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Title/mention above is a title often used (not necessarily used PTS).
Regarding title (for S1, S2, S3) or mention (for diploma) which is used by universities in Indonesia currently has no standard (not standard) again, although the government has made the rules, but most colleges only obey some of the rules the. It can not be blamed, because the development of the science group is very rapid and led to new branches of science which is an integration of several scientific groups, making it difficult for universities to classify these branches of the science group that created the government.
Similarly, by making short title / mention such, people tend to create their own abbreviations that are even more popular than EYD Indonesian rule.
Below given curriculum / course and prospectus (competency, job prospects / career graduates, etc.). For subjects study program of presented here is a slice (and some combination) of a college curriculum, so it is possible some no elective courses at the college, or the slightly different name of his courses.
| Prospectus S1 Arabic Language Education |
Arabic Language Education (PBA) is one of the Prodi currently in the Faculty of Tarbiyah and Teacher Training.The vision of Prodi PBA is "To be a leading study program in the organization of three dharma colleges to produce graduates in the field of Arabic language education which has spiritual depth, morality, broad knowledge and professional maturity, and become a community motivator ready to compete at national and international level" .
Student and graduate components are indicated by increasing numbers of enthusiasts, a relatively tight and diverse selection system, resulting in graduates in line with the vision of the study program. The interaction between program managers and PBA students is quite harmonious, among others, marked by the existence of a number of service activities for students, academic advisory, collaborative activities between Prodi with the Student Association Department, the synergy between the study program and the classroom leader in the development of student competence or lecture evaluation and student opportunities to attend a number of extra-curricular activities.
Components of curriculum, learning, and academic atmosphere include the structure and content of the curriculum, competence and ethics of graduates, integration degrees, local curriculum, elective courses and opportunities for students to develop themselves in the future after graduation. The local curriculum and elective courses are structured on the principle of relevance and integration so that graduates can develop professional choices as teachers who master the field of Arabic language learning. Aspects of learning include planning, implementation process, and assessment of learning outcomes. These aspects are technically set out in the Educational Guidelines manual, academic quality manual and academic quality standard. While the academic atmosphere is related to academic culture: academic autonomy, academic freedom, and academic pulpit freedom through the participation of academic community in scientific activities such as seminars, workshops compilation of teaching materials, preparation of syllabus among allied lecturer and other academic activities.
Graduate Professional and Career S1 Arabic Language Education As for some job opportunities that are considered relevant to the graduates of the Department of PBA, among others, as follows. :
became an Arabic Language Teacher in Schools, Madrasahs, and Pesantrens. Being an Arabic teacher for graduates of PBA Department is the most relevant profession considering the main purpose of PBA Department is to produce Arabic language teachers. Job opportunities in this sector can be quite broad considering the number of madrassas, pesantren, and schools in Indonesia is quite large. Based on existing data, the number of madrasah in Indonesia as a whole, from Ibtidaiyah to Aliyah reached 41,500. All madrassas are surely in need of Arab language educators. While the number of schools from the level of SD s.d. SMA reached 178,000. Although not all schools have Arabic teaching programs, but not a few schools that provide Arabic lessons, especially schools run by Islamic foundations such as Muhammadiyah and NU. Meanwhile, there are thousands of pesantrens who also need thousands of Arabic language teachers.
being a writer of Arabic textbooks and religious books containing Arabic texts. It is undeniable that textbook business is one of the most promising business. The experience of a number of Tarbiyah lecturers and Arabic religious teachers and teachers in schools and madrassas in collaboration with a publisher indicates that the profession of textbook textbook writers is quite encouraging. Royalty obtained by the authors of the publisher was enough to provide an exciting income.In addition to textbooks, lightweight religious books that are needed by the community can also become a field for alumni of PBA Department. The experience of an alumnus of the Department of PBA who wrote the book "The Collection of Sahih Hadiths of Buchari and Muslim History" turned out to be well sold, and the royalties were significant enough from publishers.
