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All Journal Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia
Khasan Aedi
UIN Siber Syekh Nurjati Cirebon
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Other

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Gerakan Literasi Sosial (GELIS) Untuk Meningkatkan Minat Baca Anak Di Desa Sukamukti Kabupaten Kuningan Nanin Sumiarni; Khasan Aedi; Nelly Husni Laely; Muhammad Fadhli Khairurraja
Jurnal Abdimas Indonesia Vol. 4 No. 2 (2024): April-Juni 2024
Publisher : Perkumpulan Dosen Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/jai.v4i2.816

Abstract

Membaca membuat individu dapat meningkatkan kecerdasan, mengakses informasi dan juga memperdalam pengetahuan dalam diri seseorang. Semakin sering membaca, semakin luas pengetahuan yang individu miliki. Berdasarkan hasil observasi menunjukkan beberapa faktor yang berkontribusi terhadap rendahnya minat baca masyarakat dan anak-anak, diantaranya kurangnya akses terhadap buku dan minimnya kegiatan literasi yang menarik serta relevan bagi anak-anak. Dengan menerapkan langkah-langkah konkret melalui implementasi program Gerakan Literasi Sosial (GELIS), diharapkan dapat ditemukan solusi yang efektif dan berkelanjutan yang tujuan akhirnya adalah membangun budaya literasi yang kuat dan menginspirasi di Desa Sukamukti. Kegiatan Pengabdian ini menggunakan pendekatan Participatory Action Research (PAR), yang mana metode PAR didefinisikan sebagai pendekatan dalam proses pemberdayaan masyarakat yang menekankan partisipasi aktif dari masyarakat sebagai subjek selama keseluruhan proses penelitian. Hasil dari pengabdian gerakan literasi social (GELIS) yaitu terlihat dengan respon antusias anak-anak saat mengikuti kegiatan literasi social yang diadakan selama 3 hari dengan menggunakan pendekatan belajar sambil bermain. Hal ini mencerminkan bahwa anak-anak sudah mulai menunjukkan ketertarikan terhadap kegiatan literasi di wilayah tersebut
Development of the An-Nasr Mobile Application to Enhance Independent Learning Skills in Arabic Language Instruction Khasan Aedi; Muhamad Nasrussalim; Erfan Gazali; Muhamad Towil Akhirudin
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 9 No. 2 (2025): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jta.v9i2.49537

Abstract

This study addresses a gap in curriculum-aligned interactive mobile media for high school Arabic learning. Although smartphones are common, Arabic instruction remains dominated by lectures and workbooks, limiting multimodal practice and formative feedback. This research develops and validates the An-Nasr mobile learning application through the first three ADDIE stages: analysis, design, and development. Interviews with 15 Class X students and one Arabic teacher revealed that 53.3% (n=8) identified qawāʿid (grammar) as the primary learning obstacle, followed by meaning comprehension (26.7%, n=4) and vocabulary (20%, n=3), reaffirming grammar complexity as a structural barrier for non-Semitic language learners. A technology-adoption paradox emerged: 53.3% had used Duolingo and 33.3% used translation apps, yet 46.7% (n=7) never used smartphones for Arabic study, while 40% ranked mobile learning as their preferred format. This reflects systemic inhibition caused by a lack of curriculum-aligned apps and limited teacher confidence in integrating smartphone-mediated learning. The prototype was developed using PowerPoint, iSpring Suite, and Web 2 APK Builder, embedding structured modules, transliteration, native-speaker audio, annotated visuals, animations, gamified quizzes, real-time feedback, adaptive learning paths, and autosave progress tracking. Expert validation indicated high feasibility (subject-matter: 92%; media: 91%). Field trials showed strong teacher acceptance (91%) and acceptable student feasibility (77%), yielding an overall feasibility score of 87.75%, confirming prototype readiness for broader implementation. The findings reinforce that curriculum alignment, multimodal scaffolding, and meaningful formative interactivity, rather than device availability alone, determine adoption, autonomy, and learner comprehensibility in secondary Arabic digital learning environments.
Co-Authors Erfan Gazali Muhamad Nasrussalim Muhamad Towil Akhirudin Muhammad Fadhli Khairurraja Nanin Sumiarni Nelly Husni Laely