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All Journal Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Jurnal Pengabdian Masyarakat
Achmad Farouq Abdullah
Universitas Darunnajah
Religion Agriculture, Biological Sciences & Forestry Humanities Education Languange, Linguistic, Communication & Media Physics

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A Gamified Wordwall Approach to Arabic Language Learning Evaluation: Integrating the MDA and PBL Frameworks Achmad Farouq Abdullah; Sofwan Manaf; Tutik Lestari; Nesa Novrizal; Ulfatun Wahidatun Nisa
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 10 No. 1 (2026): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jta.v10i1.53070

Abstract

Conventional Arabic assessment in pesantren remains dominated by memorisation-based, manually scored tests that limit student engagement and delay feedback. This study examines how a gamified Wordwall evaluation model, designed through the Mechanics–Dynamics–Aesthetics (MDA) framework and combined with Problem-Based Learning (PBL, can improve both the practice and the management of Arabic language learning evaluation. Using a two-cycle Classroom Action Research (CAR) design, the study involved 30 first-year santri of the TMI program at Pesantren Darunnajah. Data were collected through validated observation sheets, Wordwall-based achievement tests, and a perception questionnaire, and analysed using descriptive statistics, normalised gain (N-gain), and a paired-sample t-test. Learning activity rose from a pre-cycle baseline to 58.4% (Cycle I) and 82.2% (Cycle II); the mean achievement score increased from 72 to 86 and mastery from 63% to 90%, a statistically significant improvement (N-gain = 0.50, moderate). From a managerial perspective, automated scoring and real-time analytics reduced grading time and feedback latency and improved record accuracy. The novelty of the study lies in integrating Wordwall, MDA, and PBL into a single, data-driven evaluation model rather than treating gamification as a motivational add-on. The study concludes that the model offers a replicable, evidence-informed approach to modernising Arabic evaluation governance in Islamic boarding schools, within the limits of its single-site, small-sample design.
Pogram Pembelajaran bahasa Arab terhadap mahasiswa USIM Malaysia di Universitas Darussalam Gontor Achmad Farouq Abdullah; Hendro Risbiyantoro; Samiyono; Afaf Saifullah Kamalie
Jurnal Pengabdian Masyarakat (Bisma) Vol. 3 No. 1 (2025): Jurnal Pengabdian Masyarakat (Bisma)
Publisher : Universitas Darunnajah, Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61159/bisma.v3i1.411

Abstract

This study examines the significance of Arabic language acquisition in enhancing communicative competence and deepening comprehension of Islamic literary sources, particularly the Qur'an and Hadith. Through a structured training program involving 10 students at Universiti Sains Islam Malaysia (USIM), the research employed a mixed-methods approach combining quantitative and qualitative analysis. The intervention featured diagnostic pre-tests, instructional delivery, and summative post-tests, supplemented by structured participant feedback. Results demonstrated statistically significant improvements in oral proficiency, though identified temporal constraints and material coverage limitations as key challenges. The study proposes extending program duration and developing more interactive pedagogical resources for future implementations. These findings contribute to Arabic language pedagogy by offering a replicable instructional model with potential applications across higher education institutions, while emphasizing the importance of sustained professional development for optimal language acquisition outcomes.
Co-Authors Afaf Saifullah Kamalie Hendro Risbiyantoro Nesa Novrizal Samiyono Sofwan Manaf Tutik Lestari Ulfatun Wahidatun Nisa