Proceeding AEC (Arabic Education Conference) https://ejournal.uinsaid.ac.id/index.php/aec <p><strong>Proceeding AEC (Arabic Education Conference) </strong> are the selected papers that were presented in the AEC conducted at Raden Mas Said State Islamic University of Surakarta Indonesia. The AEC is an annual international conference organized by the Arabic Education Departement (PBA), the Faculty of Tarbiya<strong> (FIT),</strong> Raden Mas Said State Islamic University of Surakarta Indonesia in collaboration with <strong><em>ATHLA : Journal of Arabic Teaching, Linguistic, and Literature <a title="ATHLA : Journal of Arabic Teaching, Linguistic and Literature" href="https://ejournal.uinsaid.ac.id/index.php/athla/about">https://ejournal.uinsaid.ac.id/index.php/athla</a></em></strong></p> <p>The AEC is a discussion forum that scholars, researchers, teachers, lecturers, instructors, and practitioners from around the world can expose their ideas, researches and products on language teaching with the focus on Arabic language teaching, applied linguistics, Arabic literature, and education.</p> <p> </p> Raden Mas Said State Islamic University of Surakarta en-US Proceeding AEC (Arabic Education Conference) 2963-4644 IMPLIKASI PROSES BERBAHASA DALAM PEMBELAJARAN BAHASA ARAB https://ejournal.uinsaid.ac.id/index.php/aec/article/view/8565 <p><em>Language process is a series of activities to convey information in communication. This process involves emotions, mentality and feelings, because language is an area of ​​psychology, so there are two aspects of language skills, namely receptive language skills and productive language skills. These two skills are very necessary in learning Arabic. Language is a sequential combination of two processes from these aspects. This study uses a qualitative descriptive approach, with text analysis relevant to the research. The results show that, first, the receptive process means the process that takes place in the listener who receives meaningful and useful language codes. Second, the productive process means the process that takes place in the speaker's self which produces and processes meaningful and useful language codes. Simply put, that the receptive process aims to acquire language by listening and reading, and the productive process aims to process and produce information through speaking and writing.</em></p> Adi Supardi Copyright (c) 2024 2023-02-02 2023-02-02 2 1 Error Analysis of Students Majoring in Arabic Education in 2022/2023 in Dialogue Using Arabic Languange https://ejournal.uinsaid.ac.id/index.php/aec/article/view/9393 <p><em>This study aims to classify several errors that often occur among students of UIN Raden Mas Said Surakarta majoring in Arabic Language Education for the Academic Year 2022/2023. Through several methods that can be used to classify errors in daily conversation using Arabic, and also examine the factors that cause these errors. Some students need improvement in their language, including grammatical errors (shorof), grammatical errors (nahwu), and the most popular is the transliteration error from Indonesian to Arabic, or what we often hear with the term "Mengarabkan Bahasa Indonesia". The most popular grammatical error (shorof) is in the error of changing from fi'il madhi naqis to its fi'il mudhor form, in the most popular grammatical error is the error in the placement structure of na'at man'ut and mudhof mudhof ilaih, and in the most popular transliteration errors are errors in the use of language and regional games are made into Arabic, for example, "لا الى اللبن" which initially means don't rush, but made by speaker using the Arabic language.