TADRIS AL-ARABIYAT: Jurnal Kajian Ilmu Pendidikan Bahasa Arab

Analisis Muqabalah dalam Al-Qur’an Surah Al-Hadid dan Desain Pembelajarannya

2026-03-05T19:35:51+07:00

Balaghah as a branch of Arabic rhetoric, plays a significant role in revealing the linguistic beauty and depth of meaning in the Qur'an, particularly through the rhetorical device of muqabalah. However, the teaching of muqabalah tends to remain theoretical and has not been fully integrated contextually with Qur’anic text analysis. This study aims to analyze the forms and rhetorical functions of muqabalah in Surah Al-Hadid and to design a balaghah learning model based on its verses. The research employs a qualitative approach with a library research method. The primary data consist of the verses of Surah Al-Hadid, analyzed using linguistic-rhetorical and pedagogical approaches, supported by classical exegetical works such as Tafsir Ibn Kathir and Tafsir al-Munir. The findings reveal various forms of muqabalah, including itsnain bi itsnain, tsalatsah bi tsalatsah, arba’ah bi arba’ah, khamsah bi khamsah, and sittah bi sittah, which emphasize theological and moral messages through semantic contrasts. Based on these findings, a contextual and analytical learning design is proposed to enhance students’ rhetorical understanding and comprehensive verse interpretation.

Penerapan Squid Game Edukasi Untuk Meningkatkan Penguasaan Kosakata Bahasa Arab

2026-03-05T19:03:39+07:00

Vocabulary mastery is one of the key factors in the success of Arabic language learning. However, the learning process, which is still dominated by conventional methods in class VIII T2 at MTs Muhammadiyah Sukarame Bandar Lampung, has caused some students to be unable to understand and use Arabic vocabulary optimally. This study aims to improve students’ mastery of Arabic vocabulary through the implementation of the interactive learning media Educational Squid Game (Honeycomb) in the learning process.This study employed the Classroom Action Research (CAR) method conducted in two cycles. The data collection techniques included observation, documentation, pre-tests, and post-tests. The results of the study showed an improvement in the students’ average scores and learning completeness from Cycle I to Cycle II. The average score increased from 79.46 in the pre-test to 84.75 in Cycle I, and reached 91.87 in the post-test of Cycle II. Classical learning completeness also increased significantly from 31% (pre-test) to 69% (Cycle I), and reached 91% at the end of Cycle II.In addition, the implementation of the interactive media Educational Squid Game (Honeycomb) was able to enhance students’ motivation, activeness, and engagement during the learning process. Therefore, the interactive media Educational Squid Game (Honeycomb) can be used as an effective, innovative, and enjoyable learning alternative to improve Arabic vocabulary mastery.

Analisis Keterampilan Mengajar dalam Praktik Pembelajaran Mahasiswa Pendidikan Bahasa Arab pada Mata Kuliah Microteaching

2026-07-31T15:16:29+07:00

Microteaching is a learning model designed to train the pedagogical competence of prospective teacher students through limited-scale teaching practice. This study aims to analyze the teaching skills of PBA students at Muhammadiyah University of Tangerang. The results of the analysis are expected to be an evaluation for lectures in monitoring and providing input to prospective teacher students, as well as for students to improve their competencies. This study was conducted using a quantitative approach with a descriptive design. The instruments in this study were lecturer observation sheets and a learning assessment rubric criterion, then converted into qualitative data through a score range percentage table. This study found that the overall skills of prospective teacher students in the Arabic Language Education Study Program, class of 2024, obtained an average score of 79,73%, which is categorized as good. In detail, the score obtained for opening skills was 80,11% (good). Explanation skills were 86,47% (very good). Variation skills were 82.26% (good). Reinforcement skills obtained a score of 81,11% (good). Questioning skills obtained a score of 79,32% (good). Classroom management skills scored 74,79% (adequate). Discussion guidance skills scored 76,84% (good). Small group and individual teaching skills scored 77,68% (good). Closing skills scored 78,95% (good). Based on the percentage results above, it can be seen that there is one basic teaching assessment indicator that still needs to be evaluated and improved, namely classroom management skills.