ﺔﻳﻮﻧﺎﺜﻟا ﺔﺳرﺪﻤﻟﺎﺑ ﻮﺤﻨﻟا ةدﺎﻣ ﻢﻠﻌﺗ ﻲﻓ بﻼﻄﻟا ﺔﺑﻮﻌﺻ
رﺎﺒﻣﺎﻛ ﺔﻘﻄﻨﻤﺑ ﺞﻧﻮﻓﺎﺗ ﺰﻛﺮﻤﺑ ىﺪﻬﻟا راد ﺪﻬﻌﻣ
ﺜﺣﺎﺒﻟا
ﺔ
ﺔﻌﻴﺑر
: ﺪﻴﻘﻟا ﻢﻗر
10912005476
ﻢﻴﻠﻌﺘﻟاو ﺔﻴﺑﺮﺘﻟا ﺔﻴﻠﻛ
وﺎﻳر ﺔﻴﻣﻮﻜﺤﻟا ﺔﻴﻣﻼﺳﻹا ﻢﺳﺎﻗ ﻒﻳﺮﺷ نﺎﻄﻠﺳ ﺔﻌﻣﺎﺠﻟ
ورﺎﺒﻨﻛﺎﺑ
143
5
ﻫ
/
2014
م
ﺔﻳﻮﻧﺎﺜﻟا ﺔﺳرﺪﻤﻟﺎﺑ ﻮﺤﻨﻟا ةدﺎﻣ ﻢﻠﻌﺗ ﻲﻓ بﻼﻄﻟا ﺔﺑﻮﻌﺻ
رﺎﺒﻣﺎﻛ ﺔﻘﻄﻨﻤﺑ ﺞﻧﻮﻓﺎﺗ ﺰﻛﺮﻤﺑ ىﺪﻬﻟا راد ﺪﻬﻌﻣ
ﺜﺣﺎﺒﻟا
ﺔ
ﺔﻌﻴﺑر
: ﺪﻴﻘﻟا ﻢﻗر
10912005476
ﺔﻴﻌﻣﺎﺠﻟا ةدﺎﻬﺸﻟا ﻞﻴﻨﻟ ﺔﻣﺪﻘﻣ ﺔﻟﺎﺳر
ﺔﻴﺑﺮﻌﻟا ﺔﻐﻠﻟا ﺲﻳرﺪﺗ ﻢﺴﻗ ﻰﻓ ﻰﻟوﻷا
ﻢﻴﻠﻌﺘﻟاو ﺔﻴﺑﺮﺘﻟا ﺔﻴﻠﻜﺑ
ﻢﺳﺎﻗ ﻒﻳﺮﺷ نﺎﻄﻠﺳ ﺔﻌﻣﺎﺠﻟ
وﺎﻳر ﺔﻴﻣﻮﻜﺤﻟا ﺔﻴﻣﻼﺳﻹا
ورﺎﺒﻨﻛﺎﺑ
143
5
ﻫ
/
2014
م
ر
ABSTRAK
ROBIK ATUN, (2014) : Kesulitan Siswa dalam Belajar pada Mata Pelajaran Nahwu di Madrasah Tsanawiyah Pon-Pes Darul Huda Kecamatan Tapung Kabupaten Kampar Penelitian ini bertujuan untuk mendeskripsikan tentang kesulitan belajar pada mata pelajaran Nahwu kelas VIII Madrasah Tsanawiyah Pon-Pes Darul Huda Kecamatan Tapung Kabupaten Kampar. Adapun rumusan masalahnya
adalah “ Apa yang menjadi faktor penyebab kesulitan belajar Nahwu siswa kelas
VIII MTs Pon-Pes Darul Huda di tinjau dari faktor internal pembelajaran dan faktor eksternal pembelajaran.
Penelitian ini merupakan penelitian analisis deskriptif kuantitatif. Subjek dalam penelitian ini adalah siswa kelas VIII MTs Darul Huda kecamatan Tapung Kabupaten Kampar yang berjumlah 20 orang. Instrumen yang digunakan dalam penelitian ini adalah berupa soal tertulis atau angket yang peneliti berikan langsung kepada siswa, dan wawancara yang peneliti lakukan kepada guru bidang studi Nahwu di kelas VIII MTs Darul Huda. Dan dokumentasi, dilakukan untuk mengetahui keadaan sekolah, guru dan siswa.
