Epistemology of Arabic Language Learning  Technology Development

Students' lack of Arabic language skills might be caused by some factors, such as the models and strategies used by teachers, the students’ excitement in learning and their character. This study aimed to research on the epistemology of Arabic learning based on ICT. It was designed to find the Arabic learning model based on ICT. It assumed that integrating various fields of study with ICT, including Arabic language learning, is essential to be developed in this digital era. However, there are obstacles experienced by several schools, especially the teachers, they do not have a specific format for using ICT to integrate both scientific subjects. Descriptive qualitative research was used in this research. The data collection was done through observation, interviewing the teachers and one hundred X grade students, and documentation. The data were analyzed by using the Miles and Huberman technique. The results showed that the design of the ICT-based in Arabic learning model development is “al-hasub al-ittishalî”, this is an innovative Arabic learning model based on ICT. In this model, the materials and other learning tools are designed in a computer program. As stated by E. L. Criswell, computers provide opportunities for students to participate and respond to the student’s activities actively. This model contributes in making the teaching and learning process more effective. With this model, the teacher is expectedly able to become a learning motivator and a mediator to explain some materials to the students. Besides, the use of ICT is a must considering the digital era.

Download Full-text

Manajemen Pembelajaran Bahasa Arab Berbasis TIK di Madrasah Aliyah Daarul Uluum Majalengka

MANAGERIA Jurnal Manajemen Pendidikan Islam ◽

10.14421/manageria.2017.21-08 ◽

2017 ◽

Vol 2 (1) ◽

pp. 155-167

Author(s):

Badrudin Badrudin

Keyword(s):

Language Learning ◽

Research Method ◽

Arabic Language ◽

Learning Model ◽

Research Approach ◽

Learning Tools ◽

Digital Era ◽

Computer Based ◽

Descriptive Method ◽

Integration Effort

This study aimed to analyze the management of ICT-based Arabic learning. This study was designed to find the management of ICT-based Arabic learning in MA Daarul Uluum Majalengka. This study proposed that the integration of various fields of studies with ICT, including Arabic language learning, is undeniably vital to be enhanced in this digital era. However, the constraints experienced by some institutions, especially the educators, have not had a clear format of the use of ICT in the integration effort of the both disciplines. This study applied a qualitative research approach. The research method was descriptive method. The data were collected by conducting observation, interview, and documentation. The data were analyzed using the techniques qualitative analysis. The results showed that the design of ICT-based Arabic learning model can be developed at MA Daarul Uluum Majalengka a communicative computer-based Arabic learning model. The materials and other learning tools are designed using a computer program. Through this kind of learning models, a teacher served as learning motivator and facilitator elaborating the materials that need clarification for the learners.

Download Full-text

PEMBELAJARAN BAHASA ARAB BERBASIS TEKNOLOGI INFORMASI DAN KOMUNIKASI DI KEDIRI

10.31219/osf.io/dkw32 ◽

2019 ◽

Author(s):

Taufiq Anshori

Keyword(s):

Language Learning ◽

Research Method ◽

Applied Research ◽

Sampling Technique ◽

Arabic Language ◽

Learning Model ◽

Learning Tools ◽

Digital Era ◽

Computer Based ◽

Integration Effort

AbstractThis study aimed to analyze the design of ICT-based Arabic learning model. This study was designed to find the best model of ICT-based Arabic learning. This study proposed that the integration of various fields of studies with ICT, including Arabic language learning, is undeniably vital to be enhanced in this digital era. However, the constraints experienced by some institutions, especially the educators, have not had a clear format of the use of ICT in the integration effort of the both disciplines. This study applied research and development model with a qualitative research method. This research was conducted through three phases, i.e. introduction, development and implementation. The research sampling technique was purposive sampling. The data were collected by conducting observation, interview and documentation. The data were analyzed using the techniques developed by Miles and Huberman. The results showed that the design of ICT-based Arabic learning model can be developed at MTs Negeri KEDIRI was the al-Hâsûb al-Ittishâlî model, i.e. a communicative computer-based Arabic learning model. In this model, the materials and other learning tools are designed using a computer program. Through this kind of learning models, a teacher served as learning motivator and mediator elaborating the materials that need clarification for the learners.

