POLA PROGRAM PEMBELAJARAN BAHASA ARAB SISWA SMP-SMA AL AZHAR YOGYAKARTA BOARDING SCHOOL SEKOLAH ISLAM AL AZHAR YOGYAKARTA

Nuriana Irfan, NIM.: 19204020005 (2023) POLA PROGRAM PEMBELAJARAN BAHASA ARAB SISWA SMP-SMA AL AZHAR YOGYAKARTA BOARDING SCHOOL SEKOLAH ISLAM AL AZHAR YOGYAKARTA. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Al Azhar Yogyakarta Boarding School is an Islamic educational institution with a boarding system which targets its students to master Arabic language skills. However, the prospect of the last achievement still has many obstacles that have caused this vision to not be fully realized. Among the learning program innovations that have been carried out is the emergence of a language learning model program based on dormitories. Therefore this study determines several problem formulations as follows; how are the Arabic language learning activities at Al Azhar Yogyakarta Boarding School?, what are the patterns of the Al Azhar Yogyakarta Boarding School learning model?, then what are the inhibiting factors in the process of implementing the program? This type of research is qualitative research. The approaches taken by the authors in this study include pedagogical and naturalistic approaches. The method taken in this research is descriptive analysis method. The data collection technique used is through triangulation of observational data, interviews and documentation. In compiling this research the authors refer to several existing theories. Some of the theories used by researchers in this study include the theory of learning models and Arabic competence. In addition, the existing theory is also strengthened by an analysis of educational psychology. The results of this study are as follows. First, the Arabic language learning activities for Al Azhar Yogyakarta Boarding School Middle School students are held on a daily, weekly, yearly and eventually basis with several deficiencies that still need to be perfected. The two patterns of the Arabic language learning model program are based on dormitories which are divided into the Ta'limiy and Tathbiqiy models. The three inhibiting factors that emerged in the process of learning Arabic included weak evaluation – monitoring from the Foundation, the absence of language discipline from musyrif/ah and students who were more interested in English.

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