of understanding source language. This research was conducted in higher education of north Sulawesi in Manado. Non-participant observation and in-depth interview were conducted to collect data. Four months of research was studied from May to September of 2016. There was three circles of focus group discussion in validating data for triangulation. This article shows that the learning material consists of two categories language competency and religious teaching. This study illustrate that learning material was integrated to teaching of Islam. Religious material used to developed interactive substantial discussion and the medium of conversation is the Arabic. Additional activities and class hour was programed to enhance student chance to learn and practice outside formal classroom. There were some instructors were provided to maintain student training for couple weeks. This research discusses that in the field of Arabic language learning emphasize constructing learning opportunity environments, it is important which contents are included and it is also students’ great interest how these contents are presented. Lecturers and instructors tried to provide instructional explanations. Furthermore, they communicate and demonstrate prior knowledge and student motivation in determining learning outcomes. The learning provide student opportunity to acquire conceptual knowledge and language competency. The article concludes by considering how embodied language material learning to religious content is the way to speed up two subject in one teaching for curriculum enhancement.

scholarly journals PENGEMBANGAN BAHAN BELAJAR KOSAKATA BAHASA INDONESIA BERBASIS PENDIDIKAN NILAI-NILAI PANCASILA DI FACEBOOK

2017 ◽  
Vol 5 (2) ◽  
pp. 115
Author(s):  
Yani Paryono
Keyword(s):  
High School Students ◽  
Language Learning ◽  
Secondary Students ◽  
Vocabulary Learning ◽  
Language Education ◽  
Learning Material ◽  
School Students ◽  
Learning Materials ◽  
D Model ◽  
Bahasa Indonesia

Good Indonesian language learning materials are not only taken from textbooks but they can also be taken from various sources such as newspaper, outdoor media, nature, television, and social media. The research entitled ‘The Development of Indonesian Language Vocabulary Learning Materials Based on the Education of Pancasila Values on Facebook’ aims at producing Indonesian learning materials based on the education of Pancasila values. The problem discussed in this article is that there hasn’t been any Indonesian vocabulary learning material based on the education of Pancasila values developed by teachers and published on Facebook. The method used in this research is a Four-D Model consisting of some stages, such as: defining, planning, developing, and presenting on a seminar. This research involves an expert of Indonesian language education, six Indonesian language teachers, and twenty Senior High School students. Indonesian language learning materials on Facebook can be used to instill the values of Pancasila. The development of these learning materials is based on the principles of relevance, consistency, sufficiency properness of content, language, presentation, and graph. It has been proven through this research that the Indonesian subject learning achievement of Senior Secondary students through the use of facebook containing Pancasila values as learning content is higher compared to those students using different learning materials. AbstrakBahan belajar bahasa Indonesia yang baik tidak harus bersumber pada buku-buku pelajaran saja, tetapi dapat juga memanfaatkan berbagai sumber, seperti: media cetak koran, media luar ruang, alam sekitar, televisi, dan media sosial. Penelitian dengan judul Pengembangan Bahan Belajar Kosakata Bahasa Indonesia Berbasis Pendidikan Nilai-Nilai Pancasila di Facebook bertujuan untuk menghasilkan bahan belajar bahasa Indonesia berbasis pendidikan nilai-nilai Pancasila yang dapat diakses melalui facebook. Masalah yang dibahas di dalam artikel ini adalah belum adanya materi pelajaran kosakata bahasa Indonesia berbasis pendidikan nilai-nilai Pancasila yang dikembangkan guru dan di-publish di facebook. Metode penelitian yang digunakan adalah Four-D Model yang meliputi tahap pendefinisian, perancangan, pengembangan,dan tahap pendiseminasian. Penelitian ini melibatkan seorang ahli pendidikan bahasa Indonesia, 6 guru bahasa Indonesia, dan 20 siswa SMA. Bahan belajar bahasa Indonesia yang disajikan di media sosial facebook dapat dimanfaatkan untuk menanamkan nilai-nilai Pancasila. Bahan belajar bahasa Indonesia ini dikembangkan dengan memperhatikan prinsip relevansi, konsistensi, ketercukupan, kelayakan isi, kebahasaan, penyajian, dan kegrafikaan. Hasil belajar bahasa Indonesia siswa SMA melalui bahan belajar yang menggunakan kosakata bahasa Indonesia berbasis nilainilai Pancasila di media sosial facebook terbukti lebih tinggi dan lebih baik dibandingkan hasil belajar siswa yang menggunakan bahan belajar yang tidak sama.

scholarly journals أشكال الاتجاهات في تعليم اللغة العربية لدى قسم تعليم اللغة العربية بجامعة باتوسنكر الإسلامية الحكومية

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Muhammad Husni Shidqi
Keyword(s):  
Language Learning ◽  
Language Education ◽  
Arabic Language ◽  
Learning System ◽  
Translation Method ◽  
Integrated Analysis ◽  
Qualitative Design ◽  
University Level ◽  
Grammar Translation Method ◽  
Descriptive Qualitative