</em></p> Ahmad Dzaky Mubarok Copyright (c) 2022 2022-12-31 2022-12-31 2 1 1 10 Analisis Teknik Penerjemahan Pada Subtitle Animasi Bahasa Arab "Nenek Dhorif" dalam Kanal Youtube Arab Al-Azhar Academy Pare https://ejournal.uinsaid.ac.id/index.php/aec/article/view/9395 <p><em>Translation is the act of changing or writing a language into another language without changing its meaning or the message conveyed, so that the goal of mutual communication can be achieved. When translating a text the translator must use techniques to find the right word so that the reader better understands the result of the translation. This study aims to determine the technique used by translators in translating Arabic animated films "Grandma Dhorif".&nbsp; This study discusses the analysis of translation techniques on the animated subtitles of the language "Grandma Dhorif" on the Arabic Youtube channel Al-Azhar Academy Pare. This research is a qualitative descriptive research .the source of data in this study is the subtitle of the Arabic animated film "Grandma Dhorif". The data is obtained using listening and recording analysis techniques. Based on the analysis process carried out, the researcher obtained 87 data obtained after analyzing the subtitles of the Arabic animated film grandma dhorif and found 7 types of translation techniques applied by translators, namely literal, reduction, calke, transposition, general, particulate and amplification techniques.</em></p> Putri Awaliah Fauzi Zulfa Afina Amalia Syafira Rachma Salsabila Itsna Arlinda Khoiriyah Copyright (c) 2022 2022-12-31 2022-12-31 2 1 1 11 The Implementation of ICT-Based Media In Arabic MI Learning at STAI Attanwir Bojonegoro https://ejournal.uinsaid.ac.id/index.php/aec/article/view/9397 <p>Towards the era of society 5.0, is needed learning media based ICT in Arabic learning for Islamic elementary school, including utilizing software and hardware as well as other multimedia. This research aims to describe the implementation of learning media based ICT in Arabic learning for Islamic elementary school at STAI Attanwir Bojonegoro. The research method used is descriptive qualitative. The results showed that the implementation of learning media based ICT in Arabic learning for Islamic elementary school learning at STAI Attanwir Bojonegoro through three stages, namely preparation, implementation and evaluation. In the preparatory stage the lecturers make analyze needs, develop lesson plan based ICT, prepare media, and divide groups. At the implementation stage it is designed to utilize ICT media such as laptops, projectors, TV, audio, audiovisual, upload microteaching videos for Arabic learning for Islamic elementary school to YouTube channel, utilize google classroom, WhatsApp and others. At the evaluation stage, the lecturers monitor and evaluate the effectiveness and achievement of implementing ICT-based learning media based student learning processes and outcomes.</p> Ummi Inayati Anis Afifah Mike Lorika Kurnia Sari Copyright (c) 2022 2022-12-31 2022-12-31 2 1 1 11 Analisis Proses Pembelajaran Bahasa Arab Pada Anak-Anak Di Madrasah Ibtidaiyah Ma’hadul Muta’allimin Katerban https://ejournal.uinsaid.ac.id/index.php/aec/article/view/9398 <p>Mempelajari Bahasa Arab sejak kecil akan membawa banyak manfaat di masa depan karena sangat penting dan sering digunakan dalam kehidupan sehari-hari khususnya&nbsp; umat islam wajib mengetahui huruf hijaiyah untuk membaca al-quran. Dalam proses pembelajaran terdapat beberapa media yang digunakan, teknik, strategi yang digunakan dalam pembelajaran agar mencapai tujuan efektif serta visi misi yang jelas. Standar proses pembelajaran di MI ma’hadul muta’allimin Katerban meliputi 1) Perencanaan proses pembelajaran Bahasa Arab berupa Silabus dan RPP. 2) Pelaksanaan Pembelajaran Bahasa Arab. 3) Faktor Penghambat dalam pembelajaran bahasa Arab. Penelitian ini bersifat deskriptif kualitatif. Teknik pengambilan data dengan cara wawancara ,observasi, dan dokumentasi. Berdasarkan hasil analisis data disimpulkan sebagai berikut: 1.) Silabus mata pelajaran bahasa arab di MI ma’hadul muta’allimin Katerban kurikulum yang digunakan saat ini&nbsp; KTSP 2006 tidak terlalu banyak perubahan sehingga sampai saat ini tetap memakai KTSP 2006.