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All Journal Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab Jurnal Inovasi Teknologi Pendidikan Englisia Journal Kwangsan: Jurnal Teknologi Pendidikan LISANIA: Journal of Arabic Education and Literature Jurnal PTK dan Pendidikan
Muhammad Ridha
Fakultas Tarbiyah Dan Keguruan UIN Antasari Banjarmasin
Education Languange, Linguistic, Communication & Media

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 1 
Increasing Arabic Vocabulary Mastery Through Gamification; is Kahoot! Effective? Agus Riwanda; Muhammad Ridha; M Irfan Islamy
LISANIA: Journal of Arabic Education and Literature Vol 5, No 1 (2021)
Publisher : IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/lisania.v5i1.19-35

Abstract

Vocabulary (mufradat) mastery is decisive in the success of foreign language learning. Mastering many vocabularies can improve students’ listening, speaking, reading, and writing skill. Various strategies have been applied to improve vocabulary mastery, but the results are not satisfactory. They were only able to achieve an average score of 42, far below the minimum criteria of mastery leaning, which is 75. It was because the students are less motivated to master it. Quantitative research with experimental design was carried out to test Kahoot! media, one of the game-based learning methods to improve students’ vocabulary learning outcomes in class X MAN 4 HST. The results showed that students' learning outcomes in the experimental class which used Kahoot! Gamification method is significantly higher than the control class, which used reading aloud and guessing the meaning method. The average learning outcomes in the experimental class were 28,269 points higher than that of the control class. The average value of the control class N-Gain is 25.95, which is categorized as ineffective. While the average N-Gain value of the experimental class is 74.31, categorized as quite effective category. The results indicated that Kahoot! implementation can increase the average score of students in learning mufradat to 85.
INTERAKSI DAN IMPLIKASINYA TERHADAP OPTIMALISASI CAPAIAN KOMPETENSI PEMBELAJARAN DARING Muhammad Ridha
Kwangsan: Jurnal Teknologi Pendidikan Vol 9, No 2 (2021): Kwangsan
Publisher : Balai Besar Guru Penggerak Jawa Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31800/jtp.kw.v9n2.p153--166

Abstract

The COVID-19 pandemic has forced learning activities to be carried out online. This raises concerns about the quality of the competencies achieved. Many previous studies on online learning have been done. However, the focus of attention on the strategic role and the contribution of interaction to the learning outcomes is still very limited. This article aims to discuss two things. First, the strategic role of learning interactions in online learning, including the interaction of educators and students, the interaction of students with students, and interactions of students with digital learning content. Second, the theoretical implication of the learning interaction variable on efforts to optimize the quality of competency attainment in online learning. Based on the results of the literature review, it shows that learning interaction is a very essential variable in determining student competency achievement through active engagement in constructing knowledge and skills, as well as the meaning of online learning perceived by students. AbstrakPandemi COVID-19 menyebabkan aktivitas pembelajaran terpaksa harus dilaksanakan secara daring. Itu menyebabkan timbulnya kekhawatiran terhadap kualitas kompetensi yang dicapai. Penelitian-penelitian terdahulu pada pembelajaran daring sudah cukup banyak dilakukan. Meskipun demikian, fokus perhatian terhadap peran strategis dan kontribusi interaksi terhadap capaian hasil pembelajaran masih sangat terbatas. Artikel ini bertujuan untuk mendiskusikan dua hal. Pertama, peran strategis interaksi pembelajaran dalam pembelajaran daring, meliputi interaksi pendidik dan peserta didik, interaksi peserta didik dengan peserta didik dan interaksi peserta didik dengan konten pembelajaran. Kedua, implikasi teoritis variabel interaksi pembelajaran terhadap usaha optimalisasi kualitas capaian kompetensi pada pembelajaran daring. Berdasarkan hasil kajian pustaka menunjukkan bahwa interaksi pembelajaran merupakan variabel yang sangat esensial dalam menentukan capaian kompetensi pembelajaran melalui partisipasi aktif peserta didik dalam mengkonstruksi pengetahuan dan keterampilan, serta kebermaknaaan dan capaian pembelajaran  daring.
Pengaruh Interaksi Pembelajaran Terhadap Kepuasan Mahasiswa Pada Pembelajaran Daring Muhammad Ridha; Muhammad Irfan Islamy; Agus Riwanda; Noor Hasanah
Jurnal PTK dan Pendidikan Vol 9, No 1 (2023): Januari - Juni
Publisher : Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/ptk.v9i1.8722

