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All Journal Al-Wihdah: Jurnal Pendidikan Islam LUGHATI Naatiq: Journal of Arabic Education
Muh. Sabilar Rosyad
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Religion Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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PENGARUH MEDIA CANVA TERHADAP MINAT BELAJAR SISWA PAI DI KELAS X TKJ 1 Muh. Sabilar Rosyad; Nabila Yahya
Al-Wihdah: Jurnal Pendidikan Islam Vol. 2 No. 2 (2024): Al-Wihdah: Jurnal Pendidikan Islam
Publisher : LPPM STIT Nurussalam OKU Timur. Sidogede, Kec. Belitang, Kabupaten Ogan Komering Ulu Timur, Sumatera Selatan 32382

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65095/al-wihdah.v2i2.210

Abstract

Penelitian ini bertujuan untuk mengkaji pengaruh penggunaan media Canva terhadap minat belajar siswa Pendidikan Agama Islam (PAI) di kelas X TKJ 1. Media Canva dipilih karena kemampuannya dalam membuat materi pembelajaran lebih menarik dan interaktif. Metode penelitian yang digunakan adalah kuantitatif dengan desain eksperimen. Data dikumpulkan melalui kuesioner yang mengukur minat belajar siswa sebelum dan sesudah menggunakan media Canva. Hasil penelitian menunjukkan bahwa mayoritas siswa, yaitu 87,5%, Setuju dan Sangat Setuju dengan penggunaan media Canva, yang menunjukkan efektivitasnya dalam meningkatkan minat belajar. Namun, 12,5% siswa Tidak Setuju, yang menunjukkan adanya perbedaan preferensi individu. Penelitian ini menyimpulkan bahwa penggunaan media Canva memberikan pengaruh positif terhadap minat belajar siswa PAI, namun perhatian perlu diberikan kepada preferensi belajar siswa yang berbeda. Penelitian ini menyarankan penggunaan media pembelajaran berbasis teknologi seperti Canva untuk meningkatkan keterlibatan dan motivasi siswa. Kata Kunci: Media Canva, Minat Belajar, Pendidikan Agama Islam
Towards Deep Arabic Language Learning: Designing Materials that are Mindful, Meaningful, and Joyful Muh. Sabilar Rosyad; Saleh Muhammad Kabir
Jurnal Pendidikan Bahasa Arab Vol 3 No 01 (2025): JUNI
Publisher : LUGHATI: Jurnal Pendidikan Bahasa Arab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33754/lughati.v3i01.1613

Abstract

This research investigates integration of mindfulness, meaningfulness and joyfulness in Arabic language materials in Islamic higher education. Through a qualitative multiple-case study in three schools, data were collected through instructor interviews, document analyses of syllabi and learning resources, as well as classroom observations. Results suggest that mind-opening practices will increase students’ attentional preparation and reflective engagement, that soul-stirring materials will support personal and spiritual relevance and, that joy-filled experiences will create emotional connection and sustained motivation. These principles are in tune with deep learning aims through engaging higher-order cognition, metacognitive awareness, and a depth of experience. Nevertheless, there are several obstacles such as lack of training for advanced material design, aversion to new techniques and technological limitations. The research finds that the use of a mindful-meaningful-joyful framework enhances Arabic pedagogy, and creates a connection between language learning and cognitive, affective, and spiritual areas. It demands infrastructure investments, teacher training and curriculum redevelopment to support rigorous but deeply humanizing Arabic instruction.
The Use of Daily Essays to Improve Arabic Writing Skills (an Experimental Study for new students of English Departmen): An Experimental Study for new students of English Language Education Study Programme Muhammad Abdur Rozaq; Muh. Sabilar Rosyad; Salih Abdulrahman Alsounusi Yousuf Al-Senhaji
Naatiq: Journal of Arabic Education Vol. 1 No. 2 (2024): December
Publisher : Universitas Islam Tribakti Lirboyo, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/naatiq.v1i2.6338

Abstract

Writing ability is one of the Arabic language skills that is often considered difficult by students in Indonesia. This difficulty is often caused by learning methods that focus more on grammar theory rather than active writing practice. This study aims to evaluate the effectiveness of applying daily essay as a learning approach in improving Arabic writing skills. The method used was an experiment with a pre-test and post-test design on two groups: the experimental group using the daily journal technique and the control group using conventional learning methods. The results showed that the application of daily essays can significantly improve students' writing skills, especially in terms of mastery of vocabulary, grammar, sentence structure, and creative delivery of ideas. The average post-test score in the experimental group reached 85.4, while the control group only reached 76.8. In addition, this technique also had a positive impact on students‘ motivation and participation in the learning process. This study also found some obstacles in applying the daily journal technique, such as students’ difficulties in determining writing topics and teachers' limited time to provide feedback. These obstacles can be overcome by providing more specific topic directions and focusing feedback on certain aspects of students' writing. The results of this study support previous findings which state that consistent writing practice can improve language skills. The daily journal technique proved to be an effective and relevant method to be applied in Arabic language learning, especially in Indonesia. Further research is recommended to examine the application of this technique in other aspects of language skills, such as speaking and reading.
Co-Authors Muhammad Abdur Rozaq Nabila Yahya Saleh Muhammad Kabir Salih Abdulrahman Alsounusi Yousuf Al-Senhaji