Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal Alsina : Journal of Arabic Studies International Journal of Educational Narratives
Musli Musli
Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi
Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences

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Educators’ Strategic Roles in the Merdeka Curriculum and Their Impact on Students’ Interest in Learning Arabic Rahma Aisha Nabila; Musli Musli; Mustar Mustar; Dina Chabib Uluum; Mursyid Mursyid; Fitri Nurul'ain Nordin
Alsina : Journal of Arabic Studies Vol. 8 No. 1 (2026)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.8.1.30652

Abstract

This study analyzes the strategic roles of teachers in implementing the Merdeka Curriculum and their contribution to developing students’ interest in learning Arabic at MTs Nurul Iman, Jambi City. A qualitative case study approach was employed, with data collected through interviews, questionnaires, classroom observations, and documentation involving 16 eighth-grade students and one Arabic teacher. Data analysis integrated Teacher Role Theory, Pedagogical Content Knowledge, and Interest Development Theory. The findings show that teachers effectively enacted their roles as facilitators, motivators, learning designers, role models, and assessors providing feedback. These roles contributed to triggering situational interest, maintaining student engagement, and fostering the development of individual interest in Arabic learning. In this context, students demonstrated high and sustained interest, reflected in active participation, awareness of the importance of Arabic, and willingness to engage in independent learning. However, the use of digital-based learning media remains suboptimal due to limited facilities and infrastructure. These findings highlight that successful implementation of the Merdeka Curriculum depends on the synergy between teachers’ competencies and institutional support.
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

Abstract

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.
Co-Authors Abdul Hakim Abdurrahman Husein Desvia Rahmawati Dina Chabib Uluum Fitri Nurul'ain Nordin Mohamad Hussin Mubarokah, Zakiyatunnisa Al Mursyid Mursyid Mustar Putri Hardiyanti Rahma Aisha Nabila