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Constructivism in Arabic Language Pedagogy: An Exploration Through Islamic Higher Education Settings Haerullah, Ira Safira; Muhammad Jundi; Hasibuan, Renni; Ranita Sari; Desi Asmarita
ELOQUENCE : Journal of Foreign Language Vol. 3 No. 1 (2024): APRIL
Publisher : Language Development Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/eloquence.v3i1.1495

Background: Numerous studies have delved into the constructivist paradigm in the context of language learning. However, exploration of its application in Arabic language instruction, particularly within higher education settings, remains an intriguing area for further investigation. Purpose: This research aims to conduct a thorough analysis of the implementation of Constructivist Theory in Arabic Language Education within Islamic Higher Education Institutions, through a review of relevant previous studies. Method: The research methodology employed is a qualitative approach with a Literature Review design, utilizing documentation as the primary data collection method, subsequently analyzed using content analysis and interactive analysis techniques. Results and Discussion: Findings reveal that the application of constructivist-based instructional models in Arabic language education at the higher education level significantly contributes to enhancing the quality of the learning process and outcomes. The development of instructional materials based on constructivism also yields significant positive impacts, enhancing students' Arabic language proficiency and fostering more meaningful learning experiences. Conclusions and Implications: The conclusions affirm that the constructivist approach is effective in enhancing Arabic language education in the academic environment of higher education, particularly within the context of Arabic language education.

Improving Balaghah Mastery Through Teams Games Tournaments with Crossword Puzzle Media in Higher Education Hasibuan, Renni; Hasanah, Mamluatul; Faisol
Al-Lisan: Jurnal Bahasa Vol 9 No 1 (2024): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v9i1.4520

The selection of appropriate teaching methods by educators and the optimization of learning media utilization are crucial factors in achieving success and effectiveness in the learning process. Accordingly, this research aims to examine the impact of using the Teams Games Tournament method with crossword puzzle media on the learning outcomes of Balaghah (Arabic rhetoric) students at the State Islamic University Imam Bonjol Padang. This research employed a quantitative approach with a quasi-experimental pretest-posttest control group design. Data collection techniques involved administering pretests and posttests to both the control and experimental groups. The collected data were analyzed using descriptive statistical tests, tests for normality and homogeneity (Kolmogorov-Smirnov test), and independent sample t-tests. The research results indicated a significant variation in student learning outcomes before and after using the Teams Games Tournament method with crossword puzzle media in Balaghah learning. Based on the findings, the average pretest scores for the experimental group and control group were 52.83 and 52.23, respectively, while the average posttest scores for the experimental group were 92.87 and 81.46 for the control group. The independent sample t-test showed a significance value of 0.000 < 0.05, indicating sufficient evidence to support the alternative hypothesis (Ha). Therefore, it was concluded that there was a significant difference in student learning outcomes before and after implementing the Teams Games Tournament method with crossword puzzle media in Balaghah learning. These findings validated the effectiveness of this method in enhancing understanding and student learning outcomes in Balaghah material.

Elevating Arabic Vocabulary Learning: Integrating Teams Games Tournament and Show & Tell Method Hasanah, Mamluatul; Hasibuan, Renni; Jundi, Muhammad
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 11 No. 1 (2024)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v11i1.37937

This research aims to measure the effectiveness of using TGT (Teams-Games-Tournaments) and S&T (Show and Tell) methods in improving students' mastery of Arabic vocabulary at Madrasah Tsanawiyyah Negeri (MTsN) 1 in Kota Batu, Malang, East Java. This research utilizes a quantitative methodology employing a quasi-experimental pre-test and post-test control group design. The collected data undergo analysis through descriptive statistical tests, assessments for normality using the Kolmogorov-Smirnov test, and independent sample t-test. Compared to the control group, the results show a significant improvement in Arabic vocabulary mastery among students involved in the experimental group receiving TGT and S&T treatments. These findings highlight the potential of a collaborative approach between TGT and S&T methods in creating a dynamic and engaging learning environment, enhancing students' comprehension through group interaction and competitive activities. Additionally, literature supports the effectiveness of TGT and S&T methods in improving learning outcomes and student motivation. Thus, this research makes a significant contribution to enriching understanding of the use of innovative teaching approaches in language learning contexts, as well as providing a solid foundation for more effective pedagogical approaches in the future.

TRANSFORMASI PEMBELAJARAN BAHASA ARAB DI SEKOLAH DASAR ISLAM TERPADU ALAM TALAGO: PENDEKATAN KURIKULUM BERBASIS TEKNOLOGI Fitri, Titi; Hasibuan, Renni
Journal in Teaching and Education Area Vol. 1 No. 1 (2024): JITERA - Journal in Teaching and Education Area
Publisher : Yayasan Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69673/vwd5c048

