Jurnal Nahwu Shorof
Klaudia Aricas
Through a good understanding of the Arabic language, it will be able to be equipped in understanding the Qur'an and Hadith. Understanding Arabic cannot be separated from studying nahwu shorof. But in learning it, of course there are certain methods that can help to make it easier to understand. Therefore, in this study the author will examine the implementation of the Manhaji method in learning nahwu shorof on the manhaji course. The research method used is a qualitative method that is descriptive analytical. The results of the study note that there is an implementation of learning nahwu shorof in Manhaji Course which is different from other methods. The most striking difference is that this method is more enjoyable in learning, overall, examples taken directly from the Qur'an, complete and general for all groups and various levels, focusing on tarjamah al-Qur'an, translating nahwiyah with the dhomir mentioned for the word berkhomir.
In studying the yellow book (kitab kuning) there is at least grammatical science that must be learned by a student, namely the science of Nahwu and Shorof. But in reality for the majority of students studying both sciences is a scourge. This is because in learning science nahwu and shorof there are many terms that seem difficult to understand. To induce the learning of nahwu and shorof, of course the existence of the kiai in determining his learning strategy is very important so that the presumption of learning nahwu and shorof that seems difficult can be easy.
This study aims to determine the strategy of the kiai in inducing learning from nahwu and shorof at Al-Bidayah Islamic Boarding School in Tegalbesar Kaliwates Jember. The method used in this study uses a descriptive qualitative research approach. The data collection techniques using interviews, observation and documentation using purposive sampling in determining research subjects. Data analysis and checking the validity of the data in this study used the theory put forward by Miles and Huberman. In testing the validity of the data obtained, researchers used a triangulation technique.
This research has concluded that the kiai in the success of nahwu and shorof learning use two strategies, namely the learning method and the preparation of textbooks. The method that is often used is the Wetonan method, sorogan and memorization (hafalan) as traditional methods and peer tutorial methods as modern methods. The preparation of textbooks done by the kiai is a new breakthrough because this book is arranged systematically so that it is easy to understand, digest and understand by students.
APIK Islamic boarding schools in learning management must refer to general managerial patterns that begin with planning and end with evaluation, while salafiyyah Islamic boarding schools which are mono managerial in all respects include their nahwu shorof learning which makes learning books in Islamic boarding schools only take place naturally. Nahwu shorof learning management applied in PP. APIK which in fact is a boarding school that still maintains the salafiyyah tradition and has not systematically implemented the nahwu shorof learning management pattern in detail. The purpose of this study was to determine the natural background of PP. APIK, planning, organizing, implementing and evaluating nahwu shorof learning. The theory used in this study is learning management according to H.E. Mulyasa in a paper entitled MPDI curriculum development according to KKNI and SNPT 27/11/2015 states that micro-management of learning includes planning, implementation and evaluation.
The method used in this research is qualitative with a case study approach. Data collection techniques include observation, interviews and documentation studies. The results of this study concluded that the learning management of Nahwu Shorof at APIK Islamic boarding schools can be described from planning, implementation and evaluation.
Learning planning at the APIK Islamic boarding school is based on the ability of the students themselves, if the students are still unfamiliar with their Islamic boarding school's knowledge in learning books, then it is adjusted to be oriented towards studying books that are basic to the highest. The implementation of nahwu shorof learning at the APIK Islamic boarding school is divided into two classical systems, namely ibtida/tsanawi. The evaluation of nahwu shorof learning at the APIK Islamic boarding school is oriented towards the completeness of the material, one book is studied continuously and repeatedly until in the end the students understand the contents of the book they are studying with the sorogan, bandungan and rote systems.
This study aims to examine and discuss how the impact of understanding and mastery of students on the rules of nahwu and shorof and the learning process at the al-Majidiyyah NW Majidi Islamic boarding school, East Lombok. The research method used in this study is descriptive qualitative with data collection techniques using interviews and documentation. The results of this study are: 1) The learning process of nahwu and shorof in al-Majidiyyah Islamic boarding school NW Majidi is divided into two, namely there are inside the classroom, and some are outside the classroom or extracurricular activities. 2) Understanding and The students' mastery of the nahwu and shorof rules has a very good impact and effect on their ability and fluency in reading and understanding classical book literature or the yellow book, and also with their mastery of the nahwu and shorof rules further motivates them in reading the turats books which have been they don't understand this yet, 3) For students who already understand and master the nahwu-shorof rules more it is easy to answer every Arabic exam questions held by Madrasah Institutions and also their scores in each Arabic exam have an average of 80 to 90, 4) And lastly, with their ability to read the yellow book then it will make it easier for them to continue their studies to Islamic universities both domestically and abroad such as in the Middle East in Egypt, Yemen, Sudan and so on in all universities that use Arabic as their language of instruction.
