cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Rizki Putri Ramadhani
Contact Email
rizki_putri@polinema.ac.id
Phone
+6281334622521
Journal Mail Official
rizki_putri@polinema.ac.id
Editorial Address
Jalan Selat Sunda IV/D4 Lesanpuro, Kedung Kandang, Malang, Indonesia.
Location
Kota malang,
Jawa timur
INDONESIA
JPLED
Published by Global Action and Education for Society
ISSN : -     EISSN : 28091205     DOI : 10.58737
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Journal of Practice Learning and Educational Development is an open access, peer-reviewed, scientific journal published by GAES (Global Action and Education for Society). The aim of this journal is to publish articles dedicated to the latest outstanding developments in the field of education. It includes teaching practice and educational development in early childhood education, basic education, secondary education, higher education, and vocational education in formal, non-formal, and informal education systems. This journal was first published in March 2021, publish quarterly (March, May, August, and November). Changes have been published quarterly since 2023.
Arjuna Subject : Umum - Umum
Articles 745 Documents
 71   72   73   74   75 
Penggunaan, Efektivitas Efektivitas Games-Based Learning Dalam Meningkatkan Kemampuan Qowaidul Imla’ Di Salafiyyah Ula Tahfizh Ummul Quro Suprapto, Luthfia; Resy Mulyani
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i3.1543

Abstract

This study aimed to determine the effectiveness of Game-Based Learning in improving Qowaidul Imla’ ability among students at Salafiyyah Ula Tahfizh Ummul Quro. The study was motivated by the low ability of students to understand and apply Arabic writing rules, as well as the need for innovative learning strategies that can increase student engagement and learning outcomes. This research employed a quantitative approach using a quasi-experimental design with a non-equivalent control group design. The sample consisted of 37 students, divided into an experimental class and a control class selected through purposive sampling. Data were collected through tests, observation, and documentation and analyzed using normality tests, homogeneity tests, and Independent Sample t-Test with the assistance of SPSS software. The results showed that the data were normally distributed and homogeneous, with Shapiro-Wilk significance values of 0.107 for the pretest and 0.106 for the posttest, while Levene’s Test significance values were 0.113 and 0.076, respectively. The Independent Sample t-Test yielded a significance value of 0.015 (p < 0.05), indicating a significant difference between the experimental and control groups. Therefore, Game-Based Learning was found to be effective in improving students’ Qowaidul Imla’ ability at Salafiyyah Ula Tahfizh Ummul Quro.
Analisis Penggunaan Analisis Penggunaan Media Pembelajaran Aplikasi Canva Pada Mata Pelajaran Bahasa Arab Di Salafiyyah Ula Tahfizh Ummul Quro Natasya Abida Syafira; Angga Frananda
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i3.1544

Abstract

The development of digital technology in the 21st century has had a significant impact on education, including Arabic language learning, which requires innovation in learning media to make the learning process more effective and engaging. This study aims to analyze the use of the Canva application as a learning medium in Arabic language instruction at Salafiyyah Ula Tahfizh Ummul Quro. This research employs a descriptive qualitative approach, with data collected through observation, interviews, and documentation. The informants consisted of an Arabic language teacher, sixth-grade students, the principal, and the vice principal of curriculum. Data were analyzed using the Miles and Huberman model. The findings show that Canva is utilized to visualize learning materials, enhance classroom interactivity, and create flexible and efficient learning media. Canva is also supported by several factors, such as easy access, a wide variety of templates, an auto-save feature, and free templates. However, there are also obstacles, including dependence on stable internet connectivity and longer video downloading processes. In conclusion, the use of Canva contributes positively to improving the quality of Arabic language learning, although adequate technological infrastructure is still needed to optimize its use.
Analysis of Difficulties and Motivation in Learning Arabic from a Psycholinguistic Perspective Kaila Innes Ayu Pradita; Lili Musyafa’ah
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i3.1565

