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Humanistic Approaches in Learning Arabic to Increase Motivation of Students' Learning: Pendekatan Humanistik dalam Pembelajaran Bahasa Arab Upaya Meningkatkan Motivasi Belajar Siswa Dudung Hamdun; Nurul Islam
Edulab : Majalah Ilmiah Laboratorium Pendidikan Vol. 8 No. 2 (2023)
Publisher : Laboratorium Pendidikan Fakultas Ilmu Tarbiyah dan Keguruan Colaboration with Persatuan Pranata Laboratorium Pendidikan Indonesia Tingkat Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/edulab.2023.82.05

This study aims to determine how the implementation of the humanistic approach in learning Arabic and to determine its effect on increasing student learning motivation. The applied humanistic approach adopts the principles of Gestalt theory. i.e., humanistic teachers believe that students will be motivated to study teaching materials if they are related to their needs and wants; educational goals should encourage students' desire to learn; humanistic educators believe that grades are irrelevant and only self-evaluation is meaningful; do not separate cognitive and affective domains; and learn without threat. The results show that the implementation of the humanistic approach in Arabic language learning is in accordance with the principles of Gestalt. The implementation of the humanistic approach in Arabic language learning is also able to increase students' learning motivation. This can be seen from the statistical significance value (2-tailed) of 0.000 <0.05 between the pre-test and post-test results, which means there is a significant difference. These results can be concluded that through the implementation of a humanistic approach to learning Arabic can increase student motivation. So that the alternative hypothesis, which states that the implementation of a humanistic approach in learning Arabic can increase the learning motivation of students in class X IPA 1 is proven or accepted,. Abstrak Penelitian ini bertujuan untuk mengetahui bagaimana implementasi pendekatan humanistik dalam pembelajaran bahasa arab dan untuk mengetahui pengaruhnya terhadap peningkatan motivasi belajar siswa. Pendektan humanistik yang diterapkan mengadopsi prinsip teori Gestalt. yaitu guru yang humanis percaya bahwa siswa akan termotivasi untuk mengkaji bahan ajar jika terkait dengan kebutuhan dan keinginannya; tujuan pendidikan harus mendorong keinginan siswa untuk belajar; pendidik yang humanis percaya bahwa nilai tidak relevan dan hanya evaluasi diri yang bermakna; tidak memisahkan domain kognitif dan afektif; dan belajar tanpa ancaman. Hasil penelitian menunjukkan bahwa implementasi pendekatan humanistik dalam pembelajaran bahasa Arab sudah sesuai dengan prinsip-prinsip Gestalt. Penerapan pendekatan humanistik dalam pembelajaran bahasa Arab juga mampu meningkatkan motivasi belajar siswa. Hal ini terlihat dari nilai statistik signifikansi (2-tailed) sebesar 0,000 < 0,05 antara hasil pre-test dan post-test yang berarti terdapat perbedaan yang signifikan. Hasil ini dapat disimpulkan bahwa melalui implementasi pendekatan humanistik dalam pembelajaran bahasa Arab dapat meningkatkan motivasi belajar siswa. Sehingga hipotesis alternatif yang menyatakan implementasi pendekatan humanistik dalam pembelajaran bahasa Arab dapat meningkatkan motivasi belajar siswa kelas X IPA 1 terbukti atau diterima.

Pembelajaran Mufradat Melalui Media Wordwall dalam Meningkatkan Minat Belajar Bahasa Arab di MTsN 2 Magetan Majid, Rizqi Faridah; Dudung Hamdun
Mahira: Journal of Arabic Studies & Teaching Vol. 2 No. 2 (2024)
Publisher : Pendidikan Bahasa Arab Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/mahira.2024.22.01

The mastery of mufradat is one of the most important elements in Arabic language learning. However, the process of mufradat learning is often boring for students because it tends to be theoretical and requires them to memorize without practical application. The study aims to test the effectiveness of using wordwall media, a game-based application that can be accessed through a website. The research use a quantitative method with pre-experimental design, one group pretest-posttest design. The sample consisted of a class of the 8th grade MTsN 2 Magetan. Data is collected through a questionnaire and analyzed by using a paired sample t test. The results of the study showed that the use of wordwall media significantly increased student’s interest in learning with a t test score below 0.05, which is 0.020. The average pre-test score was 63.96, while the average posttest score rose to 66.86. The use of wordwall as a mufradat learning evaluation medium has proven to be effective in increasing student learning interests and shows that technology-based learning media can be an interesting and effective alternative in the Arabic language learning process. It also enriches the reference of technology based learning media in the world of education.

