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All Journal ABDIMASY: Jurnal Pengabdian Kepada Masyarakat Journal of Educational Studies
Muhammad Hafidz
Universitas KH. Abdul Chalim Mojokerto
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Pelatihan Membaca Kitab Gundul dengan Teknik 234 untuk Peningkatan Kompetensi Guru Bahasa Arab di SMP Unggulan Amanatul Ummah Program Tahfidz Pacet Mojokerto Muhammad Hafidz; Benny Angga Permadi
ABDIMASY: Jurnal Pengabdian Kepada Masyarakat Vol. 4 No. 2 (2025): Desember
Publisher : LPPM Institut Agama Islam Bani Fattah Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52431/abdimasy.v4i2.4491

Abstract

This Community Service Program (PKM) aims to enhance the competence of Arabic language teachers in reading, understanding, and teaching kitab gundul through the implementation of Technique 234, also known as the Jie Sam Soe method. The program was conducted at SMP Unggulan Amanatul Ummah Tahfidz Program, Mojokerto, involving 20 Arabic language teachers. The implementation method consisted of five stages: introduction to the concept of kitab gundul, explanation of the theory of Technique 234, practice in reading classical texts, peer teaching, and competency evaluation through pre-tests and post-tests. The results showed an average increase of 30% in teachers’ ability to read kitab gundul, based on a comparison of pre-test and post-test scores. The teachers demonstrated high levels of enthusiasm, and a community of classical text learner-teachers was formed as a follow-up initiative. The application of Technique 234 proved effective in integrating nahwu and sharaf theory into practical Arabic text reading and in enhancing teachers’ confidence in teaching classical texts.
Enhancing the Use of ChatGPT for Self-Talk Practice: Integrating Gamification and Artificial Intelligence into Arabic Language Education Muhammad Hafidz; Amrini Shofiyani; Muhammad Yasin Fatchul Barry
Journal of Educational Studies Vol. 3 No. 3 (2025): Desember
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v3i3.3505

Abstract

Conversation skills often pose a major obstacle for self-directed learners of Arabic due to the limited availability of conversation partners and authentic practice environments. The emergence of artificial intelligence, such as ChatGPT, presents new opportunities; however, its use for conversational practice remains suboptimal due to the absence of structured pedagogical approaches, including gamification elements that could enhance motivation. The main research question is: How can the use of ChatGPT as a virtual conversation partner for self-directed conversational practice be improved by integrating principles of gamification and artificial intelligence to effectively enhance Arabic speaking skills?. This research aims to: (1) design a model for self-directed conversational practice based on ChatGPT and integrated with gamification elements (points, levels, challenges, immediate feedback); (2) test the effectiveness of this model in improving speaking fluency, vocabulary mastery, and learner self-confidence; (3) identify the strengths and limitations of ChatGPT as a conversational agent in the context of Arabic language teaching. The research adopts a design-based research methodology and consists of three phases: needs analysis, model development, and a limited-scale experiment. Participants are 30 self-directed learners of Arabic at the basic and intermediate levels. Instruments include oral tests (pre- and post-), an observation form for interactions with ChatGPT, a motivation questionnaire, and semi-structured interviews. Quantitative data will be analyzed using paired-samples t-tests, while qualitative data will be analyzed using thematic analysis. The research is expected to provide: (1) a structured protocol for self-directed conversational practice using ChatGPT with gamified scenarios (e.g., daily tasks, conversation challenges, a point system); (2) empirical evidence of significant improvement in speaking fluency (with a minimum target of 25%) and learning motivation compared to traditional methods; (3) practical recommendations on how to formulate effective prompts for ChatGPT to generate responses appropriate to learners' proficiency levels and to support topic-based conversational practice. Optimizing the use of ChatGPT for self-directed conversational practice requires pedagogical design that not only relies on AI capabilities alone but also incorporates gamification principles to maintain engagement and sustainability in learning. The findings of this research are expected to serve as a reference for developers of Arabic teaching materials and for self-directed learners in using AI effectively. Further research is recommended to test this model over a longer period and with a broader population
Pelatihan Penyusunan Modul Ajar Bagi Guru Madrasah Diniyah Untuk Mendukung Pembelajaran Yang Sistematis Ainur Rofiq; Muhammad Hafidz
ABDIMASY: Jurnal Pengabdian Kepada Masyarakat Vol. 5 No. 1 (2026): Juni
Publisher : LPPM Institut Agama Islam Bani Fattah Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52431/abdimasy.v5i1.4987

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi guru Madrasah Diniyah dalam menyusun modul ajar yang sistematis, terarah, dan sesuai dengan kebutuhan peserta didik. Permasalahan yang ditemukan adalah masih adanya keterbatasan guru dalam menyusun perangkat pembelajaran secara terstruktur, terutama dalam merumuskan tujuan pembelajaran, mengorganisasikan materi, menentukan kegiatan pembelajaran, serta menyusun asesmen. Kegiatan dilaksanakan menggunakan pendekatan partisipatif dan andragogi melalui beberapa tahapan, yaitu identifikasi kebutuhan, persiapan, penyampaian materi, workshop penyusunan modul ajar, pendampingan, presentasi dan review, revisi, evaluasi, serta tindak lanjut. Peserta tidak hanya memperoleh materi secara teoritis, tetapi juga terlibat langsung dalam praktik penyusunan modul ajar berdasarkan mata pelajaran dan kondisi pembelajaran di Madrasah Diniyah. Hasil kegiatan menunjukkan bahwa pelatihan memberikan pengalaman praktis kepada guru dalam memahami komponen dan sistematika modul ajar serta meningkatkan kemampuan guru dalam menghasilkan rancangan modul yang dapat digunakan sebagai pedoman pembelajaran. Pendampingan dan proses review juga membantu guru melakukan perbaikan terhadap modul yang telah disusun. Dengan demikian, pelatihan penyusunan modul ajar dapat menjadi salah satu upaya untuk mendukung peningkatan kompetensi profesional guru dan menciptakan proses pembelajaran yang lebih terencana, terarah, dan sistematis di Madrasah Diniyah.
Co-Authors Ainur Rofiq Amrini Shofiyani Benny Angga Permadi Muhammad Yasin Fatchul Barry