Dari segi sarana dan prasarana, 109 MTs di Kabupaten Bojonegoro sudah memiliki sarana-prasarana yang memadai, di beberapa madrasah fasilitas Internet juga telah tersedia, namun dalam penggunaanya belum optimal. Para guru masih sangat jarang yang memanfaatkan komputer itu untuk tujuan peningkatan pembelajaran apalagi menggunakan media pembelajaran berbasis Powerpoint dengan berbagai aplikasinya ,pengabdian ini dilakukan untuk meningkatkan pengetahuan dan meningkatkan keterampilan guru-guru bahasa Arab MTs di Bojonegoro tentang konsep media pembelajaran berbasis powerpoint, materi yang dikembangkan adalah media pembelajaran bahasa Arab dan pembuatan video pembelajaran melalui android, metode yang digunakan adalah pelatihan dan pendampingan. Hasil pelatihan ini menunjukkan bahwa keterampilan para guru cukup meningkat dengan indikator bahwa produk luaran pelatihan telah memenuhi standar media yang menarik serta berpotensi dapat mempercepat pencapaian kompetensi siswa dalam pembelajaran bahasa arab.Kata kunci— Media Pembelajaran, Pembelajaran inovatif, Bahasa Arab, Powerpoint AbstractIn terms of facilities and infrastructure, 109 MTs in Bojonegoro already have adequate infrastructure, in some madrasah Internet facilities are also available, but the use is not optimal yet. Teachers are still very rarely using the computer for the purpose of improving learning especially using Powerpoint-based learning media with a variety of applications, this dedication is done to increase knowledge and improve the skills of Arabic MTs teachers in Bojonegoro about the concept of powerpoint-based learning media, the material developed is a medium for learning Arabic and making learning videos through Android, the method used is training and mentoring. The results of this training show that the skills of teachers have improved considerably with indicators that the training output products have met attractive media standards and can potentially accelerate the achievement of student competencies in learning Arabic.Keywords—Learning Media, Innovative Learning, Arabic, Powerpoint
PendahuluanSekarang ini, perkembangan teknologi semakin canggih dan terus berkembang. Perkembangan teknologi tersebut banyak dimanfaatkan oleh berbagai bidang yang salah satunya adalah pendidikan dan pengajaran. Dalam menyampaikan materi pelajaran, guru hendaknya memperhatikan beberapa komponen pembelajaran salah satunya adalah bahan ajar. Bahan ajar yang akan disampaikan kepada siswa haruslah menarik dan up to date khususnya pelajaran bahasa Arab.Menurut Ainin (2017) permasalahan yang muncul adalah apakah bahan ajar yang digunakan dalam pembelajaran bahasa Arab khususnya di MTs merupakan bahan ajar yang secara substansial memperhatikan karakteristik peserta didik? Apabila jawabannya iya, pertanyaan berikutnya adalah bagaimana bahan ajar itu dikemas dan disajikan lebih atraktif, interaktif, dan komunikatif.Saat ini, penyajian materi atau bahan ajar bahasa Arab di MTs masih bersifat konvensional, yaitu mengandalkan penggunan bahan ajar dalam bentuk cetak (offline) yang lazim disebut dengan buku teks atau buku ajar (al-kitab at-ta'limiy). Sementara itu, dengan kemajuan teknologi, terutama teknologi informasi yang semuanya serba digital, pembelajaran yang berbasis online misalnya e-book atau e-learning yang kesemuanya dapat diakses melalui internet sudah menjadi kebutuhan bagi peserta didik.Pemanfaatan bahan ajar sudah tidak dibatasi oleh ruang dan waktu sebagaimana pada pembelajaran konvensional, tetapi peserta didik dapat mempelajarinya kapan dan di mana saja. Apabila bahan atau materi ajar tidak disajikan dalam bentuk online, apakah bahan ajar atau materi ajar bahasa Arab disajikan dengan menggunakan berbagai program software yang lebih atraktifkomunikatif, dan praktis atau yang lazim disebut dengan pembelajaran berbasis komputer? Salah satu program yang dapat digunakan untuk membuat bahan ajar bahasa Arab adalah powerpoint.Menurut Asrori dan Ahsanuddin (2014: 55) bahwa powerpoint pada dasarnya adalah program atau software yang dirancang Fakultas Sastra, Universitas Negeri Malang, Indonesia a
Kahoot application in learning can also help teachers to collect feedback from students, assess students’ learning understanding, and make surveys about problems that can be identified during learning. This research aimed to describe the effectiveness of using Kahoot! application as an evaluation tool in Arabic vocabulary learning for fifth-grade students at MI Al-Ma’arif 01 Margomulyo, Blitar. This research was qualitative with a One Group Pretest Posttest design – an experiment carried out in one group only without comparison. The samples of this research were the fifth-grade 25 students of MI Al-Ma'arif 01 Margomulyo Blitar. The results showed that the average evaluation score of the students after using Kahoot! application as a learning media increased by 75.2, much higher than before, it was 37.6. The use of Kahoot! application as an evaluation tool in Arabic vocabulary learning contributed 32% to the learning outcomes of the fifth-grade students at MI Al-Ma'arif 01 Margomulyo.
The objective of this study is to describe the development of online-based independent learning of Arabic Language Research Methodology (ALRM) subjects through a learning network (sistem pembelajaran dalam jaringan) at Arabic Literature Department, Faculty of Letters, Universitas Negeri Malang (ALD FL UM). This research used Research and Development (R & D) design approach. The output of this research are (a) e-learning ALRM teaching materials through the sistem pembelajaran dalam jaringan is in the form of pdf, PowerPoint, film, and animation, (b) elearning structured assignments and feedback, (c) conducting test with multiple choices form. The material developed is the material of Research and Development and Classroom Action Research.The research results show that the ALRM subjects development based on online learning through learning network is very effective both from the quality of the product and from the aspects of the process and learning outcomes. The main factor that causes the effectiveness of this product is the flexibility of time and place which can psychologically create a condition of student affection filters to be low or loose. The relaxation of the affection filter is marked by a sense of pleasure, excitement, and comfort in learning. The implication of this online-based learning system is that teaching materials that are equipped with specific and measurable indicators, assignments and tests are more easily understood by students.
One of the government’s efforts to improve the quality and professionalism of teachers, especially Arabic teachers, is the implementation of an in-service Teacher Professional Education Program (Pendidikan Profesi Guru – PPG). During the program, teachers also learn to develop lesson plans (Rencana Pelaksanaan Pembelajaran – RPP). Errors were reported in the lesson plans prepared by teachers of Arabic Language as PPG participants during the teaching practice at schools. Therefore, the purpose of this study was to describe those errors. By using a descriptive-qualitative design, this study revealed eight types of errors in the lesson plans, namely (1) ambiguity in the basic competence formulation, (2) GPA formulation that focused more on the process and not competence, (3) invalidity of the assessment instrument, (4) unspecific, non-operational, and unmeasurable formulation of GPA, (5) GPA formulation asynchronous with teaching and learning activities, (6) unclear formulation of teaching and learning activities, (7) unclear measurement of competence, and (8) domain misconceptions in the assessment.
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