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All Journal IBDA': Jurnal Kajian Islam dan Budaya Al Huwiyah: Journal of Woman and Children Studies Al-Tadris: Jurnal Pendidikan Bahasa Arab
Mohamad Aris Murtadho
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Religion Arts Humanities Languange, Linguistic, Communication & Media Social Sciences

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Pembelajaran Berdiferensiasi Pada Mata Pelajaran Bahasa Arab Murtadho, Mohamad Aris
Al-Tadris: Jurnal Pendidikan Bahasa Arab Vol 11 No 1 (2023): Al-Tadris: Jurnal Pendidikan Bahasa Arab
Publisher : Faculty of Education and Teachers Training of UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/tadris.2023.11.1.97-133

Abstract

ملخص التعلم المتمايز عبارة عن سلسلة من القرارات المنطقية التي يتخذها المعلمون والتي تستهدف احتياجات الطلاب. يستخدم التعلم التفاضلي مجموعة متنوعة من الأساليب (مناهج متعددة) في المحتوى والعمليات والمنتجات. يعد الالتزام بتنفيذ التعلم المتمايز وعدًا يربط نتائج تعلم الطلاب ويطور الاحتراف والعملية التعاونية التي تضمن التعلم الناجح للجميع. الالتزام بتنفيذ التعلم المتمايز بما في ذلك: (1) استخدام التقييم. ويشمل ذلك الانتباه إلى مدخلات الطلاب، والاستعداد، والاهتمامات ، والمواهب؛ (2) استخدام نتائج التقييم للتمييز بين بيئة التعلم والتعلم والتقييم؛ (3) اختيار استراتيجيات التعلم التي تناسب احتياجات الطلاب؛ (4) قم بإجراء تعديلات (يمكن إجراؤها في أي وقت) لتوقع الأشياء التي لا يمكن التنبؤ بها. الكلمة الرئيسية: تعلم ، تمييز ، لغة عربية Abstract Differentiated learning is a series of common sense decisions made by teachers oriented to student needs. Differentiation learning uses a variety of approaches (multiple approaches) in content, processes and products. Commitment to implementing differentiated learning is a promise that binds student learning outcomes, develops professionalism and a collaborative process that ensures successful learning for all. Commitment to implementing differentiated learning, including: (1) Using assessment. This includes paying attention to student input, readiness, interests and talents; (2) Using the results of the assessment to differentiate the learning environment, learning, and evaluation; (3) Choose learning strategies that suit the needs of students; (4) Make adjustments (can be done at any time) to anticipate things that cannot be predicted. Keywords: Learn, distinguish, Arabic language Abstrak Pembelajaran berdiferensiasi adalah serangkaian keputusan masuk akal (common sense) yang dibuat oleh guru yang berorientasi kepada kebutuhan siswa. Pembelajaran diferensiasi menggunakan berbagai pendekatan (multiple approach) dalam konten, proses dan produk. Komitmen dalam melaksanakan pembelajaran berdiferensiasi merupakan sebuah janji yang saling mengikat hasil belajar siswa, mengembangkan profesional dan proses kolaborasi yang menjamin keberhasilan belajar bagi semua. Komitmen pelaksanaan pembelajaran berdiferensiasi, meliputi: (1) Menggunakan asesmen. Termasuk di dalamnya memperhatikan masukan, kesiapan, minat dan bakat siswa; (2) Menggunakan hasil asesmen untuk mendiferensiasikan lingkungan belajar, pembelajaran, dan evaluasi; (3) Memilih strategi pembelajaran yang sesuai dengan kebutuhan siswa; (4) Membuat penyesuaian (bisa dilakukan kapan saja) untuk mengantisipasi hal-hal yang tidak dapat diperkirakan Kata Kunci: Pembelajaran, Diferensiasi, Bahasa Arab
Digital Transformation and Cultural Preservation: Virtual Reality (VR)-Based Gamelan Interaction in Ba-li, Lombok, and Yogyakarta Chamami, M Rikza; Nafis, Muhammad Muntahibun; Dewi, Ratna Kumala; Mu'azzaz, Nisrin; Mohamad Aris Murtadho; Desi Dwi Anissa; Chasanatul Mardiyah; Syahma Laudza’i Rasyidah Shofina Ali
IBDA` : Jurnal Kajian Islam dan Budaya Vol. 23 No. 2 (2025): IBDA': Jurnal Kajian Islam dan Budaya
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Islam Negeri Profesor Kiai Haji Saifuddin Zuhri Purwokerto Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/ibda.v23i2.15197

Abstract

Digital transformation has brought new challenges and opportunities in cultural preservation in Indonesia, particularly through the application of Virtual Reality (VR) technology to the Gamelan tradition in Yogyakarta, Bali, and Lombok. This study highlights the urgency of cultural revitalisation and the transmission of traditional Gamelan values, which are increasingly being eroded by modernisation and changes in the lifestyles of the younger generation. Applied a qualitative approach and Design-Based Research (DBR) methods, this study examines local wisdom, structure, and the function of Gamelan through the Ethno-Stream model framework, which integrates science, technology, religion, engineering, art, and mathematics. Data were obtained through in-depth interviews with expert informants, Gamelan maestros, and cultural observers, as well as multimedia documentation. The study's results demonstrate that the development of an interactive VR-based Gamelan model has successfully increased cultural engagement and appreciation among the digital-native generation, thereby expanding the scope of learning across social, spiritual, and cultural domains. Analysis shows that immersive learning experiences through VR can bridge the generational gap in tradition and strengthen the global relevance of local culture. In conclusion, the integration of VR in Gamelan preservation can be an effective solution to enhance cultural identity, encourage multidisciplinary education, and build a sustainable model for cultural revitalisation in the digital age.
Nurturing Children’s Socio-Emotional Development Through a Love-Based Arabic Curriculum: A Psychopedagogical Analysis Murtadho, Mohamad Aris; Amrullah, Ahmad Fikri; Al Muiz, Mochamad Nasichin
Al Huwiyah: Journal of Woman and Children Studies Vol. 6 No. 1 (2026): Al Huwiyah: Journal of Woman and Children Studies
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/nd4rpt45

Abstract

Early childhood Arabic language instruction often faces methodological challenges that cause learning anxiety, necessitating approaches that prioritize children's socio-emotional well-being. This study explores the implementation of a "love-based curriculum" to create a holistic learning experience. Employing a qualitative descriptive approach through an integrative literature review, this research critically analyzes recent scholarly sources to construct a conceptual framework. The results indicate that a love-based curriculum rooted in affection, empathy, and positive reinforcement and significantly fosters an environment conducive to children's socio-emotional and cognitive development. By integrating psycho pedagogical principles, such as the Zone of Proximal Development (ZPD) and multiple intelligences, teachers can design concrete, stress-free, play-based activities. The study concludes that internalizing humanistic values mitigates language anxiety and strengthens character formation. Practically, this framework equips educators and parents to transform rigid linguistic instruction into an empathetic, child-centered ecosystem.
Co-Authors Ahmad Fikri Amrullah Chamami, M Rikza Chasanatul Mardiyah Desi Dwi Anissa Mochamad Nasichin Al Muiz Mu'azzaz, Nisrin Muhammad Muntahibun Nafis Ratna Kumala Dewi Syahma Laudza’i Rasyidah Shofina Ali