Tekhnik analisis data yang digunakan adalah analisis statistik deskripstif. Pengambilan data dilakukan dengan menggunakan angket dan wawancara dengan guru bidang studi Nahwu. Peneliti memberikan pertanyaan tertulis mengenai kesulitan belajar beserta alternatif jawaban. Dan peneliti mewawancarai guru bidang studi nahwu untuk mendukung hasil angket siswa, setelah diperoleh data, peneiti manganalisa hasil data dari angket dan hasil wawancara guru tersebut.
Berdasarkan hasil analisis data yang peneliti lakukan, dapat disimpulkan bahwa dua faktor penyebab kesulitan beajar Nahwu siswa kelas VIII MTs darul huda yaitu faktor internal pembelajaran dan faktor eksternal pembelajaran. Namun dari hasil analisis data baik dari angket siswa maupun hasil wawancara guru bidang studi Nahwu, faktor yang paling dominan menjadi penyebab kesulitan belajar pada mata pelajaran Nahwu kelas VIII MTs Darul huda adalah faktor eksternal pembelajaran.
ر
ABSTRACT
ROBIK ATUN, (2014) : Learning Difficulties Student of the Subject Nahwu in Madrasah Tsanawiyah Pon-Pes Darul Huda District Tapung Kampar Regency
This study aimed to describe the difficulty of learning nahwu at the class VIII grade madrasah tsanawiyah Pon-Pes darul huda Tapung Kampar Regency. The formulation of the problem was Pon-Pes Darul Huda in the review of internal factors and external factors.
Reseach was a, quantitative analysis descriptif reseach. Subjects in this study were students of slass VIII MTs Darul Huda wich consisted of 20 people. Instrument used in this study was in the form of written questions or questionnaires that reseacher provide direct to student, and interview that did the reseachers toward teachers of nahwu at darul huda. And also documentation, conducted to determine the situation of the school teachers and students.
The data analiysis technique used is descriptive statistical analysisi. Data were collected by using a questionnaire and interviews with the teachers. reseachers gave a written question regarding learning difficulties along with alternative answer. And reseachers interview that teachers to support the questionnaires from students, having acquired the data, reseachers analyzed the result of data from questionnaires and interviews of the teacher.
Based on the result of a data analyst that reseacher did, it could be concluded that the two factors that cause learning difficulties nahwu class VIII MTs Darul Huda there were internal and external learning.factrs. However, from the analysis of the data both student the questionnaire from the student, the most dominant factor that causes learning difficulties in nahwu VIII at MTs Darul Huda learning was an external factor.
ر
ﺺﺨﻠﻣ
ﺔﻌﻴﺑر
)
2014
: (
ﺔﺑﻮﻌﺻ
ﻢﻠﻌﺗ ﻲﻓ بﻼﻄﻟا
ﺤﻨﻟا ةدﺎﻣ
ﻮ
ﺎﺑ
راد ﺪﻬﻌﻣ ﺔﻳﻮﻧﺎﺜﻟا ﺔﺳرﺪﻤﻟ
ىﺪﻬﻟا
رﺎﺒﻣﺎﻛ ﺔﻘﻄﻨﻤﺑ ﺞﻧﻮﻓﺎﺗ ﺰﻛﺮﻤﺑ
ﻟ ﺚﺤﺒﻟا اﺬﻫ فاﺪﻫأ
ﻰﻔﺻﻮ
ﺔﺑﻮﻌﺻ ﻦﻋ ﻞﻴﻠﲢ
ﻢﻠﻌﺗ ﰲ بﻼﻄﻟا
ﺔﺳرﺪﳌا ﰲ ﻮﺤﻨﻟا ةدﺎﻣ
ﺪﻬﻌﲟ ﺔﻳﻮﻧﺎﺜﻟا
راد
ﺰﻛﺮﲟ ىﺪﳍا
رﺎﺒﻣﺎﻛ ﺔﻘﻄﻨﲟ ﺞﻧﻮﻓﺎﺗ
ﺚﺤﺒﻟا اﺬﻫ تﻼﻜﺸﳌا ﻦﻳﻮﻜﺗ .
