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All Journal Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban PIJAR: Jurnal Pendidikan dan Pengajaran ARMADA : Jurnal Penelitian Multidisiplin Jurnal Pengabdian Masyarakat Educazione: Journal of Education and Learning IRSYADUNA: Jurnal Kemahasiswaan
Achmad Farouq Abdullah
Universitas Darunnajah
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Integrasi Augmented Reality (AR) dan Problem Based Learning dalam Pembelajaran Maharah Al-Qira’ah: Potensi dan Implementasinya di Pesantren Modern Indonesia Hendro Risbiyantoro; Achmad Farouq Abdullah; Tutik Lestari; Riza Nurlaila
ARMADA : Jurnal Penelitian Multidisiplin Vol. 4 No. 5 (2026): ARMADA : Jurnal Penelitian Multidisplin, Mei 2026
Publisher : LPPM Sekolah Tinggi Ilmu Ekonomi 45 Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/armada.v4i5.2759

Abstract

Penelitian ini mengkaji integrasi Augmented Reality (AR) dan Problem Based Learning (PBL) dalam pembelajaran Maharah Al-Qira’ah di pesantren modern Indonesia. Penelitian menggunakan pendekatan kualitatif dengan metode studi kepustakaan. Data diperoleh dari artikel jurnal, buku, dan laporan kelembagaan yang terbit pada periode 2018–2026, kemudian dianalisis menggunakan analisis isi tematik. Hasil kajian menunjukkan bahwa AR berpotensi mengatasi berbagai kendala pembelajaran membaca bahasa Arab, seperti kesulitan mengenali aksara Arab, ketiadaan harakat pada teks autentik, keterbatasan kosakata, dan dominasi pembelajaran berpusat pada guru. Integrasi AR dengan PBL memungkinkan pembelajaran yang lebih kontekstual melalui aktivitas pemecahan masalah berbasis materi Durusullughah. Tiga jalur implementasi yang diidentifikasi meliputi: (1) buku ajar berbasis AR yang menyediakan pelafalan, glosarium kosakata, dan visualisasi harakat; (2) skenario PBL yang mengaitkan tugas membaca dengan permasalahan nyata kehidupan pesantren; serta (3) pelatihan guru dan penguatan infrastruktur yang sejalan dengan program Smart Pesantren. Tantangan implementasi mencakup keterbatasan perangkat, rendahnya literasi digital guru, dan kebutuhan pengembangan konten AR yang sesuai kurikulum. Penelitian ini menawarkan kerangka konseptual sebagai dasar bagi penelitian empiris dan pengembangan media pembelajaran bahasa Arab berbasis AR-PBL.
Bridging Pesantren Pedagogy and Digital Assessment through Wordwall Gamification: A Hybrid Model for Arabic Language Learning Achmad Farouq Abdullah; Sofwan Manaf; Tutik Lestari
Educazione: Journal of Education and Learning Vol. 3 No. 2 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to test the effectiveness of Wordwall gamification within the Hybrid Evaluation Model for Arabic language learning at the Rafah Bogor Islamic Boarding School, as a dissemination of the Durusullughah 4.0 innovation based on Problem-Based Learning (PBL) that was previously developed. Using a quantitative approach with a quasi-experimental, nonequivalent control group design, this study involved 60 students of class I TMI, divided into experimental groups (n=30) who received Wordwall-PBL-based learning and control groups (n=30) who used conventional methods. The instrument is an Arabic-language competency test (mufrodat and qawa’id) that has been validated with an alpha coefficient (α) of 0.84. The results of the Independent Samples t-test analysis showed a significant difference between the two groups (t (58) =5.812, p<0.001), with the average posttest score of the experimental group (M=81.23; SD=6.41) significantly higher than that of the control group (M=70.87; SD=7.54). The N-Gain Score of the experimental group was 0.65 (moderate-high category) compared to 0.36 in the control group. The perceptions of students and teachers towards the media showed very high acceptance rates (86.9% and 89%, respectively). These findings confirm that the PBL Wordwall model can be effectively disseminated in other Islamic boarding schools and strengthen Arabic language learning without compromising the typical values of Islamic boarding schools.
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.
Transformation of Arabic Language Learning based on Augmented Reality: Building an Immersive and Interactive Learning Experience in Islamic Boarding School-Based Elementary Schools Imam Khairul Annas; Achmad Farouq Abdullah
PIJAR: Jurnal Pendidikan dan Pengajaran Vol. 4 No. 2 (2026): April
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/pijar.v4i2.1855

