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Pelatihan Metode Pembelajaran Aktif Bagi Guru Untuk mengatasi Learning Loss Di Madrasah Nurul Iman Kota Jambi Budi Sanjaya; Muhammad Qodri; Tomi Enramika; Zakiyatunnisa Al Mubarokah; Putri Hardiyanti; Rasidin; Ali Musa Lubis; Mursyid; Irfan; Mustar
Jurnal Pengabdian kepada Masyarakat Nusantara Vol. 3 No. 2.1 Desember (2022): SPECIAL ISSUE
Publisher : Cv. Utility Project Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (439.153 KB)

Pasca terjadinya pandemi covid-19 banyak menimbulkan dampak dalam proses pembelajaran seperti loss learning. Loss learning juga terjadi pada Madrasah Nurul Iman Kota Jambi dimana siswa kurang bersemangat mengikuti proses pembelajaran di madrasah, pembelajaran di dominasi oleh guru mengakibatkan pembelajaran cenderung kurang aktif. Berdasarkan permasalahan tersebut memunculkan ide dari beberapa dosen Prodi Pendidikan Bahasa Arab UIN Sulthan Thaha Saifuddin Jambi untukmemberikan bimbingan kepada guru - guru dimadrasah tersebut agar menambah kapasitas pengetahuan mengenai metode pembelajaran aktif didalam kelas. Adapun metode yang digunakan dalam Pengabdian Kepada Masyarakat( PKM ) ini adalah pelatihan atau workshop yang berlangsung dalam satu hari dengan peserta guru – guru madrasah yang bertempat di Madrasah Nurul Iman Kota Jambi. Sedangkanmateri yang disampaikan dalam pelatihan yaitumetode pembelajaran aktif dan penerapannya didalam kelas serta merumuskannya dalam Rencana Pelaksanaan Pembelajaran (RPP) dengan harapan agar pembelajaran di Madrasah Nurul Iman Kota Jambi tidaklagi hanya didominasi oleh guru tapi berpusat kepada siswa. Setelah pelatihan ini dilakukan guru – guru menunjukan respon yang sangat positif,mengikuti kegiatan dengan antusias dalam bentuk praktik dan diskusiserta menambah wawasan dan pengalaman dalam dunia pendidikan.

Development of Canva Application-Based Arabic Learning Media to Improve The Skills of 21st Century Educators Tomi enramika; Zakiyatunnisa Al Mubarokah; Putri Hardiyanti
Nusantara Education Vol. 2 No. 1 (2023): Nusantara Education
Publisher : PT. Islamic Research Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar

After the COVID-19 pandemic has had a lot of impact on the learning process, all learning activities tend to be dominated by technology. Mastery of technology is a must, including for educators in learning Arabic. The purpose of this study is to explain the development of Arabic learning media in accordance with the demands of the 21st century, as for the skills that must be mastered by educators in the 21st century, namely being able to master the 4Cs which are a means to achieve success in life, while the 4C skills in question are Communication, Collaboration, Critical thinking and Problem Solving, and Creativity and Innovation skills and one of the supporting applications in media making Arabic learning that is appropriate for the 21st century is through the Canva application. The type of research used is a literature study of research results that have been published in national journals and proceedings. The results of the research that using the Canva application can be used in designing attractive Arabic learning media in accordance with the demands of the times so that it will facilitate teachers in the learning process and achieve the learning goals that have been set.

وسيلة اللوحة الأسئلة وتأثيرها على مهارة الكلام للطلاب في المدرسة العالية الحكومية 1 مدينة جامبي Dian Carlina; Wahab Wahab; Putri Hardiyanti; Almu Padol
Al-TARQIYAH: Jurnal Pendidikan Bahasa Arab Vol. 7 No. 2 (2024): Al-Tarqiyah
Publisher : Pendidikan Bahasa Arab FTK UIN Sulthan Thaha Saifuddin Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/altarqiyah.v7i2.68