ﺔﺑﻮﻌﺻ ﻲﻫ ﺎﻣ
ﻟا
ﰲ ﻮﺤﻨﻟا ةدﺎﻣ ﻢﻠﻌﺗ ﰲ بﻼﻄ
ﳍا راد ﺪﻬﻌﲟ ﺔﻳﻮﻧﺎﺜﻟا ﺔﺳرﺪﳌا
رﺎﺒﻣﺎﻛ ﺔﻘﻄﻨﲟ ﺞﻧﻮﻓﺎﺗ ﺰﻛﺮﲟ ىدﻮ
و
ﺎﻣ
ﰲ ﻮﺤﻨﻟا ةدﺎﻣ ﻢﻠﻌﺗ ﰲ بﻼﻄﻟا ﺔﺑﻮﻌﺼﺑ ﻖﻠﻌﺘﺗ ﱴﻟا ﺔﻴﺟرﺎﳋا و ﺔﻴﻠﺧاﺪﻟا ﻞﻣاﻮﻌﻟا ﻲﻫ
ﻚﻠﺗ
ﺔﺳرﺪﳌا
.
ﻠﻴﻠﲢ ﻲﻔﺻو ﺚﲝ ﺚﺤﺒﻟا اﺬﻫ
ﻪﺘﻨﻴﻋ و,ﻲ
بﻼﻃ
ﱐﺎﺜﻟا ﻒﺼﻟا
ﺪﻬﻌﲟ ﺔﻳﻮﻧﺎﺜﻟا ﺔﺳرﺪﳌا ﰲ
راد
ىﺪﳍا
,
ﺸﻋ ﻢﻫدﺪﻋو
نوﺮ
ﺎﺒﻟﺎﻃ
.
ةدﺎﳌ بﻼﻄﻟا ﻢﻠﻌﺗ ﺔﺑﻮﻌﺻ ﻞﻴﻠﲢ ﰲ ﺔﻣﺪﺨﺘﺴﳌا ﺔﻴﻠﻤﻌﻟا ﺎﻣأو
ﻮﺤﻨﻟا
ا ﺢﻳزﻮﺘﺑ
ﻟ نﺎﻴﺒﺘﺳﻹ
ﻠ
بﻼﻄ
ا و
ﺔﻠﺑﺎﻘﳌ
ﻊﻣ
ﳌا
ﻮﺤﻨﻟا ةدﺎﻣ سرﺪﻳ ىﺬﻟا سرﺪ
و ,
ﻖﻴﺛﻮﺘﻟا
ﺔﻠﻴﺳو
ﳌ
،ﺔﺳرﺪﳌا ةﲑﺳ ﺔﻓﺮﻌ
و
تﻼﻴﻬﺴﺘﻟاو ،بﻼﻄﻟاو سرﺪﳌا لاﻮﺣأ
ةدﻮﺟﻮﳌا
راد ﺪﻬﻌﲟ ﺔﻳﻮﻧﺎﺜﻟا ﺔﺳرﺪﳌا ﰲ
ىﺪﳍا
.
ﻹا ماﺪﺨﺘﺳﺎﺑ ﺚﺤﺒﻟا اﺬﻫ ﰲ تﺎﻧﺎﻴﺒﻟا ﻞﻴﻠﲢ ﺔﻘﻳﺮﻃ
نﺎﻴﺒﺘﺳ
ﻟﻠ
بﻼﻄ
ﺔﻠﺑﺎﻘﳌا و
سرﺪﳌا ﻊﻣ
ﻮﺤﻨﻟا ةدﺎﻣ سرﺪﻳ ىﺬﻟا
ﺔﺜﺣﺎﺒﻟا ﺖﻣﺪﻗ ﺪﻗو .
