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 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 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.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.