This is evidenced by information technology maturity level attributes most of which are on the level of maturity level 2 (repeatable but intuitive) and level 3 (defined process). So that the process of implementation of the risk management of information technology there is Sesua targets and there is not yet on target. There are several frameworks in the evaluation of risk management information technology, one of which is the Risk IT.Ĭondition current maturity level for risk governance domain average "2", the domain of average risk evaluation "3", while the response domain average risk "2". As for knowing whether an agency is already doing prevention of errors and minimize the losses it is necessary to evaluate the risk management processes of information technology in evaluating the risk management of information technology, we need a methodology or framework. To minimize these risks it is necessary Adaiah risk management. The computerized process activities in addition to containing benefits would also be at risk of potential losses and causing disruption in the activities to achieve the objectives intansi. The application is expected to be able to quickly and efficiently in conducting an assessment of the learning process and facilitate faculty lecturers and the management in formulating policies in the field of teaching. Currently there are application questionnaire Web-Based Learning Process In Samarinda State Polytechnic.
Evaluation of using risk management is needed to determine where an agency sejah has made the prevention of errors and minimize the loss of the use of information technology. Jakarta: Angkasa.Evaluation of the application of information technology is necessary to minimize the loss of use of the application. Metodologi Pengajaran Agama dan bahasa Arab. Pengajaran bahasa Asing Sebuah Tinjauan Dari Segi Metodologi. Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif dan R&D. Berbagai Pendekatan dalam Proses Belajar Mengajar. Penerjemah Sudarsono Sudirjo Lili Rumpas dan Koyo Kertasuryata. Raid Al-Tarbiyah Al-Ammah fi Tadris Lughah Al-Arabiyah. Palembang: IAIN Raden Patah.įayid, Abdul Hamid. Pengaruh Program Bahasa Arab Minggu Dalam Peningkatan Kemampuan Bahasa Arab Santri Pondok Pesantren Raudhatul Ulum (PPRU) Sakatiga Palembang. Prosedur Penelitian Suatu Pendekatan Praktik. Beirut : Daral-Ma‟ariftt.Īrikunto, Suharsimi. Al-Muwajjih al-Fanniy li Mudarrisi al-Lughah al’Arabiyah. Jakarta: Rineka Cipta.Ībd al-‘Alim Ibrahim. Jakarta: Bumi Aksara.Īrikunto, Suharsimi. Dasar-Dasar Evaluasi Pendidikan Edisi Revisi. Bandung: Remaja Rosdakarya.Īrikunto, Suharsimi. Al-Muwajjih al-Fanniy li Mudarrisi al-Lughah al’Arabiyah.Beirut: Daral-Ma’ariftt.Īlwasilah, A Chaedar. Then based on the results of the study using quantitative descriptive analysis, it found that the implementation of Arabic learning and the influence of the Arabic class on students’ vocabulary mastery of FAI UIR can be said to be "good".Ībd al-‘Alim Ibrahim. The literature review used is language learning, the influence of the Arabic language class, and vocabulary mastery (al-mufradat). The type of this research is descriptive as well as qualitiative and quantitative research. The purpose of this study was to find out the implementation of Arabic learning and the influence of the Arabic language class on the mastery of student learning in the Faculty of Islamic studies. Formulation The problem of this research is how the implementation of Arabic learning and the influence of the Arabic language class on the mastery of student learning in the Faculty of Islamic Studies UIR. Language classes are initially unattended by a special institution such as a language center now under the supervision of the FAI UIR language center, the forerunner of the UIR language center called CELAD (Center for Languages and Academic Development). This foreign language or second language mastery program such as Arabic or English is made in the form of language classes. This problem focused on the students’ quality and learning interest of FAI UIR on language mastery, both Arabic and English.
This study was motivated by the problem of mastering Arabic in the Faculty of Islamic studies (FAI), Islamic university of Riau (UIR).
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