PurposeAssessing whether a book is relevant or suitable for use in teaching materials is not an easy and haphazard matter, various methods and theories have been offered by researchers in studying this matter. Taking a study of the context of textbooks, researchers found the urgency that textbooks are a foundation for education, socialization and transmission of knowledge and its construction. Researchers offer another approach, namely by using praxeology as a study tool so that the goals of the textbooks previously intended are fulfilled.Design/methodology/approachThe researcher uses a qualitative approach through grounded theory. Grounded theory procedures are designed to develop a well-integrated set of concepts that provide a thorough theoretical explanation of the social phenomena under study. A grounded theory must explain as well as describe. It may also implicitly provide some degree of predictability, but only with respect to certain conditions (Corbin and Strauss, 1990). Document analysis in conducting this research study. Document analysis itself examines systematic procedures for reviewing or evaluating documents, both printed and electronic materials.FindingsTwo issues regarding gender acquisition have been investigated in L2 Arabic acquisition studies; the order in which L2 Arabic learners acquire certain grammatical features of the gender system and the effect of L1 on the acquisition of some grammatical features from L2 grammatical gender. Arabic has a two-gender system that classifies all nouns, animate and inanimate, as masculine or feminine. Verbs, nouns, adjectives, personal, demonstrative and relative pronouns related to nouns in the syntactic structure of sentences show gender agreement.Research limitations/implicationsIn practice, as a book intended for non-speakers, the book is presented using a general view of linguistic theory. In relation to the gender agreement, the presentation of the book begins and is inserted with the concepts of nouns and verbs. Returning to the praxeology context, First, The Know How (Praxis) explains practice (i.e. the tasks performed and the techniques used). Second, To Know Why or Knowledge (logos) which explains and justifies practice from a technological and theoretical point of view. Answering the first concept, the exercise presented in the book is a concept with three clusters explained at the beginning of the discussion. And the second concept, explained with a task design approach which includes word categorization by separating masculine and feminine word forms.Practical implicationsPractically, this research obtains perspectives studied from a textbook, namely the Arabic gender agreement is presented with various examples of noun contexts; textbook authors present book concepts in a particular way with regard to curriculum features and this task design affects student performance, and which approach is more effective for developing student understanding. Empirically, the material is in line with the formulation of competency standards for non-Arabic speakers in Indonesia.Originality/valueWith this computational search, the researcher found a novelty that was considered accurate by taking the praxeology context as a review in the analysis of non-speaking Arabic textbooks, especially in the year 2022 (last data collection in September) there has been no study on this context. So then, the researcher finds other interests in that praxeology can examine more broadly parts of the task of the contents of the book with the approach of relevant linguistic theories.
Learning media has an important role as a learning tool and one of the components of the learning process. Scrabble is a learning media used to make learning Arabic more innovative, interactive, and fun. This study aims to explain the urgency of using Scrabble as learning media in Arabic learning. This study uses a descriptive method with a qualitative approach. The participants in this study were students in the third semesters in Arabic education study program in Universitas Pendidikan Indonesia. Data were collected through observations and interviews. The results showed that learning media can improve students' motivation, interest, and passion in learning Arabic, improve students understanding of the materials learned, and create an innovative, interactive, and fun learning atmosphere.
This study aims to determine the quality of the translation of the heritage book by teachers in Islamic boarding schools. The heritage book is one of the classic books that contain Islamic religious lessons taught at Islamic boarding schools, ranging from Fiqh, aqidah, and morals to Arabic grammar. This study used a qualitative descriptive method with a content analysis model. In the practice of translation, teachers translate the heritage book literally, word by word. The problem is whether this kind of tendency can create an accurate and appropriate translation. Thus, evaluating the quality of this translation is very important to determine the quality of the translation of the heritage book. The ability to evaluate the quality of the literal translation of the heritage book will assist teachers in improving their skills in translating it. Based on the study's results, the researchers found that the five Arabic sentences in the heritage book of Naā'iḥ Al-'Ibād translated by 20 teachers had average accuracy levels of 65.4% (acceptable), 24.5% (less acceptable), and 10.1% (unacceptable). This research is expected to be a reference for all teachers who teach at Islamic boarding schools in translating the heritage book so that it can produce quality translations.
This study discusses learning Arabic language proficiency at Madrasah Ibtidaiyah as a category of non-speakers and beginner level, namely the integration of istima (listening), kalam (reading), qiraah (speaking), and kitabah (writing) skills. As for learning Arabic, it cannot be equated with learning the mother tongue, in its implementation, foreign language learning requires appropriate strategies and materials and is different from the mother tongue learning strategy. This underlies this research to explore phenomena in the practice of teaching and learning Arabic language skills at Madrasah Ibtidaiyah where students at this school level are children aged 6-12 years with special characteristics and require special media. The essence of learning in outline is the teacher, students, and teaching materials which then how these three things can be related in its implementation. Likewise, in learning Arabic, this study further discusses how the teaching materials are presented according to the curriculum and student learning abilities, how to attract students' interest in learning, how teachers present relevant materials and media to use, as well as evaluations carried out.
The Covid-19 pandemic had brought significant impacts on many aspects of life, including in the education sector in which learning activities have to be held online. In one hand, there are numerous benefits of online learning, but it also raises drawbacks on the other hand. One of the flaws is the lack of character values that teachers can instill through distance learning. Thus, the purpose of this research is to address the shortcomings of online learning by focusing on four issues: the types of character values internalized to students, the strategies used by teachers to internalize values, the evaluation of value internalization activities, and the obstacles faced by teachers when cultivating character values. The researcher employs a descriptive narrative inquiry method to investigate these four issues. In-depth interviews are conducted with 17 outstanding teachers from West Java Province. Data analysis reveals that teachers apply 30 strategies to internalize 17 values based on 15 principles. Internalization materials, methods, and principles are typically drawn from religion, philosophy, and culture. Teachers face challenges in internalizing values, particularly in the terms of network connection, finances, tool reliability, and lack of communication skills.
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