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Pengaruh Media Pembelajaran Berbasis Wordwall Terhadap Pemahaman Pembelajaran Bahasa Arab Maulana, Muhammad Rifqi; Aliwafa, Aliwafa; Pudji Astutik, Nur Sjamsuarini
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 5 No. 3 (2025): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v5i3.2032

This study aims to examine the effect of using Wordwall-based learning media on students’ Arabic language comprehension at MTsN 4 Sidoarjo. A quasi-experimental research design with a pretest–posttest approach was employed involving 15 eighth-grade students as participants. Data were collected through pretest and posttest items and analyzed using descriptive statistics and a paired samples t-test. The findings reveal a substantial improvement in students’ learning outcomes after the implementation of Wordwall. The mean score increased from 67.33 on the pretest to 83.20 on the posttest, with a gain of 15.87 points. Furthermore, the standard deviation decreased from 7.088 to 3.364, indicating more consistent student performance after the intervention. The paired samples t-test obtained a t-value of –9.134 with a significance level of p = 0.000 (p < 0.05), confirming that Wordwall had a significant effect on improving Arabic language comprehension. These results demonstrate that Wordwall is an effective digital learning medium for enhancing vocabulary mastery, understanding of language structure, and overall Arabic learning achievement at the secondary level.

Implementasi Media Pembelajaran Platform Blooket terhadap Pemahaman Pembelajaran Bahasa Arab Ardiansyah, Muhammad Fahmi; Aliwafa, Aliwafa; Astutik, Nur Sjamsuarini Pudji
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 5 No. 3 (2025): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v5i3.2040

This study aims to examine the effectiveness of the gamified digital quiz platform Blooket in improving the vocabulary retention (mufrodat) of Madrasah Tsanawiyah students. The research is grounded in the issue of low vocabulary retention resulting from conventional teaching methods that are less appealing to digital-native learners. The study employed a quantitative research method with a pre-experimental design using a one-group pre-test and post-test model. Data were collected through written tests administered before and after the treatment, while supporting data were obtained through observations of student activities during the learning process. The test instruments were validated using content validity by experts and measured for reliability through Cronbach’s Alpha/KR-20 to ensure consistency. Data analysis included descriptive statistics to examine changes in student scores and inferential statistics through a paired sample t-test to determine the significance of the improvement. The results revealed that the students’ average score increased from 63.20 on the pre-test to 84.13 on the post-test. The N-Gain score of 0.57 indicates a medium-to-high level of effectiveness. The t-test result showed a significance value of 0.000 < 0.05, confirming a significant difference after the use of Blooket. These findings demonstrate that Blooket’s gamification features—such as real-time competition, points, and repeated practice—create an interactive and enjoyable learning environment that enhances vocabulary retention. Therefore, Blooket is effective as an alternative instructional media for improving Arabic vocabulary retention among students at MTsN 4 Sidoarjo.

Implementasi Metode Total Physical Response (TPR): Strategi Peningkatan Pemahaman Kosakata Bahasa Arab Aliyah, Muhimmatul; Aliwafa, Aliwafa
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 5 No. 3 (2025): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v5i3.1978

Arabic is one of the subjects learned in schools. Many students experience difficulties in memorizing and understanding vocabulary due to learning methods that are less engaging. This study aims to describe the implementation of the Total Physical Response (TPR) method in Arabic vocabulary learning at MTsN 3 Surabaya and to determine its effectiveness in improving students’ mastery of mufrodat. This research employed a qualitative method with a descriptive approach. Data were collected through classroom observations and questionnaires. The results indicate that the implementation of TPR created a more active and enjoyable learning atmosphere, enabling students to remember vocabulary more easily through physical movement. Students responded positively to kinesthetic learning activities, and approximately 90% were able to follow the teacher’s instructions correctly. The findings also show an increase in students’ vocabulary comprehension after using TPR. Overall, the TPR method proved effective in enhancing students’ understanding and mastery of Arabic vocabulary.

Analisis Pedagogi Digital Dalam Pembelajaran Istima’ Bahasa Arab: Optimalisasi Peran Video Animasi Untuk Meningkatkan Keterlibatan Dan Pemahaman Siswa Madrasah Diana Azza, Zukhrufa; Aliwafa, Aliwafa
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 5 No. 3 (2025): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v5i3.2029

