INNOVATION IN ARABIC LANGUAGE LEARNING METHODOLOGY: COMBINING TECHNOLOGY AND INTERACTIVE APPROACHES
Main Article Content
Abstract
This research aims to develop an innovative Arabic learning methodology by integrating technology and interactive approaches to improve effectiveness and student engagement in the learning process. The research method used is a mixed methods approach that includes literature analysis, development of technology-based learning tools, and evaluation through case studies in several educational institutions. Data was collected through classroom observations, interviews, and questionnaires to assess the effectiveness of the implementation of these methods. The results show that the use of technology, such as online-based learning applications and multimedia tools, in combination with interactive approaches such as group discussions, language games, and dialog simulations, can improve students' learning motivation and their communication skills in Arabic. In addition, this method proves to be flexible in various learning contexts, both formal and non-formal. The implications of this study suggest that the incorporation of technology and interactive approaches can be an innovative solution in Arabic language learning, which is relevant to 21st century learning needs. Its contributions include practical recommendations for educators to adopt technology as an integral part of the learning process, as well as providing a basis for further research in the development of more adaptive and effective language learning methodologies.
Article Details
Section
Articles
References
Aldi, M. (2024). Peran Pidato Islam dalam Penguatan Pendidikan Agama Islam: Membangun Karakter Generasi Berakhlak Mulia. Jurnal Ragam Pengabdian, 1(3), 293–303.
Antonenko, P. D. (2015). The instrumental value of conceptual frameworks in educational technology research. Educational Technology Research and Development, 63, 53–71.
Benkhalfallah, F., Laouar, M. R., & Benkhalfallah, M. S. (2024). Examining Adaptive E-Learning Approaches to Enhance Learning and Individual Experiences. Acta Informatica Pragensia, 13(2), 327–339.
Bereczki, E. O., & Kárpáti, A. (2021). Technology-enhanced creativity: A multiple case study of digital technology-integration expert teachers’ beliefs and practices. Thinking Skills and Creativity, 39, 100791.
Fitrianto, I. (2024). Innovation and Technology in Arabic Language Learning in Indonesia: Trends and Implications. International Journal of Post Axial: Futuristic Teaching and Learning, 134–150.
Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55, 223–252.
Kaye, A. S. (2003). Arabic. In The major languages of South Asia, the Middle East and Africa (pp. 144–161). Routledge.
Khairanis, R., & Aldi, M. (2024a). INCREASING INTEREST IN LEARNING ARABIC WITH INTERACTIVE AND CONTEXTUAL METHODS. As-Sulthan Journal of Education, 1(2), 118–132.
Khairanis, R., & Aldi, M. (2024b). Relevansi Filsafat Ilmu di Era Revolusi Industri 5.0: Sebuah Analisis Fenomenologis. CARONG: Jurnal Pendidikan, Sosial Dan Humaniora, 1(2), 87–97.
Massey, S., Cameron, A., Ouellette, S., & Fine, M. (1998). Qualitative approaches to the study of thriving: What can be learned? Journal of Social Issues, 54(2), 337–355.
Munawarah, R., & Ilmiani, A. M. (2024). Factors of difficulties in learning the Arabic language for students. Journal Of Foreign Language Learning and Teaching, 4(1), 55–63.
Pikri, F. (2022). The Role of the Language Environment in Improving Arabic Learning Abilities. International Journal of Science and Society, 4(2), 346–354.
Putri, V. R. (2019). Memaksimalkan kompetensi guru melalui fitur kelas maya dalam pembelajaran bahasa arab sebagai inovasi pembelajaran jaman now. Proceeding IAIN Batusangkar, 3(1), 323–332.
Salaberry, M. R. (2001). The use of technology for second language learning and teaching: A retrospective. The Modern Language Journal, 85(1), 39–56.
Sarker, M. N. I., Wu, M., Cao, Q., Alam, G., & Li, D. (2019). Leveraging digital technology for better learning and education: A systematic literature review. International Journal of Information and Education Technology, 9(7), 453–461.
Shroff, R. H., & Vogel, D. R. (2009). Assessing the factors deemed to support individual student intrinsic motivation in technology supported online and face-to-face discussions. Journal of Information Technology Education: Research, 8(1), 59–85.
