EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab

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ISSN / EISSN : 2303-260X / 2579-8456
Published by: IAIN Syekh Nurjati Cirebon (10.24235)
Total articles ≅ 53
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Maratusolikah Maratusolikah, Sopwan Mulyawan, Nanin Sumiarni
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab, Volume 9, pp 161-175; https://doi.org/10.24235/ibtikar.v9i1.6469

Abstract:
This study aims to determine the extent of the influence of the use of CIRC Methods to the reading Arabian text ability of 10th grade students in public high school 2 Cirebon. The CIRC method in terms of language can be interpreted as a cooperative learning method that integrates a reading thoroughly and then compositing it into important parts.The main focus of this method is to make the use of time more effective. Learners are conditioned in cooperative teams that are then coordinated with the teaching of reading groups, so as to fulfill their objectives such as reading comprehension. So learners are motivated to cooperate with each other in a team. This research uses quantitative methods with the type of Quasi Experiment method and the design of the Nonequivalent Control group Design Research. The method of data collection in this study using documentation, interviews and tests, the sample is a Grade 10th students of MAN 2 Cirebon divided into two classes, while the sampling technology using the Cluster Random Sampling and researchers took the grade 10 students of IPS 5 and students of Grade 10 IPS 1 as the control class. The pre-test result of 32 students has an average value of 53 and the post-Testnya value has an average value of 85, it shows a difference in the average value of 86. While the result of the Paired Sample T Test shows the value t =-5.765, df = 92, alpha = 0.05 and the test result Sig. (2-tailed) shows 0 ، 00 < 0 ، 05.
Mabruroh Mabruroh
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab, Volume 9, pp 87-107; https://doi.org/10.24235/ibtikar.v9i1.6207

Abstract:
Teori belajar behavioristik merupakan teori belajar yang menekankan pada perubahan tingkah laku, dimana perubahan tersebut dilahirkan dari proses karena adanya stimulus, respons dan pengkodisian. Teori belajar behavioristik merupakan teori belajar yang mengutamakan perubahan tingkah laku siswa sebagai akibat adanya stimulus dan respon. Dengan kata lain, belajar merupakan bentuk perubahan yang dialami siswa dalam hal kemampuannya yang bertujuan merubah tingkah laku dengan cara berinteraksi antara stimulus dan respon. Dengan demikian, teori belajar behavioristik lebih memfokuskan untuk mengembangkan tingkah laku siswa ke arah yang lebih baik.Kata Kunci: Behavioristik, Respon, Stimulus, Pembelajaran Bahasa ArabAbstactBehavioristic learning theory is a learning theory that emphasizes behavioral change, where the change is born from the process because of the stimulus, response, and coding. Behavioristic learning theory is a learning theory that prioritizes changes in student behavior as a result of the stimulus and response. In other words, learning is a form of change experienced by students in terms of their abilities aimed at changing behavior by interacting between stimulus and response. Thus, the behavioristic learning theory focuses more on developing student behavior in a better direction.Keywords: Behavioristic, Response, Stimulus, Arabic Learning
Rojja Pebrian, Yenni Yunita, Ismail Akzam, Gamal Abdul Nasir
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab, Volume 9, pp 196-211; https://doi.org/10.24235/ibtikar.v9i1.5551

Abstract:
Penelitian ini bertujuan untuk mengetahui efektifitas penggunaan Direct Methoddalam pengajaran Bahasa Arab bagi mahasiswa semester II Fakultas KomunikasiUniversitas Islam Riau. Rata-rata mahasiswa ini merupakan lulusan dariSMA/SMK dan belum pernah mendapatkan pembelajaran bahasa Arab. Adapun metode yang dipilih dalam melakukan penelitian ini adalah metode kualitatif dengan observasi, interview dan angket sebagai cara pengumpulan data. Observasi dilaksanakan di 3 kelas selama satu semester, sedangkan interview dilakukan kepada 7 orang mahasiswa yang dipilih dengan teknik pemilihan sampel terstruktur. Adapun angket disebarkan kepada 95 sampel populasi yang berjumlah 122 orang yang pilih secara acak. Berdasarkan hasil penelitian diketahui bahwa direct Method efektif dalam pengajaran bahasa arab bagi mahasiswa Fakultas Ilmu Komunikasi Universitas Islam Riau.
Farhan Faizan, Maman Dzuliman, Wahyudin Wahyudin
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab, Volume 9, pp 125-142; https://doi.org/10.24235/ibtikar.v9i1.6467

