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PENGEMBANGAN GAMIFIED LEARNING: SOLUSI MENGATASI DEMOTIVASI DAN MENINGKATKAN KEMAMPUAN BERFIKIR TINGKAT TINGGI (HOTS) MAHASISWA DALAM ILMU SHOROF Abdul Ghofur; Siti Durotun Naseha; Sri Widoyoningrum
El-Tsaqafah : Jurnal Jurusan PBA Vol. 24 No. 1 (2025): April 2025
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/tsaqafah.v24i1.11375

This research aims to develop gamified learning as a solution to overcome demotivation and enhance higher-order thinking skills (HOTS) among students in learning Ilmu Shorof, one of the branches of linguistics that is often considered difficult and boring. Gamification introduces game elements that can boost students' motivation, engagement, and critical thinking skills. This study employs a Research and Development (R&D) method using the ASSURE model, which includes six steps: learner analysis, objective formulation, method and media selection, media utilization, learner participation, and evaluation and revision. The developed product was validated by subject matter, media, and language experts. The trial subjects consisted of 50 Arabic Language Education (PBA) students from Hasyim Asy'ari University, with a questionnaire used to measure students' perceptions of the product, particularly in terms of increasing motivation and HOTS. The study resulted in a web-based software called "????? ??????" (Easy Learning of Ilmu Shorof). The product evaluation was based on three main aspects: content, media, and language, with an average score of 93.2, meeting the criteria of "excellent." The questionnaire validity test showed that all items had an r-value greater than the r-table (0.284), indicating they were valid. The reliability test revealed Cronbach’s Alpha values above 0.8, indicating "high reliability." The final results confirm that this application significantly improves motivation, HOTS, and ease of use, in line with the development objectives.

ANALYZING THE IMPROVEMENT OF STUDENTS' ARABIC LANGUAGE FLUENCY AND PRONUNCIATION USING TALKPAL AI Siti Durotun Naseha; Abdul Ghofur; Iftitaahul Mufarrihah; Rifqi Nur Ahmada; Mochammad Fauzan Azizi
El-Tsaqafah : Jurnal Jurusan PBA Vol. 24 No. 2 (2025): Oktober 2025
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/tsaqafah.v24i2.14383

Mastering fluency and pronunciation in Arabic poses a significant challenge for students, primarily due to a lack of practice and immediate feedback. Artificial intelligence (AI) technology, such as TalkPal AI, offers an interactive solution for practicing conversation; however, its effectiveness needs to be empirically investigated. This study aims to analyze the improvement in students' fluency and pronunciation through an intervention using TalkPal AI. The research employed a mixed methods approach with a convergent parallel design. Quantitative data were obtained from oral tests (pre-test and post-test) and analyzed using N-Gain and Paired Sample T-Tests, while qualitative data were collected through open-ended questionnaires and analyzed thematically. The results indicated a significant improvement in both fluency and pronunciation, as demonstrated by a moderate N-Gain score and the rejection of the null hypothesis (H0) in the t-test. The qualitative findings revealed that this improvement was driven by the instant feedback feature, a low-pressure learning environment, and enhanced student confidence. Therefore, TalkPal AI is proven to be an effective learning tool that can comprehensively improve students' speaking competence.

Gamifikasi sebagai Inovasi Pedagogis dalam Ilmu Shorof: Menuju Model Pembelajaran Transformatif Abdul Ghofur; Ariga Bahrodin; Siti Durotun Naseha; Immas Anggung Mestuti Kaprawiran; Rizki Fitra Rahman; Ittaqi Haitsumakunti; Abdullah Syamil Imanuddin; Roudhotul Jannah
Mu'allim Vol 8 No 1 (2026): Januari 2026
Publisher : Fakultas Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35891/krjr9f29

Arabic morphology (Ilmu Shorof) learning in higher education is often perceived as abstract and cognitively demanding, which can reduce students’ motivation and engagement. This condition highlights the need for pedagogical innovation that enhances the quality of learning experiences. This study aims to refine a gamified learning product for Ilmu Shorof and to evaluate students’ perceptions of its pedagogical quality using the ARCS motivational model (Attention, Relevance, Confidence, Satisfaction). The research employed an evaluative approach with a descriptive quantitative design. The participants were 50 students of the Arabic Language Education program who used the refined gamification product in Ilmu Shorof learning. Data were collected through an ARCS-based perception questionnaire and analyzed using descriptive statistics. The findings indicate that gamified Ilmu Shorof learning received positive responses across all ARCS dimensions, with mean scores in the good category. These results suggest that gamification not only enhances learning motivation but also functions as a pedagogical innovation that supports a more transformative approach to Ilmu Shorof learning in higher education.