Rahmina. Analisis Kesulitan Belajar Bahasa Arab Peserta Didik Alumni Sekolah Menengah Pertama (SMP) Pada Kelas X Di Madrasah Aliyah Negeri (MAN) Enrekang. Skripsi. Prodi PBA. Jurusan Tarbiyah dan Adab IAIN Parepare. 2018.
This study discusses the dominant factors that influence the success of learning nahwu shorof at the Roudlotul Mutaalimin Islamic Boarding School for the daughter of Minggirsari Village. Determining the dominant factor is done to maximize the quality of education in the boarding school, so that the interest of prospective students is increasing. In this study, two extraction methods were compared, namely the Principal Axis Factoring and Maximum Likelihood methods. There are 13 variables that affect the success of nahwu shorof learning, namely the natural environment (P1), social environment (P23), curriculum (P49), madrasa program (P1012), facilities and facilities (P1315), teaching staff (P1619), condition of physiological (P2021), condition of the five senses (P22), interest in learning (P2325), intelligence of students (P26), student talent (P27), motivation of students (P28), cognitive ability (P2930). The purpose of this study, namely to determine the most appropriate extraction method used in the analysis. The result of this study is the Maximum Likelihood method which is more appropriate than the Principal Axis Factoring method, because it has a smaller RMSE (Root Mean Squared Error) value.
This study aims to determine the implementation and development of CEFR-based nahwu and shorof learning evaluations at MA An-Nur Jagasatru Cirebon. The research methodology used is the research and development method. In the development of this research, we used the Rowntree model, which was consisted of three stages, namely the planning stage, the development stage, and the evaluation stage. The trial phase began with the validation of material experts and linguists. Then, after being revised, the product was tested on class X students, namely 8 students for testing prototype 1 and 21 students for testing prototype 2. The results showed that the average score of material experts was 85%, which meant the product was considered very good, and linguists 88%, which meant the product was considered very good. Then at the testing stage of prototype 1, an average score of 64.37, which meant the product was considered quite good, and at the testing stage of prototype 2, an average score of 74.71, which meant it was considered very good. Based on interviews with teachers, they obtained very good results. Based on the results of the study, it can be concluded that the evaluation of nahwu and shorof learning based on CEFR is feasible and effective as an evaluation tool in nahwu and shorof learning, especially in MA An-Nur Jagasatru Cirebon.
Indayati, F., Saraswati, N. L., Rosalita, D. E., Imawan, J. S., & Dwi Febri. (2017). Ketimpangan Pendidikan dalam Perspektif Sosiologis di Indonesia. In Ketimpangan dalam Pembangunan: Bunga Rampai Realitas Sosial atas Ketimpangan Pembangunan di Indonesia. Media Nusa Creative.
Prasetya, M. A. (2021). Pengembangan evaluasi pembelajaran berbasis ispring pada mata pelajaran fisika pokok bahasan besaran dan satuan untuk sma kelas x. Seminar Nasional Pendidikan IPA, Vol. 1 (1).
Pesantren education is very core and mandatory in relation to religious knowledge. For this reason, the Minister of Religion Regulation Number 31 of 2020 concerning Islamic Boarding Schools was issued which specifically regulates the course of education in an Islamic boarding school. Islamic boarding schools themselves use the yellow book curriculum and the Koran as their main educational foundation, but currently there are also Islamic boarding schools that have implemented general education in their pesantren. At the Subulus Salam Trenggalek Islamic Boarding School, it is mandatory to learn comprehensive nahwu shorof science from the lower middle class to the upper class. The Subulus Salam Trenggalek Islamic Boarding School itself has also implemented formal education to support student learning, such as PAUD, Raudlatul Athfal, Marosah Ibtida'iyah, Islamic Junior High School, Equality Package B and Package C, and also the Orphanage.
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