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PENINGKATAN KUALITAS GURU BAHASA ARAB DALAM MENGGUNAKAN BUKU AL-ARABIAH BAINA YADAYK Sarip, Mohamad
JMM (Jurnal Masyarakat Mandiri) Vol 4, No 2 (2020): JUNI
Publisher : Universitas Muhammadiyah Mataram

Abstrak: Kegiatan ini bertujuan untuk (1) memberikan pemahaman dan pengetahuan kepada guru bahasa Arab di kota Bekasi tentang urgensi buku Al-Arabiah Baina Yadayk dalam pembelajaran bahasa Arab bagi pelajar bukan penutur asli; (2) memberikan pelatihan kepada guru bahasa Arab di kota Bekasi tentangÂ penerapan buku bahasa ArabÂ Al-Arabiah Baina Yadayk dalam pembelajaran bahasa Arab. Untuk mencapai tujuan tersebut, kegiatan ini dikemas dalam bentuk pelatihan dengan metode ceramah, demonstrasi, dan aplikasi pembelajaran Bahasa Arab menggunakan buku Al-Arabiah Baina Yadayk. Kegiatan pelatihan dilaksanakan di Kota Bekasi dengan menggunakan media penyampaian yang interaktif menggunakan laptop, LCD, buku materi dan lainnya. Khalayak sasaran kegiatan pengabdian pada masyarakat adalah para guru bahasa Arab di Kota Bekasi. Hasil kegiatan menunjukkan nilai positif terhadap kualitas pembelajaran Bahasa Arab. Selain para guru, pengurus yayasan, pesantren, dan masyarakat umum ikut berpartisipasi belajar Bahasa Arab. Para guru memiliki peningkatan dalam metodologi pengajaran Bahasa Arab.Abstract:Â The purposes of activities was to (1) provide understanding and knowledge to Arabic language teachers in Bekasi about the urgency of the Al-Arabiah Baina Yadayk book in learning Arabic for non-native speakers; (2) provide training to Arabic language teachers in Bekasi about the application of Al-Arabiah Baina Yadayk book in learning Arabic. To achieve this goal, this activity is packaged in the form of training with lecture methods, demonstrations, and Arabic learning applications using Al-Arabiah Baina Yadayk's book. The training activities were carried out in Bekasi City using interactive delivery media like as laptops, LCDs, material books and others. The target audience for community service activities are Arabic language teachers in Bekasi City. The results of the activities showed a positive value on the quality of learning Arabic. In addition to the teachers, the board of trustees, boarding schools, and the general public participated in learning Arabic. Teachers have improved Arabic methodology of teaching.Â

Students’ Needs of Arabic Speaking Material Using the Integrated Local Wisdom in the 21st-Century Skills Model Mohamad Sarip
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 2 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

This study aimed to obtain the results of the analysis of the needs for speaking Arabic teaching materials through the basic values of local wisdom that are relevant to 21st-century skills. The research method used qualitative descriptive phenomena that occur in the field related to the need for teaching materials to speak Arabic. Participants were students and teachers of Arabic speaking courses. Data were collected through observation, documents and questionnaires. Technical analysis of data was carried out through the stages of data reduction, data presentation, and concluding. In addition, the data analysis technique used expert judgment. The findings show that teaching materials for speaking Arabic must be relevant to the cultural values of local wisdom and in harmony with the culture in Arabic so that students still have nationalist character values. So, teaching materials for speaking Arabic must present materials that can develop critical thinking patterns in the communication process, reflect the cultural values of the archipelago or local wisdom values that are in harmony with the culture in Arabic, and meet the demands of 21st-century skills so that students can compete in the era of globalization.

MODEL OF CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) STRATEGY IN ARABIC SPEAKING SUBJECT Mohamad Sarip
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban | Vol. 6 No. 1 June 2019
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

The aim of this study was to develop Arabic speaking skill by implementing Content Language Integrated Learning (CLIL) model at Jakarta State University. The CLIL used in the lesson emphasized the memorization of dialogues and sentence patterns as one of the main characteristics of the audiolingual method. The research employed the mixed approach using Research and Development (R & D). The procedure of research used Borg and Gall model which has the steps; preliminary step, adevelopment step, and evaluation step.The data ware taken by observation, questionnaire, interview, documentation, and test. The research finding shows that the development of CLIL learning strategy for Arabic speaking with the material using Qur’an, Hadits, Fiqih and Tsaqofah Islamiah was an effective model for improving learning to speak Arabic. CLIL have four components that are content, cognition, communication, and culture. These are integrated with the variation of learning media.

