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All Journal Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab LISANIA Jurnal Ilmu dan Pendidikan Bahasa Arab Abjadia, International Journal of Education Dinamika Ilmu Indonesian Journal of Learning and Instruction al-Afkar, Journal For Islamic Studies ELS Journal On Interdisciplinary Studies in Humanities IZDIHAR LISANIA: Journal of Arabic Education and Literature Lisanul Arab: Journal of Arabic Learning and Teaching Al-Ma'rifah : Jurnal Budaya, Bahasa dan Sastra Arab Al-Arabi : Jurnal Bahasa Arab dan Pengajarannya = Al-Arabi: Journal of Teaching Arabic as a Foreign Language Jurnal Eduscience (JES) International Journal of Engineering, Science and Information Technology DINAMIKA ILMU: Jurnal Pendidikan Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Austronesian: Journal of Language Science & Literature Jurnal Ilmu Pendidikan dan Sosial Jurnal SMART (Studi Masyarakat, Religi, dan Tradisi) Jurnal Indonesia Sosial Sains Jurnal Pengabdian kepada Masyarakat Alsinatuna Journal of International Multidisciplinary Research LISANIA: Journal of Arabic Education and Literature Al-Tadris: Jurnal Pendidikan Bahasa Arab
Muhammad Kamal Bin Abdul Hakim
Universitas Negeri Jakarta
Religion Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Neuroscience Nursing Physics Public Health Social Sciences Transportation Other

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Boosting Creativity in Writing German Descriptive Texts with Project-Based Learning Anim Purwanto; Ninuk Lustyantie; Muhammad Kamal bin Abdul Hakim
International Journal of Engineering, Science and Information Technology Vol 5, No 4 (2025)
Publisher : Malikussaleh University, Aceh, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52088/ijesty.v5i4.1585

Abstract

This research is motivated by the low ability of students to write descriptive texts in German, which is largely caused by the use of conventional learning methods and limited active student involvement in the learning process. The aim of this study is to improve students’ writing skills through the implementation of PjBL that emphasizes collaborative and reflective project activities. This classroom action research was conducted in two cycles, involving 36 eleventh-grade students as subjects. Data collection techniques included observations of student activities and descriptive text writing tests, while data analysis was carried out using both quantitative and qualitative descriptive approaches by comparing learning outcomes between cycles. The results indicated a significant improvement in students’ writing performance: the average score increased from 65 in cycle I to 82 in cycle II, while the completion rate rose from 30.56% to 86.11%. Observational data revealed that students actively engaged in group discussions, confidently expressed ideas, responded to peer feedback, and demonstrated higher motivation in completing writing tasks. Furthermore, the quality of their descriptive texts improved, particularly in terms of structure, vocabulary, grammar accuracy, and creativity. These findings suggest that the PjBL model effectively enhances not only students’ descriptive writing skills but also their collaboration, critical thinking, and creative expression. The study theoretically contributes to the growing literature on PjBL in foreign language education, providing evidence of its impact on student learning outcomes. Practically, the findings serve as a valuable reference for teachers aiming to develop innovative, student-centered, and effective strategies for teaching descriptive writing in German, promoting active learning and sustained engagement in the classroom
Audio versus Multimodal Input: A Case Study of Speech Perception among Learners in English as a Foreign Language (EFL) Context Sartika Putri Sailuddin; Zainal Rafli; Muhammad Kamal bin Abdul Hakim
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 4 (2025): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i4.49140

Abstract

This study investigates how audio-only and multimodal (audio plus visual) techniques affect speech perception among Indonesian EFL learners. Using a quasi-experimental design, 60 third-semester English literature students were divided into two groups that received either an audio recording or an audio-visual video of the same narrative, “The Little Red Hen,” followed by a 20-item speech perception test and questionnaires on emotional engagement and learning satisfaction. Results show that the multimodal group achieved significantly higher comprehension scores than the audio-only group, with a large effect size indicating a substantial advantage of visual cues such as facial expressions and gestures in supporting listening. Correlation analyses also revealed significant positive relationships between emotional engagement, learning satisfaction, and speech perception in both conditions, with stronger coefficients for the multimodal group. These findings suggest that multimodal input not only improves comprehension by reducing cognitive load and enriching contextual information but also enhances affective factors that are crucial for successful language learning. The study recommends that EFL educators incorporate multimodal materials to optimize listening instruction and calls for further research on the long-term impact of different visual cue types in varied learning contexts.
Game-Based Learning for Arabic Vocabulary Development: The Implementation of “Mughamarah fil ‘Arabiyyah” in a Junior High School Nurul Fahmi; Muhammad Kamal bin Abdul Hakim; Farida Nazriyah; Mutiara Fitri Sa'diah
al-Afkar, Journal For Islamic Studies Vol. 9 No. 2 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v9i2.3318

Abstract

Vocabulary mastery plays a fundamental role in Arabic language learning, particularly at the secondary school level where students begin to develop more complex language skills. However, vocabulary instruction in many schools remains dominated by teacher-centered and memorization-based approaches, which often result in low student engagement and limited retention. This study aimed to examine the effectiveness of Mughamarah fil ‘Arabiyyah, a non-digital game-based learning medium, in improving students’ Arabic vocabulary mastery. The study employed a quantitative approach using a pre-experimental one-group pretest–posttest design. The participants consisted of 12 eighth-grade students at SMP Bina Dakwah, Bogor, selected through purposive sampling. Data were collected through a 20-item Arabic vocabulary test administered before and after the implementation of the game-based learning intervention. Descriptive statistics and a paired sample t-test were used to analyze the data. The results revealed a significant improvement in students’ vocabulary mastery, with the mean score increasing from 68.18 in the pretest to 90.67 in the posttest. These findings indicate that Mughamarah fil ‘Arabiyyah is an effective instructional medium for enhancing Arabic vocabulary learning, particularly in educational contexts with limited technological resources. This study contributes to Arabic language pedagogy by providing empirical evidence on the effectiveness of non-digital game-based learning media and offers practical insights for teachers seeking engaging vocabulary instruction strategies in resource-limited classrooms.
Co-Authors Achmad Yani Andri Ilham ANIM PURWANTO Chakam Failasuf Dian Priandini Farida Nazriyah Fatwa Arifah Fitriah, Maulidah Hilda Sya'adah Ifan Iskandar Ihwan Rahman Bahtiar Kaisah Mushilah Kasmanah La Ode Muhammad Idrus Hamid Basri Marzuq, Ahmad Mauliadana, Lulu Maulidah Fitriah Maulidah Hasanah Miftahulkhairah Anwar Munibi, Ahmad Zaki Mutiara Fitri Sa'diah Ninuk Lustyantie Novi Anoegrajekti Nurul Fahmi Priandini, Dian R.A.Barnabas Raden Ahmad Barnabas Rajaguk-guk, Sastri Br Ramadhan Jabal Primadana Ratu Madaniyyah Rika Purnama Sari Riziq Fitra Pratama Romdani Romdani Romdani Romdani, Romdani Samsi Setiadi Sandi Budiana Sartika Putri Sailuddin Sastri Br Rajaguk-guk Shafruddin Tajuddin Siti Jubaidah Yumna Rasyid Zainal Rafli Zainal Rafli, Zainal Zulharby, Puti