Download Full-text

Arabic Language Learning Technology in the First Cycle of Basic Education/تكنولوجيا تعلّم اللغة العربية في الحلقة الأولى من التعليم الأساس

IJ-ATL (International Journal of Arabic Teaching and Learning) ◽

10.33650/ijatl.v1i1.279 ◽

2017 ◽

Vol 1 (1) ◽

pp. 111-128

Author(s):

Fakhar Kurniadi

Keyword(s):

Educational Technology ◽

Language Learning ◽

System Approach ◽

Teaching And Learning ◽

Basic Education ◽

Practical Method ◽

Arabic Language ◽

Educational Process ◽

Learning Technology ◽

Educational Media

The educational media and technologies are: materials and tools that are partially or wholly employed in school education to create learning. The school, the teacher, the spoken word, the book, the picture, the slide, the film, the computer, the expert, etc., Educational tools and technology are important to guide students' formal education and production. Education technology is a practical method of thought, with an integrated base of actors. Educational means are part of educational techniques or educational technology. Educators say: "Give the learner something to do better than give him something to learn." It is an innovative shift that gives the educational process new patterns of movement and interaction, and educational technology has become an important part of the teaching and learning process. The technology of education is a process that is not limited to the use of modern machines and devices, but mainly means the method of thinking, to develop a system-approach, that is to say a method, model, and method of work, follow the steps of organization, All technology, according to modern teaching and learning theories.إن وسائل التعليم (Educational Media And Technologies) هي: مواد وأدوات، توظّف جزئياً، أو كلياً، في التربية المدرسية، لإحداث عملية التعلّم، فالمدرسة والمعلم، والكلمة الملفوظة، والكتاب، والصورة، والشريحة، والفيلم، والحاسوب، والخبير وغيرها، تعدّ وسائل وتكنولوجيا تعليميّة مهمة، لتوجيه التربية الرسميّة للتلاميذ وإنتاجها. فتكنولوجيا التعليم هي طريقة فكرية عملية، لها قاعدة متكاملة من العناصر الفاعلة، والوسائل التعليمية جزء من التقنيات التعليمية، أو تكنولوجيا التعليم إذ يقول التربويون: (أعطِ المتعلّم شيئاً يفعله أفضل من أن تعطيه شيئاً يتعلّمه). إنها نقلة مبتكرة تضفي على العملية التعليميّة أنماطاً جديدة من الحركة والتفاعل، وأصبح للوسائل التقنيّة التعليميّة دور مهم في عملية التعليم والتعلّم. وتكنولوجيا التعليم فهي عملية لا تقتصر دلالتها على مجرد استخدام الآلات، والأجهزة الحديثة، و لكنها تعني أساساً منهجية التفكير، لوضع منظومة تعليمية (System-approach)، أي اتباع منهج، وأسلوب، وطريقة في العمل، تسير على وفق خطوات منظّمة، مستعملة الإمكانات التي تقدمها التكنولوجيا كافة، على وفق نظريات التعليم والتعلّم الحديثة.

Download Full-text

Persepsi Siswa Tentang Profesionalisme Guru Ditinjau Dari Kompetensi Pedagogik Terhadap Motivasi Belajar Bahasa Arab

Studi Arab ◽

10.35891/sa.v11i2.2464 ◽

2020 ◽

Vol 11 (2) ◽

pp. 115-128

Author(s):

Zera Ilhami

Keyword(s):