This study aims to analyze the implementation of digital pedagogy in teaching the Arabic listening skill (maharah istima’) through the use of animated videos, as well as to measure its effectiveness in improving students’ engagement and comprehension in the madrasah context. This research employed a descriptive qualitative approach supported by quantitative data to strengthen the field findings. The data sources included Arabic language teachers, eighth-grade students, and instructional documents. Data collection techniques consisted of structured observations, in-depth interviews, documentation, and formative assessments in the form of simple pre-tests and post-tests to measure improvements in listening comprehension. Data analysis was carried out through data reduction, data display, and conclusion drawing, while data verification was conducted using source and technique triangulation. The results indicate that the use of animated videos successfully enhanced students’ motivation, attention, and participation in listening activities. Quantitative findings show a significant increase in the average listening comprehension score, from 71.25 on the pre-test to 91.87 on the post-test, reinforcing the qualitative results that animation helps students understand vocabulary, sentence structures, and conversational contexts more concretely. The teacher served as a digital facilitator guiding students through the pre-listening, while-listening, and post-listening stages. Overall, the integration of animated videos proved effective in supporting digital-pedagogy–based listening instruction and is highly relevant for wider implementation in madrasah settings.

Integrasi Aplikasi Dan Platform Kuis Interaktif Digital Sebagai Inovasi Pembelajaran Bahasa Arab Di Era Transformasi Teknologi Pendidikan Wafin, Nuning Auliya'; Aliwafa, Aliwafa
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 5 No. 3 (2025): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v5i3.2030

The transformation of educational technology has driven the emergence of various innovations in language learning, including the teaching of Arabic. This study analyzes the effectiveness of integrating the Fun Easy Learn application and the Quizizz interactive quiz platform in enhancing students’ motivation, engagement, and learning outcomes in Arabic language learning at MTs. The method employed is descriptive, based on a literature review, examining various scholarly sources related to the use of interactive digital media. The findings indicate that Fun Easy Learn effectively strengthens vocabulary acquisition and basic language skills through interactive exercises, while Quizizz provides game-based assessments that are engaging and motivating for students. Students’ responses to both media were highly positive, reflected in increased participation, focus, and confidence in answering questions. The challenges identified include limited devices, unstable internet connections, and teachers’ readiness. Overall, the integration of these two digital media has the potential to improve the quality of Arabic language learning when supported by adequate infrastructure and teacher competencies.

Pengaruh Media Pembelajaran Berbasis Wordwall Terhadap Pemahaman Pembelajaran Bahasa Arab Maulana, Muhammad Rifqi; Aliwafa, Aliwafa; Pudji Astutik, Nur Sjamsuarini
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 5 No. 3 (2025): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v5i3.2032

This study aims to examine the effect of using Wordwall-based learning media on students’ Arabic language comprehension at MTsN 4 Sidoarjo. A quasi-experimental research design with a pretest–posttest approach was employed involving 15 eighth-grade students as participants. Data were collected through pretest and posttest items and analyzed using descriptive statistics and a paired samples t-test. The findings reveal a substantial improvement in students’ learning outcomes after the implementation of Wordwall. The mean score increased from 67.33 on the pretest to 83.20 on the posttest, with a gain of 15.87 points. Furthermore, the standard deviation decreased from 7.088 to 3.364, indicating more consistent student performance after the intervention. The paired samples t-test obtained a t-value of –9.134 with a significance level of p = 0.000 (p < 0.05), confirming that Wordwall had a significant effect on improving Arabic language comprehension. These results demonstrate that Wordwall is an effective digital learning medium for enhancing vocabulary mastery, understanding of language structure, and overall Arabic learning achievement at the secondary level.

Implementasi Media Pembelajaran Platform Blooket terhadap Pemahaman Pembelajaran Bahasa Arab Ardiansyah, Muhammad Fahmi; Aliwafa, Aliwafa; Astutik, Nur Sjamsuarini Pudji
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 5 No. 3 (2025): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v5i3.2040

This study aims to examine the effectiveness of the gamified digital quiz platform Blooket in improving the vocabulary retention (mufrodat) of Madrasah Tsanawiyah students. The research is grounded in the issue of low vocabulary retention resulting from conventional teaching methods that are less appealing to digital-native learners. The study employed a quantitative research method with a pre-experimental design using a one-group pre-test and post-test model. Data were collected through written tests administered before and after the treatment, while supporting data were obtained through observations of student activities during the learning process. The test instruments were validated using content validity by experts and measured for reliability through Cronbach’s Alpha/KR-20 to ensure consistency. Data analysis included descriptive statistics to examine changes in student scores and inferential statistics through a paired sample t-test to determine the significance of the improvement. The results revealed that the students’ average score increased from 63.20 on the pre-test to 84.13 on the post-test. The N-Gain score of 0.57 indicates a medium-to-high level of effectiveness. The t-test result showed a significance value of 0.000 < 0.05, confirming a significant difference after the use of Blooket. These findings demonstrate that Blooket’s gamification features—such as real-time competition, points, and repeated practice—create an interactive and enjoyable learning environment that enhances vocabulary retention. Therefore, Blooket is effective as an alternative instructional media for improving Arabic vocabulary retention among students at MTsN 4 Sidoarjo.

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