Abstract

Abstract: Online learning provides more opportunities and flexibility in constructing knowledge and acquire skills. However, it also creates transactional distance. Students become more anxious and feel pressured. The distance makes the learning process does not meet student needs and interests. Learning interaction offers a key to minimize the distance and ensuring learning satisfaction. Satisfaction indicates the meaningful activities in the learning process. This research aims to investigate the effect of balanced interaction between humans and learning content on student satisfaction. A Quasi-experimental posttest-only group design was used. The experimental group was taught using an online flipped classroom with balanced interaction, and the control group was taught using a traditional online classroom. Two intact classes that consist of 44 students were used. This research found out that level of student satisfaction in both groups were at a moderate level. Although statistically not significant, the mean differences showed that students in the control group felt more satisfied than students in the experimental group. Keywords: Flipped Classroom, Interaction, Online Learning, Satisfaction. Abstrak: Pembelajaran daring memberikan lebih banyak kesempatan dan fleksibilitas dalam membangun pengetahuan dan memperoleh keterampilan. Namun, hal itu juga menciptakan jarak transaksional. Mahasiswa menjadi lebih cemas dan merasa tertekan. Jarak membuat proses pembelajaran tidak sesuai dengan kebutuhan dan minat mahasiswa. Interaksi belajar menawarkan kunci untuk meminimalkan jarak dan memastikan kepuasan mahasiswa terhadap pembelajaran. Kepuasan pembelajaran menunjukkan adanya kegiatan yang bermakna dalam proses pembelajaran. Penelitian ini bertujuan untuk mengetahui pengaruh interaksi pembelajaran seimbang antara manusia dan konten pembelajaran terhadap kepuasan mahasiswa. Penelitian ini menggunakan kuasi eksperimen dengan posttest-only group design. Kelompok eksperimen dibelajarkan menggunakan strategi kelas terbalik daring yang dipadukan dengan interaksi seimbang, dan kelompok kontrol dibelajarkan menggunakan strategi kelas daring tradisional. Penelitian ini menggunakan dua kelas utuh yang terdiri atas 44 mahasiswa. Hasil penelitian ini menunjukkan bahwa tingkat kepuasan mahasiswa pada kedua kelompok berada pada tingkat sedang. Meskipun secara statistik tidak signifikan, perbedaan rata-rata menunjukkan bahwa mahasiswa di kelompok kontrol merasa lebih puas daripada mahasiswa di kelompok eksperimen.Kata Kunci: Kelas Terbalik, Kepuasan, Interaksi Pembelajaran, Pembelajaran Daring.
Students learning engagement in the flipped classroom: Systematic literature review Ridha, Muhammad; Rahman, Faisal; Islamy, Muhammad Irfan
Jurnal Inovasi Teknologi Pendidikan Vol. 11 No. 3 (2024): September
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v11i3.70562

Abstract

The flipped classroom offers greater flexibility and meaningfulness in learning activities. Students have more space and time to construct their knowledge and skills freely. However, the presence of students in learning activities does not necessarily guarantee that students are actively engaged in creating their expertise and skills. This study conducts a systematic literature review to investigate effective strategies to ensure students' learning engagement in flipped classrooms and factors that hinder students' learning engagement. It was performed following the Kitchenman and Charter's rules and strategies. The review covered 47 articles that were published between 2018-2023. The significant findings indicated that effective strategies used to ensure and enhance students' learning engagement in the flipped classroom are gamification, providing immediate feedback, timely guidance, working in groups, scaffolding, peer coaching, user-friendly technology, learning videos with a short duration, assignments before in-class session, reflective-thinking strategy, self-regulated learning, and guided questions. Additionally, supporting materials for pre-class sessions, working in groups with the same students, doing the same activities repeatedly, low level of self-regulation, long duration and low quality of learning videos, students' perception toward the roles of the lecturer and lecturer's communicative skills can hinder students from engaging in learning activities. Therefore, when implementing a flipped classroom, the lecturers should facilitate and ignite students' learning needs and interests. Moreover, using user-friendly digital technology is essential to create an atmosphere that encourages students' engagement either in pre-class, in-class, or after-class.
Digital Material EPUB Based to Understand Tarkib: Is Flipped Classroom Effective? Riwanda, Agus; Ridha, Muhammad; Islamy, M. Irfan
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 13 No 1 (2021): Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/albayan.v13i1.6143