Dalam konteks perkembangan teknologi saat ini, integrasi pendekatan berbasis teknologi dalam pembelajaran bahasa Arab di sekolah dasar menjadi semakin mendesak untuk memastikan relevansi kurikulum dengan tuntutan zaman serta memperkuat kemampuan peserta didik dalam menghadapi tantangan global. Penelitian ini bertujuan untuk mengeksplorasi implementasi pembelajaran bahasa Arab berbasis kurikulum dengan model teknologi di Sekolah Dasar Islam Terpadu Alam Talago. Pendekatan kualitatif digunakan dalam penelitian ini dengan menggunakan metode wawancara dan observasi sebagai teknik pengumpulan data. Data yang terkumpul kemudian disajikan, direduksi, dan dianalisis untuk mendapatkan kesimpulan yang relevan. Hasil penelitian menunjukkanbahwa implementasi kurikulum bahasa Arab berbasis teknologi di SD IT Alam Talago Sawahlunto menunjukkan potensi besar dalam meningkatkan efektivitas pembelajaran dan pemahaman siswa terhadap bahasa Arab. Pendekatan yang digunakan mencakup arah tujuan pembelajaran yang jelas, formulasi kurikulum yang sesuai dengan perkembangan teknologi, penggunaan beragam materi pembelajaran yang praktis, metode pembelajaran yang aktif dan inovatif, pemanfaatan media pembelajaran berbasis teknologi, serta evaluasi yang komprehensif. Adapun keberhasilan penerapan teknologi dalam pembelajaran sangat ditentukan oleh pemahaman dan keterampilan guru dalam mengintegrasikan teknologi dengan pembelajaran yang kondusif dan efektif, serta kemampuan mereka dalam memahami kebutuhan serta gaya belajar siswa.

Innovative Approach to Reading Skill Development: Jigsaw Strategy and Crossword Puzzle Media Hasibuan, Renni; Laily Fitriani
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 1 No. 2 (2023): Journal of Arabic Language Learning and Teaching (JALLT)
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jallt.v1i2.98

This article aims to describe application of jigsaw learning strategy and crossword puzzle in Maharah qiraah learning, which includes three aspects: 1) planning, 2) implementation, and 3) evaluation. This research uses a qualitative approach with descriptive method. Data collection technique used observation, interviews and documentation. The research results are: 1) planning Maharah qiraah learning by applying jigsaw strategy and crossword puzzle media in form of preparing a lesson plan and preparing crossword puzzle questions related to social text material. 2) implementation of Maharah qiraah learning by applying jigsaw model and crossword puzzle media in form of opening activities namely class conditioning and delivery of learning objectives, and core activity is studying qiraah material with jigsaw model with the steps: instructing jigsaw model, forming original group, continuing to form expert group, after which each expert group presented the results of discussion related to paragraphs that had been discussed, evaluation from lecturer. 3) evaluation is carried out by distributing crossword puzzle worksheets to each student and then they are welcome to work on each one. The implications of this research can help improve the quality of Maharah qiraah learning and provide a more innovative and interesting approach for students in understanding Arabic texts.

Game-Based Language Learning: Implementing Arabic Speaking Proficiency through Truth or Dare with Spin Wheel Hasibuan, Renni; Jundi, Muhammad; Ali, Ibadurrahman; Febriani, Suci Ramadhanti; Bedra, Kddour Guettaoi
Lughawiyah: Journal of Arabic Education and Linguistics Vol 6, No 1 (2024)
Publisher : UIN Mahmud Yunus Batusangkar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/lughawiyah.v6i1.12224

Game-based learning, incorporating both digital and traditional methods, has been extensively researched over the past decade. The current research aimed to conduct an in-depth investigation into implementation of the Truth or Dare with Spin the Wheel game in Arabic speaking learning. This research employs a qualitative approach, integrating observation and interviews, conducted within a learning environment consisting of 34 students. The results revealed that the implementation of Truth or Dare with Spin the Wheel in Arabic speaking learning involved three stages. First, preparation included setting up the Spin the Wheel application and preparing Truth or Dare questions. Next, the opening stage introduced the learning flow using the game. Then, the core stage had students actively participating by responding to questions or challenges in Arabic, followed by evaluation of their responses in the final stage. The game was considered successful in increasing students' active engagement in speaking Arabic, this is supported by observational data showing a 40% increase in student participation during game sessions compared to regular class activities, with each student taking an average of 3 speaking turns per session with the game versus just 1 turn per session in traditional methods, alongside a 50% rise in peer interactions, a 35% increase in teacher-student interactions, and a notable boost in confidence levels, as evidenced by more students volunteering to participate without hesitation. Future research is recommended to explore the long-term impact of using the Truth or Dare with Spin the Wheel game in Arabic speaking learning.

