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This Author published in this journals
All Journal LiNGUA: Jurnal Ilmu Bahasa dan Sastra Aphorisme: Journal of Arabic Language, Literature, and Education An-Nuha : Jurnal Pendidikan Islam Absorbent Mind Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Journal Of Arabic Language Studies And Teaching JPLED Jurnal Pendidikan Anak KOLEKTIF: Jurnal Pendidikan, Pengajaran, dan Pembelajaran EL-FUSHA Al-ihsan : Jurnal Pengabdian Agama Islam
Hasan, Laili Mas Ulliyah
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Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Journal : jpled

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Integrating Digital Learning Tools into the Arabic Language Curriculum: Solutions and Success Faiza Amaliyah; Hasan, Laili Mas Ulliyah
Journal of Practice Learning and Educational Development Vol. 5 No. 1 (2025): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v5i1.318

Abstract

This article examines the application of digital learning tools in Arabic language curricula and evaluates their effectiveness in improving student skills. With rapid technological advances, the integration of digital tools such as language learning applications, e-learning platforms, and interactive media have become important aspects of modernising Arabic language education. The study explores the range of digital solutions that have been implemented in several educational institutions, as well as evaluating the success of their implementation through a case study approach. The research methodology includes analysis of the use of digital tools, collection of data from surveys, interviews, and evaluation of students' learning outcomes before and after the application of tools. The findings of this study show that digital tools not only enhance student engagement by making the learning process more interesting and interactive, but also significantly improve their learning results. The application of digital tools has proven to provide innovative solutions to the challenges of teaching Arabic, enriching learning experiences, and delivering better results in mastering Arabic language materials.
STEAM-Based Arabic Language Learning and Madrasah Student’s Critical Thinking Hasan, Laili Mas Ulliyah; Rodliyah, Nur Aisyatir
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i1.1222

Abstract

This study aims to examine the implementation of STEAM-based Arabic language learning and its relationship with madrasah students’ critical thinking skills. Arabic language instruction in madrasah contexts is often perceived as teacher-centered and focused on memorization, which limits students’ opportunities to develop higher-order thinking skills. To address this issue, a STEAM-based learning approach was applied to integrate science, technology, engineering, art, and mathematics elements into Arabic language learning activities. This research employed a qualitative descriptive approach conducted at Madrasah Ibtidaiyah Al-Asy’ari. Data were collected through classroom observations, in-depth interviews with teachers and students, and reflective assessments of students’ learning performance. The findings indicate that STEAM-based Arabic language learning encourages active student participation, collaborative problem-solving, and creative language use. Students demonstrated improved critical thinking skills, particularly in analyzing simple problems, expressing ideas in Arabic, and reflecting on learning tasks. The study concludes that integrating STEAM into Arabic language learning is effective in fostering students’ critical thinking and creating a more meaningful and contextual learning experience in madrasah settings.
Co-Authors Adhimah, Syifaul Amali, Fatih Ridho El-Yunusi, Muhammad Yusron Faiza Amaliyah Izyan, Ahmad Rafi Faisal Misbahul Munir Muhammad Tareh Aziz Naseha, Siti Durotun Nurharini, Firdausi Rahayu Mardikaningsih Rahmawati, Chusnia Rido'i, Muhammad Rodliyah, Nur Aisyatir Rommy Hardyansah Salma, Kunti Nadiyah Salma, Kunti Nadiyah Salma Umi Machmudah Vetiana, Gautama Veri