هذا البحث هو بحث كمي، وتصميم البحث المستخدم هو تصميم تجربي حقيقي حيث يكون موضوع البحث طلاب في الفصل عشرة في المدرسة العالية الحكومية 1 مدينة جامبي. ونوع البحث الذي سيتم استخدامه هو تصميم ضابط بعدي فقط، حيث يتم تحديد الفصلين، تسمى كل منهما الفصل التجربية (التي عولجت) والفصل الضابطة (غير المعالجة). تم أخذ العينات بشكل عشوائي من مجموعة محددة سلفا. تم أخذ العينات باستخدام تقنية أخذ العينات العشوائية، وهي تقنية أخذ العينات العشوائية. تستخدم تقنيات جمع البيانات الملاحظة والاختبارات والتوثيق. وفي الوقت نفسه، تستخدم تقنيات تحليل البيانات التحليل الوصفي والتحليل الاستدلالي. بناء على نتائج البحث وتحليل البيانات التي حصل عليها الباحثة، في اختبار مهارة الكلام في الفصل ج ( الفصل الضابط ) كانت النتائج في الفئة المنخفضة بنسبة 30% من 20 الطلاب. ثم أجرى الباحثة اختباراً في الفصل د (الفصل التجريبية ) وكانت ان متوسط الدرجات التي تم الحصول عليها كانت في الفئة العالية 50%. من 20 طالبا. بعد أن قامت الباحثة بإجراء تحليل باستخدام الإحصائيات الاستدلالية، كانت البيانات التي تم الحصول عليها هي قيمة t_count بقيمة 6,6 وقيمة t_table التي تم الحصول عليها كانت 14,125. ومن هذه النتائج يمكن تحديد أن مقبول مرفوض. و من ثم يمكن استنتاج أن هناك فرقا معنويا بين الفصل الضابط و الفصل التجربي، بمعنى اخر، هناك تأثير استخدام وسيلة اللوحة الأسئلة على مهارة الكلام الطلاب في المدرسة العالية الحكومية 1 مدينة جامبي.

تحليل بنود أﺳﺌﻠﺔ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﰲ اﻹختبار اﻟﻨﻬﺎﺋﻲ الوطني باﳌﺪرﺳﺔ العالية الاسلامية الحــــكومية ١ مدينة‬ جامبي Dina Chabib Uluum; Muhammad Qodri; Putri Hardiyanti; Mustar Mustar
Al-TARQIYAH: Jurnal Pendidikan Bahasa Arab Vol. 7 No. 2 (2024): Al-Tarqiyah
Publisher : Pendidikan Bahasa Arab FTK UIN Sulthan Thaha Saifuddin Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/altarqiyah.v7i2.75

وتهدف هذه الدراسة إلى تحديد جودة أسئلة الامتحان النهائي القياسي الوطني للمدارس الدينية باللغة العربية للفصل الثاني عشر باﳌﺪرﺳﺔ العالية الاسلامية الحــــكومية ١ مدينة جامبي للعام الدراسي 2022/2023.هذا النوع من البحث هو بحث وصفي كمي. كان موضوع هذه الدراسة طلاب الصف الثاني عشر باﳌﺪرﺳﺔ العالية الاسلامية الحــــكومية ١ مدينة جامبي للعام الدراسي 2022/2023. تقنيات جمع البيانات باستخدام طريقة التوثيق. البيانات المستخدمة عبارة عن أوراق إجابة للطالب وأسئلة تتعلق بالامتحان النهائي للمدرسة ذات المعايير الوطنية ، وقد تم التحليل من حيث التمييز ومستوى الصعوبة بمساعدة برنامج. أظهرت نتائج هذه الدراسة أن 10 عناصر صدق و 10 عناصر غير صدق . 5 عناصر لها قدرة تمييزية جيدة ، و 5 عناصر لها قوة تمييزية يكفي ، و 10 عناصر لها قوة تمييزية سيئ. 18 عنصرًا كان لديهم مستوى متوسط من الصعوبة ، عنصر واحد لديه مستوى سهل من الصعوبة. و عنصر واحد لديه مستوى صعوبة صعب (صعب). وقد وجد أن نتائج حساب بيانات الثبات الكلية للفقرات من 1 إلى 20 كانت ذات مستوى ثبات عالي.