Language Learning ◽

Teaching And Learning ◽

Arabic Language ◽

Learning Objectives ◽

Teacher Professionalism ◽

Learning Technology ◽

Effective Learning ◽

Descriptive Approach ◽

Quantitative Descriptive ◽

Interview Questionnaire

This research aims to explain the importance of teacher professionalism in terms of pedagogy owned by an educator. By mastering pedagogical competencies, educators or teachers can achieve learning objectives perfectly. With this challenge, an educator must complete all aspects of learning, methods, strategies, techniques and models into a complete unity. The type of research used in this research with quantitative descriptive approach, data collection that researchers use is observation, interview, questionnaire and documentation. to master pedagogical competencies there are several that we must know including: (1) Able to know the practicality and potential of learners (2) Able to understand the theory and principles of effective learning (3) Able to design and develop curriculum (4) able to carry out educational learning (5) utilizing learning technology (6) Able to communicate effectively to learners (7) able to evaluate the results of teaching and learning. From the pedagogical competencies above, it is expected that teachers can apply all in Arabic language learning, thus the learners will indirectly be motivated to learn Arabic. With the results of research conducted in pondok Tahfidz Hidayatul Qur'an Puding Besar class IX there is a linear relationship between students' perception of teacher professionalism reviewed from the competence of pedagogic teachers to the motivation of learning Arabic by 51.4%.

Download Full-text

PENGEMBANGAN MODEL PEMBELAJARAN BAHASA ARAB BERBASIS TEORI KONSTRUKTIVISME DI PERGURUAN TINGGI

Arabi Journal of Arabic Studies ◽

10.24865/ajas.v3i2.96 ◽

2018 ◽

Vol 3 (2) ◽

pp. 121

Author(s):

Sahkholid Nasution ◽

Zulheddi Zulheddi

Keyword(s):

Language Learning ◽

Learning Process ◽

Applied Research ◽

Arabic Language ◽

Learning Model ◽

Learning Approach ◽

Design Development ◽

Average Value ◽

Model Based ◽

North Sumatra

This study aimed to: 1) describe the conditions of Arabic learning in the State Islamic university of North Sumatra (UIN SU) Medan; 2) develop the Arabic language learning model based on constructivism theory; and 3) know the level of validation of the Arabic language learning model based on constructivism theory. This research applied Research and Development (R & D) method with Four Ds model consisting of: define, design, development and dissemination. The results showed (1) the Arabic learning at UIN SU Medan needed much improvement because 48.32% of Arabic language lecturers still used a learning approach not encouraging students to learn actively, collaboratively, and confidently. In other words, the learning process was still teacher-centered. (2) The product (Arabic Language Learning Model) produced was an Arabic learning tool characterized by constructivism, which includes: Syllabus, RPS and Assessment. (3) Constructivism learning and Arabic learning experts assessed the products with an average value of 3.37 (very good).

Download Full-text

Little Circle Arabic Learning (LCAL) Berbasis Tutor Sebaya untuk Pembelajaran Bahasa Arab di Perguruan Tinggi

An-Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab ◽

10.32332/an-nabighoh.v22i01.1808 ◽

2020 ◽

Vol 22 (01) ◽

pp. 55

Author(s):

Lailatul Mauludiyah

Keyword(s):

Language Learning ◽

Peer Tutoring ◽

Teaching And Learning ◽

Language Teaching ◽

Foreign Language Learning ◽

Arabic Language ◽

Learning Model ◽

Learning System ◽

Large Classes ◽

Class Management

Nowadays, there are many problems in using methods found by higher students in the teaching and learning process of the Arabic language, for that it is necessary to have an update in the learning method. The purpose of this study is to develop a peer tutoring based Arabic learning model. From this development, it is expected to be a solution to the survey on the Arabic learning system in the Arabic Language Teaching Program, and the learning system is still classical. The classical learning model is less attractive to students. Because what happens is one-way communication. While the ideal language teaching is to use two-way communication, and students are more active. Also, the problem of class management is a concern. Language learning using large classes is considered less effective. This study uses a qualitative approach to explain the results of validation from media experts and learning methods. The stages of data analysis in this study are data reduction, data presentation, conclusion drawing. This LCAL learning model is developed through constructivism theory and peer tutoring methods. Which lecturer will work with students who have a high ability to manage the class, and the class used is a small class with 10 class members. The output of this study is a recommendation of the Arabic learning model to create a pleasant and not boring foreign language learning atmosphere so that it can achieve the desired Arabic learning target.

