INCREASING INTEREST IN LEARNING ARABIC WITH INTERACTIVE AND CONTEXTUAL METHODS
Main Article Content
Abstract
This research aims to increase interest in learning Arabic through the application of interactive and contextual methods that are relevant to the needs of students. High interest in learning is an important factor in the success of learning Arabic, especially in the midst of the challenge of low learning motivation among students. Interactive methods, such as group discussions and educational games, as well as contextual methods that connect the subject matter with daily life situations, are expected to increase students' participation and understanding. The research used a qualitative approach with a classroom action research design. Data was collected through direct observation, interviews with students and teachers, and questionnaires to measure the level of interest in learning before and after the application of this method. The data analysis technique involved the description and interpretation of the results of the action to determine the impact of the method used. The results showed that interactive and contextual methods significantly increased students' interest in learning Arabic. Students became more active in learning, showed more enthusiasm, and were able to apply vocabulary and grammar in relevant contexts. Teachers also noted an increase in students' understanding and skills in using Arabic. The implication of this research confirms that the application of interactive and contextual methods can be an effective solution to increase interest in learning Arabic. The contribution of this research provides guidance for educators to adopt more innovative approaches, so that Arabic language learning is not only academically relevant but also interesting and fun for students.
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Articles
References
AH, H. F., Arief, Z. A., & Muhyani, M. (2019). Strategi motivasi belajar dan minat belajar dengan hasil belajar Bahasa Arab. Tawazun: Jurnal Pendidikan Islam, 12(1), 112–127.
Aldi, M., Ulfatmi, U., & Gusmaneli, G. (2023). KOMUNIKASI INTERPERSONAL KELUARGA DAN HUBUNGANNYA DENGAN HASIL BELAJAR PESERTA DIDIK DALAM MATA PELAJARAN PENDIDIKAN AGAMA ISLAM. Journal Cerdas Mahasiswa, 5(2), 203–216.
Ariyanti, H., & Syarifah, S. (2021). Strategi pembelajaran bahasa arab dalam meningkatkan minat belajar bahasa arab siswa kelas VII MTs Nurul Muttaqin Simpang Tiga. Al-Muarrib Journal Of Arabic Education, 1(1), 45–55.
Brink, S., Carlsson, C. J., Enelund, M., Georgsson, F., Keller, E., Lyng, R., & McCartan, C. (2021). Curriculum agility: Responsive organization, dynamic content, and flexible education. 1–5.
Etyarisky, V., & Marsigit, M. (2022). The effectiveness of interactive learning multimedia with a contextual approach to student’s understanding mathematical concepts. Al-Ishlah: Jurnal Pendidikan, 14(3), 3101–3110.
Hijrah, N., & Amran, A. (2022). Pengaruh Kompetensi Pedagogik Guru Terhadap Minat Belajar Bahasa Arab. Naskhi: Jurnal Kajian Pendidikan Dan Bahasa Arab, 4(2), 49–56.
Juryatina, J., & Amrin, A. (2021). Students’ interest in Arabic language learning: The roles of teacher.
Kennewell, S., Tanner, H., Jones, S., & Beauchamp, G. (2008). Analysing the use of interactive technology to implement interactive teaching. Journal of Computer Assisted Learning, 24(1), 61–73.
Khairanis, R., & Aldi, M. (2024). Relevansi Filsafat Ilmu di Era Revolusi Industri 5.0: Sebuah Analisis Fenomenologis. CARONG: Jurnal Pendidikan, Sosial Dan Humaniora, 1(2), 87–97.
MacDonald, C. (2012). Understanding participatory action research: A qualitative research methodology option. The Canadian Journal of Action Research, 13(2), 34–50.
Mertler, C. A. (2009). Action research: Teachers as researchers in the classroom. Sage.
Nassaji, H. (2015). Qualitative and descriptive research: Data type versus data analysis. Language Teaching Research, 19(2), 129–132.
Oliver, S. L., & Hyun, E. (2011). Comprehensive curriculum reform in higher education: Collaborative engagement of faculty and administrators. Journal of Case Studies in Education, 2.
Poot, J. (2014). Meta-analysis of previous empirical research findings. In Handbook of research methods and applications in spatially integrated social science (pp. 236–262). Edward Elgar Publishing.
Retnawati, H., Rahmatullah, S., Djidu, H., & Apino, E. (2020). Has Arabic Language Learning Been Successfully Implemented?. International Journal of Instruction, 13(4), 715–730.
Satriani, I., Emilia, E., & Gunawan, M. H. (2012). Contextual teaching and learning approach to teaching writing. Indonesian Journal of Applied Linguistics, 2(1), 10–22.
Sax, C., & Fisher, D. (2001). Using qualitative action research to effect change: Implications for professional education. Teacher Education Quarterly, 71–80.
Schiefele, U. (1991). Interest, learning, and motivation. Educational Psychologist, 26(3–4), 299–323.
Sung, H.-Y., Hwang, G.-J., Chen, C.-Y., & Liu, W.-X. (2022). A contextual learning model for developing interactive e-books to improve students’ performances of learning the Analects of Confucius. Interactive Learning Environments, 30(3), 470–483.
Susanti, E., Ritonga, M., & Bambang, B. (2020). Pengaruh Penggunaan Media Powerpoint Terhadap Minat Belajar Bahasa Arab Siswa. Arabiyatuna: Jurnal Bahasa Arab, 4(1), 179–191.
Thoits, P. A. (1982). Conceptual, methodological, and theoretical problems in studying social support as a buffer against life stress. Journal of Health and Social Behavior, 145–159.
