Gaya dan Strategi Belajar Bahasa Arab Mahasiswa Alumni Madrasah dan Non Madrasah

Abstract

This study aims to investigate Arabic learning styles and strategies for madrasah (MA) and non-MA (non MA) alumni students. This mixed method with concurrent triangulation model (a mixture of quantitative and qualitative in a balanced way) used questionnaires combined with interviews, observations and documentation. The findings showed that MA and non MA alumni did not show significant differences in learning styles. They use audio, visual and kinesthetic learning styles together. Likewise, the tendency to become an activist, theorist, pragmatic and reflector learner is almost evenly distributed based on their learning needs. The Arabic learning strategies of MA and non MA alumni students in some circumstances show similarities, they jointly use cognitive, metacognitive, and social strategies (Oxford & Burry-Stock, 1995). To solve the learning problems they face, non-MA alumni use more social strategies by finding study friends and joining online study groups.

Teaching Methods, Challenges, And Strategies For Improving Students' Arabic Linguistic Competence

“…By combining these methods, the Arabic language learning approach in Islamic universities in Indonesia aims to develop linguistic skills and their practical application in real-life and Islamic contexts. Thus, students can master Arabic comprehensively, preparing them to communicate confidently in various situations (Kuraedah, 2022). The first table provides insights into the prevalent teaching methods employed in Arabic language learning within Islamic universities in Indonesia.…”

The Role of Calligraphy in Increasing the Maharah Kitabah

“…Maharah berasal dari bahasa Arab yaitu dari kata ‫مهر‬ kemudian diubah kedalam bentuk mashdar ‫مهارة‬ yang artinya kemahiran atau keterampilan, sedangkan kitabah juga berasal dari bahasa Arab yaitu asal katanya ‫كتب‬ kemudian diubah kedalam bentuk mashdarnya yaitu ‫كتابة‬ yang artinya menulis (Nasution, 2022). jadi maharah kitabah ialah sebuah keterampilan dalam menulis (Kuraedah, 2015).…”

The Role of Parents in Helping Arabic Teachers to Improve Students’ Vocabulary

“…In general, Arabic is divided into four maharah (Fajriah, 2017) or four skills. The four important pillars are maharah istima', namely listening skills (Setyawan, nd), maharah kalam, or known as speaking skills (Hendri, 2017), maharah qira'ah, namely reading skills (Rathomi, 2019) and maharah kitabah or writing skills ( Kuraedah, 2015). The ability to master the four maharah will lead to fluency and fluency in the language.…”