Tenny, S., Brannan, J. M., & Brannan, G. D. (2017). Qualitative study.
Main Article Content
Abstract
This research aims to develop an innovative Arabic learning methodology by integrating technology and interactive approaches to improve effectiveness and student engagement in the learning process. The research method used is a mixed methods approach that includes literature analysis, development of technology-based learning tools, and evaluation through case studies in several educational institutions. Data was collected through classroom observations, interviews, and questionnaires to assess the effectiveness of the implementation of these methods. The results show that the use of technology, such as online-based learning applications and multimedia tools, in combination with interactive approaches such as group discussions, language games, and dialog simulations, can improve students' learning motivation and their communication skills in Arabic. In addition, this method proves to be flexible in various learning contexts, both formal and non-formal. The implications of this study suggest that the incorporation of technology and interactive approaches can be an innovative solution in Arabic language learning, which is relevant to 21st century learning needs. Its contributions include practical recommendations for educators to adopt technology as an integral part of the learning process, as well as providing a basis for further research in the development of more adaptive and effective language learning methodologies.
Article Details
References
Aldi, M. (2024). Peran Pidato Islam dalam Penguatan Pendidikan Agama Islam: Membangun Karakter Generasi Berakhlak Mulia. Jurnal Ragam Pengabdian, 1(3), 293–303.
Antonenko, P. D. (2015). The instrumental value of conceptual frameworks in educational technology research. Educational Technology Research and Development, 63, 53–71.
Benkhalfallah, F., Laouar, M. R., & Benkhalfallah, M. S. (2024). Examining Adaptive E-Learning Approaches to Enhance Learning and Individual Experiences. Acta Informatica Pragensia, 13(2), 327–339.
Bereczki, E. O., & Kárpáti, A. (2021). Technology-enhanced creativity: A multiple case study of digital technology-integration expert teachers’ beliefs and practices. Thinking Skills and Creativity, 39, 100791.
Fitrianto, I. (2024). Innovation and Technology in Arabic Language Learning in Indonesia: Trends and Implications. International Journal of Post Axial: Futuristic Teaching and Learning, 134–150.
Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55, 223–252.
Kaye, A. S. (2003). Arabic. In The major languages of South Asia, the Middle East and Africa (pp. 144–161). Routledge.
Khairanis, R., & Aldi, M. (2024a). INCREASING INTEREST IN LEARNING ARABIC WITH INTERACTIVE AND CONTEXTUAL METHODS. As-Sulthan Journal of Education, 1(2), 118–132.
Khairanis, R., & Aldi, M. (2024b). Relevansi Filsafat Ilmu di Era Revolusi Industri 5.0: Sebuah Analisis Fenomenologis. CARONG: Jurnal Pendidikan, Sosial Dan Humaniora, 1(2), 87–97.
Massey, S., Cameron, A., Ouellette, S., & Fine, M. (1998). Qualitative approaches to the study of thriving: What can be learned? Journal of Social Issues, 54(2), 337–355.
Munawarah, R., & Ilmiani, A. M. (2024). Factors of difficulties in learning the Arabic language for students. Journal Of Foreign Language Learning and Teaching, 4(1), 55–63.
Pikri, F. (2022). The Role of the Language Environment in Improving Arabic Learning Abilities. International Journal of Science and Society, 4(2), 346–354.
Putri, V. R. (2019). Memaksimalkan kompetensi guru melalui fitur kelas maya dalam pembelajaran bahasa arab sebagai inovasi pembelajaran jaman now. Proceeding IAIN Batusangkar, 3(1), 323–332.
Salaberry, M. R. (2001). The use of technology for second language learning and teaching: A retrospective. The Modern Language Journal, 85(1), 39–56.
Sarker, M. N. I., Wu, M., Cao, Q., Alam, G., & Li, D. (2019). Leveraging digital technology for better learning and education: A systematic literature review. International Journal of Information and Education Technology, 9(7), 453–461.
Shroff, R. H., & Vogel, D. R. (2009). Assessing the factors deemed to support individual student intrinsic motivation in technology supported online and face-to-face discussions. Journal of Information Technology Education: Research, 8(1), 59–85.
Tenny, S., Brannan, J. M., & Brannan, G. D. (2017). Qualitative study.