Abstract

Flipped Classroom strategy is blended learning that build students learning autonomy. However, student learning outcomes in X IPA 2 class of MAN 4 HST on tarkib material is still below the passing grade. Arabic is important to be mastered for better understanding in Islamic teaching from its sources. This study aimed to see and compared the students learning outcomes between the flipped classroom strategy with epub digital book teaching material and traditional strategy. Experimental research was used with a non equivalent control group design and intact group. The experimental class was X IPA 2 which consisted of 26 students and the control class was X IPA 1 which consisted of 29 students. The data were collecting from pretest, treatment, and posttest on the control and experimental class. The results of this study was found out which there was significant difference in the acquisition of learning outcomes. The experimental class which used digital book had better average learning outcomes than the control class which used conventional strategies. The significance value asymp. Sig (2-tailed) was 0.200 which was higher than 0.05. So, there was a significant different from the results of the control and experimental class. This study also rejected that the flipped classroom strategy which was assisted with digital material which based on epub did not gain the significant result or better attitudes rather than the non-flipped classroom. This study contributed to enhancing the learning quality of Arabic in non-language class.
Teacher-student interaction in English class at state senior high school in Banjarbaru Fadillah, Ridha; Ridha, Muhammad; Juhaidi, Ahmad
Englisia Journal Vol 9 No 2 (2022)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v9i2.10843

Abstract

This study investigated the interaction happened in English class at State Senior High School 3 in Banjarbaru, South Kalimantan. English teacher and Class 11 students at Senior High school 3 in Banjarbaru were the research subjects. The object of the research was classroom interaction. Purposive sampling was used in determining the research sample. Flanders Interaction Analysis Category as an observation guide and interviews were used to collect the data in the class. The results indicate that two-way communication among teacher, student, and students occurred in English class. The findings revealed that teacher-talk was 42.79% and student-talk was 53.79%, while silence or confusion was 3.40%. It indicated that two-way communication between teacher and students occurred in English Class. It shows that students are the center of learning process and the students are active during English learning process. However, this study differs from previous studies as the Flanders Interaction Analysis Category used here was analyzed according to the perspectives of foreign language anxiety.
When mother tongue shapes target language prosody: Suprasegmental transfer from Banjarese to English Fadillah, Ridha; Ridha, Muhammad
Englisia Journal Vol 13 No 1 (2025)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v13i1.32272

Abstract

This study examines the influence of Banjarese prosodic features on English suprasegmental performance (stress, rhythm, and intonation) among undergraduate EFL students at UIN Antasari Banjarmasin. While these features are critical for intelligibility, they remain under-addressed in EFL instruction. Using a qualitative approach, seven native Banjarese speakers were purposively selected and engaged in semi-structured interviews that elicited both metalinguistic reflections and spoken English samples. Data were transcribed and subjected to content analysis. Results indicate systematic L1 transfer manifesting in three primary patterns: (1) a tendency toward final-syllable stress placement, (2) reduced intonational variation, and (3) a syllable-timed rhythmic structure. These prosodic transfers were found to compromise speech naturalness and intelligibility. Participants reported employing compensatory strategies—including auditory imitation, self-monitoring, and corrective feedback—to mitigate these challenges. The study contributes to second language acquisition theory by documenting suprasegmental transfer in a previously underexplored linguistic community. It further argues for the explicit integration of suprasegmental instruction within Indonesian higher education curricula. Pedagogical recommendations include rhythm-focused drilling, prosodic shadowing tasks, and metacognitive reflection to enhance phonological awareness. The research concludes that fostering prosodic competence is essential for developing communicative proficiency in multilingual EFL contexts.
Co-Authors Agus Riwanda Agus Riwanda Agus Riwanda Ahmad Juhaidi Dedi Kuswandi Faisal Rahman Islamy, M. Irfan Islamy, Muhammad Irfan M Irfan Islamy M. Irfan Islamy Muhammad Irfan Islamy Noor Hasanah Punaji Setyosari Ridha Fadillah Riwanda, Agus