Studi Implementasi dan Efektivitas TPACK dalam Pembelajaran Maharah Qiro’ah Laili Mas Ulliyah Hasan; Siti Durotun Naseha; Izzah Nur Hudzriyah Hasan
DAARUS TSAQOFAH Jurnal Pendidikan Pascasarjana Universitas Qomaruddin Vol. 1 No. 2 (2024): Juli 2024
Publisher : Pascasarjana Universitas Qomaruddin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62740/jppuqg.v1i2.144

The abstract includes research objectives, methods and research results. This research aims to investigate the implementation and effectiveness of Knowledge Integration regarding Technological, Pedagogical, Content, Knowledge (TPACK) in the context of Maharah Qiro'ah learning. Qualitative research methods were used with a literature study approach. Maharah Qiro'ah material is delivered actively through the sam'iyyah-shafahiyah method using power point media. The research participants consisted of Arabic teachers who had implemented TPACK in teaching Maharah Qiro'ah at an educational institution. Data was collected through literature reviews, interviews with Arabic teachers involved in the learning process, and analysis of the learning materials used. Research findings show that implementing TPACK in Maharah Qiro'ah learning can improve the quality of teaching and learning. Teachers who have a good understanding of TPACK can integrate technology effectively in Maharah Qiro'ah teaching, thereby enriching students' learning experiences. However, challenges faced in implementing TPACK include lack of access to technology, lack of technology skills among teachers, and limited time for training. This study provides valuable insight into the importance of TPACK in the learning context of Maharah Qiro'ah and provides recommendations to support teachers in developing their TPACK skills.

Penguasaan Bahasa Arab Pada Anak Down Syndrome dalam Faktor Neurologis Laili Mas Ulliyah Hasan Laili; Siti Durotun Naseha; Firdausi Nurharini
Al-Mazaya: Jurnal Pendidikan Bahasa Arab Vol. 1 No. 1 (2023): November 2023
Publisher : Program Studi Pendidikan Bahasa Arab Universitas Nahdlatul Ulama Purwokerto

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

The purpose of this study was to explain the characteristics of children who experience neurological barriers that explain the phonetic and phonemic mastery of the Arabic second language in children with Down syndrome disorders, and explain the phonetic mastery of Arabic second language phonetics in children with Down syndrome disorders. Neurological factors were evaluated in this study through descriptive qualitative methods. To obtain relevant data in this study, researchers conducted an interview with one of the Down syndrome children at Down Syndrome School (DSS) Surabaya, who used dimensional sound symbols in Arabic. The study found that traits of children with Down syndrome in DSS Surabaya include cognitive developmental delays, language disorders, and motor problems. Imperfections in the nerve centers are the cause of this habit. Phonetic studies looked at mastery of the second language of Arabic in children with Down syndrome including consonant sounds and sound producers; Phonemic research includes sound replacement, vowel modification, gemination (lightening of pronunciation), and dissimilation (differentiation).

PENGEMBANGAN GAMIFIED LEARNING: SOLUSI MENGATASI DEMOTIVASI DAN MENINGKATKAN KEMAMPUAN BERFIKIR TINGKAT TINGGI (HOTS) MAHASISWA DALAM ILMU SHOROF Abdul Ghofur; Siti Durotun Naseha; Sri Widoyoningrum
El-Tsaqafah : Jurnal Jurusan PBA Vol. 24 No. 1 (2025): April 2025
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/tsaqafah.v24i1.11375

This research aims to develop gamified learning as a solution to overcome demotivation and enhance higher-order thinking skills (HOTS) among students in learning Ilmu Shorof, one of the branches of linguistics that is often considered difficult and boring. Gamification introduces game elements that can boost students' motivation, engagement, and critical thinking skills. This study employs a Research and Development (R&D) method using the ASSURE model, which includes six steps: learner analysis, objective formulation, method and media selection, media utilization, learner participation, and evaluation and revision. The developed product was validated by subject matter, media, and language experts. The trial subjects consisted of 50 Arabic Language Education (PBA) students from Hasyim Asy'ari University, with a questionnaire used to measure students' perceptions of the product, particularly in terms of increasing motivation and HOTS. The study resulted in a web-based software called "????? ??????" (Easy Learning of Ilmu Shorof). The product evaluation was based on three main aspects: content, media, and language, with an average score of 93.2, meeting the criteria of "excellent." The questionnaire validity test showed that all items had an r-value greater than the r-table (0.284), indicating they were valid. The reliability test revealed Cronbach’s Alpha values above 0.8, indicating "high reliability." The final results confirm that this application significantly improves motivation, HOTS, and ease of use, in line with the development objectives.

