<p><em>Abstrak </em>- <strong>Bahasa Arab diajarkan sebagai salah satu mata pelajaran penting di Madrasah Aliyah dalam struktur kurikulum studi keislaman. Meskipun penting, bahasa Arab hanya diajarkan dalam jumlah jam yang terbatas dan banyak memiliki permasalahan. Penelitian deskriptif ini bertujuan memetakan masalah pengajaran bahasa Arab di Madrasah Aliyah di wilayah Jakarta. Permasalahan pengajaran bahasa Arab berkisar pada masalah motivasi dan minat siswa dalam mempelajari bahasa Arab. Kondisi itu ditambah dengan perbedaan pengetahuan dan pengalaman belajar mereka karena latar pendidikan mereka yang berbeda pula. Masalah lain yang muncul adalah ketersediaan sarana penunjang belajar bahasa Arab dan pemanfaatannya. Di samping itu, kompetensi guru yang tidak seragam dan tidak standar menjadi kendala pula dalam proses pengajaran. Itu kemudian berdampak pada kemampuan metodologis mereka dalam mengajar bahasa Arab di kelas. Di sisi lain, minimnya waktu belajar di sekolah membuat sulitnya pengembangan pengajaran bahasa Arab secara lebih luas, ditambah lagi dengan sulitnya penciptaan lingkungan berbahasa yang kuat di sekolah. Semua permasalahan itu bertalian satu sama lain dan membutuhkan penyelesaian yang komprehensif dan berkelanjutan.</strong></p><p><em> </em></p><p><em>Abstract - </em><strong>Arabic is taught as one of the important subjects in Madrasah Aliyah in Islamic studies curriculum structure. Although it’s important, the Arabic language is taught only in a limited number of hours and has many problems. This descriptive study aimed to map the problem of teaching Arabic at Madrasah Aliyah in Jakarta. The problem of teaching Arabic revolves around the question of motivation and interest of students in learning Arabic. The condition is coupled with differences in knowledge and experience of their learning because of their difference of educational background. Another problem that arises is the availability of means of supporting learning Arabic and utilization. In addition, the teacher competency standards are not same and not a constraint also in the teaching process. It was then impact on their methodological ability in teaching Arabic in the classroom. On the other hand, lack of time to learn in school makes it difficult to develop the teaching of Arabic language more broadly, coupled with the difficulty of creating an environment that is strong language in school. All the problems were related to each other and require a comprehensive and sustainable settlement. </strong></p><p><strong> </strong></p><p><strong><em>Keywords: </em></strong><em>Arabic language teaching, teaching problems, Madrasah Aliyah</em><em></em></p>

<p><strong>The implementation of the Independent Campus Freedom to Learn program launched by the Ministry of Education and Culture in 2020 caused various reactions from various parties in the higher education sector. Gradually many universities are trying to adapt and encourage students to be able to participate actively in the various types of programs offered. The same reaction was also found among students in the Arabic Language and Culture (BKA) study program at Al Azhar University Indonesia. Various perceptions emerged from students in responding to this MBKM program. This study tries to describe the student's perception, more specifically in terms of three aspects: knowledge of the program, perception of the urgency of the MBKM program, and student interest in participating. The research data was obtained through quantitative research instruments in the form of research questionnaires distributed to all 250 students of the BKA Study Program. After conducting a survey and descriptive statistical analysis it was found that; 1) BKA Study Program students' knowledge of the MBKM program is quite high, 75% of students have received information about the MBKM program with various levels of knowledge, and some are fully aware, know most, and know little, through various sources of information, 2) Student perceptions of the benefits and the urgency of the MBKM program is depicted very positively. Most believe that the program is beneficial for students in developing their competencies and soft skills as a provision to face post-graduate life from university, 3) Student interest and interest is quite high, more than 50% expressed interest in joining the MBKM program, and are even willing to recommend it to colleagues. Among the MBKM programs that are in great demand by students are internships or work practices and student exchanges.</strong></p><p><strong><em>Keywords</em></strong> – <em>MBKM Curriculum, Student Perceptions, MBKM Urgency, MBKM Curriculum</em></p>

<p><em>Abstrak<strong> - </strong></em><strong>Penelitian ini mengupas sejarah dan asal-usul bahasa Arab <em>Amiyah Mesir </em>yang juga menelusuri negara-negara mana saja yang bahasanya diserap oleh bahasa <em>Amiyah </em>Mesir. Teori yang digunakan  penulis sebagai rujukan utama dalam menelaah kaidah bahasa <em>Amiyah </em>Mesir adalah teori Ahmad Akram Malibary yang kemudian membandingkannya dengan bahasa Arab Klasik. Dari perbandingan tersebut terlihat cukup signifikan perbedaannya antara kedua bahasa tersebut, baik dari sisi pengucapan hurufnya, maupun penambahan huruf akhir pada verba tertentu.</strong></p><p><strong><em> </em></strong></p><p><strong><em>Kata kunci</em></strong> - <em>Bahasa Amiyah Mesir, Bahasa Arab Klasik,  Ahmad Akram Malibary</em></p><p><em> </em></p><p><em>Abstract – </em><strong>This research examines the hisory and origins of Arabic language “Amiyah Mesir” wich also explores wich country absorbed by the “ Amiyah Mesir “Language. The theory used the author as the main reference in examining the rues of “Amiyah Mesir” adalah Ahmad Akram Malibary’s theory which then compares it with Clasical Arabic. From the comparison it looks quite significnt difference between the two languages, both in terms of pronounciations of the letters, as well as the addition of the final letter on a particular verb.</strong></p><p><strong> </strong></p><p><strong><em>Keywords </em></strong><strong>– </strong><em>Amiyah Mesir Language, Arab Clasical Language, Ahmad Akram Malibary</em></p>

The history and development of Islam in Indonesia are enriched by the existence of manuscripts written in Arabic language or written in Arabic script, like Pegon or Jawi although they do not use Arabic. In the context of corpus linguistics, the manuscript is a proof of the existence and dynamics of real Arabic usage by Indonesian speakers. This paper describes several classifications of manuscripts written in Arabic and their urgency as the material of Arabic corpus data in Indonesia in the context of the development of multidisciplinary Arabic research. Furthermore, the manuscript will be mapped based on seven types of Arabic corpus in Indonesia. Based on the mapping, it is projected that the majority of Arabic manuscripts in the archipelago are categorized as a corpus of scientific works, the corpus of Islamic studies, and corpus of literary works. For this purpose, it is necessary to process those manuscripts into digital text material to be analyzed with corpus processing applications through three stages: image scanning, image conversion into text, and manual text verification.

Noyer (1997) utilized blocking and extended exponence to encode pronouns in the conjugation of imperfect verbs in Arabic. His findings were criticized by Stump (2001) and Xu (2010), because the formulation was considered too complex. Xu (2010) offered a unified integrated account based on Optimality Theory while still relying on blocking and extended exponence. However, their for-mulation only focuses on the pronouns of imperfect verb conjugations. So far, the optimality of conjugations of perfective Arabic verbs which are also complex in nature, have not been considered yet in their studies. This study extends the work of Xu (2010) by developing the formulation of the optimal forms of the suffix pronouns of the Arabic perfective verb conjugations. The results of study reveal that several exponences which in different situations, each can realize several assingments. Instead, there is an assignment that is realized by more than one exponence