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All Journal Journal of Multidisciplinary Science: MIKAILALSYS Cendekia: Jurnal Pengabdian Masyarakat
Zahrotul Nur Aini
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Agriculture, Biological Sciences & Forestry Humanities Chemical Engineering, Chemistry & Bioengineering Education Environmental Science Physics Social Sciences Other

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Facilitating Basic Arabic Learning Using the Duolingo Arabic App at RA al-Husna Krejingan Kraksaan Yayah Robiatul Adawiyah; Zahrotul Nur Aini; Azizah Lailatuzzahrah; Siti Maimuna; Nadia Zulfa Hidayah
CENDEKIA: Jurnal Pengabdian Masyarakat Vol. 2 No. 1 (2025): Desember 2025
Publisher : Simfoni Ilmu Cindekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65430/jpm.v2i1.28

Abstract

Advancements in information technology over the past two decades have brought significant changes across various fields, including foreign language education. One of the rapidly developing innovations is the emergence of application-based learning platforms, which enable users to study languages in a flexible, interactive, and autonomous manner. In the context of Arabic language learning, digital applications offer a practical alternative solution for learners from diverse backgrounds, especially those with limited access to formal educational institutions. The partner in this community service activity is Raudlatul Athfal (RA) Al-Husna, which faces challenges in teaching basic Arabic, particularly due to the lack of interactive and engaging learning media for early childhood students. Based on initial observations, the learning process remains conventional, resulting in suboptimal interest and understanding of Arabic vocabulary among children. This service activity involves mentoring and training on the use of the Duolingo Arabic application for teachers and students at RA Al-Husna as an alternative digital learning medium that is both engaging and accessible. The proposed solutions include technical training on the application's usage, direct assistance during learning sessions, and the development of a user guide tailored to the students’ characteristics. The results show an increase in students’ enthusiasm and teachers’ effectiveness in utilizing technology as a learning tool. This service demonstrates that digital application utilization can serve as an innovative solution in enhancing basic Arabic language skills in early childhood education institutions.
في تنمية مهارة القراءة العربية (Think Pair Share - TPS) أثر نموذج فكر–زاوج–شارك Zahrotul Nur Aini; Mualim Wijaya
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 2 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i2.10483

Abstract

This study stems from the limited research on the application of the cooperative learning model “Think–Pair–Share” in developing Arabic reading skills among junior high school students, despite its importance in improving text comprehension and activating classroom participation. The study aims to analyze the effectiveness of the “Think–Pair–Share” model in developing Arabic reading skills, describe its implementation mechanism in the classroom, and measure its effect on improving learning outcomes and the level of female students’ participation. The study adopted Classroom Action Research, and the research sample consisted of 18 eighth-grade female students at State Islamic Junior High School 1 Probolinggo in Indonesia, who were selected purposively. Data were collected using reading tests, observation sheets, and educational documents, then analyzed using a descriptive quantitative approach by calculating means, percentages, and classifying achievement levels. The results showed a noticeable improvement in the female students’ Arabic reading skills after the implementation of the “Think–Pair–Share” model, as the mean score increased from 65 in the pre-cycle stage to 75 in the first cycle and then to 90 in the second cycle. The mastery percentage also increased from 25% to 50%, then reached 100% at the end of the implementation, which aligned with the research objectives and supported social constructivist theory, which emphasizes the role of interaction in knowledge construction. The study concluded that the “Think–Pair–Share” model is effective in developing Arabic reading skills, improving the level of classroom participation, and enhancing interaction in the classroom. The implications of the study lie in its theoretical contribution to the literature on cooperative learning and its practical recommendations for Arabic language teachers regarding the need to adopt interactive teaching strategies. The study also suggests conducting future research to apply the model to other language skills, such as writing, listening, and speaking, and in broader educational contexts.
Co-Authors Azizah Lailatuzzahrah Mualim Wijaya Nadia Zulfa Hidayah Siti Maimuna Yayah Robiatul Adawiyah