ANALYZING THE IMPROVEMENT OF STUDENTS' ARABIC LANGUAGE FLUENCY AND PRONUNCIATION USING TALKPAL AI Siti Durotun Naseha; Abdul Ghofur; Iftitaahul Mufarrihah; Rifqi Nur Ahmada; Mochammad Fauzan Azizi
El-Tsaqafah : Jurnal Jurusan PBA Vol. 24 No. 2 (2025): Oktober 2025
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/tsaqafah.v24i2.14383

Mastering fluency and pronunciation in Arabic poses a significant challenge for students, primarily due to a lack of practice and immediate feedback. Artificial intelligence (AI) technology, such as TalkPal AI, offers an interactive solution for practicing conversation; however, its effectiveness needs to be empirically investigated. This study aims to analyze the improvement in students' fluency and pronunciation through an intervention using TalkPal AI. The research employed a mixed methods approach with a convergent parallel design. Quantitative data were obtained from oral tests (pre-test and post-test) and analyzed using N-Gain and Paired Sample T-Tests, while qualitative data were collected through open-ended questionnaires and analyzed thematically. The results indicated a significant improvement in both fluency and pronunciation, as demonstrated by a moderate N-Gain score and the rejection of the null hypothesis (H0) in the t-test. The qualitative findings revealed that this improvement was driven by the instant feedback feature, a low-pressure learning environment, and enhanced student confidence. Therefore, TalkPal AI is proven to be an effective learning tool that can comprehensively improve students' speaking competence.

Wayang-based muhadatsah learning design in inclusive arabic language education from an islamic educational psychology perspective Laili Mas Ulliyah Hasan; Siti Durotun Naseha; Saiul Anah; Dewi Sholeha Maisaroh
At Turots: Jurnal Pendidikan Islam Vol. 7 No. 2 Desember (2025): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v7i2.1242

Inclusive Arabic language learning requires instructional designs that accommodate students’ diverse cognitive, emotional, and learning characteristics, particularly those with special educational needs. Muhadatsah, as the core skill in Arabic speaking competence, often poses challenges for inclusive learners due to anxiety, low memory retention, limited exposure, and reduced verbal confidence. This study aims to design and analyze the implementation of the Wayang Puppet Theater as an innovative Muhadatsah learning medium rooted in Islamic educational psychology, emphasizing holistic development, positive emotion, and spiritual-humanistic learning values. Using a qualitative descriptive method, data were collected through classroom observations, reflective evaluations, and interviews with teachers and students in inclusive secondary schools. The learning design was developed based on William Francis Mackey’s theory of language learning and the principles of Islamic educational psychology related to motivation, emotional regulation, and affective learning behavior. The results indicate that Wayang-based Muhadatsah learning enhances students’ verbal participation, reduces speaking anxiety, encourages storytelling interaction, and supports cooperative communication. Students with special needs exhibited greater focus, emotional stability, and expressive responses compared to conventional textbook-based instruction. Teachers also noted that Wayang media simplifies lesson delivery, strengthens contextual understanding, and maintains classroom engagement without cognitive overload. This study concludes that the Wayang-based Muhadatsah design is pedagogically effective and culturally relevant for inclusive Arabic language education. Theoretically, it integrates Islamic educational psychology with culturally embedded media, while practically offering a feasible model for adaptive and inclusive learning environments. Future research is recommended to expand this model into digital-based applications to improve accessibility, sustainability, and broader implementation across Islamic educational institutions.

The Effectiveness of Using the Mondly Language Appin Improving the Speaking Skills of Students at MAN 1 Jombang qurratulain; siti durotun naseha
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 15 No. 2 (2026): El Ibtikar
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ibtikar.v15i2.24126

Speaking skills in Arabic language learning are one of the essential competencies to master. However, the lack of a language-rich environment, limited practice time in class, and the prevalence of conventional teaching methods have resulted in weak speaking skills among students. The solution proposed in this study is the use of the Mondly Language app, an AI-based application equipped with speech recognition and a chatbot that helps students improve their speaking skills. This study aims to test the effectiveness of the Mondly Language app in improving students’ speaking skills at MAN 1 Jombang. The research method used is quantitative with a true experimental design (pretest-posttest control group design) involving two classes: an experimental class and a control class as research subjects. Data collection was conducted through pretest-posttest assessments, classroom observations, and documentation. The results of the data analysis indicate a significant improvement in speaking skills, as evidenced by the Wilcoxon test results with a significance level (2-tailed) of 0.000 < 0.05, indicating a difference in learning outcomes between pretest and posttest scores in both the experimental and control classes. In addition, the results of the Mann-Whitney test, with a significance level (two-tailed) of 0.000, indicate a significant difference between the posttest scores of the experimental class and the control class. Thus, it can be concluded that the use of the Mondly Language app is more effective in improving the speaking skills of students at MAN 1 Jombang compared to conventional teaching methods.

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