Artificial Intelligence in Arabic Writing Instruction: Students’ Lived Experiences in Learning Maharah al-Kitabah Agus Alfaya Arif; Adhi Setiyawan; Dudung Hamdun
Alibbaa': Jurnal Pendidikan Bahasa Arab Vol. 7 No. 1 (2026): Vol. 7 No. 1 (2026) | in progress
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.v7i1.23558

Writing skills are increasingly marginalized in the rise of digital literacy practices. The rapid growth of Artificial Intelligence (AI) has not yet been accompanied by a well-established cyber-pedagogical framework capable of maintaining students’ independent writing competencies. This study aims to explore the lived experiences of Arabic Language Education students in utilizing AI within maharah al-kitabah learning and to analyze its implications for writing proficiency and academic ethics. A qualitative phenomenological approach was applied through semi-structured interviews with 23 students actively using AI-based applications in Arabic writing activities. The findings reveal that AI is perceived as a cognitive support tool that assists students in generating ideas, improving grammatical structures, enriching vocabulary, and enhancing coherence and writing fluency. However, students also acknowledge the risks of dependency and reduced critical thinking if AI is used without proper pedagogical guidance. These results underline the need for a reflective and ethically grounded integration of AI in maharah al-kitabah instruction to ensure sustainable development of independent writing skills.

Pengaruh Penggunaan Aplikasi Kahoot Terhadap Motivasi Belajar Bahasa Arab Siswa Kelas X MAN 4 Kebumen Aulia Karima Zuhda Utami; Dudung Hamdun
Edulab : Majalah Ilmiah Laboratorium Pendidikan Vol. 5 No. 1 (2020)
Publisher : Laboratorium Pendidikan Fakultas Ilmu Tarbiyah dan Keguruan Colaboration with Persatuan Pranata Laboratorium Pendidikan Indonesia Tingkat Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/edulab.2020.51-02

This study aims to determine the difference between the motivation of learning Arabic experimental class (which uses the kahoot application) and the control class (not using the kahoot application) in class X MAN 4 Kebumen. This research is a quasi experimental research. The research sample was taken by purposive sampling technique and class X IPA 1 was taken as a control group and class X IPA 2 as an experimental group. Data collection is done by using a questionnaire, observation and documentation. The instrument validity test was performed using the product moment correlation formula. Reliability test using the Cronbach Alpha formula. Data analysis was performed with prerequisite test analysis and hypothesis testing. The results showed that there were significant differences between the motivation of learning Arabic in the control class and the experimental class. This is indicated by the significance value in the t test of 0.018 <0.05. The average post-test of the experimental class is higher than the average of the post-test of the control class (98,735> 92,363). Keywords: Kahoot Application, Motivation, Arabic Learning

Komparasi Efektifitas Media Aplikasi Secil: Belajar Bahasa Arab dengan Suara dengan Komik Strip dalam Penguasaan Mufradāt Siswa Kelas IV SD Muhammadiyah Banguntapan Meizri Wahyuningsih; Dudung Hamdun
Edulab : Majalah Ilmiah Laboratorium Pendidikan Vol. 5 No. 2 (2020)
Publisher : Laboratorium Pendidikan Fakultas Ilmu Tarbiyah dan Keguruan Colaboration with Persatuan Pranata Laboratorium Pendidikan Indonesia Tingkat Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/edulab.2020.52-04

The lack of media use during mufradāt learning in grade 4 SD Muhammadiyah Banguntapan was the background for researchers to try out the Secil application media: Learning Arabic + Voice and comic strips. This study aims to determine the effectiveness of learning mufradāt using the Secil application media and comic strip media, and whether or not there is a significant difference between the learning outcomes of the Secil application media user group and the comic strip media. This research is a quantitative study with a comparative research type. This research design used a quasi-experiment. Collecting data using observation, documentation, interviews, and tests. The data analysis technique used the Independent Sample t-Test and the Gain Score test through Microsoft Excel 2016. The results of this study concluded that mufradāt learning with the Secil application media was more effective than comic strip media. Evidenced by the comparison value of the n-gain of the two media is 1.78> 1, which means the effectiveness value of group 1> group 2. Then there is a significant difference between the learning outcomes of the two groups. Based on the results of the Independent Sample t-Test, which shows a significance value of 0.01 <0.05, which means that the application media of Secil: Learning Arabic + Voice is more effective than comic strips in improving mufradāt mastery of 4th-grade students of SD Muhammadiyah Banguntapan. Abstrak: Kurangnya pemanfaatan media saat pembelajaran mufradāt di kelas 4 SD Muhammadiyah Banguntapan melatarbelakangi peneliti untuk mengujicobakan media aplikasi Secil: Belajar Bahasa Arab+Suara dan komik strip. Penelitian ini bertujuan untuk mengetahui efektifitas pembelajaran mufradāt dengan menggunakan media aplikasi Secil dan media komik strip, dan ada atau tidaknya perbedaan yang signifikan antara hasil belajar kelompok pengguna media aplikasi Secil dengan media komik strip. Penelitian ini merupakan penelitian kuantitatif dengan jenis penelitian komparatif. Desain penelitian ini menggunakan quasi experiment. Pengumpulan data menggunakan observasi, dokumentasi, wawancara dan test. Adapun teknik analisis data menggunakan uji Independent Sample t-Test dan Gain Score melalui Microsoft Excel 2016. Hasil dari penelitian ini memperoleh kesimpulan bahwa pembelajaran mufradāt dengan media aplikasi Secil lebih efektif daripada media komik strip. Dibuktikan dengan nilai perbandingan n-gain kedua media ialah 1,78 > 1, yang berarti nilai efektifitas kelompok 1 > kelompok 2. Kemudian terdapat perbedaan yang signifikan antara hasil belajar kedua kelompok. Didasarkan pada hasil uji Independent Sample t-Test yang menunjukkan nilai signifikansi 0,01 < 0,05, yang artinya media aplikasi Secil: Belajar Bahasa Arab+Suara lebih efektif daripada komik strip dalam meningkatkan penguasaan mufradāt siswa kelas 4 SD Muhammadiyah Banguntapan.

