Garuda - Garba Rujukan Digital

Digital Media and Technology in Arabic Language Learning Faiqoh, Putri Kholida; Gadoum, Hamida; Baity, Anggi Nurul; Azza, Fahema Hadia
Journal of Arabic Language Teaching Vol 5 No 1 (2025): ARKHAS ~ Journal of Arabic Language Teaching
Publisher : Postgraduate Study Programme of Universitas Islam Negeri KH. Achmad Siddiq Jember, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/arkhas.v5i1.2263

Media and technology have brought significant transformations in Arabic language learning, creating new opportunities to improve the quality, accessibility and effectiveness of learning. This study uses a library research method to explore media and technology in Arabic language learning. Data were collected from various relevant written sources, including books, scientific journals, and online articles that discuss media and technology in language education. Various findings show that the integration of technologies, such as e-learning platforms, mobile applications, gamification, as well as Virtual Reality (VR) and Augmented Reality (AR), has successfully increased students' motivation, engagement, and Arabic language competence. Digital media not only makes learning more engaging and interactive, but also allows personalization of learning according to individual needs and learning pace. Some key recommendations include teacher training in the use of technology, development of quality digital content, and collaboration between the government, educational institutions and the private sector.

Arabic Teacher Identity: In the Perspective of Performance during Distance Learning Ilmiani, Aulia Mustika; Ritonga, Apri Wardana; Febrianta, Rita; Gadoum, Hamida
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 14 No 1 (2022): Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/albayan.v14i1.10830

In the Covid-19 outbreak, the teacher should have the performance to be able to deal with the problems, opportunities, and challenges they face during distance learning. A phenomenological qualitative research method was used in this research to explore the identity of the Arabic language teacher at MIN 04 West Kotawaringin represented by their performance in the daily learning process. The data of this study were obtained from the analysis of interviews, observations and documentation. Interviews were conducted with two Arabic language teachers at MIN 04, students and the principal as the informants. The results showed that the teacher's performance could be seen from; the responsibilities in carrying out the task as a representation of their identity as an Arabic teacher who deal the problems and conditions about the learning facilities, enjoyable technique of teaching and learning, adapt to the use of digital-based media, take different learning resources, and take the initiative to use the most accessible and affordable methods. It was in line with the theory of teacher identity by Anne Graham and Renata Phelps that the teacher should be able to overcome the obstacles faced by both problems from students and infrastructure. This research could be a reference so that teachers can represent their performance, not only as a responsibility but also as a teacher's identity. Furthermore, this research hopefully can examine quantitatively regarding the identity of Arabic teacher in Central Kalimantan.

Digital Media and Technology in Arabic Language Learning Faiqoh, Putri Kholida; Gadoum, Hamida; Baity, Anggi Nurul; Azza, Fahema Hadia
Journal of Arabic Language Teaching Vol. 5 No. 1 (2025): ARKHAS ~ Journal of Arabic Language Teaching
Publisher : Postgraduate Study Programme of Universitas Islam Negeri KH. Achmad Siddiq Jember, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/arkhas.v5i1.2263

Media and technology have brought significant transformations in Arabic language learning, creating new opportunities to improve the quality, accessibility and effectiveness of learning. This study uses a library research method to explore media and technology in Arabic language learning. Data were collected from various relevant written sources, including books, scientific journals, and online articles that discuss media and technology in language education. Various findings show that the integration of technologies, such as e-learning platforms, mobile applications, gamification, as well as Virtual Reality (VR) and Augmented Reality (AR), has successfully increased students' motivation, engagement, and Arabic language competence. Digital media not only makes learning more engaging and interactive, but also allows personalization of learning according to individual needs and learning pace. Some key recommendations include teacher training in the use of technology, development of quality digital content, and collaboration between the government, educational institutions and the private sector.

