The emergence of various Learning Management System (LMS) applications support the implementation of Arabic learning with a blended learning model that combines traditional method (face to face) and online. The purpose of this study is to describe students’ perceptions as users of the LMS application. The study was descriptive research. As many as 150 students involved in this study, 75 percent chose the blended learning model for learning Arabic. They called the ten most popular LMS application platforms such as Google Classroom, Edmodo, Schoology, Geschool, Our Class, Kelase, ClassDojo, TrackCC, Class123, and Eckovation. Of the 10 LMS applications, the best is Edmodo and the most famous is the Google Classroom. The potential of the LMS application as a representation of the blended learning model is because it has a variety of features. There are at least 16 features, namely: integration of LMS applications with social media, communication features with parents, attendance, payment, homework, conferences, forums, certificates, quiz (polling), document shares, grade books, announcements, testing/surveys, calendar/schedule, email, and chat facilities. The results of students' perceptions regarding these features indicate that they understand all the functions of the LMS features. About learning Arabic, they assessed that all LMS applications had the potential to be used for learning Arabic. The most significant potential is the ability of the LMS application to help learn speaking, writing, and grammar (Sharaf and Nahwu) skills.
<p class="Bodytext50"><span>One of the language characteristic</span><span lang="EN-US">s</span><span> is that </span><span lang="EN-US">it</span><span> is composed of a certain sound system that is distinctive to each other. </span><span lang="EN-US">Alquran</span><span> that is revealed in Arabic should be articulated appropriately and accurately in order to avoid mistakes, explicitly or implicitly. Lahn is called as solecism in linguistics and catachresis in literature. According to tajwid science (</span><span lang="EN-US">Alquran</span><span> Phonology), Lahn is defined as. mis pronunciation in reading </span><span lang="EN-US">Alquran</span><span>. That is why the readers should be able to learn more about tajwid. It is important to avoid making lahn that will change the meaning of the Holly </span><span lang="EN-US">Alquran</span><span>. This article is aimed at describing lahn phenomenon that appears in religious activities such as adzan, iqamat, tahlil, talbiyah, and praying.</span></p><p class="Bodytext50"><span lang="EN-US"> </span></p><p class="Bodytext50"><span>Salah satu karakteristik bahasa ialah ia terdiri dari sistem bunyi tertentu yang dapat membedakannya dengan lainnya. Alquran yang tertulis dalam Bahasa Arab harus diartikulasikan dengan tepat dan akurat agar terhindar dari kesalahan baik itu yang tampak maupun yang tersembunyi. <em>Lahn</em> disebut sebagai kesalahan tata bahasa dalam ilmu Linguistik dan <em>catachresis</em> dalam ilmu Sastra. Menurut ilmu Tajwid (Fonologi Alquran), <em>Lahn</em> didefinisikan sebagai kesalahan pengucapan dalam membaca Alquran. Maka dari itu, pembaca harus mempelajari Tajwid lebih jauh lagi. Artikel ini bertujuan untuk mendeskripsikan fenomena <em>Lahn</em> yang tampak dalam aktivitas keagamaan seperti azan, iqamah, <em>tahlil</em>, <em>talbiyah</em>, dan berdoa.<em></em></span></p>
Online and distance learning leads to reduced student motivation, boredom, and reduced levels of understanding. The solution to solve this problem is ice breaker-based video. In Arabic learning, ice breaker video content is not found much because ice breakers are usually practiced for offline learning. Therefore, ice breakers are required in videos for online learning by producing them in large quantities. This study aims to describe the results of a review of ice breaker-based videos that have been successfully designed by students in the Department of Arabic Language Education. It is a mixture of quantitative and qualitative approaches. With qualitative content analysis, it is known that students successfully produce Arabic-language ice breaker-based videos that are of good quality from the aspect of content, themes, and teaching materials for all levels of education, from children to adults. This video can be applied independently or under the guidance of a classroom teacher. The success of students in producing ice breaker-based videos is because the Arabic education curriculum has accommodated elective courses called Games, Songs, and Stories so that students are equipped with teaching skills and the ability to become content creators.
Shorof is an essential tool in learning Arabic and a prerequisite for mastering Arabic. The problem that is often encountered in the learning process that takes place is the difficulty of students in mastering the material memorization because learning is only centered on lecture theory. The solution to this problem is to provide learning media concept maps which are often referred to as concept mapping. The method used in this research is qualitative research with the object of 3rd-semester Arabic language education students Maulana Malik Ibrahim State Islamic University Malang, amounting to 50 students. Also, students at the second level in the Department of Arabic at Ilorin University, Ilorin Nigeria, there are 40 students. Concept maps are designed by linking the concept of propositions using conjunctions with giving lines that are labeled so that they have a meaning. By applying this method, it will affect the ease of students in understanding the material in learning. Based on the research conducted, data differences were obtained between the data on the results of student learning achievements in the study of the students who did not use media concept mapping with those using the concept mapping. That the results of student achievement are better when using these media. Then it can be concluded that there is a significant effect of the use of media concept mapping in the study of theorists.
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