Peningkatan Kompetensi Profesi Guru Bahasa Arab Melalui Pelatihan Penulisan dan Publikasi Artikel Ilmiah Berbasis Open Journal System Andri Ilham; Nuruddin; Mohamad Sarip; Samsi Setiadi
Dinamisia : Jurnal Pengabdian Kepada Masyarakat Vol. 6 No. 1 (2022): Dinamisia: Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/dinamisia.v6i1.7803

The requirement to write scientific articles is often still an obstacle to support the advancement of a teacher's career path. Generally they have difficulty fulfilling it because they have not been trained or even have never written and produced research work in the form of scientific articles. Therefore, teachers need to be given the training to improve professional competence through writing and publishing scientific articles. The purpose of this community service projects is to provide knowledge for Arabic teachers of Musyawarah Guru Mata Pelajaran (MGMP) in Banten Province who do not have direct experience in writing and publishing scientific articles in online journals through the Open Journal System (OJS) platform. The method of implementing this activity is carried out using the Zoom Meetings platform in a webinar format which includes presentation materials, questions and answers, and simulations. Meanwhile, the results of this activity showed a positive response from the teachers for the development of their competences in writing and publishing scientific articles. Persyaratan menulis artikel ilmiah kerap kali masih menjadi hambatan untuk menunjang kenaikan jenjang karir guru. Umumnya mereka mengalami kesulitan untuk memenuhinya karena memang belum terlatih atau bahkan sama sekali belum pernah menulis dan menghasilkan hasil penelitian berupa artikel ilmiah. Oleh karena itu, guru perlu diberikan pelatihan untuk meningkatkan kompetensi profesi melalui penulisan dan publikasi artikel ilmiah. Tujuan dari pengabdian ini adalah memberikan pengetahuan bagi guru, khususnya Musyawarah Guru Mata Pelajaran (MGMP) Bahasa Arab di Provinsi Banten yang belum mempunyai pengalaman langsung dalam menulis artikel ilmiah dan mempublikasikannya ke dalam jurnal melalui platform Open Journal System (OJS). Adapun metode penerapan kegiatan ini dilaksanakan dengan menggunakan platform zoom meetings dalam format webinar yang meliputi presentasi materi, tanya jawab, dan simulasi. Sementara itu, dari hasil kegiatan ini menunjukkan respon positif dari para guru untuk pengembangan kompetensi mereka dalam menulis dan mempublikasikan artikel ilmiah.

Design of Tourism Arabic Teaching Materials for Tourism Awareness Groups: The Case of Cisaat Tourism Village in Subang, West Java Ihwan Rahman Bahtiar*; Mohamad Sarip; Chakam Failasuf; Siti Jubaidah
Riwayat: Educational Journal of History and Humanities Vol 6, No 3 (2023): Social, Political, and Economic History
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jr.v6i3.33845

Cisaat Village in Subang District is a developing tourist village increasingly visited by Middle Eastern tourists. Unfortunately, the Tourism Awareness Group (pokdarwis) in Cisaat has not yet mastered Arabic communication skills, although they have already gained experience in learning Arabic. This research aims to develop Arabic teaching materials for tourism village groups in Indonesia. This study uses the research and development method of Thiagarajan's 4D model. The instruments of this study were questionnaires distributed to 30 members of Pokdarwis and unstructured interviews. The data analysis used was quantitative descriptive. The results showed a need to prepare Arabic teaching materials for Tourism Awareness Groups (Pokdarwis) at Cisaat Tourism Village. Educational materials are designed in e-audio books, and the learning topics presented are transportation, homestay (hotel), and transactions.

MODEL OF CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) STRATEGY IN ARABIC SPEAKING SUBJECT Mohamad Sarip
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban | Vol. 6 No. 1 June 2019
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v6i1.10371

The aim of this study was to develop Arabic speaking skill by implementing Content Language Integrated Learning (CLIL) model at Jakarta State University. The CLIL used in the lesson emphasized the memorization of dialogues and sentence patterns as one of the main characteristics of the audiolingual method. The research employed the mixed approach using Research and Development (R & D). The procedure of research used Borg and Gall model which has the steps; preliminary step, adevelopment step, and evaluation step.The data ware taken by observation, questionnaire, interview, documentation, and test. The research finding shows that the development of CLIL learning strategy for Arabic speaking with the material using Qur’an, Hadits, Fiqih and Tsaqofah Islamiah was an effective model for improving learning to speak Arabic. CLIL have four components that are content, cognition, communication, and culture. These are integrated with the variation of learning media.