Improving Balaghah Mastery Through Teams Games Tournaments with Crossword Puzzle Media in Higher Education Hasibuan, Renni; Hasanah, Mamluatul; Faisol
Al-Lisan: Jurnal Bahasa Vol 9 No 1 (2024): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v9i1.4520

The selection of appropriate teaching methods by educators and the optimization of learning media utilization are crucial factors in achieving success and effectiveness in the learning process. Accordingly, this research aims to examine the impact of using the Teams Games Tournament method with crossword puzzle media on the learning outcomes of Balaghah (Arabic rhetoric) students at the State Islamic University Imam Bonjol Padang. This research employed a quantitative approach with a quasi-experimental pretest-posttest control group design. Data collection techniques involved administering pretests and posttests to both the control and experimental groups. The collected data were analyzed using descriptive statistical tests, tests for normality and homogeneity (Kolmogorov-Smirnov test), and independent sample t-tests. The research results indicated a significant variation in student learning outcomes before and after using the Teams Games Tournament method with crossword puzzle media in Balaghah learning. Based on the findings, the average pretest scores for the experimental group and control group were 52.83 and 52.23, respectively, while the average posttest scores for the experimental group were 92.87 and 81.46 for the control group. The independent sample t-test showed a significance value of 0.000 < 0.05, indicating sufficient evidence to support the alternative hypothesis (Ha). Therefore, it was concluded that there was a significant difference in student learning outcomes before and after implementing the Teams Games Tournament method with crossword puzzle media in Balaghah learning. These findings validated the effectiveness of this method in enhancing understanding and student learning outcomes in Balaghah material.

Mentimeter for Arabic Writing: Analysis of Morphological and Syntactic Errors of Islamic University Students Ritonga, Apri Wardana; Hasibuan, Renni; Desrani, Ayu; Ayad, Nahid
Journal Of Foreign Language Learning and Teaching Vol 4 No 2 (2024)
Publisher : Institut Agama ISlam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jfllt.v4i2.9889

The advent of modern technology has facilitated Arabic language learning but also poses challenges in mastering morphology and syntax. This study aims to analyze morphological and syntactic errors in Arabic writing among university students using the Mentimeter application. Employing a qualitative error analysis method, data were collected through interviews and written responses on Mentimeter. The findings reveal several dominant grammatical errors, including issues with hamzah qata' and hamzah wasl, idhafah, and gender agreement in numbers (adad and ma'dud). The most frequent error involved the writing of hamzah, highlighting the need for focused instruction. Additional errors in na‘at-man‘ut structures, possessive pronouns, and prepositions reflect the syntactic challenges students face. This study recommends structured grammatical exercises, explicit teaching of qawa

Application of Jigsaw Strategy with Crossword Puzzle Media in Reading Skill Learning Hasibuan, Renni; Fitriani, Laily; Aziz, Abdul
Al-Uslub: Journal of Arabic Linguistic and Literature Vol. 7 No. 02 (2023): Al-Uslub: Journal of Arabic Linguistic and Literature
Publisher : Jurusan Bahasa dan Sastra Arab Fakultas Adab dan Humaniora UIN Sulthan Thaha Saifuddin Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/al-uslub.v7i02.152

This article aims to describe the application of the jigsaw learning strategy and crossword puzzle in maharah qiraah learning, which includes three aspects: 1) planning, 2) implementation, and 3) evaluation. This research uses a qualitative approach with descriptive method. The data used is in the form of information sourced from students majoring in Arabic Language and Literature at the State Islamic University of Maulana Malik Ibrahim Malang. Data collection technique used observation, interviews and documentation. In analyzing the data using the Miles and Huberman models, namely: data collection, data reduction, data presentation, and drawing conclusions. The research results are: 1) planning maharah qiraah learning by applying the jigsaw strategy and crossword puzzle media in the form of preparing a lesson plan and preparing crossword puzzle questions related to social text material. 2) implementation of maharah qiraah learning by applying the jigsaw model and crossword puzzle media in the form of opening activities namely class conditioning and delivery of learning objectives, and the core activity is studying qiraah material with the jigsaw model with the steps: instructing the jigsaw model, forming the original group, continuing to form expert group, after which each expert group presented the results of the discussion related to the paragraphs that had been discussed, evaluation from the lecturer. 3) evaluation is carried out by distributing crossword puzzle worksheets to each student and then they are welcome to work on each one.

Which Online Quiz Platform Works Best for Arabic at Senior High School?: A Comparative Empirical Study of Blooket, Quizizz, Wordwall, and Kahoot Doni, Chaterina Puteri; Hasibuan, Renni; Muhammad Jundi; Saleh, Sriwahyuningsih R; Pakaya, Nurul Aini; Sarif, Suharia
Langkawi: Journal of The Association for Arabic and English Vol. 11 No. 2 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v11i2.11637

Gamification has emerged as a transformative approach in language education, especially for digitally native senior high school students who thrive in interactive and engaging environments. This study presents a comparative empirical analysis of four gamified online interactive quiz platform (Blooket, Quizizz, Kahoot, and Wordwall) in their effectiveness for Arabic language learning at senior high school. Leveraging a quasi-experimental pretest-posttest design, thirty-eight students were divided into experimental and control groups based on existing classes. After a five-session intervention, a 30-item posttest was administered, and the results were statistically analyzed using paired sample t-test and one-way ANOVA. The results showed no significant differences in post-test scores across the four platforms, indicating comparable effectiveness in supporting student learning outcomes. However, t-test results revealed a greater score improvement with Blooket, a finding consistent with students’ strong preference for this platform. The higher engagement offered by Blooket’s varied and complex gamification features suggests that platform design may substantially influence learner motivation and performance, in line with existing literature on gamified learning environments. This study enriches the discourse on game-based learning (GBL), emphasizing the value of digital tools in fostering effective and enjoyable classroom experiences.

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