PROBLEM SOLVING DESIGN BASED ARABIC LANGUAGE LEARNING APPROACH IN LANGUAGE SKILLS
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Abstract
This research aims to explore the effectiveness of a problem-solving design-based Arabic language learning approach in improving students' language skills. The scope of the research covered intermediate level students in a junior high school in Indonesia. The method used was a qualitative approach with a classroom action research design, which involved observation, interviews and document analysis to collect data. The results show that the application of this approach can significantly improve students' learning motivation and Arabic language skills. Students showed improvement in speaking, listening, reading and writing skills through activities designed to solve real problems. In addition, the interaction between students during the learning process also strengthens their understanding of the Arabic language. The conclusion of this research confirms that the problem-solving design-based learning approach is not only effective in improving Arabic language skills, but also encourages students to think critically and creatively. Therefore, this approach is recommended to be applied more widely in Arabic language teaching at various levels of education.
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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Aboulebde, D. (2023). Comparative Multiple Case Study into the Teaching of Problem-Solving Competence in Lebanese Middle Schools.
Ali, S. S. (2019). Problem based learning: A student-centered approach. English Language Teaching, 12(5), 73–78.
Al-Khresheh, M. H. (2024). The role of presentation-based activities in enhancing speaking proficiency among Saudi EFL students: A quasi-experimental study. Acta Psychologica, 243, 104159.
Dinia, H. R., Jannah, M., Mustofa, S., & Helalsah, I. (2024). Arabic Learning Strategies Through Tiktok Entertainment Content to Attract Interest in Learning Arabic. Jurnal Al-Maqayis, 11(1), 88–120.
Elbashir, A. M., Alkhair, S., & Al-Thani, N. J. (2024). Fostering STEM Learning: Exploring the Integration of Design Thinking in Islamic STEM Education. QiST: Journal of Quran and Tafseer Studies, 3(3), 411–432.
Hasyim, M. (2021). The effectiveness of problem-based learning on advanced reading comprehension skill in online arabic language teaching. LISANIA: Journal of Arabic Education and Literature, 5(1), 1–18.
Henriksen, D., Richardson, C., & Mehta, R. (2017). Design thinking: A creative approach to educational problems of practice. Thinking Skills and Creativity, 26, 140–153.
Hoidn, S., & Kärkkäinen, K. (2014). Promoting skills for innovation in higher education: A literature review on the effectiveness of problem-based learning and of teaching behaviours.
Jendli, A., & Albarakati, M. (2024). Exploring motivational dynamics: The role of oral activities in improving Arab students’ learning of English. International Journal of Learning, Teaching and Educational Research, 23(3), 131–149.
Khair, M., & Jundi, M. (2024). Uncovering Innovations in Instructional System Design Models for Arabic Language Learning. Al-Madrasah: Jurnal Pendidikan, Pembelajaran Dan Kebudayaan, 1(1), 104–121.
Khairanis, R. (2024). INNOVATION IN ARABIC LANGUAGE LEARNING METHODOLOGY: COMBINING TECHNOLOGY AND INTERACTIVE APPROACHES. As-Sulthan Journal of Education, 1(2), 281–293.
Khairanis, R., Putri, N., & Dinata, R. S. (2023). THE CORRELATION BETWEEN GRAMMAR MASTERY AND READING ABILITY. 554–564.
Li, L. (2016). Integrating thinking skills in foreign language learning: What can we learn from teachers’ perspectives? Thinking Skills and Creativity, 22, 273–288.
Rankin, B. (2019). Creativity development for high ability Arabic English language learners within the international future problem solving programme.
Rasha, E. (2016). Constructivist and cognitive multimedia learning theories as tools for training teachers on how to integrate technology using the TPACK framework for teaching Arabic online.
Ritonga, A. W., Desrani, A., & Rubiyantoro, Y. (2022). Arabic Learning Design Based on 21st Century Skills during the Covid-19 Pandemic in Indonesia. Jurnal Iqra’: Kajian Ilmu Pendidikan, 7(2), 1–14.
Ritonga, M., Widayanti, R., Alrasi, F., & Halim, S. (2020). Analysis of Arabic language learning at higher education institutions with multi-religion students.
Seyıdov, R., & Çitil, A. (2024). The Impacts of Contemporary Educational Technologies on Learning Arabic. Evolutionary Studies in Imaginative Culture, 9(1).
Siedlecki, S. L. (2020). Understanding descriptive research designs and methods. Clinical Nurse Specialist, 34(1), 8–12.
Weng, X., & Chiu, T. K. (2023). Instructional design and learning outcomes of intelligent computer assisted language learning: Systematic review in the field. Computers and Education: Artificial Intelligence, 4, 100117.