Design of Tourism Arabic Teaching Materials for Tourism Awareness Groups: The Case of Cisaat Tourism Village in Subang, West Java Ihwan Rahman Bahtiar*; Mohamad Sarip; Chakam Failasuf; Siti Jubaidah
Riwayat: Educational Journal of History and Humanities Vol 6, No 3 (2023): Social, Political, and Economic History
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jr.v6i3.33845

Cisaat Village in Subang District is a developing tourist village increasingly visited by Middle Eastern tourists. Unfortunately, the Tourism Awareness Group (pokdarwis) in Cisaat has not yet mastered Arabic communication skills, although they have already gained experience in learning Arabic. This research aims to develop Arabic teaching materials for tourism village groups in Indonesia. This study uses the research and development method of Thiagarajan's 4D model. The instruments of this study were questionnaires distributed to 30 members of Pokdarwis and unstructured interviews. The data analysis used was quantitative descriptive. The results showed a need to prepare Arabic teaching materials for Tourism Awareness Groups (Pokdarwis) at Cisaat Tourism Village. Educational materials are designed in e-audio books, and the learning topics presented are transportation, homestay (hotel), and transactions.

Utilization of ICT in Improving Four Arabic Language Learning Skills in Higher Education Nuraini, Rini; Guilin, Xie; Jiao, Deng; Sarip, Mohamad; Mahfuz, Taufik Warman
Journal International Inspire Education Technology Vol. 3 No. 1 (2024)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v3i1.624

The use of ICT is everything that is used to communicate and create, manage and distribute information. The use of ICT can help Arabic language students in improving the four maharah skills. By applying ICT in learning, students' difficulties in the Arabic learning process can be significantly reduced. This is due to the innovation in learning in higher education by utilizing ICT during the teaching and learning process of students. The purpose of this research is to support Arabic language learning with ICT learning system in higher education. The method used in this research is quantitative method, which can show that this research contains numerical data. The data was obtained by using geogle from as a means to create a questionnaire containing questions and then distributed to respondents who were used as research subjects. The results showed that with the utilization of ICT in learning, it can improve four Arabic language skills in college. The conclusion of this study is that ICT can be used in learning Arabic to increase student enthusiasm and know the ability to understand Arabic learning in college. The limitation of this study is that the researcher only conducted research on the utilization of ICT as a medium of Arabic learning

PELATIHAN STRATEGI PENGAJARAN KOOPERATIF PROBLEM POSING BAGI GURU-GURU YAYASAN ATTAQWA VIII KARANG TENGAH Zulharby, Puti; Arifah, Fatwa; Sarip, Mohamad; Kurnianingsih, Dwi
Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Vol 4 (2023): PROSIDING SEMINAR NASIONAL PENGABDIAN KEPADA MASYARAKAT - SNPPM2023
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract Meaningful learning is the key to teacher success in achieving learning goals. One of the efforts to achieve this is by applying varied learning methods. The results of the situation analysis conducted at the Attaqwa VIII Foundation in Karang Tengah, Bekasi found that only 24.1% of teachers in the past year attended teaching training, and most teachers still apply teacher-oriented learning. This is certainly a concern, that teachers need to get training to improve teaching professionalism, especially in the era of the development of new learning methods and changes in learning orientation. Problem posing cooperative learning training is expected to be a solution to increase teachers' teaching creativity. The problem posing method can be applied classically individually, in pairs and in groups. The problem posing method can help students have a deeper understanding to solve problems and encourage the creation of communication between students in terms of coming up with new ideas derived from each problem or material given. Approach partners personally and institutionally to obtain accurate data on learning conditions. Partner participation is carried out with training and mentoring programs. This service activity aims to: 1) increase teacher understanding applying fun and varied teaching principles; 2) increase teacher teaching skills in implementing cooperative learning with a problem posing approach, 3) establish cooperation and good relations between Jakarta State University and the Attaqwa VIII Karang Tengah Foundation, Bekasi. Abstrak Pembelajaran yang bermakna menjadi kunci kesuksesan guru mencapai tujuan pembelajaran. Salah satu upaya mencapainya yaitu dengan menerapkan metode pembelajaran yang variatif. Hasil analisis situasi yang dilakukan di Yayasan Attaqwa VIII Karang Tengah, Bekasi didapatkan bahwa hanya 24,1% guru yang dalam satu tahun terakhir mengikuti pelatihan pengajaran, dan sebagian besar guru masih menerapkan pembelajaran yang berorientasi pada guru. Hal ini tentunya menjadi perhatian, bahwa para guru perlu mendapatkan pelatihan untuk meningkatkan profesionalitas mengajar, terutama di era berkembangnya metode-metode belajar baru dan adanya perubahan orientasi belajar. Pelatihan pembelajaran kooperatif problem posing diharapkan dapat menjadi solusi untuk meningkatkan kreatifitas mengajar para guru. Metode problem posing dapat diterapkan secara klasikal individu, berpasangan dan secara berkelompok. Metode problem posing dapat membantu siswa memiliki pemahaman yang lebih dalam untuk menyelesaikan masalah dan mendorong terciptanya komunikasi antar siswa dalam hal memunculkan ide baru yang berasal dari setiap masalah atau materi yang diberikan. Pendekatan terhadap mitra dilakukan secara personal dan institusional guna mendapatkan data yang akurat mengenai kondisi pembelajaran. Partisipasi mitra dilaksanakan dengan program pelatihan dan pendampingan. Kegiatan pengabdian ini bertujuan untuk: 1) menambah pemahaman guru menerapkan prinsip-prinsip pengajaran yang menyenangkan dan variatif; 2) menambah keterampilan mengajar guru dalam menerapkan pembelajaran kooperatif dengan pendekatan problem posing, 3) menjalin kerjasama dan hubungan yang baik antara Universitas Negeri Jakarta dengan Yayasan Attaqwa VIII Karang Tengah, Bekasi.