Abstract

This research discusses the difficulties and motivations of learning Arabic from a psycholinguistic perspective at Rumah Belajar Thaybah Surabaya. The main issue lies in the linguistic and psychological difficulties students face in listening, understanding, and comprehending the Arabic language. This research aims to find solutions to these obstacles and identify internal and external motivational factors. The method used is qualitative case study with data collection techniques thru interviews, observations, and documentation of ten female students. Data analysis was conducted using the Miles and Huberman model with triangulation validity testing. The research results show that psychological factors such as anxiety and low self-confidence have a significant impact on linguistic difficulties, while internal motivation and interactive learning methods play an important role in enhancing learning effectiveness.
Analysis of Factors Hindering Arabic Language Teaching Akhmad Zainudin; Lili Musyafa’ah
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i3.1567

Abstract

This study aims to analyze the factors inhibiting Arabic language teaching at SMP IT An-Najiyah. The main issues identified include students limited communicative competence, linguistic difficulties, and the lack of Arabic language habituation outside the classroom. This research employs a qualitative case study approach through interviews, observations, and documentation involving teachers, students, and curriculum staff. Data were analyzed using the Miles and Huberman model with validity ensured through credibility, transferability, dependability, and confirmability. The findings indicate that the barriers to Arabic learning are multidimensional, encompassing linguistic, psychological, pedagogical, and managerial aspects. In conclusion, the effectiveness of Arabic language teaching requires a holistic approach that emphasizes linguistic habituation, institutional support, and pedagogical innovation to optimize students’ communicative abilities.
Implementation of the Mim-Mem Method (Mimicry Memorization Method) in Efforts to Strengthen Arabic Speaking Skills Iva Setywati; Lili Musyafa’ah
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i3.1568

Abstract

This study was motivated by the limited Arabic speaking proficiency of female students at the Al-Iman Situbondo *Madrasah Diniyah* (Islamic religious school), a result of monotonous teaching methods and difficulties with vocabulary memorization. The research aimed to identify obstacles and analyze the impact of implementing the Mimicry-Memorization (Mim-Mem) method on strengthening *Maharah al-Kalam* (speaking skills). Employing a qualitative case study approach, data were gathered through in-depth interviews, participant observation, and documentation involving seven students. The results indicate that systematic drill techniques effectively mitigated the interference of local dialects and significantly boosted the students' self-confidence. A key finding reveals that intensive imitation and repetition successfully transformed passive behavior into active, communicative engagement. In conclusion, the Mim-Mem method proved to be a tactical solution for accelerating vocabulary retention and articulation fluency, thereby offering a practical contribution to the development of Arabic language teaching methodologies within traditional educational institutions.
Students' Learning Experience with Kahoot in Arabic Language Instruction Ervan Shodiq; Lili Musyafa’ah
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i3.1569

Abstract

Arabic language instruction at the Al-Iman Situbondo *Madrasah Diniyah Putra* (Islamic boarding school for boys) faces challenges stemming from low student interest and the perception that the subject matter is extremely difficult. This study aims to describe the role of Kahoot in transforming the students' learning experience. Employing a qualitative case study method, data were gathered through interviews, observations, and documentation involving six beginning-level students. The results indicate that integrating Kahoot successfully transformed the classroom atmosphere from monotonous to interactive and competitive, significantly boosting student motivation and focus. Despite obstacles related to digital literacy and device limitations, the gamification elements proved effective in mitigating instructional fatigue. In conclusion, the use of digital media can overcome students' cognitive resistance toward the Arabic language by fostering an enjoyable learning experience. These findings recommend the gradual digitalization of *pesantren* (Islamic boarding schools) to enhance the quality of language education.
Kalam Khobari and Kalam Insha’ Ghayr Talabi: A Comparative Analysis Based on Dilalah, Qasd, and Pragmatic Function in Arabic Rhetoric Muhamad Imam Juyat Miko; Muhammad Rido'i
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i3.1570

