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All Journal Al-Lisan ARABIYAT Langkawi: Journal of The Association for Arabic and English IJECA (International Journal of Education and Curriculum Application) Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Al-Uslub: Journal of Arabic Linguistic and Literature Al-Lisan: Jurnal Bahasa Fahima: Jurnal Pendidikan dan Kajian Keislaman Tanfidziya: Journal of Arabic Education ELOQUENCE: Journal of Foreign Language Journal of Learning Improvement and Lesson Study Al-Mu'arrib: Jurnal Pendidikan Bahasa Arab Kitabina: Jurnal Bahasa dan Sastra Arab Kitaba : Journal of Interdisciplinary Arabic Learning Lughawiyah: Journal of Arabic Education and Linguistics Riyahuna: Jurnal Pendidikan Bahasa Arab Journal of Arabic Language Learning and Teaching Educational Journal of Learning Technology Journal in Teaching and Education Area Journal of Foreign Language Learning and Teaching Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Al-Maktabah: Jurnal Studi Islam Interdisiplin Al-Maktabah: Jurnal Studi Islam Interdisiplin Indonesian Journal of Arabic Education and Learning
Hasibuan, Renni
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Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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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

Abstract

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

Abstract

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

Abstract

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

Abstract

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

Abstract

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.
Team Game Tournament with Crossword Puzzle Media as a Pedagogical Tool for Balaghah Learning in Higher Education Hasibuan, Renni; Hasanah, Mamluatul; Faisol; Siti Nur'ain Binti Ahmad Radzuanuddin
Indonesian Journal of Arabic Education and Learning Vol. 1 No. 1 (2025): August
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58363/ijael.v1i1.558

Abstract

Using diverse methods enhances student interest and creativity, making learning more engaging. This research aimed to explore how the Team Game Tournament (TGT) method using crossword puzzles is applied in teaching Balaghah, focusing on three key activities: the preliminary activity, the main activity, and the final activity, and how students responded to the application of this method. This research used a descriptive qualitative method, with data collection techniques including observation and questionnaires. The results of this research are as follows: 1) The preliminary activity included greetings, opening the lesson with a prayer, and reminding students of previously learned concepts or knowledge. 2) In the main activity, five organized stages were applied: in-class presentation, group learning, the game, the tournament, and finally, the group reward. 3) In the final activity, the session's conclusions were presented, along with the ideas gained during the learning process, and the lesson was concluded with a prayer. 4) The students' response to the application of this method received a score of 82.2%, rated as "Good," indicating that the method successfully garnered a positive response from the respondents. Overall, these findings underscore the importance of integrating varied teaching methodologies to cater to diverse learning styles and needs, ultimately enriching the educational experience.
Co-Authors Abdul Aziz Abdullah Abdullah Afiralda, Iffa Ali, Ibadurrahman Apri Wardana Ritonga At-Tamimi, Rafid Sibah Ayad, Nahid Bedra, Kddour Guettaoi Desi Asmarita Desrani, Ayu Doni, Chaterina Puteri Faisol Fakhrunnisa, Nabila Febriani, Suci Ramadhanti Fitri, Titi Gustian, Nabil Haerullah, Ira Safira Jundi, Muhammad Kadir, Suleman D. Laily Fitriani Laily Fitriani Mamluatul Hasanah Margono, Budi Prasetyo Miftahul Khair Muhammad Jundi Nuraini, Ayat Pakaya, Nurul Aini Rahmawati, Rahmawati Ranita Sari Sari, Ranita Sarif, Suharia Siti Nur'ain Binti Ahmad Radzuanuddin Solly Aryza Sriwahyuningsih R Saleh Yasmadi Yasmadi, Yasmadi Zaki Abouelnasr Elbaghdadi Zohra Yasin, Zohra