Abstract

This study aims to examine the transformation of Arabic learning through the use of Augmented Reality (AR) media as an effort to build an immersive and interactive learning experience in pesantren-based elementary schools. The background of this research is based on the still dominant use of conventional Arabic learning methods in the pesantren environment, while the characteristics of digital generation students require more visual, contextual, and participatory vocabulary learning experiences (mufradat), nahwu, and language skills. This research uses a qualitative approach with the type of library research, which is to trace, analyze, and synthesize various library sources in the form of journal articles, books, and previous research results that are relevant to the implementation of AR in Arabic language learning and Islamic education. Data was collected through documentation studies from academic databases such as Google Scholar, Scopus, and national journal repositories, then analyzed using content analysis techniques with stages of reduction, categorization, and thematic synthesis. The results of the study show that AR has great potential in increasing motivation to learn Arabic, strengthening vocabulary mastery through three-dimensional visualization, and encouraging active involvement of students in language activities. However, its implementation in the pesantren-based elementary school environment is still faced with challenges in the form of limited technological infrastructure, readiness of Arabic teachers' digital competencies, and the need for content curation that is in line with Islamic values. The novelty of this research lies in the synthesis of the AR integration framework which specifically combines the pedagogical principles of Islamic boarding school-based Arabic learning with immersive technology. This study recommends the development of AR mufradat and qawa'id content modules based on Islamic values as well as Arabic teacher training programs as a strategic step in the implementation of this media in stages
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.
Kehidupan sebagai Metodologi Penelitian: Analogi Reflektif antara Proses Penulisan Tugas Akhir dan Pencarian Makna Hidup Achmad Farouq Abdullah; Masruin Masad; Nesa Novrizal; Andi Aziz
Irsyaduna: Jurnal Studi Kemahasiswaaan Vol. 6 No. 1 (2026): Sociocultural Islamic Studies
Publisher : LP3M IAI Al Urwatul Wutsqo Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/irsyaduna.v6i1.2967

Abstract

This article examines the structural analogy between scientific research methodology and the human search for meaning in life through a reflective literature review. Drawing on a systematic screening of 127 records (2020–2025), of which 42 met the inclusion criteria, the study integrates Kolb's (1984) experiential learning, Schön's (1983) reflective practice, and existentialist perspectives from Sartre, Kierkegaard, and Frankl. Thematic coding followed a six-phase procedure (Braun & Clarke, 2006), with inter-rater verification between two coders (Cohen's κ = 0.81) to mitigate interpretive subjectivity. Findings demonstrate that the seven stages of academic research—problem formulation, conceptual framework, method selection, data collection, analysis, revision, and conclusion—exhibit an empirically traceable correspondence with existential phases of human development, rather than a purely metaphorical parallel. The study proposes the Integrative Methodology–Life Analogy (IMLA) framework as an original contribution. Pedagogical implications are discussed with explicit attention to institutional constraints in Indonesian higher education, avoiding prescriptive generalization
Co-Authors Afaf Saifullah Kamalie Andi Aziz Hendro Risbiyantoro Hendro Risbiyantoro Imam Khairul Annas Masruin Masad Nesa Novrizal Riza Nurlaila Samiyono Sofwan Manaf Tutik Lestari Tutik Lestari Tutik Lestari Ulfatun Wahidatun Nisa