One component of the language that Arabic learners first face is ashwat or sound. with sound teaching strategies that the teacher does correctly and precisely, will help students overcome difficulties in learning ashwat arabiyah. mastery of language sounds becomes important, because sounds are the basic thing for mastering listening skills. Therefore, the purpose of this study is to describe the strategies and steps of teaching ashwat arabiyah and their influence on the mastery of maharah istima'. Using a descriptive-qualitative design, this study reveals three basic steps in ashwat teaching, namely: presentation of pronunciation models, giving exercises/drills, and practicing language use. as for The teaching of language sounds is the most basic activity to develop listening skills. there are five phases of listening learning, including; Phase recognition, initial comprehension, mid-comprehension, advanced comprehension and Assessment/taqwim. there are 13 steps of listening learning related to ashwat teaching, including hearing and saying, listening-writing (dictation), listening-doing, hearing-guessing, expanding sentences, finding objects, whispering chains, completing stories, identifying keywords, identifying topic sentences, abbreviating/summarizing, paraphrases, and answering questions.

Abstract: The dichotomous issue between women and men is something that cannot be taken lightly because the resulting social impacts are often detrimental to one party and benefit the other. It is common for women to appear as aggrieved parties. Moreover, the dichotomous paradigm was born from the textual meaning of the Hadith text, which only appears in the text. Therefore, this study tries to interpret the Hadith which implicitly mentions women as the biggest slander for men. This research is library research with a descriptive qualitative method. The interpretation of Hadith using the Mub method is to produce that the meaning in the Hadith is not in the slander inherent in women but to be self-reliant and be wary of each other because the potential for slander is also attached to men.   Abstrak: Persoalan dikotomis antara perempuan dan laki-laki merupakan hal yang tidak bisa dianggap enteng, karena dampak sosial yang dihasilkan sering kali menganggap perempuan rendah bahkan sebagai sumber keburukan yang menyebabkan kearah kemafsadatan. Lebih-lebih paradigma dikotomis tersebut lahir dari pemaknaan teks Hadis secara tekstual, yang tampak hanya pada teksnya saja. Oleh karena itu penelitian ini mencoba menginterpretasikan Hadis yang secara implisit menyebut perempuan sebagai fitnah terbesar bagi laki-laki. Dalam studi ini penulis menggunakan metode kualitatif deskriptif untuk mejabarkan hasil intepretasi Hadis tentang fitnah perempuan. Interpretasi Hadis menggunakan metode Mubadalah menghasilkan bahwa makna dalam Hadis tersebut bukan pada fitnah yang melekat pada perempuan, akan tetapi untuk saling menjadi diri dan saling waspada, karena potensi fitnah juga melekat pada laki-laki.

<p style="text-align: justify;"><em>The purpose of this article is to discuss the role of Neurosains in the modernization of the Arabic curriculum, including its strategic and practical reconstruction. One is the emergence of international integration, brain-based learning, and character development based on neuroscience or neuroscience approaches. The basic principle of this study is the correct brain functional statement as the foundation of Arabic curriculum development. This paper aims to demonstrate how the Arabic learning process can be integrated with neuroscience approaches by optimizing right and left brain functions. This type of research is a literature study with Content Analysis (Analysis content) in the form of descriptive analysis. The research method uses primary sources from previous articles and books. The results showed that the application of neurosains can be implemented into the formulation of Arabic curriculum development with Circuit; 1) optimization of the right and left brain nervous system; and 2) optimization of the nervous system of the right and left brain. 2) incorporate the role of the brain into the Educational Foundation and the psychological aspects of cognitive (the substance of Arabic), psychomotor (mastery of Arabic skills), and affective (attitudes, values, and character) into Arabic learning design; and 3) link these three aspects into the nature of Arabic learning objectives, methods, strategies, and techniques. On that basis, neuroscience can be incorporated into modern-era Arabic learning curriculum development standards.</em></p>

Tujuan penelitian adalah untuk mengkaji dan menginovasikan teknik penilaian aspek struktur dan kosakata pada buku al-arabiyah linnasyi’in jilid 4 melalui tes kebahasaan. Metode penelitian merupakan penelitian deskriptif kualitatif dimana data yang digunakan pada penelitian ini berupa kata, frasa, kalimat, paragraf maupun wacana yang memuat konten-konten tentang teknik dan bentuk aspek penilaian melalui tes kebahasaan yang ada pada buku teks Al-Arabiyah Linnasyi’in Jilid 4. Sumber data pada penelitian ini yaitu buku teks buku teks Al-Arabiyah Linnasyi’in Jilid 4 yang dilengkapi dengan data penunjang lainnya berupa dokumen, baik buku maupun jurnal-jurnal yang terkait. Adapun hasil dari penilaian ini adalah tes struktur dan kosakata merupakan dua aspek kebahasaan yang sangat penting untuk dikuasai karena semua tindak berbahasa itu pada hakikatnya merupakan pengoperasian dari kedua aspek tersebut. Bentuk tes yang ada dalam buku Al-Arabiyah Linnasyi’in Jilid 4 masih ada kekurangan dalam penilaian aspek tes struktur dan aspek tes kosa kata. Sehingga dalam buku Al-Arabiyah Linnasyi’in harus diperkaya lagi bentuk tes yang berkaitan dengan tes struktur dan kosa kata agar lengkap penilaian kebahasaannya

In this study, the author will describe learning Arabic with a skills approach at the Burapha Witya Narathiwat Islamic school in Thailand which aims to provide innovation in a fun and skilled Arabic learning that can master four aspects of language skills including listening, speaking, reading and writing as well as motivating students to be able to learn Arabic easily so that they can practice it in their daily life. This research uses qualitative research methods, namely descriptive analysis with a case study approach, data collection techniques in the form of observation, interviews and documentation. The results of the study state that learning Arabic with a skills approach can provide innovation and motivation in learning Arabic for students and Arabic teachers because students can play an active role directly in various kinds of learning language skills according to the level of ability possessed by each student. in their field so that students can learn Arabic with ease and fun and can master four aspects of language skills including listening, speaking, reading and writing. Thus students can practice Arabic in everyday life.