Abstract:
The purpose of this research how much influence the use of Sosiodrama Methode to increase student Speaking Skills in learning Arabic in class VIII MTs AlWashliyah Cirebon. And One of the factors that influence the success or failure of learning is the teacher. Therefore, teachers must be clever in choosing the right methods so that the expected learning objectives can be achieved to the maximum. One alternative that is used is to apply Sociodrama method in Speaking learning. That picture media is one of the learning media that is directed to facilitate students in understanding learning. And Sociodrama method is an effective method, because this method able to provide understanding for students and make them even more enthusiastic in learning, especially in Speaking Skills learning. This research uses quantitative methods with the type of Quasi experimental methods. Data collection methods in this study are by observation, tests and Documentation, while data analysis in this study is to use,normality test, homogeneity test t test and hypothesis test. The results of this study are that students' Skill of learning Arabic Speaking without using Sociodrama method in the control class is with a minimum value of 68, a maximum of 80 with an average of 72.46. students' Skill of learning Arabic Speaking with using Sociodrama method in the Experiment class with a minimum value of 75, a maximum of 92 with an average of 82, 42. This means that there is an influence of the use of Sociodrama method to increase ability students in the Speaking Skills.
Aulia Rahman
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab, Volume 9, pp 54-67; https://doi.org/10.24235/ibtikar.v9i1.6168

Abstract:
Motivasi belajar dan gaya belajar merupakan bagian dari proses belajar. Dengan meningkatkan motivasi belajar, seorang pelajar akan selalu semangat dalam belajar. Setiap orang ketika belajar juga pasti memiliki gaya belajar yang khas dan berbeda-beda. Motivasi belajar dan gaya belajar merupakan faktor penting dalam keberhasilan mencapai tujuan belajar. Untuk itu peran sekolah sangat diperlukan dan menjadi sangat penting dalam menumbuhkan motivasi belajar siswa dengan memperhatikan gaya belajar mereka. Adapun tujuan penelitian ini adalah untuk mendeskripsikan dan menganalisa motivasi eksternal dan internal mahasiswa Ma’had Abdurrahman Bin Auf Malang dan mentipologi gaya belajar bahasa Arab mereka, serta untuk mendeskripsikan dan menganalisa peran Ma’had Abdurrahman Bin Auf Malang dalam menumbuhkan motivasi belajar mahasiswa Ma’had Abdurrahman Bin Auf Malang berdasarkan gaya belajar mahasiswa. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus. Pengumpulan datanya dilakukan dengan teknik wawancara, angket, dokumentasi dan observasi.. Dalam penelitian ini, peneliti menemukan motivasi ekstrinsik dan intrinsik dalam belajar bahasa Arab pada mahasiswa Ma’had Abdurrahman Bin Auf Malang. Adapun gaya belajar mahasiswa Ma’had Abdurrahman Bin Auf Malang memiliki tipe: 1) Visual, 2) Audiovisual, dan 3) Kinestetik. Sedangkan peran Ma’had Abdurrahman Bin Auf Malang dalam menumbuhkan motivasi belajar mahasiswa Ma’had Abdurrahman Bin Auf Malang berdasarkan gaya belajar mahasiswa adalah melalui program dan kegiatan di Ma’had Abdurrahman Bin Auf Malang
Saliqul Saliqul Abror, Wawan Arwani, Khasan Aedi
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab, Volume 9, pp 68-86; https://doi.org/10.24235/ibtikar.v9i1.6465

Abstract:
This study aims to determine the ability of students to master vocabulary in learning Arabic without using the Magic Story technique, determine the ability of students to master vocabulary in learning Arabic by using the Magic Story technique, and determine the effect of using the Magic Story technique on students' vocabulary mastery in language learning Arabic in Class VII B at MTs Darul Masholeh. In this study, researchers used a quantitative approach to the experimental design. Data collection techniques are direct observation, tests and interviews. The data analysis techniques used in this study are normality test, homogeneity test, and hypothesis increase in high scores. Student scores on prestest obtained the lowest value of 33, the median of 53, the highest value of 73 with a mean or an average of 52 testing. The results of the study in this thesis are (1) the ability of students to master the mastery of mufrodat before using the Magic Story Technique there is no.74; (2) The ability of students towards mastery of mufrodat by using the Magic Story Technique there is a high increase in grades. Student scores on the posttest obtained the lowest value of 73, a median of 80, the highest value of 93 with a mean or an average of 80.37; (3) The effect of the use of the Magic Story technique on students' mastery of mufrodat Based on the results of the regression test above a significant value of 0,000 and t arithmetic of 4.357. Because the significant value is smaller than 0.05 and t arithmetic (4.357) is greater than t table (1.70814) then Ho is rejected, meaning that there is an influence of the use of magic story techniques on mastery of students.
Nurul Azkiya Sya'bani
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab, Volume 9, pp 1-20; https://doi.org/10.24235/ibtikar.v9i1.5560