Afraid to Talk? Exploring Arabic Speaking Anxiety among University Students Achmad, Septiana Azhar Anugrainy; Gadoum, Hamida; Bahauddin, Muhammad Hadzik; Ma'arij, Mahbub; Tusilo M., Ahmad; Elfadhly, Zakly Zola
An Nabighoh Jurnal Pendidikan Dan Pembelajaran Bahasa Arab Vol 27 No 2 (2025): An Nabighoh
Publisher : Universitas Islam Negeri Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/an-nabighoh.v27i2.285-298

This study aims to identify the levels and influencing factors of foreign language anxiety in Arabic Language learning among students at Tribakti of Islamic University. The study involved 73 participants and employed the Foreign Language Classroom Anxiety Scale (FLACS) developed by Horwitz et al. as the main instrument. The findings reveal that most learners experience mild levels of anxiety, while others report moderate to high anxiety levels. These results align with the perspectives of Krashen, Horwitz, MacIntyre, and Liu, who emphasize that anxiety is a key affective variable that can hinder input comprehension, affect language processing, and reduce learners’ confidence, particularly in speaking. This study enriches the literature on foreign language anxiety within the context of Arabic language learning, an area still less explored compared to other foreign languages. Additionally, it offers practical recommendations for educators, encouraging the adaptation of emotionally supportive teaching approaches, including anxiety-reduction strategies and confidence-building interventions to enhance learning outcomes.

Local Wisdom-Based Arabic Speaking Instruction and Student Achievement in Indonesian Madrasah Hidayah, Maslahatul; Rifa’i, Ahmad; Gadoum, Hamida
Fenomena Vol 25 No 1 (2026): FENOMENA: Journal of the Social Sciences
Publisher : LP2M Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/fenomena.v25i1.634

Despite extensive research on Arabic-speaking skills, the integration of local wisdom into structured, performance-based learning strategies in madrasahs remains underexplored. This study aims to describe the implementation of local wisdom-based maharah kalam strategies and analyze their impact on student achievement. A qualitative case study approach was employed, involving observations, interviews with program coordinators, teachers, and students, as well as document analysis at MTsN 3 Jombang. The findings reveal that integrating local wisdom through direct instruction, repetitive drills, and collaborative learning significantly enhances students' speaking proficiency in both formal and informal Arabic contexts, including khitobah, storytelling, news reading, and poetry recitation. Teacher competence and personalized mentoring further boosted student confidence. Thirteen district and provincial awards evidence these outcomes. The study concludes that local wisdom-based strategies not only improve linguistic competence but also foster measurable academic achievement, and recommends their adoption in similar madrasah contexts to create more contextually meaningful, competitive Arabic language learning environments. Meskipun penelitian tentang keterampilan berbicara bahasa Arab sudah banyak dilakukan, integrasi kearifan lokal ke dalam strategi pembelajaran berbasis kinerja yang terstruktur di madrasah masih jarang dieksplorasi. Penelitian ini bertujuan untuk mendeskripsikan implementasi strategi pembelajaran maharah kalam berbasis kearifan lokal dan menganalisis dampaknya terhadap prestasi siswa. Pendekatan kualitatif dengan desain studi kasus digunakan, meliputi observasi, wawancara dengan koordinator program, guru, dan siswa, serta analisis dokumen di MTsN 3 Jombang. Temuan menunjukkan bahwa integrasi kearifan lokal melalui instruksi langsung, latihan berulang, dan pembelajaran kolaboratif secara signifikan meningkatkan kemampuan berbicara siswa dalam bahasa Arab formal dan informal, termasuk khitobah, bercerita, membaca berita, dan pembacaan puisi. Kompetensi guru dan bimbingan personal juga meningkatkan kepercayaan diri siswa. Hasil ini dibuktikan dengan perolehan tiga belas penghargaan tingkat kabupaten dan provinsi. Penelitian menyimpulkan bahwa strategi berbasis kearifan lokal tidak hanya meningkatkan kompetensi linguistik tetapi juga prestasi akademik terukur, serta merekomendasikan adopsinya di konteks madrasah serupa.

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