ﺇ
ﰲ بﻼﻄﻟا ﺔﺑﻮﻌﺻ ﻦﻋ ﺔﺑﻮﺘﻜﳌا ﺔﻠﺌﺳﻷا بﻼﻄﻟا ﱃ
ﻢﻠﻌﺗ
ﻮﺤﻨﻟا ةدﺎﻣ
ﻰﻠﻋ ﺔﺜﺣﺎﺒﻟا ﺖﻠﺼﺣ و .سرﺪﳌا ﻊﻣ ﺔﻠﺑﺎﻘﳌا ﺔﺜﺣﺎﺒﻟا ﺖﻠﻤﻋ ﰒ ﺔﺑﻮﺟﻷا عاﻮﻧأ ﻊﻣ
ﻧ
ﻹا ﻦﻣ تﺎﻧﺎﻴﺒﻟا ﻞﻴﻠﲢ و,تﺎﻧﺎﻴﺒﻟا ﺔﺠﻴﺘ
نﺎﻴﺒﺘﺳ
ﱃإ ﺔﺜﺣﺎﺒﻟا ﻪﺘﻋزو يﺬﻟا
بﻼﻃ
ﻒﺼﻟا
ﰱ ﱏﺎﺜﻟا
ىﺪﳍا راد ﺔﻳﻮﻧﺎﺜﻟا ﺔﺳرﺪﳌا
و .ﻮﺤﻨﻟا ةدﺎﻣ سرﺪﻣ ﻊﻣ ﺔﻠﺑﺎﻘﳌا ﺔﺠﻴﺘﻧ و
ﻰﻠﻋ ءﺎﻨﺑ
ﺔﺠﻴﺘﻧ
ﻞﻴﻠﲢ
تﺎﻧﺎﻴﺒﻟا
ﻞﻣاﻮﻌﻟا ﻰﻠﻋ ﺔﺜﺣﺎﺒﻟا ﺖﻠﺼﺣ
ﺮﺛﺆﺗ ﱵﻟا
ﻰﻠﻋ
بﻼﻃ ﻢﻠﻌﺗ
ﻒﺼﻟا
ﺔﺳرﺪﳌا ﰱ ﱏﺎﺜﻟا
ﺔﻳﻮﻧﺎﺜﻟا
ىﺪﳍا راد
ﺮﺜﻛأ ﺔﻴﺟرﺎﳋا ﻞﻣاﻮﻌﻟا نأ ﺮﻛﺬﻟﺎﺑ ﺮﻳﺪﺟو .ﺔﻴﺟرﺎﳋا ﻞﻣاﻮﻌﻟا و ﺔﻴﻠﺧاﺪﻟا ﻞﻣاﻮﻌﻟا ﲏﻌﻳ
ﻰﻠﻋ اﲑﺛﺄﺗ
ﺔﺑﻮﻌﺻ
ﰲ بﻼﻄﻟا
راد ﺪﻬﻌﲟ ﺔﻳﻮﻧﺎﺜﻟا ﺔﺳرﺪﳌا ﰲ ﻮﺤﻨﻟا ةدﺎﻣ ﻢﻠﻌﺗ
ىﺪﳍا
.
ت
ﺮﻳﺪﻘﺘﻟا و ﺮﻜﺸﻟا
،ﺔﻨﳉا و ﻩﺎﺿر ﱃإ ﻢﻠﻌﻟا بّﻼﻃ ﻞﻫﺎﺴﻣ ،ﺔﻴﻟﺎﻋ ﺔﻌﻓر ﻢﻠﻌﻟا تﺎﺟرد ﻊﻓار ﷲ ﺪﻤﳊا
و ﺎﻴﺑﺮﻋ نآﺮﻘﻟا لﺰﻧأ يﺬﻟا ﻮﻫو ،رﺎﻬﻨﻟا ﻰﻠﻋ ﻞﻴﻠﻟا رّﻮﻜﻣ ،رﺎﻔﻐﻟا ﺰﻳﺰﻌﻟا ،رﺎﻬﻘﻟا ﺪﺣاﻮﻟا ﻮﻫ
ﺪﻬﺷأ و ﻪﻟ ﻚﻳﺮﺷ ﻻ ﻩﺪﺣو ﷲا ّﻻإ ﻪﻟإ ﻻ نأ ﺪﻬﺷأ ،ﺎﻣﻼﻛ سﺎﻨﻟا ﺢﺼﻓأ ﻦﻣ ﻪﻟﻮﺳر ﺚﻌﺑ
و ﻩﺪﺒﻋ اﺪﻤﳏ ّنأ
ﻪﻟآ ﻰﻠﻋ و ،ﻢّﻴﻗ ﻦﻳد ﱃإ ﻲﻋاﺪﻟا و ،ﻢﻴﻘﺘﺴﻣ طاﺮﺻ ﱃإ يدﺎﳍا ،ﻪﻟﻮﺳر
و
ﲔﻌﲨأ ﻪﺑﺎﺤﺻأ
.