Abstract:
Bahasa adalah dasar dari kesuksesan manusia, dan bahasa yang dipelajari oleh anak setelah memperoleh bahasa pertama atau bahasa ibu, dianggap sebagai bahasa kedua. Pembelajaran bahasa kedua diperoleh setelah akuisisi bahasa pertama. Dengan demikian, bahwa pembelajaran bahasa kedua memiliki berbagai teori, salah satunya adalah teori perilaku yang mewakili teori umum pembelajaran. Burrhus Frederic Skinner seorang psikolog yang bersandar pada teori ini, dan menyatakan teorinya operant conditioning yang berdiri berdasarkan konsep stimulus dan respons dengan penguatan berulang yang mengarah pada kemunculan respons secara berulang di mana kemudian berubah menjadi kebiasaan. Di antara unsur-unsur teori Burrhus Frederic Skinneryang sesuai untuk belajar bahasa kedua, sebagai berikut: (1) stimulus dan respon, (2) penghargaan dan penguatan, dan (3) menciptakan lingkungan.Language is the basis of human success, and the language which learned by children after obtaining the first language or mother tongue, is reputed as a second language. Second language learning is obtained after the acquisition of the first language. Thus, the second language learning has various theories, one of them is a theory of behavior that represents the general theory of learning. Burrhus Frederic Skinner is a psychologist who relies on this theory, and declare his theory of operant conditioning which is based on the concept of stimulus and response with the repetitive reinforcement that direct to the emergence of repeated responses which turn into habits. Among the elements of Burrhus Frederic Skinner's theory that are appropriate for learning a second language, as follows: (1) stimulus and response, (2) appreciation and reinforcement, (3) creating an environment.
Abdul Fatakh, Pradi Khusufi Syamsu
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab, Volume 9, pp 176-195; https://doi.org/10.24235/ibtikar.v9i1.6464

Abstract:
Language is a communication tool that is used by every human being to convey a particular purpose. Arabic is recorded as having crossed the boundaries of space and time which makes it have a role in many joints of human life including the economic joints. Apart from Arabic as a language of revelation whose truth is taken for granted, it is also seen as important by the world and is one of the official languages of the United Nations (UN). Furthermore, the progress of the Islamic economy in Indonesia is strongly influenced by Arabic. Not a few Arabic terms become Islamic economic terms in Indonesia. Departing from that perspective, this article tries to describe the influence of Arabic in the formation of Islamic economic terms in Indonesia.
Imam Purwanto Oktovan, Muhsin Riyadi, Masriah Masriah
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab, Volume 9, pp 143-160; https://doi.org/10.24235/ibtikar.v9i1.6468

Abstract:
The purpose of this researchhow much influence the use of Image media and guided writing Methode to increase student Writing Skills in learning Arabic in class XII K MA NU Patrol Indramayu. And One of the factors that influence the success or failure of learning is the teacher. Therefore, teachers must be clever in choosing the right methods so that the expected learning objectives can be achieved to the maximum. One alternative that is used is to apply Image media and guided writing method in Writing learning. That picture media is one of the learning media that is directed to facilitate students in understanding learning. And Image media and guided writing method is an effective method, because this method able to provide understanding for students and make them even more enthusiastic in learning, especially in Writing Skills learning. This research uses quantitative methods with the type of pre experiment designmethods with analysis one group pre test-post test. Data collection methods in this study are by observation, tests and Documentation, while data analysis in this study is to use, normality test, homogeneity test t test and hypothesis test. The results of this study are that students'Skill of learning Arabic Writing without using Image media and guided writing method in the class is with a minimum value of 62, a maximum of 85 with an average of 73.53. students'Skill of learning Arabic Writing with using Image media and guided writing method in the class with a minimum value of 73, a maximum of 95 with an average of 87, 40. This means that there is an influence of the use of Image media and guided writing method to increase ability students in the Writing Skills.
Alfitri Alfitri, Harif Supriyady, Saproni Saproni
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab, Volume 9, pp 212-220; https://doi.org/10.24235/ibtikar.v9i1.6102

Abstract:
Penelitian ini dilatarbelakangi hambatan dalam menciptakan lingkungan bahasa arab di pondok pesantren semi salaf- semi modern se-kota pekanbaru. Selain itu kita temukan dalam observasi beberapa pondok pesantren di kota pekanbaru bahwa masih punya hambatan dalam menciptakan lingkungan bahasa arab. Tujuan penelitian ini adalah untuk mengetahui dan menganalisis hambatan dalam menciptakan lingkungan bahasa arab semi salaf- semi modern se-kota pekanbaru. Kerangka teori yang digunakan adalah teori Lingkungan bahasa arab dengan indicator lingkungan formal dan informal,dengan indikator adanya pengajian kitab salaf, ada kurikulum modern, mempunyai indepedensi dalam menuntukan kebijakan dan ada ruang kreativitas. Hasil penelitian menunjukkan,Sebagaimana yang telah disampaikan oleh Kepala MTs dan MA Pondok Pesantren Al-munawaroh dan Al-ikhwan dalam wawancara bahwa Penilaian beliau sebagai pelaku yang mengambil kebijakan bahwa pelaksanaan menciptakan Lingkungan bahasa arab belum maksimal berjalan karena ini bukan menjadi tujuan utama dalam program madrasah, Belum dibuatnya Regulasi tentang lingkungan bahasa arab, tidak adanya saling melakukan koordinasi antar penggerak bahasa dalam menciptakan lingkungan bahasa arab,Minimnya tenaga Penggerak dan Pengajar bahasa arab yang kompeten, Tidak adanya fasilitas yang mendukung dalam menciptakan lingkungan bahasa arab.
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