Abstract:The aim of this research is to describe the effectiveness of using Problem Based Learning (PBL) approach in Arabic Language Research Method Class. It uses a quasi-experimental (pre-experimental design). The result shows that generally using PBL is effective in both aspects of the learning process and the learning outcomes. The specific findings in this research is that the using PBL is not effective for students in the lower class category both from the aspect of competence, learning attitude, willingness to learn, learn discipline, and activeness in class. Matakuliah Metodologi Penelitian, khususnya metodologi penelitian bahasa Arab merupakan suatu matakuliah perpaduan antardisiplin ilmu. Ada tiga hal pokok yang terkait dengan matakuliah ini, yaitu apa, untuk apa, dan bagaimana. Perihal apa terkait dengan masalah atau substansi penelitian yang dalam perspektif filsafat ilmu disebut dengan ontologi. Perihal kedua yakni untuk apa terkait dengan manfaat atau sumbangsih hasil penelitian untuk perkembangan keilmuan baik yang bersifat teoretis, praktis, maupun teoretis-praktis yang dalam perspektif filsafat ilmu disebut dengan aksiologi. Sementara itu, perihal bagaimana mengacu pada cara atau prosedur
PendahuluanSekarang ini, perkembangan teknologi semakin canggih dan terus berkembang. Perkembangan teknologi tersebut banyak dimanfaatkan oleh berbagai bidang yang salah satunya adalah pendidikan dan pengajaran. Dalam menyampaikan materi pelajaran, guru hendaknya memperhatikan beberapa komponen pembelajaran salah satunya adalah bahan ajar. Bahan ajar yang akan disampaikan kepada siswa haruslah menarik dan up to date khususnya pelajaran bahasa Arab.Menurut Ainin (2017) permasalahan yang muncul adalah apakah bahan ajar yang digunakan dalam pembelajaran bahasa Arab khususnya di MTs merupakan bahan ajar yang secara substansial memperhatikan karakteristik peserta didik? Apabila jawabannya iya, pertanyaan berikutnya adalah bagaimana bahan ajar itu dikemas dan disajikan lebih atraktif, interaktif, dan komunikatif.Saat ini, penyajian materi atau bahan ajar bahasa Arab di MTs masih bersifat konvensional, yaitu mengandalkan penggunan bahan ajar dalam bentuk cetak (offline) yang lazim disebut dengan buku teks atau buku ajar (al-kitab at-ta'limiy). Sementara itu, dengan kemajuan teknologi, terutama teknologi informasi yang semuanya serba digital, pembelajaran yang berbasis online misalnya e-book atau e-learning yang kesemuanya dapat diakses melalui internet sudah menjadi kebutuhan bagi peserta didik.Pemanfaatan bahan ajar sudah tidak dibatasi oleh ruang dan waktu sebagaimana pada pembelajaran konvensional, tetapi peserta didik dapat mempelajarinya kapan dan di mana saja. Apabila bahan atau materi ajar tidak disajikan dalam bentuk online, apakah bahan ajar atau materi ajar bahasa Arab disajikan dengan menggunakan berbagai program software yang lebih atraktifkomunikatif, dan praktis atau yang lazim disebut dengan pembelajaran berbasis komputer? Salah satu program yang dapat digunakan untuk membuat bahan ajar bahasa Arab adalah powerpoint.Menurut Asrori dan Ahsanuddin (2014: 55) bahwa powerpoint pada dasarnya adalah program atau software yang dirancang Fakultas Sastra, Universitas Negeri Malang, Indonesia a
Language learners often bring their personal philosophy into foreign language learning. Beliefs about language learning might support to selecting the ways of learning in foreign language. This study aims at finding out the correlation between Dayakese students’ beliefs about language learning and their learning strategies in Arabic as a foreign language at Central Borneo, Indonesia. Sixty-one students were asked to participate in this study. The instruments used were Beliefs about Language Learning (BALLI) proposed by Horwitz (1988) and Strategy Inventory for Language Learning (SILL) proposed by Oxford (1990). In analyzing data, arithmetic mean, standard deviation and correlation coefficient of Pearson product moment were used. The findings can be explained as follows. 1) The aptitude, learning difficulty, and communication and learning strategies dimensions were at medium level, while nature of language learning and motivation & expectation dimensions were at high level. Generally, Dayakese students’ beliefs about Arabic language learning were at medium level; 2) The popular strategies used by Dayakese students were metacognitive and affective strategies; 3) The significant correlations were found between Dayakese students’ beliefs about language learning and their Learning Strategies in Arabic as a foreign language with coefficient correlation 0.431.
This study aimed at investigating students' beliefs about Arabic language learning across cultural background differences. The study used a questionnaire of Horwitz's Beliefs about Language Learning (BALLI). The data were analysed by frequency, arithmetic means and independent sample test. The results indicated that the dimensions of Dayakese students' beliefs including aptitude, difficulty, and nature of language learning, learning strategies were at a medium level, the dimension of motivation was high, while the dimension of Banjarese including difficulty, nature of language learning, learning strategies and motivation were medium, aptitude was high. Overall, beliefs about Arabic language learning of Dayakese and Banjarese students were medium. From independent sample test, it was known that the p-value =0.174. This means that there was not a significant difference between Dayakese and Banjarese students. This indicated that the differences among people whose cultures are closed to each other demographically in their beliefs about Arabic language learning were not found.
