Al-Ibtikārāt fi Istikhdām Wasāil Ta’līmiyyah al-Lugah al-‘Arabiyyah Litaḥsīn al-Mahārāt al-Lugawiyyah fi 'Aṣri al-Wabā' Covid-2019

Maghfiroh, Laila; Setyowati, Nanik; Suryani, Tina Zulfa

doi:10.37680/aphorisme.v2i1.669

Cited by 3 publications

(3 citation statements)

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“…Dalam pembelajarannya dapat dilalui dengan berbagai metode dan media pembelajaran, agar keterampilan berbahasa berkembang secara optimal (Maghfiroh et al, 2021). Mengenalkan huruf pada anak adalah olah kognitif dasar.…”

Section: Kebijakan Yang Diambil Oleh Pemerintah Republik Indonesia Melalui Peraturanunclassified

Implementasi Pengembangan Kemampuan Mengenal Huruf Selama Masa Belajar di Rumah Pada Anak

Husna

2021

Ascarya j. of islam. sci. cult. and soc. stud.

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This study describes the implementation of language learning in children aged 4-5 years in TK ABA JOGOKARYAN while studying at home. The assessed research was to describe the implementation of letter recognition in children aged 4-5 years at TK ABA Jogokaryan. This research is a qualitative approach and descriptive research type. The subjects of this study were the principal, class A teachers, parents of class A students, and grade A children. The object of this study was the implementation of letter recognition in children aged 4-5 years at TK ABA JOGOKARYAN in class A2 while studying at home. The data collection techniques used were interviews and documentation. The data analysis technique uses the theory of Miles and Huberman, namely data collection, data condensation, data presentation, and concluding. The validity of the research data was re-tested using source triangulation and method triangulation. The results of this study indicate: 1) Planning begins with making daily lesson plans, then sent to parents via Whatsapp group or give to parents directly when they come to school. 2) The implementation of letter recognition is played by parents by accompanying and documenting the learning activity process. 3) Evaluation is carried out through documentation reported by parents on the Whatsapp group. 4) Supporting factors include guidance from parents in letter recognition while children are studying at home, online media, which is used as a communication tool for teachers and parents, and special programs on television that help children's learning while at home. At the same time, the inhibiting factors are some families who do not make it a habit knowing letters, parents' busyness, mood swings, and a lack of enthusiasm for learning.

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Section: Kebijakan Yang Diambil Oleh Pemerintah Republik Indonesia Melalui Peraturanunclassified

Implementasi Pengembangan Kemampuan Mengenal Huruf Selama Masa Belajar di Rumah Pada Anak

Husna

2021

Ascarya j. of islam. sci. cult. and soc. stud.

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“…Penggunaan media visual dalam pembelajaran mufradat dapat menjadi lebih efektif, terlebih jika pembelajaran bahasa Arab dilaksanakan secara daring seperti saat ini. Guru dapat memproyeksikan pembelajaran mufradat dengan menggunakan media visual yang didaringkan (Maghfiroh et al, 2021).…”

Section: Abstract;unclassified

Analisis Pembuatan Media Visual untuk Pembelajaran Mufradat oleh Mahasiswa Magister Pendidikan Bahasa Arab UIN Sunan Kalijaga Yogyakarta

Hidayati

2021

aphorisme

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This research was conducted based on the importance of the function of learning media in the success of the teaching process. conducted this research based on the importance of the function of learning media in the success of the teaching process. The research is intended to determine the ability of students to produce effective learning media to support the achievement of learning objectives. This research is descriptive research. The data studied are the results of learning media in visual form in the Arabic language learning media course. The data were analyzed according to the criteria of effective learning media, among others in terms of 1) the accuracy of the media with teaching objectives; 2) support for the content of learning materials; 3) easy access to media; 4) the skills of the teacher in using it, and 5) according to the child's level of thinking. From the data analysis, several conclusions were made that 1) Media can be used for several competencies at once in one material theme. Thus, it will help teachers in the effectiveness of the allocation of learning time; 2) Several media such as spinner mufradat can be used simultaneously in taking the value of learning evaluation; 3) Making visual media can help teachers as facilitators so that teachers are more conceptualized in implementing learning. The results of making visual media by students are classified as successful because students can produce media that are effective in time allocation, easy to operate, and attractive in appearance.

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“…The method is a plan from beginning to end regarding the presentation of the material and does not contradict the approach (Fakhrurrozi & Erta, 2012). Methods are essential in achieving learning objectives (Maghfiroh et al, 2021). Many methods can improve Mahārah Kalām, including the Mubāsyarah method (Rahmanudin & Al Mansyuri, 2023).…”

Section: Introductionmentioning

confidence: 99%

Ṭarīqah Mubāsyarah in The Learning of Arabic Speaking Skill: Study Analysis with Al-Iṭṭiṣāli Approach

Ritonga,

Putra,

Isnaini

2024

AlTarib

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This study aims to identify the steps, advantages, and disadvantages of teaching Mahārah Kalām using the Mubāsyarah method with the Iṭṭiṣāli approach. The research employs library research with a qualitative descriptive method. Data collection involves documentation, with primary sources including an article by Baroroh et al., entitled "Arabic Learning Based on a Communicative Approach in Non-Pesantren Schools," and secondary sources being books and scientific articles relevant to the study. Data analysis follows Milles and Huberman's theory, including data reduction, display, and conclusion drawing. The study identifies several steps in Mahārah Kalām learning using the Mubāsyarah method with the Iṭṭiṣāli approach: introduction, presentation of short dialogue formats by teachers, student writing of short dialogues, practice of dialogues, questioning, teacher reading of student dialogues, and evaluation. Advantages of this method include improved speaking skills, expanded vocabulary, pronunciation closer to native speakers, and the ability to analogize with other topics. However, its disadvantages include suitability only for small groups, the need for teachers to speak like natives, reliance on teachers to prepare materials, avoidance of the mother tongue, difficulty in identifying teacher mistakes, and the flawed theoretical basis equating mother tongue acquisition with foreign language learning. The research implies that the Mubāsyarah method is not the sole method for teaching Arabic speaking skills.

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Al-Ibtikārāt fi Istikhdām Wasāil Ta’līmiyyah al-Lugah al-‘Arabiyyah Litaḥsīn al-Mahārāt al-Lugawiyyah fi 'Aṣri al-Wabā' Covid-2019

Cited by 3 publications

References 0 publications

Implementasi Pengembangan Kemampuan Mengenal Huruf Selama Masa Belajar di Rumah Pada Anak

Implementasi Pengembangan Kemampuan Mengenal Huruf Selama Masa Belajar di Rumah Pada Anak

Analisis Pembuatan Media Visual untuk Pembelajaran Mufradat oleh Mahasiswa Magister Pendidikan Bahasa Arab UIN Sunan Kalijaga Yogyakarta

Ṭarīqah Mubāsyarah in The Learning of Arabic Speaking Skill: Study Analysis with Al-Iṭṭiṣāli Approach

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