ﻞﻴﻨﻟ ةرﺮﻘﳌا طوﺮﺸﻟا ﻦﻣ طﺮﺷ لﺎﻤﻜﺘﺳﻻ ﺚﺤﺒﻟا ﺔﺑﺎﺘﻛ ﺔﺜﺣﺎﺒﻟا ﺔﺒﺟاو ﻦﻣ
ﻷا ﺔﺟرﺪﻠﻟ ﺔﻴﻌﻣﺎﳉا ةدﺎﻬﺸﻟا
ﻢﻴﻠﻌﺘﻟا و ﺔﻴﺑﱰﻟا ﺔﻴﻠﻛ ﺔﻴﺑﺮﻌﻟا ﺔﻐﻠﻟا ﺲﻳرﺪﺗ ﻢﺴﻗ ﰲ ﱃو
ﺔﻌﻣﺎﺟ
ﻼﺳﻹا ﻢﺳﺎﻗ ﻒﻳﺮﺷ نﺎﻄﻠﺳ
.وﺎﻳﺮﺑ ﺔﻴﻣﻮﻜﳊا ﺔﻴﻣ
ّﲤأ
ﺖ
ﺔﺜﺣﺎﺒﻟا
ﺔﻟﺎﺳﺮﻟا ﻩﺬﻫ
فﺮﺸﳌا ﺔﻠﻴﻀﻓ ﻦﻣ تﺎﻬﻴﺟﻮﺗ ﻊﻣ ﻞﺟو ﺰﻋ ﷲا نذﺈﺑ
ﺟ اﻮﻟﺬﺑ ﺪﻗ ﻦﻳﺬﻟا ﱃإ ماﱰﺣﻻا ﻖﺋﺎﻓو ﻼﻳﺰﺟ اﺮﻜﺷ ﺔﺜﺣﺎﺒﻟا مﺪﻘﺗ ﻚﻟﺬﻛو .ﻪﺗادﺎﺷرإو
ﻢﻫﺪﻬ
ﺔﻟﺎﺳﺮﻟا ﻩﺬﻫ ﺔﺑﺎﺘﻜﻟ ﺔﺜﺣﺎﺒﻟا ﻪﻴﺟﻮﺗ ﰲ
:
1
.
ذﺎﺘﺳﻷا ﺔﻠﻴﻀﻓ
رﻮﺘﻛﺪﻟا
ﻲﻣﺎﺘﻴﻫ ﺮﻳﺬﻨﻣ
ﻣ
ﺮﻳﺪ
ﺔﻌﻣﺎﺟ
ﻢﺳﺎﻗ ﻒﻳﺮﺷ نﺎﻄﻠﺳ
.وﺎﻳر ﺔﻴﻣﻮﻜﳊا ﺔﻴﻣﻼﺳﻹا
2
.
رﻮﺘﻛﺪﻟا
ﲑﺘﺴﺟﺎﳌا ﻦﻳز دﻮﻌﺴﻣ
ﺪﻴﻤﻋ
.ﻢﻴﻠﻌﺘﻟاو ﺔﻴﺑﱰﻟا ﺔﻴﻠﻛ
3
.
ا
سوﺪﻧرﻮﺘﻛﺪﻟ
يﺪﻨﻓأ نﻮﳚﺮﻓأ
ﲑﺘﺴﺟﺎﳌا
ﺲﻴﺋر
ﻐﻠﻟا ﺲﻳرﺪﺗ ﻢﺴﻗ
ﺔﻴﻠﻛ ﺔﻴﺑﺮﻌﻟا ﺔ
,ﻢﻴﻠﻌﺘﻟاو ﺔﻴﺑﱰﻟا
ﻠﻋ ﲏﺘﻌﻔﻧ ﺪﻘﻓ .ﺚﺤﺒﻟا ﻩﺬﻫ ﻰﻠﻋ فاﺮﺷﻻﺎﺑ مﺎﻗ يﺬﻟا
ﻮ
ةﲑﺜﻛ ﺎﻣ
ﻪﺤﺋﺎﺼﻧ و
نأ ﷲا لﺎﺳﺄﻓ .ﺔﻟﺎﺳﺮﻟا ﻩﺬﻫ ﰲ ﺔﺻﺎﲞو ةﺪﻳﺪﺴﻟا ﻪﺗﺎﻬﻴﺟﻮﺗو ﺔﻴﻟﺎﻐﻟا
.ءاﺰﳉا ﲑﺧ ﻪﻳﺰﳚ
4
.
