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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Islamika: Jurnal Keislaman dan Ilmu Pendidikan
Raharja, Radin Paras
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Religion Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics Other

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A Mobile Technology-Based Empowerment Model for Arabic Language Teachers in Developing Animated Learning Videos at Rural Islamic Boarding School Al Idrus, S. Ali Jadid; Syarifuddin, M.; Cahyani, Leny; Raharja, Radin Paras
Jurnal Penelitian Pendidikan IPA Vol 11 No 12 (2025): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i12.12113

Abstract

Teachers in rural Islamic boarding schools (pesantren) often have limited access to digital training and few opportunities to develop innovative instructional media for Arabic language instruction. This study investigates how mobile-based training can empower Arabic language teachers to create animated learning videos and examines the types of mentoring that facilitate this process. Using a qualitative Participatory Action Research (PAR) design, the study engaged 16 teachers from three rural pesantren in iterative cycles of training, hands-on practice, reflection, and guided mentoring. Data were collected through in-depth interviews, observations, documentation of teacher-produced videos, and continuous digital communication. The findings reveal a six-phase empowerment process: initial digital literacy gaps, emerging awareness of the pedagogical potential of mobile technology, step-by-step skill acquisition through experiential practice, negotiation of technical and contextual challenges, internalization of digital competence accompanied by increased self-efficacy, and early instructional implementation of animated videos. Mentoring, characterized by personalized guidance, responsive troubleshooting, modeling of complex procedures, and sustained online support, was essential in maintaining engagement and overcoming technological barriers. Teachers reported greater confidence, stronger professional agency, and improved capacity to design context-appropriate digital media. The study accomplishes that mobile-based training supported by intensive mentoring can effectively empower teachers in resource-limited Islamic educational settings. The proposed six-phase empowerment model offers a scalable and contextually adaptable framework for teacher development initiatives in rural and underserved environments
A Reflective Study on Practical Methods for Developing Arabic Animation Learning Media Using Plotagon Story Idrus, S. Ali Jadid al; Syarifuddin, M.; Cahyani, Leny; Raharja, Radin Paras
ISLAMIKA Vol 8 No 1 (2026): JANUARY
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v8i1.5981

Abstract

The teaching of Arabic across diverse institutions continues to encounter challenges related to student engagement, communicative context, and teachers’ capacity to present compelling instructional media. Animated media hold significant potential to enrich learning through the integration of visual, auditory, and narrative elements; however, their production is often perceived as complex and requiring advanced technical skills. This study aims to identify practical methods for producing Arabic-language animated learning media using Plotagon Story, employing a reflective qualitative approach within the Action Research framework developed by Kemmis and McTaggart. Training and mentoring were conducted in three partner pesantren through iterative cycles of planning, acting, observing, and reflecting. Data were collected via reflective interviews, observation of instructional practices, and documentation of the produced animations, and subsequently analysed using Thematic Analysis. The findings indicate that micro-staging, person-to-person mentoring, and hands-on practice constitute key factors in mitigating digital anxiety and enhancing teachers’ media literacy. Teachers initially unfamiliar with technology succeeded in producing instructional animations, including taʿāruf dialogues, school-related vocabulary, and classroom scenarios. Classroom observations revealed increased student attention, motivation, and comprehension when the teacher-produced animations were utilised. Participants’ reflections highlighted professional transformation, particularly in terms of increased self-efficacy and pedagogical awareness regarding the role of animation in providing authentic communicative contexts. The study concludes that Plotagon Story is a practical and accessible tool for developing Arabic-language instructional media, particularly in resource-limited settings. It contributes to the advancement of a simple, effective, and replicable model for training in digital media production.
Co-Authors Al Idrus, S. Ali Jadid Cahyani, Leny Idrus, S. Ali Jadid Al M. Syarifuddin