&nbsp; 2) Pelaksanaan proses pembelajaran bahasa arab di Madrasah Ibtidaiyah Ma’hadul Muta’allimin Agar dapat mencapai pembelajaran yang efektif&nbsp; sesuai instruksional yang ingin dicapai, tugas guru bahasa adalah berusaha keras agar siswa menjadi mampu berbahasa dengan bahasa yang dipelajarinya 3) faktor penghambat Ada beberapa faktor penghambat selama pelaksanaan pembelajaran di antaranya, kurang aktifnya guru pengajar dalam menanyakan materi lalu sebelum memulai atau menambah materi baru.</p> <p>&nbsp;</p> <p>Abstrak bisa ditambah ya jangan hanya spt itu mngkin bisa dituliskan apa kira-kira yang akan dianalisis dalam pembelajaran bahasa arab tersebut. Misalnya tentang implementasi standart proses pembelajaran yang meliputi RPP Bahasa Arab , factor penghambat dan pendorong dan ini nnti juga dibahas pada pembahasan diabtrak hanya dituliskan garis besarnya saja.</p> Arifia Diffa Kamila Shafira Azhara Atifa Rahayu Yunisa Kurniawati Copyright (c) 2022 2022-12-31 2022-12-31 2 1 1 7 Efektivitas Pemanfaatan YouTube dalam Pembelajaran Bahasa Arab di Era Modern Khalida Zia Fiashan https://ejournal.uinsaid.ac.id/index.php/aec/article/view/9399 <p>Era modern adalah masa dimana teknologi mempengaruhi hampir seluruh aspek kehidupan. Salah satunya adalah pendidikan, hal ini cukup penting karena pendidikan sangat dibutuhkan dalam kehidupan manusia. Dalam dunia pendidikan, YouTube dapat digunakan sebagai media pembelajaran. Penggunaan YouTube juga mudah karena dapat diakses oleh mahasiswa melalui smartphone yang tersambung dengan link yang dikirimkan oleh dosen dan materi dapat ditonton berulang kali, selain itu video juga bisa disimpan secara offline. Pemanfaatan YouTube sebagai alternatif tambahan untuk mahasiswa dalam mempelajari Bahasa Arab. Karena ditemukannya banyak mahasiswa pendidikan Bahasa Arab yang kesulitan menerima pembelajaran yang telah diajarkan oleh dosen di kelas. Kurangnya pemahaman tersebut disebabkan oleh beberapa faktor, diantaranya: metode pembelajaran dari dosen yan kurang sesuai dengan kemampuan mahasiswa dan tidak sedikit pula mahasiswa yang memiliki latar belakang bukan madrasah dan belum mengenal Bahasa Arab. Metode pembelajaran ini digunakan agar tidak terhambatnya proses belajar dan pemahaman materi Bahasa Arab pada mahasiswa. Meskipun hanya menjadi sarana lain untuk bahan ajar, namun cara ini cukup efektif dalam memahami materi pembelajaran Bahasa Arab.</p> Khalida Zia Fiashan Copyright (c) 2022 2022-12-31 2022-12-31 2 1 1 11 Penggunaan Aplikasi Nearpod Untuk Bahan Ajar Pembelajaran Bahasa Arab Kelas III MI Darul Huda Pacitan https://ejournal.uinsaid.ac.id/index.php/aec/article/view/9400 <p>Penelitian ini bertujuan untuk mengembangkan bahan ajar dengan menggunakan aplikasi <em>Nearpod</em> dalam pembelajaran Bahasa Arab di kelas 3 MI Darul Huda Pacitan. Jenis penelitian ini adalah penelitian pengembangan menggunakan model 4-d. Model 4-d terdiri dari 4 tahap pengembangan yaitu pendefinisian (<em>define</em>), perancangan (<em>design</em>), pengembangan (<em>develop</em>) dan penyebaran (<em>disseminate</em>). Hasil penelitian dari penggunaan aplikasi <em>Nearpod</em> dalam pembelajaran Bahasa Arab, diperoleh hasil validitas materi 90%, validitas bahasa 70% dan validitas desain 71,6% dalam kategori valid. Hasil tingkat praktikalitas dinyatakan praktis, hal ini terlihat dari hasil respon guru dan hasil respon peserta didik. Dengan demikian, penggunaan aplikasi <em>Nearpod</em> dalam pembelajaran Bahasa Arab di kelas III MI Darul Huda Pacitan dinyatakan valid dengan kategori baik-sangat baik dan praktis.</p> Galuh Rihanita Rika Khoiru Nisa Rizki Alifia Putri Copyright (c) 2022 2022-12-31 2022-12-31 2 1 1 12