Pembelajaran Bahasa Arab untuk Calon Tenaga Kerja Indonesia (CTKI) ke Timur Tengah (original) (raw)

Pembelajaran Bahasa Arab DI Perguruan Tinggi

DAR EL-ILMI : Jurnal Studi Keagamaan, Pendidikan dan Humaniora, 2020

Perguruan tinggi Islam mempuyai tantangan untuk mensinergikan khasananh keilmuan baik umum maupun agama. Namun praktik pembelajaran dikelas bagi mahasiswa seringkali terkendala dan menjadikan lulusan IAIN Tulungagung diragukan keterampilannya dalam berbahsa arab. Oleh karena itu, untuk mengetahui penyebab pasti mengapa bahsa arab kurang begitu melekat bagi mahasiswa perguruan tinggi Islam, dalam hal ini IAIN tulungagung. Berdasarkan fakta tersebut mendorong peneliti untuk melakukan pengamatan serius lewat studi kasus pada Jurusan ES smester 3 Fakultas FEBI IAIN Tulungagung. Penelitian ini merupakan penelitian kualitatif dengan menggunakan pendekatan studi kasus, dimana subjeknya adalah mahasiswa IAIN Tulungagung jurusan ekonomi syariah, dan objeknya adalah proses pembelajaran bahsa arab dikelas dan ketercapaian mahasiswa selama pembelajaran bahasa arab. Hasil penelitian ini menunjukkan bahwa kesiapan dosen pendidikan bahasa arab di jurusan ekonomi syariah IAIN Tulungagung jika dilihat dari kesiapan dosen pengampu mata kuliah maka masih ada kekurangan yang harus di perbaiki, meskipun ketercapaian mahasiswa dalam belajar bahasa arab sudah baik.

Pengembangan Program Bahasa Arab Menuju Persaingan Global (Studi Kasus di TAZKIA International Islamic Boarding School)

2018

This study discusses the Arabic development programs at TAZKIA IIBS and the follow up on Arabic programs. Following the problems faced by the institution, this institution has been planning and evaluating problems to improve and follow up on the development of Arabic programs. This study uses descriptive qualitative research methods. Data collection was done through interviews and documentation. Based on the research findings, it was concluded that the development of Arabic in TAZKIA IIBS was through the Ilqa 'Mufradat, Muhadlarah, Ilmiyah Munadharah, Muhadatsah, Fathul Mu'jam, Qonatullughoh and Maqshoful Lughoh programs with facilities (Television, LCD, Language Lab and application) very helpful and there are tutors and native speakers who are graduates of the Middle East and selected people. The follow-up taken is: First, class management; Second, the decision of the head of the institution in managing the program; Third, student motivation by participating in several Arab...

Pengembangan Kurikulum Pendidikan Bahasa Arab DI Ptai

2015

Kemampuan berkomunikasi interpersonal, baik secara aktif maupun pasif bisa diibaratkan as the core of the bahasa Arab, dan begitu juga bahasa-bahasa lain. Namun, fakta berbicara, kurikulum-kurikulum bahasa Arab Madrasah atau pondok pesantren di Indonesia, ternyata sebagian besar masih berorientasi pada pembelajaran bahasa Arab preskriptif bukan deskriptif dan kurang concern terhadap fenomena bahasa Arab yang dewasa ini berkembang pesat dengan segala bentuk transformasi kosakata, maupun pemakaiannya. Bahasa Arab di Indonesia, dalam konteks pembelajaran, sepertinya masih baru diposisikan pada tataran preskriptif saja. Pembelajaran bahasa Arab terutama di pesantren-pesantren tradisional masih saja merangkak dan belum beranjak dewasa. Kurikulum dilihat dari aspek teori hubungannya dengan komponen-komponen penunjangnya, memiliki empat elemen penting, di mana keempat element tersebut dapat dijadikan sebagai “lahan basah” dalam kegiatan pengembangan kurkulum yang berkelanjutan demi tercipt...

Urgensi Pembelajaran Menerjemah Arab-Indonesia Pada Perguruan Tinggi Agama Islam Di Indonesia

alfazuna: Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban

The progress of a nation can be achieved through translation activities. The rapid development of science began with the implementation of translation institutions which later became educational institutions. In Indonesia, translation activities from Arabic to Indonesian are focused on religious texts, ranging from the Holy Qur'an, Hadith, and Interpretation to books on da'wah, morals, and Islamic thought books. There are several problems that are often faced by Indonesian translators, including regarding difficult translation activities, substantial differences between Arabic and Indonesian, the lack of mastery of the translator towards the recipient's language, resulting in symptoms of interference, and lack of mastery of the translator's theory of translation. For this reason, translating courses need to be taught at Islamic universities in Indonesia. Learning to translate in Indonesia aims to equip students with knowledge about the theory of translation and to pr...