PENINGKATAN KREATIVITAS MENGAJAR GURU YAYASAN ATTAQWA VIII KARANG TENGAH MELALUI METODE KOOPERATIF TEAM GAMES TOURNAMENT Sarip, Mohamad; Zulharby, Puti; Setiadi, Samsi; Fitriyani, Amanda
Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Vol 4 (2023): PROSIDING SEMINAR NASIONAL PENGABDIAN KEPADA MASYARAKAT - SNPPM2023
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract The teacher is a figure who makes one or a group of students learn. Teacher teaching creativity often makes students have high motivation to learn something, so teachers are required to find new ways to present learning. Students at Yayasan Attaqwa VIII Karang Tengah are all still at the elementary and junior high school levels. Cognitive development is ongoing and still at play. In practice, the learning process at the Attaqwa VIII Foundation in Karang Tengah, learning is still teacher-oriented. As many as 73% of teachers use textbooks and student worksheets, and only 17% of teachers have used varied methods and media. To overcome this problem, the service team seeks to provide solutions through training on cooperative learning approaches using the Team Games Tournament method. This method was chosen to adjust the development of students who are still in the play phase. Training is carried out by workshops on the Team Games Tournament method and assistance in making academic tournaments. This service activity was 98% successful in increasing the understanding and creativity of teaching teachers with the team games tournament method, as well as establishing good cooperation and relationships between Jakarta State University and partner schools. Abstrak Guru merupakan sosok yang membuat seorang atau sekelompok siswa belajar. Kreativitas mengajar guru seringkali menjadikan siswa memiliki motivasi yang tinggi untuk mempelajari sesuatu, sehingga guru dituntut untuk menemukan cara baru untuk menyajikan pembelajaran. Peserta didik di Yayasan Attaqwa VIII Karang Tengah seluruhnya masih berada pada level sekolah dasar dan sekolah menengah pertama. Perkembangan kognitif sedang berlangsung dan masih pada masa bermain. Pada praktiknya, proses pembelajaran di Yayasan Attaqwa VIII Karang Tengah, pembelajaran masih berorientasi kepada guru. Sebanyak 73% guru menggunakan buku teks dan lembar kerja siswa, dan hanya 17% guru yang telah menggunakan metode dan media yang bervariasi. Mengatasi permasalahan ini, tim pengabdian berupaya memberikan solusi melalui pelatihan pendekatan pembelajaran kooperatif menggunakan metode Team Games Tournament. Metode ini dipilih untuk menyesuaikan perkembangan peserta didik yang masih dalam fase bermain. Pelatihan dilakukan dengan workshop metode Team Games Tournament dan pendampingan pembuatan tournament akademik. Kegiatan pengabdian ini 98% berhasil meningkatkan pemahaman dan kreativitas mengajar guru dengan metode team games tournament, serta menjalin kerjasama dan hubungan yang baik antara Universitas Negeri Jakarta dengan sekolah mitra.

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