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All Journal Kitaba : Journal of Interdisciplinary Arabic Learning
Milah, Siti Rifatul
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Education Languange, Linguistic, Communication & Media Other

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The Role of Short Videos on Social Media in Increasing Interest in Learning Arabic Among Generation Z: Opportunities and Challenges Milah, Siti Rifatul; Azizah, Siti Zahrotul; ‘Aisy, Raudina Rihhadatul
Kitaba Vol 3, No 2 (2025): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v3i2.33246

Abstract

The integration of social media into Arabic language learning has become a significant trend in the digital era, particularly among Generation Z, who have grown up as digital natives. This article examines the role of short-form videos on social media platforms—specifically TikTok, Instagram, and YouTube—in enhancing students’ interest in learning Arabic, while identifying the accompanying pedagogical opportunities and challenges. The study employs a Systematic Literature Review (SLR) method based on the PRISMA framework, analyzing 18 scientific studies published between 2019 and 2024 sourced from Google Scholar, ERIC, and DOAJ databases. Data were analyzed thematically to identify patterns of effectiveness, student engagement, and pedagogical implications. The findings indicate that short-form videos on social media significantly increase learning interest through visually engaging, interactive, and contextual content delivery. TikTok excels in fostering creative engagement and active participation, YouTube supports self-directed learning and flexible access, while Instagram proves effective in vocabulary acquisition through visual representation. However, implementation faces serious challenges, including distractions from entertainment content, inconsistent quality of educational materials, privacy risks, and the emergence of a "digital empathy gap." Furthermore, the limited availability of content that promotes spiritual and character development remains a significant drawback. This article provides a comprehensive conceptual map and concrete pedagogical recommendations for educators, researchers, and developers of digital learning media. The findings affirm that social media is not merely a cognitive tool, but also holds potential for socio-spiritual transformation when used strategically.
Improving the Accuracy of Independent Pronouns (Ḍamīr Munfaṣil) in Present Tense Verbs (Fi'l Muḍāri') Using Group Investigation (GI) Strategy in Arabic Writing Class Milah, Siti Rifatul; Sumiati, Sumiati; Subhan, Subhan; Ubaidillah, Ubaidillah
Kitaba Vol 4, No 1 (2026): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v4i1.42450

Abstract

This study aims to determine the effectiveness of the Group Investigation (GI) strategy in improving students' Arabic writing skills (mahārah al-kitābah), specifically the accuracy of using independent pronouns (ḍamīr munfaṣil) with present tense verbs (fi'l muḍāri') at MAN 2 Pandeglang. The study employed a Classroom Action Research (CAR) method using the Kemmis and McTaggart spiral model, conducted in two cycles. The subjects were 31 students of class X-1. Data were collected through observation, written tests, and documentation. Quantitative data were analyzed using mean scores and classical mastery percentages, while qualitative data were analyzed through descriptive narratives of the learning process. The results showed that the use of the GI strategy significantly improved students' writing skills. The average class score increased from 59.35 in the pre-cycle stage to 71.74 in the first cycle, and further to 78.58 in the second cycle. Classical learning mastery increased from 19.35% to 54.84%, and then reached 90.32% in the second cycle, exceeding the Minimum Mastery Criterion (75) and the research performance indicator (80%). Student learning activity also increased from 77.02% (good category) in the first cycle to 91.94% (very good category) in the second cycle. The improvement was attributed to the integration of cooperative learning principles (positive interdependence, face-to-face interaction, individual accountability) and refinements made in the second cycle (smaller groups of three students, increased teacher guidance, more complex writing tasks). This study concludes that the Group Investigation strategy is effective in improving the accuracy of ḍamīr munfaṣil with fi'l muḍāri' in Arabic writing skills, bridging the gap between theoretical mastery and practical application through active, collaborative, student-centered learning.
Co-Authors Azizah, Siti Zahrotul Subhan Subhan Sumiati Sumiati Ubaidillah Ubaidillah ‘Aisy, Raudina Rihhadatul