Mochammad Deddy Soe'aiddy
Universitas Djuanda

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

Management of the International Arabic Debate Program at Qatar Debate Center Agung Muttaqien; Mochammad Deddy Soe'aiddy; Fikni Mutiara Rachma; Muhammad Agus Mulyana
Al-Muyassar: Journal of Arabic Education Vol 5 No 1 (2026): Al-Muyassar: Journal of Arabic Education
Publisher : Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/al-muyassar.v5i1.16126

Abstract

This research aims to understand the planning, organization, implementation, and monitoring processes of the International Arabic Debate Championship program at QatarDebate, a member of Qatar Foundation. This qualitative research employs a descriptive approach, utilizing interviews, observations, and document analysis to collect data. Data analysis involves reducing, presenting, summarizing, and verifying the data. The research findings are: 1) Planning involves setting the fundamental objectives that promote the art of debate at the global level, understanding the current situation, determining effective participation, establishing criteria for achieving the objectives, and fostering collaboration, including with Qatar Airways and the Algerian international media partner. 2) Organization involves defining activities, such as conducting the debate training course and the International Arabic Debating Championship, assigning responsibilities to staff, volunteers, and certified trainers, setting dates, and providing necessary resources. Implementation includes classifying the participating country's team based on native and non-native speakers, encouraging participants in the championship rounds, fostering respect in the exchange of ideas, and overseeing the judging process. Monitoring involves internal evaluation after the program's conclusion, analyzing the competition's processes for strengths and weaknesses, and revising the International Arabic Debating Program to address future challenges. The management model used, based on the POAC theory, encompasses planning and preparing the training, organizing the championship process, ensuring optimal debate participation, monitoring the championship, and assessing the learning experience for debaters, participants, and learners.
Demographic Characteristics and Self-Efficacy in Arabic Language Learning Among Indonesian High School Students: Examining Age, Gender, and Educational Level Agung Muttaqien; Mochammad Deddy Soe'aiddy; Siti Khumairotuzzahra; Fikni Mutiara
Al-Muyassar: Journal of Arabic Education Vol 4 No 2 (2025): Al-Muyassar: Journal of Arabic Education
Publisher : Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/6d72tz81

Abstract

This study examines the relationship between age, gender, and educational level and self-efficacy in learning Arabic among Indonesian high school students. This non-experimental survey involved 1,008 students aged 12–18 years: 332 from junior high schools/madrasahs (SMP/MTs) and 676 from senior high schools/madrasahs (SMA/MA). Self-efficacy was calculated as the average of 16 items with four response categories. Linear regression with robust HC3 covariance estimated the main effects and three two-way interactions, with age centered at 15 years. The model explained 1.4% of the variance in scores (adjusted R² = 0.008); mean scores were nearly identical across gender (2.93 for males and 2.93 for females) and educational level (2.95 for SMP/MTs and 2.92 for SMA/MA). The age × education level interaction was small (B = 0.058, 95% CI [0.005, 0.110], p = 0.031), but was no longer significant after Bonferroni correction (p = 0.094) or when using standard errors grouped by school label (p = 0.119). Estimates for the 14–16-year-old subgroup showed the same direction but were not precise.The three-factor scale indicated insufficient model fit, so construct validity requires further examination. Additionally, the overlap in age ranges across educational levels limits the separation of the effects of age and education. These findings suggest that demographic characteristics do not sufficiently explain self-efficacy in Arabic language learning. Theoretically, these results underscore the importance of examining learning experiences as a factor more closely linked to the development of self-efficacy. Therefore, teachers should not assume that students’ self-efficacy is determined by gender or educational level.