This research is based on trends of orientation in Arabic language learning in the Department of Arabic Language Education of IAIN Batusangkar. The researcher wanted to describe these problems and did integrated analysis to complete the teaching of Arabic language at university level in the Department of Arabic Language Education in this college The researcher implemented descriptive qualitative design, the cases (multi-sites) of which were studied through observation, interview, and related documents to obtain the data.This research found that the learning system of Arabic language at IAIN Batusangkar was oriented not only to integrative orientation as based learning, but also to integrative orientation but focus on learning grammar translation method.

scholarly journals Epistemology of Arabic Language Learning Technology Development

2021 ◽  
Vol 13 (1) ◽  
pp. 73-89
Author(s):  
Ahmad Nurcholis ◽  
Nuryani Nuryani ◽  
Heri Efendi ◽  
Syaikhu Ihsan Hidayatullah
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Technology Development ◽  
Model Development ◽  
Arabic Language ◽  
Learning Model ◽  
Learning Technology ◽  
Learning Tools ◽  
Model Based ◽  
Digital Era

Students' lack of Arabic language skills might be caused by some factors, such as the models and strategies used by teachers, the students’ excitement in learning and their character. This study aimed to research on the epistemology of Arabic learning based on ICT. It was designed to find the Arabic learning model based on ICT. It assumed that integrating various fields of study with ICT, including Arabic language learning, is essential to be developed in this digital era. However, there are obstacles experienced by several schools, especially the teachers, they do not have a specific format for using ICT to integrate both scientific subjects. Descriptive qualitative research was used in this research. The data collection was done through observation, interviewing the teachers and one hundred X grade students, and documentation. The data were analyzed by using the Miles and Huberman technique. The results showed that the design of the ICT-based in Arabic learning model development is “al-hasub al-ittishalî”, this is an innovative Arabic learning model based on ICT. In this model, the materials and other learning tools are designed in a computer program. As stated by E. L. Criswell, computers provide opportunities for students to participate and respond to the student’s activities actively. This model contributes in making the teaching and learning process more effective. With this model, the teacher is expectedly able to become a learning motivator and a mediator to explain some materials to the students. Besides, the use of ICT is a must considering the digital era.

scholarly journals Challenges of Distance Learning in Language Classes: Based on the Experience of Distance Teaching of Arabic to Non-native Speakers in Light of the Coronavirus Pandemic

2021 ◽  
Vol 12 (3) ◽  
pp. 444-451
Author(s):  
Dalal Moh'd Al-Assaf
Keyword(s):  
Second Language ◽  
Distance Learning ◽  
Language Learning ◽  
Native Speakers ◽  
Language Education ◽  
Arabic Language ◽  
Educational Goals ◽  
Distance Teaching ◽  
Language Classes ◽  
The University

This study aims to investigate the challenges that learners and teachers of a language face during distance learning classes, especially learners and teachers of the Arabic language as a second language, based on the results of a distance learning experiment on non-native speakers of the Arabic language at the University of Jordan during the second term of 2019-2020. The study seeks to introduce the proper solutions that may mitigate these challenges to achieve the educational goals through distance learning while teaching the Arabic language as a second language. This study used the applied descriptive approach in identifying these challenges. It concluded that these challenges significantly impact the language learning process, including mastering it, the extent of benefit, and the influence on students' linguistic progress. This study recommends that these challenges are considered when adopting distance learning as a language education method at teaching language classes as a second one. These challenges need to be considered when planning for direct and indirect lessons in Arabic language educational classes, primarily via the Internet.

scholarly journals Offline or online?: EFL students’ perceptions on working in face-to-face and virtual learning modes

2021 ◽  
Vol 9 (1) ◽  
pp. 113
Author(s):  
Rahmat Yusny ◽  
Fitria Rizki ◽  
Ika Kana Trisnawati ◽  
Mulia Mulia
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Learning Experiences ◽  
Language Education ◽  
Learning Activities ◽  
Learning Ability ◽  
Learning Activity ◽  
Face To Face ◽  
Offline Learning ◽  
Learning Modes

Given the intensified number of online learning activities and having inadequate knowledge to identify the details of how it was organized within increased students’ language learning ability; this study focused on identifying the students’ perceptions of learning in two different situations. This study investigated how students perceived working in a new learning mode (online learning activity) compared to the traditional or face-to-face learning mode (offline learning activity) in regards to the learning frameworks, including the depth and comprehensiveness of learning, appropriate length for learning, comfortability of learning, and flexibility of learning. Ten students were selected to be the participants of the current study; all of whom were sixth and eighth semester students at the Department of English Language Education of Universitas Islam Negeri Ar-Raniry Banda Aceh. They were served by several questions related to their experiences working on two different learning modes. The findings revealed that working in offline learning mode was still the common preference among the students and only a few of them preferred online learning. Even more interesting was the finding of one or two students who perceived no differences between participating in offline and online class learning activities. In addition, the findings also indicated that interaction between the course instructors and students still becomes a prominent element on the students’ satisfaction and comfort of learning. The students also suggested that the keys to their satisfactory learning experiences are access to learning materials and to their class instructors. To conclude, this study also provides new insights on what matters the most to the students’ learning experiences with respect to the current online learning trend. 

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