Learning Nahwu & Sharaf is considered a frightening subject by students in Islamic boarding schools and informal Islamic boarding schools. One of the reasons is that the institution's existing curriculum has not been planned and presented correctly. One of the institutions with an integrative curriculum to teach Nahwu & Sharaf subjects considered acceptable is the Darul Uluum Islamic Boarding School.This study aimed to describe Nahwu & Sharaf curriculum development concepts and models at Daarul Uluum Islamic boarding school at Majalengka supporting and inhibiting implementing the curriculum. The method used in this study was qualitative research. Data collection used interviews, the teacher's approach to teaching Nahwu & Sharaf, and the Islamic boarding school syllabus.The results showed that Nahwu & Sharaf curriculum development model was a central de-central, which combined two administrative approaches and the grassroots approach. The supporting factors were: 1) Motivation of leaders of Islamic boarding school; 2) Commitments of leaders of Islamic boarding schoolto develop curriculum, 3) Professional competence of Nahwu & Sharaf teachers, and 4) Input of students who have an initial understanding of the material to be obtainable. The inhibiting factors were: 1) the lack of individual funding allocations; 2) the teacher has not been able to properly teach students the material in Nahwu & Sharaf syllabus; 3) the unequal ability of teachers to teach in class Nahwu & Sharaf subjects; and 4) students feel bored while studying in class.
The letter Yā’ (ي)is one of the basic letters in the Arabic language that possesses multiple functions. However, majority of the students’ understanding is more focused on only one of its functions, that is as a ضمير (pronoun) attributing it to أنا ) which means I. Thus, the objective of this study is to determine the level of the students’ skills in distinguishing the various functions of Yā’, to identify the appropriate usage of Yā’ in a sentence structure as well as to analyse the students’ ability to relate Yā’s function to i’rab. The results of this research can help the teachers to draft, diversify and to improve the teachings of the Arabic Language specifically in the Arabic Syntax. By using the qualitative method consisting of written tests and interviews on eight respondents from Alsagoff Arab School, ranging from primary five to secondary three, this study was conducted based on the revised Bloom’s Taxonomy Theory. The outcome of the study showed that the understanding of ضمير (pronoun) attributing it to أنا ) which means I, was more dominant than the others. The limitations occurred because the students’ cognitive skills were only at the level of remembering and understanding. In conclusion, the students’ limitations in understanding the usage of letter Yā’ were due to their incompetence in applying and analyzing previous learnt information. As a result they were unable to assess the differences of the multiple functions of the letter Yā’. Abstrak Huruf Yā’ merupakan salah satu huruf hijaiyyah yang mempunyai pelbagai fungsi dalam nahu Arab. Namun, pemahaman majoriti pelajar lebih tertumpu pada satu fungsi iaitu sebagai ضمير (kata ganti nama) أنا yang bermaksud ‘saya’. Justeru, Objektif kajian ini dilakukan adalah untuk mengenal pasti tahap kemahiran pelajar dalam membezakan fungsi Yā’, mengenal pasti ketepatan penggunaan Yā’ dalam struktur ayat, serta menganalisis kemampuan pelajar menghubungjalin fungsi huruf Yā’ dengan i’rab. Hasil dari kajian ini boleh membantu para pengajar merangka, mempelbagaikan dan menambahbaik pengajaran bahasa Arab khususnya bagi subjek nahu. Dengan menggunakan metode kualitatif berdasarkan ujian bertulis dan temu bual terhadap lapan orang responden bermula dari darjah enam hingga tingkatan tiga di Madrasah Alsagoff Al-Arabiah, kajian ini dijalankan dengan berpandukan kerangka teori revisi Taksonomi Bloom. Hasilnya, dapatan kajian menunjukkan pemahaman ضمير (kata ganti nama) kepada أنا yang bermaksud ‘saya’ lebih dominan dari yang lain. Keterbatasan ini berlaku kerana pelajar menggunakan aspek kognitif mereka pada tahap mengingat dan memahami. Kesimpulannya, keterbatasan pelajar dalam fahaman fungsi huruf Ya’ berpunca pada kelemahan mereka yang tidak mengaplikasi dan menganalisis sesuatu maklumat yang diterima terlebih dahulu. Akibatnya mereka tidak mampu menilai perbezaan fungsi kepelbagaian huruf Yā’ dalam nahu Arab.
Cooperative learning is a teaching strategy that can help students to be successful in academic achievement and skills, as well as can assist the students to enhance the social interaction and human relation; however, this research explored the implementation cooperative learning strategy in teaching Arabic and will show the experiences for Arabic teachers during their applying this method for teaching Arabic at six religious secondary school in Kelantan. The researchers will depend on the descriptive survey research design. The study will use a population of 50 teachers who are teaching Arabic language in the school. The method will use data collection which included a 24-items questionnaire. Results show that majority of teachers like to use the top five cooperative methods; Round Table, Think Pair Share, Think Pair Square, Pair Check and Team Present to Other Team. Besides, the findings also show that the level of knowledge of SMKA teachers in cooperative learning is very good and strongly support to apply the cooperative learning during the classes. Therefore, this study is expected to help all Arabic language teachers in SMKA and the Ministry of Education Malaysia in an effort to strengthen the element of cooperative learning which is one of the approaches in 21st century learning.
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