Urgensi Mempelajari Bahasa Arab

ABSTRAK Bahasa Arab (Arab: ‫اﻟﻌﺮﺑﻴﺔ‬ ‫اﻟﻠﻐﺔ‬ , al-lughah al-'Arabīyyah , atau secara ringkas ‫'ﻋﺮﺑﻲ‬Arabī) adalah salah satu bahasa Semit Tengah, yang termasuk dalam rumpunbahasa Semit dan berkerabat dengan bahasa Ibrani dan bahasa-bahasa Neo Arami. Bahasa Arab memiliki lebih banyak penutur daripada bahasa-bahasa lainnya dalam rumpun bahasa Semit. Ia dituturkan oleh lebih dari 280 juta orang sebagai bahasa pertama, yang mana sebagian besar tinggal di Timur Tengah dan Afrika Utara. Bahasa ini adalah bahasa resmi dari 25 negara, dan merupakan bahasa peribadatan dalam agama Islam karena merupakan bahasa yang dipakai oleh Al-Qur'an. Berdasarkan penyebaran geografisnya, bahasa Arab percakapan memiliki banyak variasi (dialek), beberapa dialeknya bahkan tidak dapat saling mengerti satu sama lain. Bahasa Arab modern telah diklasifikasikan sebagai satu makrobahasa dengan 27 sub-bahasa dalam ISO 639-3.Bahasa Arab Baku (kadang-kadang disebut Bahasa Arab Sastra) diajarkan secara luas di sekolah dan universitas, serta digunakan di tempat kerja, pemerintahan, dan media massa

Perencanaan Pembelajaran Bahasa Arab DI Perguruan Tinggi Pariwisata

Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban, 2018

This study aims to analyze the lesson plans of Arabic teaching-learning in STIE Pariwisata YAPARI. The researcher hopes that this research can describe the Arabic teachinglearning concept in tourism College. The research uses qualitative approach with descriptive analysis. The research subjects were an Arabic lecturer, and 11 students on their fourth semester. The data were collected by interview and document analysis as triangulation. The result showed that the planning of Arabic teaching-learning can be categorized as good. The vision-mission of institution, curriculum, lesson plan, and academic management were connected well. There were some problems: The campus had no written guideline of lesson plans writing and less of credit semester system. The recommendations of this research were: the campus should make guideline of lesson plans writing and the addition of the number of credit semester system.

Arah Baru Belajar Bahasa Arab DI Perguruan Tinggi

2016

Pembelajaran bahasa Arab di Perguruan Tinggi tidak didominasi oleh metode tertentu dalam pelaksanaannya. Pergantian maupun mixing metode pembelajaran sudah biasa terjadi ketika merumuskan Rencana Pembelajaran Semester (RPS). Direct method yang digunakan untuk memperoleh kemampuan berbicara, sempat mengganti dominasi metode Audio Lingual, meskipun tidak merata dilakukan di semua Perguruan Tinggi. Kemudian muncul the aural-oral approach yang sempat dinilai paling efektif karena berdasarkan prinsip-prinsip linguistik. Belakangan yang lebih trend adalah metode campuran yang dikenal dengan metode eklektik. Yang terakhir ini dianjurkan karena memberi keleluasaan pada pengajar untuk memakai metode yang sesuai dengan kebutuhan dan kemampuan mahasiswanya dan juga kemampuan pengajarnya. Meskipun masih ada tawaran metode pembelajaran bahasa yang cukup inovatif seperti Suggestopedia, Total Physical Respons (TPR) dan The Silent Way, namun tidak banyak pengajar yang memanfaatkannya.

Pembelajaran Bahasa Arab Berbasis Teknologi Informasi Dan Komunikasi DI Kota Padang

This study aimed to analyze the design of ICT-based Arabic learning model. This study was designed to find the best model of ICT-based Arabic learning. This study proposed that the integration of various fields of studies with ICT, including Arabic language learning, is undeniably vital to be enhanced in this digital era. However, the constraints experienced by some institutions, especially the educators, have not had a clear format of the use of ICT in the integration effort of the both disciplines. This study applied research and development model with a qualitative research method. This research was conducted through three phases, i.e. introduction, development and implementation. The research sampling technique was purposive sampling. The data were collected by conducting observation, interview and documentation. The data were analyzed using the techniques developed by Miles and Huberman. The results showed that the design of ICT-based Arabic learning model can be developed at MTs Negeri Kota Padang was the al-Ha� su� b al-Ittisha� lî� model, i.e. a communicative computer-based Arabic learning model. In this model, the materials and other learning tools are designed using a computer program. Through this kind of learning models, a teacher served as learning motivator and mediator elaborating the materials that need clarification for the learners.

Kurikulum Pembelajaran Bahasa Arab di Perguruan Tinggi

Arabiyatuna : Jurnal Bahasa Arab

This paper present about the Arabic learning curriculum in universities in Indonesia. It discusses about curriculum concept in college from its history, that have changed from the past until now. Then, it discusses about Arabic learning viewed from learning concept and Arabic language it self. Then, the last point, the writer tried to discuss about Arabic learning curriculum in universities viewed from the aims and the learning process. This paper aims to give understanding and description about Arabic learning curriculum of universities by analyzing the curriculum that being used or facts about curriculum in universities. The writer finds that the Arabic learning curriculum in universities shows that Arabic learning depends on the learning it self in curriculum whether it as the aims of curriculum or as a tool to realize the aim of curriculum.

Pembelajaran Bahasa Arab Berbasis Common European Framework Of Reference For Language (CEFR) Di Indonesia

al Mahāra: Jurnal Pendidikan Bahasa Arab, 2020

Learning and teaching Arabic for non-Arabic speakers continues to develop, from methods, teaching aid to curriculum. The development of learning and teaching follows the changing demands of the era and era of learners (students). This renewal of methods and media does not mean that the older version is forgotten altogether, but rather they became a platform to be improved thus giving a good impression on Arabic learners that learning Arabic is easy and fun. For Indonesians, Arabic, like any other foreign languages, is not their native language. Depending on the learners, learning Arabic has different levels of difficulty. The difficulty of learning is not always due to the language but also the student. The Common European Framework of Reference for Language (CEFR) in learning foreign languages in Europe is an alternative method chosen in learning English for non-English speakers in Europe. Can this theory be applied in Arabic learning, as can 40 foreign languages besides English? T...