Abstract

An accurate understanding of the classification of sentences into Kalam Khobari (declarative sentences) and Kalam Insha’ (non-declarative sentences) serves as a crucial foundation for mastering Ilmu Ma’ani, a vital pillar of Arabic Balaghah (rhetoric). However, in educational practice, confusion often arises—particularly when distinguishing Kalam Insha’ Ghairu Thalabi (non-imperative Insha’) from Kalam Khobari—due to apparent similarities in grammatical structure (Jum’ah: 2005; Al-Hasyimi: 1999). This study addresses this issue by examining the fundamental differences between the two. It employs a qualitative method utilizing a library research approach. The data analysis technique applied is descriptive-analytical and comparative-explanatory, drawing upon primary sources—such as classical and contemporary Balaghah texts—as well as supporting secondary sources. The analysis reveals that the fundamental distinction between Kalam Khobari and Kalam Insha’ Ghairu Thalabi lies in three key aspects. First, the Dilalah (semantic indication) aspect: Khobari involves a referential relationship (nisbah kharijiyyah) that exists prior to utterance, whereas Insha’ brings that meaning into existence or constructs it at the moment of utterance. Second, the Qasd (speaker's intention) aspect: A Khobari speaker intends to align their speech with reality or deviate from it, whereas a speaker of Insha’ aims to express a psychological state or create a new reality (such as commands, prohibitions, praise or condemnation, and contractual agreements). Third, the pragmatic function aspect: Khobari serves an informative function and is subject to truth-value assessment (shidq or kadzb), whereas Kalam Insha’ Ghairu Thalabi serves an expressive-performative function and is immune to true-false evaluation. The study concludes that understanding this triad of distinctions—dilalah, qasd, and pragmatic function—is the key to accurately distinguishing between these two types of sentences. This analysis not only provides conceptual clarity but also reveals the dimension of aesthetic beauty (jamaliyyah) inherent in the performative nature of Arabic within Kalam Insha’ Ghayr Talabi—an area that often poses difficulties for beginners.
The Effectiveness of Using Memrise to Enhance the English Speaking Skills of Thai Students Muhammad Zhidan Akbar; Rita Harisma
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i3.1587

Abstract

Speaking stands out as a core skill for English as a Foreign Language (EFL) learners because it lets them share ideas and actually connect. Still, at Darul Ma'arif School Foundation in Satun, Thailand, I noticed a clear pattern: eighth graders struggled with English speaking. The issues popped up in four main areas—limited vocabulary, shaky pronunciation, slow fluency, and grammar mistakes.To tackle these challenges, I used the Memrise app and set up a quantitative study with a quasi-experimental design. One group of 18 eighth graders—all students in that grade—took a speaking test before and after using Memrise. The test focused on pronunciation, vocabulary, fluency, and accuracy, checked with an analytical rubric. After collecting the scores, I analyzed them using descriptive statistics and a paired-sample t-test.The results told a strong story. Average speaking scores jumped from 10.78 before Memrise to 14.94 after—a boost of 4.16 points. The t-test showed significant improvement, t(17) = 12.41, p < .001, with a huge effect size (Hedges' g = 2.79). Breaking this down, pronunciation improved the most, then accuracy, followed by fluency and vocabulary. All in all, Memrise truly helped these EFL students speak better English. In this Thai school setting, Memrise proved itself as a powerful Mobile-Assisted Language Learning (MALL) tool.
The Effectiveness of Group Guidance Using the Problem Solving Method to Improve Students' Academic Responsibility Yoza Jumitra Yenti; Fitria Kasih; Besti Nora Dwi Putri
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i3.1640

Abstract

Academic responsibility is a crucial factor in supporting students’ learning success and academic achievement. Nevertheless, in educational practice, many students still demonstrate low levels of academic responsibility, which are reflected in poor time management, failure to complete individual assignments, lack of accuracy in answering questions, and inadequate preparation prior to learning activities. These conditions may negatively affect students’ learning outcomes if not addressed appropriately. Therefore, effective guidance interventions are needed to help students develop stronger academic responsibility. This study aimed to examine the effectiveness of group guidance using the problem solving method in improving students’ academic responsibility. The research employed a quantitative approach with a pre-experimental design, specifically a one group pretest–posttest model. The population consisted of 12 students, from which 10 students were selected as research samples using purposive sampling based on predetermined criteria. Data were collected through an academic responsibility questionnaire that measured students’ responsibility before and after the intervention. Data analysis techniques included percentage interval analysis to determine responsibility categories and a t-test to examine differences between pretest and posttest scores.The results revealed that prior to the intervention, students’ academic responsibility was generally categorized as low to moderate. After the implementation of group guidance using the problem solving method, students’ academic responsibility increased significantly to high and very high categories. Furthermore, the t-test results showed a significant difference between pretest and posttest scores (p < 0.05). These findings indicate that group guidance with the problem solving method is effective in enhancing students’ academic responsibility. Therefore, school counselors are encouraged to implement this method as an alternative strategy to foster students’ academic responsibility in schools
The Application of the Visual Auditory Kinesthetic Model Assisted by Blooket Media in Teaching News Writing to 11th Grade Students Amellya Putri Vellysha; Titin Nurhayatin; Aries Setia Nugraha
Journal of Practice Learning and Educational Development Vol. 5 No. 4 (2025): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v5i4.1642

