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All Journal Online Learning in Educational Research Al-Muyassar: Journal of Arabic Education
Muhbib, Muhbib
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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تعزيز مشاركة الطلاب في تعليم المفردات ببرنامج وورد وول القائم على الدماغ: دراسة تجريبية في المدرسة الإسلامية الابتدائية تانجيرانج Nabila, Elsy; Muhbib, Muhbib; Susilawati, Wati; Fudhaili, Achmad
Al-Muyassar: Journal of Arabic Education Vol 4, No 1 (2025): Al-Muyassar: Journal of Arabic Education
Publisher : Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/al-muyassar.v4i1.13146

Abstract

This research aims to analyze the response and participation of fifth-grade students at Islamic Elementary School Mazraatul Ulum in Tangerang City in vocabulary learning using the brain-based Wordwall program. The research highlights the problem of low student participation, as their activities are limited to listening and writing down vocabulary without effective collaboration, which negatively affects their understanding and performance. The researchers used the quantitative descriptive approach using pre- and post-questionnaires to collect data. The research sample consisted of 36 students, with the data analyzed using a Likert scale. The results showed a significant improvement in the level of classroom interaction, as the average response increased from 73.81 in the pre-questionnaire to 80.61 in the post-questionnaire. This indicates an increase in student participation after using the program. The results confirmed the effectiveness of Wordwall in improving students' language proficiency and enthusiasm for learning. The research provides recommendations for using innovative teaching methods to enhance the quality of education and classroom interaction, which contributes to solving the challenges of vocabulary learning more effectively.يهدف هذا البحث إلى تحليل استجابة طلبة الصف الخامس في مدرسة مزرعة العلوم الابتدائية الإسلامية بمدينة تانجيرانج ومشاركتهم في تعليم المفردات باستخدام برنامج وورد وول القائم على الدماغ. يبرز البحث مشكلة ضعف مشاركة الطلبة، حيث تقتصر أنشطتهم على الاستماع وتدوين المفردات دون تعاون فعال، مما أثر سلبا على فهمهم وأدائهم. استخدم الباحثون المنهج الكمي الوصفي باستخدام استبيانات قبلية وبعدية لجمع البيانات وتتكون عينة البحث من ٣٦ طالبا، مع تحليل البيانات باستخدام مقياس ليكرت. أظهرت النتائج تحسنا ملحوظا في مستوى التفاعل الصفي، حيث ارتفع متوسط الاستجابة من ٧٣،٨١ في الاستبيان القبلي إلى ٨٠،٦١ في الاستبيان البعدي. يدل ذلك على زيادة مشاركة الطلبة بعد استخدام البرنامج. وأكدت النتائج فعالية برنامج وورد وول في تحسين كفاءة الطلبة اللغوية وحماسهم للتعلم. يقدم البحث توصيات باستخدام وسائل تعليمية مبتكرة لتعزيز جودة التعليم والتفاعل الصفي، ما يسهم في حل تحديات تعليم المفردات بشكل أكثر فاعلية.
Artificial Intelligence-Based Arabic Language Learning: A Systematic Study of the Development and Challenges of Pedagogical Innovation Hady, Yazid; Azkiyah, Siti Nurul; Muhbib, Muhbib; Maswani, Maswani
Online Learning In Educational Research (OLER) Vol. 6 No. 1 (2026): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i1.976

Abstract

The significant growth rate of artificial intelligence (AI) in virtual learning has significantly changed learner-technology interactions, leading to pedagogical, cognitive, and ethical implications in terms of Arabic language learning. The study aims to explore the research trends and implementation difficulties associated with integrating AI in Arabic language learning through a Systematic Literature Review (SLR). The study used a systematic search on Scopus and Google Scholar databases using publications within 2023 to 2025, with 200 publications identified. Through a PRISMA-based literature review, 15 peer-reviewed articles were identified as eligible for synthesis. The review was conducted through a thematic coding framework using Constructivist Theory, Knowledge Creation Theory, and DIKW hierarchy as a theoretical foundation. The study found that AI plays a significant role in improving reading, writing, listening, and speaking skills through adaptive feedback, conversational agents, text generation tools, and speech recognition tools. The patterns identified through this review indicate that there are challenges associated with integrating AI in Arabic language learning, such as limited Arabic linguistic resources, inaccuracies in AI-generated text, morphological, and syntactical errors, readiness, and dependency on AI tools by learners. The review established that AI has significant transformative potential in Arabic language learning with appropriate pedagogy, educator readiness, and appropriate use of technology.
Co-Authors Azkiyah, Siti Nurul Fudhaili, Achmad Maswani Maswani, Maswani Nabila, Elsy Wati Susilawati, Wati yazid hady, yazid