Development of Canva Application-Based Arabic Learning Media to Improve The Skills of 21st Century Educators Tomi enramika; Zakiyatunnisa Al Mubarokah; Putri Hardiyanti
Nusantara Education Vol. 2 No. 1 (2023): Nusantara Education
Publisher : PT. Islamic Research Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66325/nusantaraeducation.v2i1.58

After the COVID-19 pandemic has had a lot of impact on the learning process, all learning activities tend to be dominated by technology. Mastery of technology is a must, including for educators in learning Arabic. The purpose of this study is to explain the development of Arabic learning media in accordance with the demands of the 21st century, as for the skills that must be mastered by educators in the 21st century, namely being able to master the 4Cs which are a means to achieve success in life, while the 4C skills in question are Communication, Collaboration, Critical thinking and Problem Solving, and Creativity and Innovation skills and one of the supporting applications in media making Arabic learning that is appropriate for the 21st century is through the Canva application. The type of research used is a literature study of research results that have been published in national journals and proceedings. The results of the research that using the Canva application can be used in designing attractive Arabic learning media in accordance with the demands of the times so that it will facilitate teachers in the learning process and achieve the learning goals that have been set.

A Qualitative Study of Beginner Students’ Experiences and Perceptions in Arabic Language Learning at MTs Babul Mujahidin Bayan, Lombok Utara Yesinta Isnaini; Mustar Mustar; Yogia Prihartini; Dina Chabib Uluum; Maryam Amiri Al- Hamami; Putri Hardiyanti
Lughawiyah: Journal of Arabic Education and Linguistics Vol. 7 No. 2 (2025)
Publisher : UIN Mahmud Yunus Batusangkar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/lughawiyah.v7i2.16018

Arabic language learning plays a vital role for Muslims, serving not only as a means of communication but also as an integral component of religious practice. Despite this, many beginner-level students face difficulties in understanding Arabic lessons, particularly in madrasahs where Arabic has not yet become a primary focus. This study aims to explore beginner students’ perceptions of Arabic language learning at MTs Babul Mujahidin Bayan, Lombok Utara, to provide insights for designing more effective instructional strategies. A descriptive qualitative approach was employed, involving six eighth-grade students as participants. Data were collected through in-depth semi-structured interviews and analyzed using Miles and Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing. The findings indicate that while students demonstrate a relatively high interest in learning Arabic, they struggle with reading Arabic texts and comprehending classroom materials due to limited foundational skills and monotonous teaching methods. Nonetheless, students expressed positive attitudes and a desire for more engaging and interactive learning processes, such as gamified activities and visual media. The study contributes to Arabic language education by highlighting the importance of incorporating student-centered, interactive strategies at the beginner level, offering evidence-based recommendations for improving instructional design in madrasah settings.

Digital Play in Language Learning: A Narrative-Based Approach to Understanding Student Motivation in Interactive Arabic Assessments Desvia Rahmawati; Musli Musli; Mustar Mustar; Dina Chabib Uluum; Putri Hardiyanti; Abdul Hakim Abdurrahman Husein; Zakiyatunnisa Al Mubarokah; Mohamad Hussin
International Journal of Educational Narratives Vol. 4 No. 4 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i4.3812

Background. The development of digital technology in education has encouraged teachers to implement interactive learning media to increase student engagement during the learning process. In Arabic language learning, conventional teaching methods often make students less active and less motivated during classroom activities. Quizizz is one of the gamification-based learning platforms that can create a more interactive, competitive, and enjoyable learning environment for students. Purpose. This study aimed to explore students’ learning experiences during the implementation of Quizizz in Arabic language learning, particularly related to emotional engagement, classroom participation, interaction, motivation, and reflective learning experiences. Method. This study employed a qualitative approach using Narrative Inquiry with a phenomenological-narrative orientation. The participants consisted of one Arabic language teacher and four students selected purposively based on their involvement in Quizizz-based learning activities. Data were collected through in-depth interviews, classroom observations, reflective conversations, and documentation. Data analysis was conducted using thematic narrative analysis by organizing participants’ experiences into thematic clusters. Results. The findings showed that the use of Quizizz increased students’ emotional engagement, classroom participation, interaction, motivation, and self-confidence during Arabic learning activities. Students experienced a more interactive and enjoyable learning atmosphere through leaderboard features, scoring systems, and direct feedback during quizzes. Conclusion. Quizizz not only functioned as a digital evaluation tool but also created meaningful learning experiences through interactive, reflective, and gamified learning activities in Arabic language learning.

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