Humanistic Approaches in Learning Arabic to Increase Motivation of Students' Learning: Pendekatan Humanistik dalam Pembelajaran Bahasa Arab Upaya Meningkatkan Motivasi Belajar Siswa Dudung Hamdun; Nurul Islam
Edulab : Majalah Ilmiah Laboratorium Pendidikan Vol. 8 No. 2 (2023)
Publisher : Laboratorium Pendidikan Fakultas Ilmu Tarbiyah dan Keguruan Colaboration with Persatuan Pranata Laboratorium Pendidikan Indonesia Tingkat Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/edulab.2023.82.05

This study aims to determine how the implementation of the humanistic approach in learning Arabic and to determine its effect on increasing student learning motivation. The applied humanistic approach adopts the principles of Gestalt theory. i.e., humanistic teachers believe that students will be motivated to study teaching materials if they are related to their needs and wants; educational goals should encourage students' desire to learn; humanistic educators believe that grades are irrelevant and only self-evaluation is meaningful; do not separate cognitive and affective domains; and learn without threat. The results show that the implementation of the humanistic approach in Arabic language learning is in accordance with the principles of Gestalt. The implementation of the humanistic approach in Arabic language learning is also able to increase students' learning motivation. This can be seen from the statistical significance value (2-tailed) of 0.000 <0.05 between the pre-test and post-test results, which means there is a significant difference. These results can be concluded that through the implementation of a humanistic approach to learning Arabic can increase student motivation. So that the alternative hypothesis, which states that the implementation of a humanistic approach in learning Arabic can increase the learning motivation of students in class X IPA 1 is proven or accepted,. Abstrak Penelitian ini bertujuan untuk mengetahui bagaimana implementasi pendekatan humanistik dalam pembelajaran bahasa arab dan untuk mengetahui pengaruhnya terhadap peningkatan motivasi belajar siswa. Pendektan humanistik yang diterapkan mengadopsi prinsip teori Gestalt. yaitu guru yang humanis percaya bahwa siswa akan termotivasi untuk mengkaji bahan ajar jika terkait dengan kebutuhan dan keinginannya; tujuan pendidikan harus mendorong keinginan siswa untuk belajar; pendidik yang humanis percaya bahwa nilai tidak relevan dan hanya evaluasi diri yang bermakna; tidak memisahkan domain kognitif dan afektif; dan belajar tanpa ancaman. Hasil penelitian menunjukkan bahwa implementasi pendekatan humanistik dalam pembelajaran bahasa Arab sudah sesuai dengan prinsip-prinsip Gestalt. Penerapan pendekatan humanistik dalam pembelajaran bahasa Arab juga mampu meningkatkan motivasi belajar siswa. Hal ini terlihat dari nilai statistik signifikansi (2-tailed) sebesar 0,000 < 0,05 antara hasil pre-test dan post-test yang berarti terdapat perbedaan yang signifikan. Hasil ini dapat disimpulkan bahwa melalui implementasi pendekatan humanistik dalam pembelajaran bahasa Arab dapat meningkatkan motivasi belajar siswa. Sehingga hipotesis alternatif yang menyatakan implementasi pendekatan humanistik dalam pembelajaran bahasa Arab dapat meningkatkan motivasi belajar siswa kelas X IPA 1 terbukti atau diterima.

Analysis of the Textbook "Aku Cinta Bahasa Arab" for Grade 1 Elementary School in the Perspective of Cognitive Developmental Psychology Dudung Hamdun; Rafika Rizkinia Mufida; Pradnya Paramita, Nurhapsari
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol. 8 No. 1 (2022)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/almahara.2022.081-07

This study aims to determine the feasibility of the textbook "Aku Cinta Bahasa Arab" for grade 1 elementary school published by Tiga Serangkai in terms of the psychology of children's cognitive development. This research is library research with content analysis method. The data collection technique in this research is documentation. Sources of data used in this study are books, journals, documents, articles, and other scientific works relevant to the study's object of study. The main topics of this research are theories related to textbook assessment and cognitive development of elementary-age children. The data collection technique in this research is documentation. Furthermore, to process and analyze the data, the author uses the method of content analysis, which is an analysis of the content that focuses on interpretation in terms of assessing the feasibility of textbooks and reviewing theories of cognitive development for elementary-age children. The results of this study indicate that there is a suitability of the assessment of texts with children's cognitive development. However, there are still errors both in terms of technique and substance of the book. Various improvements are needed to be used as learning materials in accordance with the cognitive development of children in the grade 1 elementary school.

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