This research based on the phenomenon of the publishing various kinds of fast methods to reading the yellow book in Indonesia since the 2000s. This phenomenon is considered as a reaction to the difficulty of learning nahwu and practicing it in reading the yellow book. This study uses a qualitative approach to the type of library research. The data were taken from 7 (seven) books on the fast method to reading the yellow book, which were published from 2001 to d. 2018 namely: al-'Arabiyyah li Gair al-Arab, al-Mu'allim Method in Sharaf and Nahwu, Ibtida'i, Amtsilati, Book of Method 33, al-Miftah li al-'Ulum, and Manhaji. The analytical method used is content analysis. The results of this study indicate that the book method of reading the yellow book (kitab bald) is oriented to 5 (five) competencies, namely: reading skills (loud and silent), understanding Arabic Grammar (theoretical and practical), I'rab, understanding of the Qur'an. , and writing skills (guided, free and dictation). Thus the orientation of nahwu learning has been renewed with the existence of writing skills in al-'Arabiyyah li Gair al-Arab and nahwu learning to understand the Qur'an in Amtsilati and Manhaji.
This study aims at finding out the relationship between personality traits and Arabic Language Learning Strategies (LLS) for the Dayakese learners of Islamic Senior High School Tumbang Samba, Central Kalimantan, Indonesia. Eighty one students were asked to participate in this study. The instruments used were the Big Five Personality Inventory (BFI) proposed by John (1990) and the Strategy Inventory for Language Learning (SILL) proposed by Oxford (1990). In analysing data, arithmetic mean, standard deviation and correlation coefficient of Pearson were used. The findings can be explained as follows. 1) The agreeableness and conscientiousness traits of Dayakese learners were at moderate levels, and the extroversion, neuroticism and openness to experience traits of them were at high levels. The most preferred personality trait was openness to experience. 2) The language learning strategies used by students on the six strategies were at different levels. The cognitive, compensation, affective and social strategies were at low levels. The memory and metacognitive strategies were at moderate levels. The most popularly strategy used was metacognitive strategies and the least strategy used was cognitive strategies. 3) Although there is not a statistically significant correlation between Dayakese learners ‘personality and Arabic language learning strategies generally, the significant correlations were found between neuroticism trait and memory, metacognitive, and social strategies; and between openness to experience trait and cognitive, compensation, metacognitive, affective and social strategies specifically.
The objective of this study is to describe the development of online-based independent learning of Arabic Language Research Methodology (ALRM) subjects through a learning network (sistem pembelajaran dalam jaringan) at Arabic Literature Department, Faculty of Letters, Universitas Negeri Malang (ALD FL UM). This research used Research and Development (R & D) design approach. The output of this research are (a) e-learning ALRM teaching materials through the sistem pembelajaran dalam jaringan is in the form of pdf, PowerPoint, film, and animation, (b) elearning structured assignments and feedback, (c) conducting test with multiple choices form. The material developed is the material of Research and Development and Classroom Action Research.The research results show that the ALRM subjects development based on online learning through learning network is very effective both from the quality of the product and from the aspects of the process and learning outcomes. The main factor that causes the effectiveness of this product is the flexibility of time and place which can psychologically create a condition of student affection filters to be low or loose. The relaxation of the affection filter is marked by a sense of pleasure, excitement, and comfort in learning. The implication of this online-based learning system is that teaching materials that are equipped with specific and measurable indicators, assignments and tests are more easily understood by students.
Pelatihan ini bertujuan untuk meningkatkan kompetensi pedagogik para alumni Jurusan Sastra Arab Fakultas Sastra Universitas Negeri Malang (JSA FS UM). Dalam praktiknya, para peserta tidak hanya terbatas hanya dari alumni, namun juga dari non-alumni JSA FS UM yang merupakan guru-guru bahasa Arab dari berbagai jenjang institusi pendidikan. Dalam pelatihan ini, para alumni dibekali beberapa hal terkait hakikat dan karakteristik evaluasi, perencanaan dan pelaksanaan evaluasi, dan pengembangan tes interaktif bahasa Arab berbasis multimedia. Metode yang digunakan dalam pelatihan ini adalah metode ceramah, diskusi dan tanya jawab, serta survei interaktif. Hasil yang diharapkan dari pelatihan ini adalah para peserta memiliki pemahaman yang baik terkait hakikat dan karakteristik evaluasi dan tes dalam pembelajaran bahasa Arab, prosedur penyusunan instrumen tes dan pelaksanaan evaluasi, serta mampu mengembangkan berbagai model tes interaktif dan mengaplikasikannya untuk menunjang pembelajaran Bahasa Arab secara daring, khususnya di masa pandemi Covid-19. Melalui kegiatan ini, para peserta juga berharap agar kegiatan serupa dapat dilakukan secara rutin dan lebih banyak mengedepankan praktik dari pada penyampaian teori.Kata Kunci: Pengembangan Tes Interaktif; Evaluasi; Pembelajaran Bahasa Arab AbstractThis training aims to improve the pedagogic competence of the alumni of the Arabic Literature Department, Faculty of Letters, State University of Malang (JSA FS UM). In practice, the participants are not only limited to alumni, but also from non-alumni JSA FS UM who are Arabic language teachers from various levels of educational institutions. In this training, the alumni were provided with several things related to the nature and characteristics of evaluation, planning and implementation of evaluations, and developing multimedia-based interactive Arabic tests. The methods used in this training are lecture methods and interactive surveys. The expected result of this training is that the participants have a good understanding of the nature and characteristics of evaluations and tests in Arabic learning, procedures for preparing test instruments and conducting evaluations, and are able to develop various interactive test models and apply them to support online Arabic learning, especially during the Covid-19 pandemic. Through this activity, the participants also hoped that similar activities could be carried out on a regular basis and put more emphasis on practice rather than presenting theory.Keywords: Interactive Test Development; Evaluation; Arabic Learning
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