Main Article Content
Abstract
This research aims to explore the effectiveness of a problem-solving design-based Arabic language learning approach in improving students' language skills. The scope of the research covered intermediate level students in a junior high school in Indonesia. The method used was a qualitative approach with a classroom action research design, which involved observation, interviews and document analysis to collect data. The results show that the application of this approach can significantly improve students' learning motivation and Arabic language skills. Students showed improvement in speaking, listening, reading and writing skills through activities designed to solve real problems. In addition, the interaction between students during the learning process also strengthens their understanding of the Arabic language. The conclusion of this research confirms that the problem-solving design-based learning approach is not only effective in improving Arabic language skills, but also encourages students to think critically and creatively. Therefore, this approach is recommended to be applied more widely in Arabic language teaching at various levels of education.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Aboulebde, D. (2023). Comparative Multiple Case Study into the Teaching of Problem-Solving Competence in Lebanese Middle Schools.
Ali, S. S. (2019). Problem based learning: A student-centered approach. English Language Teaching, 12(5), 73–78.
Al-Khresheh, M. H. (2024). The role of presentation-based activities in enhancing speaking proficiency among Saudi EFL students: A quasi-experimental study. Acta Psychologica, 243, 104159.
Dinia, H. R., Jannah, M., Mustofa, S., & Helalsah, I. (2024). Arabic Learning Strategies Through Tiktok Entertainment Content to Attract Interest in Learning Arabic. Jurnal Al-Maqayis, 11(1), 88–120.
Elbashir, A. M., Alkhair, S., & Al-Thani, N. J. (2024). Fostering STEM Learning: Exploring the Integration of Design Thinking in Islamic STEM Education. QiST: Journal of Quran and Tafseer Studies, 3(3), 411–432.
Hasyim, M. (2021). The effectiveness of problem-based learning on advanced reading comprehension skill in online arabic language teaching. LISANIA: Journal of Arabic Education and Literature, 5(1), 1–18.
Henriksen, D., Richardson, C., & Mehta, R. (2017). Design thinking: A creative approach to educational problems of practice. Thinking Skills and Creativity, 26, 140–153.
Hoidn, S., & Kärkkäinen, K. (2014). Promoting skills for innovation in higher education: A literature review on the effectiveness of problem-based learning and of teaching behaviours.
Jendli, A., & Albarakati, M. (2024). Exploring motivational dynamics: The role of oral activities in improving Arab students’ learning of English. International Journal of Learning, Teaching and Educational Research, 23(3), 131–149.
Khair, M., & Jundi, M. (2024). Uncovering Innovations in Instructional System Design Models for Arabic Language Learning. Al-Madrasah: Jurnal Pendidikan, Pembelajaran Dan Kebudayaan, 1(1), 104–121.
Khairanis, R. (2024). INNOVATION IN ARABIC LANGUAGE LEARNING METHODOLOGY: COMBINING TECHNOLOGY AND INTERACTIVE APPROACHES. As-Sulthan Journal of Education, 1(2), 281–293.
Khairanis, R., Putri, N., & Dinata, R. S. (2023). THE CORRELATION BETWEEN GRAMMAR MASTERY AND READING ABILITY. 554–564.
Li, L. (2016). Integrating thinking skills in foreign language learning: What can we learn from teachers’ perspectives? Thinking Skills and Creativity, 22, 273–288.
Rankin, B. (2019). Creativity development for high ability Arabic English language learners within the international future problem solving programme.
Rasha, E. (2016). Constructivist and cognitive multimedia learning theories as tools for training teachers on how to integrate technology using the TPACK framework for teaching Arabic online.
Ritonga, A. W., Desrani, A., & Rubiyantoro, Y. (2022). Arabic Learning Design Based on 21st Century Skills during the Covid-19 Pandemic in Indonesia. Jurnal Iqra’: Kajian Ilmu Pendidikan, 7(2), 1–14.
Ritonga, M., Widayanti, R., Alrasi, F., & Halim, S. (2020). Analysis of Arabic language learning at higher education institutions with multi-religion students.
Seyıdov, R., & Çitil, A. (2024). The Impacts of Contemporary Educational Technologies on Learning Arabic. Evolutionary Studies in Imaginative Culture, 9(1).
Siedlecki, S. L. (2020). Understanding descriptive research designs and methods. Clinical Nurse Specialist, 34(1), 8–12.
Weng, X., & Chiu, T. K. (2023). Instructional design and learning outcomes of intelligent computer assisted language learning: Systematic review in the field. Computers and Education: Artificial Intelligence, 4, 100117.