Abstract

This study aims to examine the effectiveness of the Visual Auditory Kinesthetic (VAK) learning model assisted by the Blooket media in improving students’ news writing skills. The research was conducted on eleventh-grade students of SMA Pasundan 3 Bandung using a quasi-experimental method with a non-equivalent control group design. The experimental class was taught using the VAK model and Blooket media, while the control class was taught using conventional discussion methods with PowerPoint. Data were collected through pretest and posttest instruments, as well as observation and documentation. The results showed a significant improvement in the experimental class, where the average posttest score increased to 88.6, compared to the control class which reached only 75.7. The VAK model successfully accommodated students’ diverse learning styles and enhanced their active participation. The use of Blooket, an interactive digital game-based platform, created an engaging and competitive learning environment that supported better understanding and creativity in news writing. This study concludes that the integration of the VAK model with Blooket media is effective in enhancing students’ writing competence, especially in producing structured and factual news texts, in line with 21st-century learning principles that emphasize critical thinking, collaboration, communication, and creativity.

Page 74 of 75 | Total Record : 745

 71   72   73   74   75 

Filter by Year

2021 2026


Reset
Filter By Issues
All Issue Vol. 6 No. 3 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press Vol. 6 No. 2 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press Vol. 6 No. 1 (2026): Journal of Practice Learning and Educational Development (JPLED) Vol. 5 No. 4 (2025): Journal of Practice Learning and Educational Development (JPLED) Vol. 5 No. 3 (2025): Journal of Practice Learning and Educational Development (JPLED) Vol. 5 No. 2 (2025): Journal of Practice Learning and Educational Development (JPLED) Vol. 5 No. 1 (2025): Journal of Practice Learning and Educational Development (JPLED) Vol. 4 No. 4 (2024): Journal of Practice Learning and Educational Development (JPLED) Vol. 4 No. 3 (2024): Journal of Practice Learning and Educational Development (JPLED) Vol. 4 No. 2 (2024): Journal of Practice Learning and Educational Development (JPLED) Vol. 4 No. 1 (2024): Journal of Practice Learning and Educational Development (JPLED) Vol. 3 No. 4 (2023): Journal of Practice Learning and Educational Development (JPLED) Vol. 3 No. 3 (2023): Journal of Practice Learning and Educational Development (JPLED) Vol. 3 No. 2 (2023): Journal of Practice Learning and Educational Development (JPLED) Vol. 3 No. 1 (2023): Journal of Practice Learning and Educational Development (JPLED) Vol. 2 No. 4 (2022): Journal of Practice Learning and Educational Development (JPLED) Vol. 2 No. 3 (2022): Journal of Practice Learning and Educational Development (JPLED) Vol. 2 No. 2 (2022): Journal of Practice Learning and Educational Development (JPLED) Vol. 2 No. 1 (2022): Journal of Practice Learning and Educational Development (JPLED) Vol. 1 No. 4 (2021): Journal of Practice Learning and Educational Development (JPLED) Vol. 1 No. 3 (2021): Journal of Practice Learning and Educational Development (JPLED) Vol. 1 No. 2 (2021): Journal of Practice Learning and Educational Development (JPLED) Vol. 1 No. 1 (2021): Journal of Practice Learning and Educational Development (JPLED) More Issue