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All Journal Abjadia, International Journal of Education Jurnal Dimensi Pendidikan dan Pembelajaran International Journal of Islamic Educational Psychology
Zamakhsari Zamakhsari
Universitas Islam Negeri Sunan Kalijaga Yogyakarta
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Self-Regulatory Learning Patterns of Disabled Students at UIN Sunan Kalijaga Yogyakarta Zamakhsari Zamakhsari; Siswanto Masruri; Sutrisno Sutrisno
International Journal of Islamic Educational Psychology Vol 1, No 2 (2020): December
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (458.697 KB) | DOI: 10.18196/ijiep.v1i2.9739

Abstract

This study aims to find the learning patterns of students with visual disabilities through self-regulation. This research approach is qualitative with phenomenological design and descriptive methods. This research study is a self-regulation pattern in students with visual disabilities by observing the interaction between students and the learning environment and social environments to achieve individual and academic goals. The author collected the data through interviews, observations, and documentation. This study concludes that this informants' metacognitive contribution provided positive and supportive directions for learning patterns based on students' self-regulation with visual disabilities UIN Sunan Kalijaga Yogyakarta. The self-regulation of informants in learning formed from this metacognitive knowledge relied on the sense of hearing. The strategy came from listening, taking, and reading notes.
Listening Comprehension and Text Representation of Animated Videos in Arabic Courses: A Case Study in Indonesian Higher Education Andi Hazrah Nurhaliza Ibrahim; Zamakhsari Zamakhsari; Zainal Arifin Ahmad
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.41872

Abstract

This study aims to describe the quality of literal comprehension that measured through transcript accuracy and reflective comprehension that measured through istinbāṭ or magzā among first-semester Arabic Language Education students at Sunan Kalijaga State Islamic University Yogyakarta after watching animated videos in the Al-Istimā' course. Using a qualitative case study approach, data were collected from 37 students through written assignments via Google Form (30 of which were complete and analyzed), followed by semi-structured interviews with five selected participants. The findings reveal that students' literal comprehension remains low, 57% struggled with literal transcription, falling into the “adequate” category due to difficulties in content accuracy, narrative completeness, and Arabic grammar. In contrast, students' reflective comprehension was significantly higher, with 50% demonstrated strong reflective comprehension, achieving a 'very accurate' score in formulating magzā, indicating that universal values and prior knowledge support inferential understanding. Notably, the relationship between literal and reflective comprehension was non-linear: some students with low transcript accuracy produced high-quality istinbāṭ, and vice versa. These findings suggest that listening comprehension is multidimensional and that evaluating Istimā' purely through literal measures provides an incomplete picture of student ability. The study contributes theoretically to Arabic listening pedagogy and practically to the design of integrated listening writing reflective tasks.
Active Learning Strategies In Improving Optimal Learning Among Arabic Education Students A. Zuhruddi Hadi Saputra; Zamakhsari Zamakhsari; Eva Latipah
JURNAL DIMENSI PENDIDIKAN DAN PEMBELAJARAN Vol 13 No 2 (2025): Juli
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/dpp.v13i2.12472

Abstract

This article aims to determine the application of active learning strategies in teaching Arabic language planning courses to Arabic language education students at UIN Sunan Kalijaga Yogyakarta, and to analyze the effectiveness of active learning strategies in increasing student engagement and critical thinking skills. This study uses a qualitative approach with a descriptive field research type. The research subjects were Arabic Education students in class D in their third semester. Data collection included observation, interviews, and documentation to obtain data on implementing active learning strategies and student responses to the learning process. This study shows that the application of active learning strategies using small group discussion and question-and-answer methods created an interactive learning atmosphere. This strategy also improved students' understanding of the course and encouraged them to solve problems actively. However, there were obstacles such as a lack of preparation and confidence among students. Active learning can be an alternative learning strategy in higher education to optimize student potential.
Co-Authors A. Zuhruddi Hadi Saputra Andi Hazrah Nurhaliza Ibrahim Eva Latipah Siswanto Masruri Sutrisno Sutrisno Zainal Arifin Ahmad