ﺔﻳاﺪﻫ ﻒﻳﺮﺷ ﺞﻧاﺪﻨﻧ
ﺐﺗﺎﻛ
.ﺔﻴﺑﺮﻌﻟا ﺔﻐﻠﻟا ﺲﻳرﺪﺗ ﻢﺴﻗ
5
.
فﺮﺸﳌا ﲑﺘﺴﺟﺎﳌا ﻞﻔﻜﻟاوذ سوﺪﻧرﻮﺘﻛﺪﻟا
ﰲ ﱐﺪﺷرأو ﲏﻬﺟو يﺬﻟا ﻲﻣدﺎﻛﻷا
ﻣدﺎﻛﻷا تﺎﺒﺟاﻮﻟا ءادأ
.ﺔﻴ
ت
6
.
ﺔﻨﺳ ﻰﻣأ ﻦﻣ ﻚﻟاﺬﻛو ﱐﺮﺳ ﰊأ بﻮﺒﶈا
ﻞﻜﺑ ﱐﺎﻌﻓدو يﺪﻳوﺰﺗو ﱵﻴﺑﱰﺑ ﺎﻣﺎﻗ ﻦﻳﺬﻟا
: ﲑﺒﻜﻟا ﱐاﻮﺧإو ،ﻲﺣﺎﺠﻨﻟ ﷲا ناﻮﻋﺪﻳ نﻻاﺰﻳﻻو .ﺎﻤ دﻮﻣو ﺎﻤﻬﻔﻄﻟو ﺎﳘﱪﺻ
نأ نﻮﺟﺮﻳ ﻦﻳﺬﻟا ﺎﺋﺮﻣ ﺄﻴﻨﻫ ﲑﻐﺼﻟا ﱵﺧأو ,ﻞﻬﺳ ﷲاﺪﺒﻋ ,ﻦﻤﻴﻬﻣ ,ﻖﻳﺪﺳ ﺎﻌﻴﲰ
.ﷲا ﺔﻳﺎﲪ ﰲ ﻢﻫﺎﻳإو ﻲﻠﻌﻟ ﰐﺮﺳأ ﻊﻴﻤﳉ و ،ﻢﻠﻌﺘﻟا ﰲ ﺎﺤﺟﺎﻧ نﻮﻛأ
7
.
ةﺬﺗﺎﺳﻷا
.ﺔﻴﺑﺮﻌﻟا ﺔﻐﻠﻟا ﺲﻳرﺪﺗ ﻢﺴﻗ ﰲ ﺔﻌﻓﺎﻧ ﺎﻣﻮﻠﻋ ﱐﻮﻤﻠﻋ ﻦﻳﺬﻟا
8
.
ﺔﻴﻠﻜﺑ ﺔﻴﺑﺮﻌﻟا ﺔﻐﻠﻟا ﺲﻳرﺪﺗ ﻢﺴﻗ ﰲ ﻲﺋﺎﻗﺪﺻأو ﻲﺋﻼﻣزو ﰐاﻮﺧأو ﱐاﻮﺧإ ﻊﻴﻤﳉ
وﺎﻳر ﺔﻴﻣﻮﻜﳊا ﺔﻴﻣﻼﺳﻹا ﻢﺳﺎﻗ ﻒﻳﺮﺷ نﺎﻄﻠﺳ ﺔﻌﻣﺎﳉ ﻢﻴﻠﻌﺘﻟاو ﺔﻴﺑﱰﻟا
ﻰﻠﻋ
ﻻ ﺔﻳﻮﻨﻌﳌا ﺔﻳدﺎﳌا ﻢ اﺪﻋﺎﺴﻣ
.ﺚﺤﺒﻟا اﺬﻫ لﺎﻤﻜﺘﺳ
9
.
