Implementation of Quality Management Curriculum in Arabic Learning

Nuha, Muhammad Afthon Ulin; Musyafa’ah, Nurul

doi:10.29240/jba.v6i2.5137

Cited by 6 publications

(3 citation statements)

References 2 publications

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“…In addition to learning tools, things that need to be prepared include the learning media used, such as the Arabic teacher at MA Fattah Hasyim Tambakberas Jombang, using PowerPoint media. The advantages of PowerPoint media compared to other media include (a) It can be used to display non-physical objects so that it helps students increase their retention to remember learning material; (b) it Can combine audio and visual to make students interested in paying attention to what the teacher explains; (c) Equipped with the ability to combine various elements ranging from text, video, images, graphics and so on so that it can guide students in learning according to their type of learning (M. Nuha & Faedurrohman, 2022;Ulin Nuha & Musyafa'ah, 2022).…”

Section: Discussionmentioning

confidence: 99%

Arabic Learning with Problem-Based Learning Models and PowerPoint Media in Improving Students’ Interest

Nuha

Musyafaah

2023

AJAS

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The aims of this study were (1) to explore out the process of implementing Problem Based Learning using PowerPoint media in Arabic lessons at MA Fattah Hasyim Tambakberas Jombang; (2) To find out the results of applying Problem Based Learning in Arabic lessons with PowerPoint media in increasing student learning interest. This research method uses a descriptive qualitative approach, with data collection techniques using observation, interviews, and documentation. The data analysis technique uses data reduction, data presentation, and conclusion and verification. The results of the study show (1) The implementation of the Problem Based Learning model at MA Fattah Hasyim Tambakberas Jombang in Arabic for class XI is carried out through three stages, namely the preparation stage, the implementation stage, and the evaluation stage. (2) Overall, it can be concluded that student's interest in learning Arabic using the Problem Based Learning model is included in the outstanding category; this is because students can explore further problems that are closely related to student’s daily lives and also required to be able to think critically and cooperate in groups to solve the problems presented in learning.

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Section: Discussionmentioning

confidence: 99%

Arabic Learning with Problem-Based Learning Models and PowerPoint Media in Improving Students’ Interest

Nuha

Musyafaah

2023

AJAS

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“…Factors of inequality in Arabic in general education institutions as the main subject so far include; is the impact of the education system in Indonesia, namely the dichotomy between general education and religious education. Arabic tends to be understood as part of the Islamic Religious Education (PAI) subject so it is considered unnecessary to include its name (Arabic) as the core teaching subject in the curriculum 50 . Hence, relegating Arabic instruction solely to Islamic studies teachers is deemed insufficient.…”

Section: Factors Of Arabic Inequality In the General Education Curric...mentioning

confidence: 99%

Inequality of Arabic Subjects in the General Education Curriculum in Indonesia

Rahmap,

Yani,

Ishak

2024

JBA

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The objectives of this study are 1) to describe the fact of inequality of Arabic subjects in the curriculum as a compulsory subject at the upper secondary education level, 2) to determine the inequality factors of Arabic subjects in the general education curriculum, and 3) to determine the implications of inequality in Arabic as the main subject. Graduates of general education who proceed to Islamic religious universities often encounter challenges in mastering Arabic. This may occur due to the absence of Arabic language subjects during their high school years, compounded by Arabic not being a mandatory component of the general education curriculum. This research uses a qualitative approach with a descriptive research method. Data collection techniques include literature studies, and data analysis used are content analysis. The findings indicate that Arabic is not designated as a core subject in the national education curriculum for secondary education, highlighting the unequal treatment of Arabic within the Indonesian education system. This disparity's repercussion is evident in the challenges encountered by high school graduates when pursuing Arabic studies at Islamic Religious Colleges, stemming from struggles in grasping the fundamentals of the Arabic language. Arabic language learning in general education is only an elective subject in private schools affiliated with religious organizations. This results in students facing challenges in acquiring knowledge in Arabic and grappling with the complexities of learning Islam, particularly for Muslim students.

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“…Speaking of oral communication activities are individual activities to convey messages orally to a group of people, the audience, or the assembly (Al-Ghozali & Wahyudi, 2021;Nuha & Musyafaah, 2022). For the conversation or message to reach the audience properly, it is necessary to pay attention to several factors that can support the effectiveness of speaking.…”

Section: Supporting and Inhibiting Factors For Increasing Arabic Lear...mentioning

confidence: 99%

Improvement of Mahārat al-Kalām in Arabic Learning through Total Physical Response Method

et al. 2023

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The Total Physical Response (TPR) learning method was developed by James J. Asher. He argues that direct pronunciation to children or students contains an order, and then children or students will respond physically before producing verbal or speech responses. The aims of this study were (1) to find out how far speaking skills (mahārat al-kalām) in Arabic have increased through the TPR method in MTsN 4 Jombang, and (2) to find out the supporting and inhibiting factors in increasing mahārat al-kalām through the TPR method in MTsN 4 Jombang. This research method uses a descriptive-qualitative approach with data collection techniques using observation, interviews, documentation, and oral tests. The data analysis technique uses data condensation, data display, and conclusion drawing or verification. The results showed that (1) with the TPR learning method, the final test score of Arabic learning for mahārat al-kalām in cycle 1 was 74.3% (good). After being given referrals again in cycle 2, it reached 87.6% (very good); (2) The supporting factors that influence speaking activities are language (linguistics) and non-linguistics, while the inhibiting factors are more dominant due to a lack of vocabulary (mufradāt) mastery.

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Implementation of Quality Management Curriculum in Arabic Learning

Cited by 6 publications

References 2 publications

Arabic Learning with Problem-Based Learning Models and PowerPoint Media in Improving Students’ Interest

Arabic Learning with Problem-Based Learning Models and PowerPoint Media in Improving Students’ Interest

Inequality of Arabic Subjects in the General Education Curriculum in Indonesia

Improvement of Mahārat al-Kalām in Arabic Learning through Total Physical Response Method

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