Westwood, P. (2018). Inclusive and adaptive teaching: Meeting the challenge of diversity in the classroom. Routledge.
Main Article Content
Abstract
This research aims to increase interest in learning Arabic through the application of interactive and contextual methods that are relevant to the needs of students. High interest in learning is an important factor in the success of learning Arabic, especially in the midst of the challenge of low learning motivation among students. Interactive methods, such as group discussions and educational games, as well as contextual methods that connect the subject matter with daily life situations, are expected to increase students' participation and understanding. The research used a qualitative approach with a classroom action research design. Data was collected through direct observation, interviews with students and teachers, and questionnaires to measure the level of interest in learning before and after the application of this method. The data analysis technique involved the description and interpretation of the results of the action to determine the impact of the method used. The results showed that interactive and contextual methods significantly increased students' interest in learning Arabic. Students became more active in learning, showed more enthusiasm, and were able to apply vocabulary and grammar in relevant contexts. Teachers also noted an increase in students' understanding and skills in using Arabic. The implication of this research confirms that the application of interactive and contextual methods can be an effective solution to increase interest in learning Arabic. The contribution of this research provides guidance for educators to adopt more innovative approaches, so that Arabic language learning is not only academically relevant but also interesting and fun for students.
Article Details
References
AH, H. F., Arief, Z. A., & Muhyani, M. (2019). Strategi motivasi belajar dan minat belajar dengan hasil belajar Bahasa Arab. Tawazun: Jurnal Pendidikan Islam, 12(1), 112–127.
Aldi, M., Ulfatmi, U., & Gusmaneli, G. (2023). KOMUNIKASI INTERPERSONAL KELUARGA DAN HUBUNGANNYA DENGAN HASIL BELAJAR PESERTA DIDIK DALAM MATA PELAJARAN PENDIDIKAN AGAMA ISLAM. Journal Cerdas Mahasiswa, 5(2), 203–216.
Ariyanti, H., & Syarifah, S. (2021). Strategi pembelajaran bahasa arab dalam meningkatkan minat belajar bahasa arab siswa kelas VII MTs Nurul Muttaqin Simpang Tiga. Al-Muarrib Journal Of Arabic Education, 1(1), 45–55.
Brink, S., Carlsson, C. J., Enelund, M., Georgsson, F., Keller, E., Lyng, R., & McCartan, C. (2021). Curriculum agility: Responsive organization, dynamic content, and flexible education. 1–5.
Etyarisky, V., & Marsigit, M. (2022). The effectiveness of interactive learning multimedia with a contextual approach to student’s understanding mathematical concepts. Al-Ishlah: Jurnal Pendidikan, 14(3), 3101–3110.
Hijrah, N., & Amran, A. (2022). Pengaruh Kompetensi Pedagogik Guru Terhadap Minat Belajar Bahasa Arab. Naskhi: Jurnal Kajian Pendidikan Dan Bahasa Arab, 4(2), 49–56.
Juryatina, J., & Amrin, A. (2021). Students’ interest in Arabic language learning: The roles of teacher.
Kennewell, S., Tanner, H., Jones, S., & Beauchamp, G. (2008). Analysing the use of interactive technology to implement interactive teaching. Journal of Computer Assisted Learning, 24(1), 61–73.
Khairanis, R., & Aldi, M. (2024). Relevansi Filsafat Ilmu di Era Revolusi Industri 5.0: Sebuah Analisis Fenomenologis. CARONG: Jurnal Pendidikan, Sosial Dan Humaniora, 1(2), 87–97.
MacDonald, C. (2012). Understanding participatory action research: A qualitative research methodology option. The Canadian Journal of Action Research, 13(2), 34–50.
Mertler, C. A. (2009). Action research: Teachers as researchers in the classroom. Sage.
Nassaji, H. (2015). Qualitative and descriptive research: Data type versus data analysis. Language Teaching Research, 19(2), 129–132.
Oliver, S. L., & Hyun, E. (2011). Comprehensive curriculum reform in higher education: Collaborative engagement of faculty and administrators. Journal of Case Studies in Education, 2.
Poot, J. (2014). Meta-analysis of previous empirical research findings. In Handbook of research methods and applications in spatially integrated social science (pp. 236–262). Edward Elgar Publishing.
Retnawati, H., Rahmatullah, S., Djidu, H., & Apino, E. (2020). Has Arabic Language Learning Been Successfully Implemented?. International Journal of Instruction, 13(4), 715–730.
Satriani, I., Emilia, E., & Gunawan, M. H. (2012). Contextual teaching and learning approach to teaching writing. Indonesian Journal of Applied Linguistics, 2(1), 10–22.
Sax, C., & Fisher, D. (2001). Using qualitative action research to effect change: Implications for professional education. Teacher Education Quarterly, 71–80.
Schiefele, U. (1991). Interest, learning, and motivation. Educational Psychologist, 26(3–4), 299–323.
Sung, H.-Y., Hwang, G.-J., Chen, C.-Y., & Liu, W.-X. (2022). A contextual learning model for developing interactive e-books to improve students’ performances of learning the Analects of Confucius. Interactive Learning Environments, 30(3), 470–483.
Susanti, E., Ritonga, M., & Bambang, B. (2020). Pengaruh Penggunaan Media Powerpoint Terhadap Minat Belajar Bahasa Arab Siswa. Arabiyatuna: Jurnal Bahasa Arab, 4(1), 179–191.
Thoits, P. A. (1982). Conceptual, methodological, and theoretical problems in studying social support as a buffer against life stress. Journal of Health and Social Behavior, 145–159.
Westwood, P. (2018). Inclusive and adaptive teaching: Meeting the challenge of diversity in the classroom. Routledge.