@phdthesis{repoupi139954,
           month = {August},
           title = {ANALYSIS OF LEARNING OBSTACLES IN THE {\dD}AM{\=A}IR RULES MATERIAL IN ARABIC LANGUAGE LEARNING},
            year = {2025},
          school = {Universitas Pendidikan Indonesia},
            note = {https://scholar.google.com/citations?view\_op=list\_works\&hl=en\&user=PQCZJtYAAAAJ

ID SINTA Dosen Pembimbing:
Maman Abdurahman: 257947
Nalahuddin Saleh: 6746413

Karya ini adalah tugas akhir setara dengan skripsi sesuai
dengan SK Dekan Fakultas Pendidikan Bahasa dan Sastra, Nomor: B-5409/UN40.A3.1/KM.00/2025},
             url = {https://jurnal.stituwjombang.ac.id/index.php/UrwatulWutsqo/article/view/2161/1026},
        keywords = {Keyword : {\dD}am{\=a}?ir; Didactical Design; Epistemological Obstacles; Learning Obstacles; Arabic Language Learning

Kata kunci : {\dD}am{\=a}ir; Didactical Design; Epistemological Obstacle; Learning Obstacle; Pembelajaran Bahasa Arab},
          author = {Lislis Cahyati, - and Maman Abdurahman, - and Nalahuddin Saleh, -},
        abstract = {This study aims to analyze learning obstacles in mastering the rules of {\dd}am{\=a}ir, particularly {\dd}am{\=a}ir munfa{\ds}ilah and {\dd}am{\=a}ir mutta{\ds}ilah, in Arabic language learning among Grade X.1 students at Madrasah Aliyah Al Inayah, Bandung. The research employs a qualitative approach using a case study design. Data were collected through diagnostic tests and interviews, involving students who had previously studied the topic of {\dd}am{\=a}ir. Interview participants were selected using maximum variation sampling, a type of purposive sampling that considers the diversity in students' performance levels. The analysis revealed that students' learning obstacles can be classified into three categories based on Brousseau's theory: (1) ontogenic obstacles, related to students' limited vocabulary and cognitive readiness; (2) epistemological obstacles, involving misconceptions and conceptual errors in understanding the rules of {\dd}am{\=a}ir; and (3) didactical obstacles, resulting from unsystematic instructional approaches, particularly in explaining the function of {\dd}am{\=a}ir within i'r{\=a}b structures, which hinder students' comprehensive understanding of grammatical relations. The findings of this study are expected to serve as a basis for developing more targeted teaching strategies, there by improving students' understanding of {\dd}am{\=a}ir rules and supporting the overall enhancement of their Arabic language proficiency.}
}