Download Full-text

Peningkatan Aktivitas Dan Hasil Belajar Bahasa Indonesia Pada Materi Teks Eksposisi Melalui Model Contextual Teaching And Learning (CTL) Siswa Kelas X IS 3 SMAN 4 Banda Aceh

Jurnal Pendidikan dan Pengabdian Vokasi (JP2V) ◽

10.32672/jp2v.v1i3.2293 ◽

2020 ◽

Vol 1 (3) ◽

pp. 289-298

Author(s):

Yuslina Yuslina

Keyword(s):

Language Learning ◽

Student Learning ◽

Teaching And Learning ◽

Learning Model ◽

Observation Data ◽

Process Data ◽

School Year ◽

Data Collection Technique ◽

Written Test ◽

Banda Aceh

he purpose of this study was to increase the activities and results of Indonesian language learning in the exposition text material of class X IS 3 SMAN 4 Banda Aceh. The learning model used in this study is the CTL learning model. The subjects of this study were students of class X IS 3 SMAN 4 Banda Aceh. The number of students is 35 students with 16 male students and 19 female students. This research was conducted in the 2019/2020 school year for a period of 3 months, from August 2019 to October 2019 in the odd semester. The research methodology is Classroom Action Research (PTK) consisting of two cy-cles and each cycle consisting of two meetings. Each cycle consists of planning, implementing, observ-ing and reflecting. The data collection technique is to collect test scores that are carried out at the end of each lesson in each cycle using a question instrument (written test). Observation data was carried out by looking at the activeness of students in the learning process. Data were analyzed by means of percentage statistics. The results showed that there was an increase in student learning activities in both cycles, from good enough to good categories and to very good categories. Completeness of student learning outcomes has increased from 48.57% in the pre cycle increased to 68.57% in cycle I and increased to 88.57% in cycle II. The use of the CTL learning model can increase the activities and results of Indone-sian language learning in the exposition text material of class X IS 3 SMAN 4 Banda Aceh Academic Year 2019/2020

Download Full-text

Pembelajaran Kooperatif Tipe Jigsaw dalam Pembelajaran Fisika

Formatif Jurnal Ilmiah Pendidikan MIPA ◽

10.30998/formatif.v4i1.134 ◽

2015 ◽

Vol 4 (1) ◽

Author(s):

Jawane Malau

Keyword(s):

Cooperative Learning ◽

Learning Process ◽

Teaching And Learning ◽

Learning Model ◽

Student Response ◽

Learning Tools ◽

Learning Group ◽

Learning Plan ◽

Quality Of Teaching

This research was conducted for the purpose of getting a clear and complete picture conserning the quality of teaching and learning process through eveloping and implementing jigsaw type cooparative learning model for subject of Thermodynamics. The quality of teaching and learning process can be viewed by positive response of university students towards thermodynamics subject using the implemented jigsaw type cooparative learning model. The subject of this research were students of high school class X, semester II in the academic year of 2011/2012, which were listed as learning tools needed for thermodynamics of jigsaw type cooparative learning model. The learning tool which were being developed consist of teaching materials, learning plan, and student worksheet. The research prosedure consisted of developing the tools of teaching and learning process, and the followed by realization of learning in class using the jigsaw type cooparative learning approach. The research instruments were to be observation sheet and student response questionaire towards the learning process. The reseach data were analyzed using percentage statistic. Based on the refection result towards the action which was planned beforehand and also the researh result discussion, it was found that the learning process of hermodynamics which was done by implementing the jigsaw type cooparative learning model can increase student activity in his study. Implementing the jigsaw type cooperative learning can increase the learning result of students. Most of the students who partisipated in the thermodynamics class agree and give a positive apreciation towards the implementation of cooperative learning model. They believe that with the learning group can help them overcoming the learning deterrent.

Download Full-text