ﺔﺑﻮﺒﶈا ﱵﺑﺎﺤﺼﻟ
,ﺎﺘﻟﻮﻳ :
ﺔﲰأ ﱵﺳ
و
,ﱴﻳﺮﻫ ﺔﻔﯨﺮﺷ
ﻦﻳﺮﻫز ﲑﺒﻛ ﱵﺧأ
ﺔﲰﺎﺣ رﻮﻧ و
ﰱ ﰐاﻮﺧأ ﻊﻴﻤﳉ و
ﳌا
ﻼﻳﺰﺟ اﺮﻜﺷ ﺔﻴﲰ ﺪﻬﻌ
حﺎﺠﻨﻟ ﻦﻫءﺎﻋﺪﻟاو ﻦ اﺪﻋﺎﺴﻣ ﻰﻠﻋ
اﺪﺣاﻮﻓ اﺪﺣاو ﻢﻬﺋﺎﲰأ ﺮﻛذأ نأ ﻦﻜﳝ ﻻو ﻦﻳﺮﺧﻷاو ﱵﻴﻠﻛ ﰱ
.
ا ﰲ ﲑﻓﻮﻟا ءاﺰﳉا ﻢﻬﻘﻓﻮﻳو ﻢﻫﺪﻋﺎﺴﻳو ﻢﻬﻛرﺎﺒﻳ نأ ﻞﺟو ﺰﻋ ﷲا لﺄﺴﻧو اﺬﻫ
ﻦﻳراﺪﻟ
.ﲔﳌﺎﻌﻟا بر ﷲ ﺪﻤﳊاو
ه1435 اﺪﻳﺎﻘﻟوذ 4،ورﺎﺒﻨﻛﺎﺑ
29
سﻮﺘﺳﻮﻏا
2014
م
ﺔﻌﻴﺑر
: ﺪﻴﻘﻟا ﻢﻗر
1091200547
ز
ﺔﻟﺎﺳﺮﻟا تﺎﻳﻮﺘﺤﻣ
فﺮﺸﳌا ﺔﻘﻓاﻮﻣ
...
...
أ
ﺗ
ﺮﻘﻳ
ﺔﺸﻗﺎﻨﳌا ﺔﻨﳉ ﺮ
...
...
ب
ﻟا
و ﺮﻜﺸ
ﻟا
ﺮﻳﺪﻘﺘ
ﻹا
ءاﺪﻫ
...
...
ت
ﻹا
ءاﺪﻫ
...
...
ج
ﺨﻠﻣ
ﺺ
...
...
ر
ﺔﻟﺎﺳﺮﻟا تﺎﻳﻮﺘﳏ
...
...
ز
لوﺪﳉا تﺎﻳﻮﺘﳏ
...
...
ش
ﺪﻘﻣ : لوﻷا بﺎﺒﻟا
ﺔﻣ
.أ
ﺔﻠﻜﺸﳌا ﺔﻴﻔﻠﺧ
...
...
1
ب
تﺎﺣﻼﻄﺻﻻا ﺢﻴﺿﻮﺗ .
...
...
5
. .د
ﻼﻜﺸﳌا
ت
...
...
...
6
1
.
ﺔﻠﻜﺸﳌا ﱘﺪﻘﺗ
...
...
...
6
2
.
ﺔﻠﻜﺸﳌا ﺪﻳﺪﲢ
...
...
...
6
3
.
ﺔﻠﻜﺸﳌا ﻦﻳﻮﻜﺗ
...
...
..
6
.ه
فﺪﻫ
ﺚﺤﺒﻟا
ﻩﺪﺋاﻮﻓو
...
...
7
:ﻲﻧﺎﺜﻟا بﺎﺒﻟا
يﺮﻈﻨﻟا رﺎﻃﻻا
أ.
يﺮﻈﻨﻨﻟا مﻮﻬﻔﳌا
...
...
8
ا .ب
ﻰﻠﻤﻌﻟا مﻮﻬﻔﳌ
...
...
.
8
1
:ﺚﻟﺎﺜﻟا بﺎﺒﻟا
ﺔﻘﻳﺮﻃ
ﺒﻟا
ﺤ
ﺚ
أ.
ناﺪﻴﻣ
ﺚﺤﺒﻟا
...
...
20
ز
