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All Journal ARABIYAT Thariqah Ilmiah ; Jurnal ilmu-ilmu kependidikan & Bahasa Arab
Febri Yansyah
Universitas Islam Negeri Maulana Malik Ibrahim Malang
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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ENHANCING SELF-DIRECTED LEARNING IN ARABIC SPEAKING COMPETENCY THROUGH DORATOON AND GOOGLE SITES Nurul Hidayah; Mukmin Mukmin; Nabila Nurul Aini; Febri Yansyah; Nur Khamimi Zainuddin
Thariqah Ilmiah: Jurnal ilmu-ilmu kependidikan & Bahasa Arab Vol 14, No 1 (2026): THARIQAH ILMIAH: JURNAL ILMU-ILMU KEPENDIDIKAN & BAHASA ARAB
Publisher : Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/thariqahilmiah.v14i1.19918

Abstract

One of the main challenges in teaching maharah kalam, or Arabic speaking skills, is the lack of real opportunities for meaningful oral interaction. Traditional, teacher-centred methods are still widely used, which often limits students’ ability to communicate confidently and independently. This study set out to explore how integrating Self-Directed Learning (SDL) with digital tools like Doratoon and Google Sites could help overcome these challenges. Using a combination of qualitative and quantitative approaches, the research gathered insights from classroom observations, interviews, and documentation, as well as pre- and post-tests involving 30 students. The results showed a noticeable shift from teacher-led instruction to a more student-centred and participative environment. Students’ average speaking scores improved significantly, rising from 57.33 to 91.33, with an N-Gain of 80.56%. These findings suggest that when technology is thoughtfully combined with SDL, it can create a more engaging, autonomous, and effective learning experience for students. Ultimately, this study offers a promising new model for making Arabic-speaking instruction more dynamic and centred on the learner.
Pedagogy of Compassion: Implementing a Love-Based Arabic Curriculum in Islamic Elementary Schools Nurul Hidayah; Mukmin Mukmin; Sakina Fitri; Febri Yansyah; Daud Elega
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 13 No. 1 (2026)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v13i1.51542

Abstract

Educational transformation requires curriculum to function not merely as an administrative framework but also as a pedagogical instrument for character formation. However, Arabic language learning in Islamic elementary schools remains predominantly teacher-centered, often creating psychological distance between students and the target language. This study aims to explore the implementation of a Love Based Curriculum as a humanistic pedagogical practice in Arabic language learning. Employing a qualitative approach with an intrinsic case study design, data were collected through observations, interviews, document analysis and analyzed using thematic analysis. The Love-Based Curriculum has evolved beyond normative character education into a humanistic pedagogical practice integrating academic, emotional, social, and spiritual dimensions. This was reflected in four interconnected dimensions: humanistic instructional planning through the integration of Pancacinta values, compassionate classroom practices fostering supportive teacher student relationships, humanistic assessment emphasizing students’ participation and socio-emotional development, and the rehumanization of Arabic learning through emotionally safe and engaging classroom experiences. Nevertheless, implementation remained constrained by learner diversity, linguistic difficulties, teacher dependency, and limited systematic assessment of affective development.
Co-Authors Daud Elega Mukmin Mukmin Nabila Nurul Aini Nur Khamimi Zainuddin Nurul Hidayah Sakina Fitri