This research aimed to provide solutions to Qiraah teachers, in order to train and develop students' thinking abilities through a post-solution position-based learning model. The development of the ...learning model is based on the Qiraah learning constraints and problems faced by lecturers and students, which are obtained from needs analysis. The post-solution posing model applies six phases in learning activities, namely establishing set, comprehension, social interaction, explain, feedback, and extended practice. This research used research and development method. Data are collected through questionnaire, interview, document, and test conducted in the Arabic Language Education Study Program involving 45 students. The effectiveness of the six phases of the post-solution posing model which has been tested on learning through Qiraah using the one-group pretest-posttest technique, produces a significance value (2-tailed) of 0.000 (p < 0.05). This shows a significant increase in scores, so that the post-solution position learning model in the Qiraah course is considered effective for training the development of thinking skills in students.
This study aims to find the form of morphological interference that occurs due to the contact between the Arabic language being studied and the first language that has been mastered by students of ...Arabic Language Education, State University of Jakarta. This study uses a descriptive qualitative approach with a case study method. The case studies were carried out directly in real life from data sources totalling 95 students. Data collection was carried out through testing, direct interviews and listening to conversations. From this study, it was found that there were 480 forms of morphological interference, which were summarized into the following forms: (1) differences in word patterns (22%); (2) word formation (32%); (3) compounding (3%); and (4) reduplication (43%). Factors causing morphological interference that occur among students are differences in word patterns between Arabic and the first language that has been mastered, low understanding of Arabic vocabulary and systems, and differences in the culture of language users.
Character development is one of the goals of the teaching and learning process. On the other side, teachers are still looking for an effective way to instill good character in the students through ...online learning. According to the survey, this research focuses on the students' characters of individual performance, collaborative and spiritual character. The transition from conventional to e-learning because of the Covid-19 pandemic significantly affects the readiness of lecturers and students to get involved in learning activities, which affects the development of the students' characters. This is a mixed method case study, conducted in seven university. Seven hundred forty-six students of public and private higher educations in Indonesia were investigated in this research. Data collected through observation, field journals and interviews. Data were analyzed through quantitatively and qualitatively. The result showed that the students' performance and collaboration characteristics were not as good as their spiritual character. The students did assignments without paying too much attention to the quality of the content. The students tended to finish the assignments independently, they were rarely involved in the discussion, felt the changing of the academic climate because of the difficulties in accessing the platform to fulfill the needs of remote interaction among the students. The lecturers' readiness was unfamiliar with the teaching platform, and they needed time for converting teaching material into digital form and gave them many assignments.
The objective of this research is to acquire deep understanding of the developing syllabus of Arabic language’s productive competence based on content language integrated learning at Arabic language ...teaching department. Focus of this research is: the model of syllabus of Arabic language productive competence. This research was conducted from July 2015 until February 2016 .The research method used in this study is a research development with a qualitative approach to content. The approach used in analyzing the analysis of students need. The research instrument is the researcher herself who is equipped with table analysis. The result showed that Based on an analysis of documents of syllabus productive skills that are currently used in the Department of Arabic Language and Literature, State University of Jakarta focusing on the themes that have been determined for each meeting. How syllabus like this had not yet shown the achievements of the expected learning, so that the study sought to develop a syllabus based on the needs of learners with the approach of the syllabus-based CLIL (Content Language Integrated Learning).
This article aims to describe the application of learning the Arabic Language Learning Media course that combines blended-learning, project-based learning and the OLSi Model (Own it, Learn it and ...Share it). The learning outcomes of this course is the ability of students to design learning media in accordance with the material and learning objectives set out in the lesson plan. Blended-learning is combined to adapt to the conditions of distance learning carried out during the covid-19 pandemic. Project-based learning is expected to encourage students to produce good learning media products. The Own it, Learn it and Share it (OLSi) model aims to foster a sense of belonging in students towards the course, encourage independent learning processes and produce certain products that can be shared with others outside the classroom. Mixed learning, project-based learning and the OLSi model are quite effective in increasing students' motivation, sense of belonging and responsibility in achieving the learning objectives of the Arabic Language Learning Media course.
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