being a writer of Arabic textbooks and religious books containing Arabic texts. It is undeniable that textbook business is one of the most promising business. The experience of a number of Tarbiyah lecturers and Arabic religious teachers and teachers in schools and madrassas in collaboration with a publisher indicates that the profession of textbook textbook writers is quite encouraging. Royalty obtained by the authors of the publisher was enough to provide an exciting income.In addition to textbooks, lightweight religious books that are needed by the community can also become a field for alumni of PBA Department. The experience of an alumnus of the Department of PBA who wrote the book "The Collection of Sahih Hadiths of Buchari and Muslim History" turned out to be well sold, and the royalties were significant enough from publishers.
become a translator of Arabic books. Number of publishers in Indonesia from year to year continue to increase. Publishers are constantly competing to get translated manuscripts from foreign books. If one page of translation folio is priced at 10,000 rupiah, then 100 pages can already make money 1,000,000. If the translated result of the book is published and the author gets the royalties from the publisher, and it turns out that his book is repeatedly published, then his earnings can be received on a regular basis every book is reissued.
become a permanent employee (PNS) at the Embassy of the Republic of Indonesia (KBRI) for Middle Eastern countries. In 2000 the author received a circular issued by the Ministry of Foreign Affairs of Indonesia through an email sent by the Education Affairs Attache of the Indonesian Embassy in Damascus Syria to the author's e-mail address that the Department of Foreign Affairs requires 200 S-1 graduates able to speak Arabic will be placed at the Embassy in the Middle East countries. Unfortunately, after the release of the writer circulated among the students of the Faculty of Tarbiyah, no single student or alumni took advantage of the opportunity.
Based on the author's experience of visiting Syrian Damascus in 1987 where the author had the opportunity to stop at the office of the Embassy, the authors found the fact that almost all officials and permanent employees of the Embassy, both ambassador and the attaches can not speak Arabic. Because they are not an average educational background Arabic. Yet every day they should be able to absorb information from various print and local media that speak Arabic for diplomatic purposes. As a result, Indonesian students studying in the Middle East are often asked to work part time at the Embassy to translate the news that appears in various media. Therefore, it would make sense if the Department of Foreign Affairs also recruited Indonesian scholars who were able to speak Arabic to be appointed as permanent employees of the Department of Foreign Affairs. In this context, alumni of PBA Department clearly have a big chance.
| Course S1 Arabic Language Education |
* = Course of Concentration / Specificity / Choice
| Course | SKS | | Moral-Sufism | 2 | | English | 2 | | English | 2 | | Science Philosophy | 2 | | Citizenship | 2 | | Pancasila | 2 | | Introduction to Islamic Studies | 2 | | Tauhid | 2 | | Ushul Fiqh / Fiqh | 4 | | Al-Qur'an / Al-Hadith | 2 | | Logic | 4 | | Islamic Education Philosophy | 4 | | Islamic Education Science | 4 | | Sharf | 4 | | Education Statistics | 6 | | Nahwu | 2 | | Logic | 4 | | Islamic Education Philosophy | 4 | | Islamic Education Science | 4 | | Sharf | 4 | | Education Statistics | 6 | | Nahwu | 2 | | Counseling Guidance | |
| | | Course | SKS | | Educational Psychology | 4 | | Learning Evaluation | 4 | | Arabic Learning Planning | 6 | | Al-Tarjamah Al-Tahririyah | 2 | | Education Management | 4 | | English For Special Purpose | 0 | | Internship 1 | 2 | | Arabic Learning Media | 4 | | Arabic Curriculum Development | 6 | | Arabic Learning Models and Methods | 6 | | Development and Writing of Materials | 2 | | Nushush Al-Adab Al-Araby | 2 | | Sociolinguistics | 2 | | Internship 2 | 4 | | History of Islamic Culture and Local Culture | 4 | | Arabic Seminar | 6 | | Research Method | 4 | | Al-Arabiyyah Lil Al-Aghradh Al-Khoshoh | 4 | | Al-Tarjamah Al-Fauriyyah | 4 | | Real Work Lecture | 4 | | Internal 3 | 6 | | Thesis | |
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