Efektifitas Penggunaan Pendekatan Pembelajaran Berbasis Masalah (Problem Based Learning) Dalam Pembelajaran Matakuliah Metodologi Penelitian Bahasa Arab

Ainin, Moh.

doi:10.17977/um015v45i22017p197

Cited by 20 publications

(21 citation statements)

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“…The results of this study are in line with previous research on the development of learning models that are appropriate to use in learning [6], [12], [16], [18], [27]- [29], [37], [38]. The effectiveness of the EMCO learning model based on the results of the study also has similarities with previous research on e-learning [9], [30]- [32], mlearning [17], [19], and outdoor study [7], [33], [34], [39].…”

Section: Fig 4 Data On Geography Learning Outcomessupporting

confidence: 89%

Development of E-Learning, Mobile Apps, Character Building, and Outdoor Study (EMCO Learning Model) to Improve Geography Outcomes in the 21st Century

Prastiyono

Utaya

Sumarmi

et al. 2021

Int. J. Interact. Mob. Technol.

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This development study aims to 1) create a learning model that fuses e-learning, a mobile app, character building, and outdoor study and 2) determine the effectiveness of the EMCO learning model on student learning outcomes. This study uses a research and development design with the model of Dick and Carey. A product feasibility test is performed by the learning, media, and materials expert validators, and the product’s effectiveness is tested by students. The data analysis includes descriptive statistics to determine the product feasibility and an independent sample t-test to determine the effectiveness of the learning model. The results of the expert validation show that the EMCO model is in the very good category and does not need revision. The EMCO model has a learning syntax with four phases: LKPD (student worksheet), assessment instrument, learning media, and teaching materials. Results indicate that the EMCO learning model is effective in improving geography learning outcomes. The model has the advantages of 1) effective and innovative material delivery; 2) easy-to-use navigation keys to access the material; 3) attractive design; 4) availability of CBT (computer-based test); and 5) online learning media that can be accessed anytime, anywhere, and under any conditions. The research has a positive impact on students and is able to transform them into 21<sup>st</sup>-century learning agents.

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Section: Fig 4 Data On Geography Learning Outcomessupporting

confidence: 89%

Development of E-Learning, Mobile Apps, Character Building, and Outdoor Study (EMCO Learning Model) to Improve Geography Outcomes in the 21st Century

Prastiyono

Utaya

Sumarmi

et al. 2021

Int. J. Interact. Mob. Technol.

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“…The findings of this study enrich the findings of previous studies that have shown the effectiveness of problem-based learning methods in several subjects and levels of education, both in increasing the effectiveness of learning and improving students' soft skills (Ainin, 2017;Ali, 2019;Aslan & Duruhan, 2020;Hursen, 2020;Mustofa & Hidayah, 2020;Solihah & Mashinta, 2019). The results of this study significantly add to the finding that the student-centred learning method in the form of seven jumps problem-based learning is effective to be applied in the context of online learning and advanced learning to read Arabic.…”

Section: Research Hypothesis Test Resultssupporting

confidence: 85%

“…In the field of language learning, Ali (2019) carried out a research on PBL in the English lesson for foreign learners. A PBL research in Arabic learning has also been carried out by Ainin (2017), who analysed the use of problem-based learning methods in the Arabic Research Methodology Course. This study showed that, in general, the application of problem-based learning is regarded as effective, both in terms of the learning process and learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Problem-Based Learning on Advanced Reading Comprehension Skill in Online Arabic Language Teaching

Hasyim¹

2021

LISANIA

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Reading proficiency is considered as one of the language skills that must be mastered by prospective Arabic educators or practitioners. Besides, in the era of industry 4.0, students not only require core competencies from the field of study they are studying but also have a lifelong character of a learner. The conditions found in the field, as well as in previous studies, showed that learning in higher education currently tends to be centred on lecturers rather than on the students. This study aims to examine the effectiveness of the implementation of a student-centred learning method in the form of a problem-based learning method with seven-jumps (seven-steps) approach in increasing the reading proficiency in Arabic. The subjects of this research were 50 people of Muthala’ah Mukatsafah class, and the test and non-test were employed as instruments. The reading proficiency test prepared by the researcher was used to figure out the subjects’ reading ability. Meanwhile, the subjects’ characters or soft skills were measured through a non-test instrument in the form of a questionnaire. The design applied in this study was a group design (one group pretest-posttest design). The data analysis was performed through a significance test before and after treatment. The results show that there are differences in the subjects’ advanced reading proficiency level as well as an increase in empathy soft skill before and after the implementation of the learning method.

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“…Baik secara kualitas maupun kuantitas, pembahasan fiqih masih sangat mendominasi di atas bidang-bidang ilmu lain. Meskipun, semua pesantren tentu saja mengajarkan ilmu alat, tafsir, tauhid, dan ilmu-ilmu lain, namun inti pendidikan pesantren salf sebenarnya terdiri dari karyakarya fiqih (Bruinessen, 1999) Mukhoyyaroh & Jazil, 2013;Saleh, 2013) dan pembelajaran berbasis masalah sendiri sebenarnya telah banyak dikaji dan diteliti dalam pembelajaran (Ainin, 2017;Ghofuri, Sanusi, & Krisdiana, 2014;Maulidiyahwarti et al, 2016;Mustofa, Susilo, & Muhdhar, 2016;Pranawestu, Kharis, & Mariani, 2012;Saleh, 2013;Widodo, 2016;Yustianingsih, Syarifuddin, & Yerizon, 2017), baik pada bidang fiqih maupun PAI secara umum, serta kegiatan musyawarah banyak dilakukan dalam pembelajaran (Hariyanto, 2014;Nurhayati, 2014)…”

Section: Pendahuluanunclassified

Pembelajaran Fiqih Berbasis Masalah melalui Kegiatan Musyawarah di Pondok Pesantren Al-Anwar Sarang Rembang

Rohman

2017

ATJPI

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This article provides a description of the implementation of problem-based learning of fiqih with musyawarah activities at Pondok Pesantren Al-Anwar Sarang Rembang Central Java. The problem of this article focuses on two problems, how the implementation of problem-based learning of fiqih by musyawarah at Pondok Pesantren Al-Anwar and the advantages and disadvantages of problem based-learning of fiqh with musyawarah activities. This paper is the result of qualitative research using case study method. Data collection used participant observation, interview, and documentation techniques. To determine the sample of data source as informant, this research uses purposive sampling and snowball sampling technique. The data analysis technique used is descriptive qualitative analysis with phenomenology approach. The Analysis begins since the researcher goes to the place and it is done interactively and continuously until being completed. It can be concluded that the activities of musyawarah is a form of problem-based learning of fiqih in the style of pesantren. In terms of principles, characteristics, as well as learning stages in musyawarah activities have been in accordance with the concept of problem-based learning. AbstrakArtikel ini memberikan gambaran pelaksanaan pembelajaran berbasis masalah fiqih dengan kegiatan musyawarah di Pondok Pesantren Al-Anwar Sarang Rembang Jawa Tengah. Masalah dari artikel ini berfokus pada dua masalah, bagaimana penerapan pembelajaran berbasis masalah fiqih oleh musyawarah di Pondok Pesantren Al-Anwar dan kelebihan dan kekurangan masalah berbasis-pembelajaran fiqh dengan kegiatan musyawarah. Tulisan ini merupakan hasil penelitian kualitatif dengan menggunakan metode studi kasus. Pengumpulan data menggunakan observasi partisipan, wawancara, dan teknik dokumentasi. Untuk menentukan sampel sumber data sebagai informan, penelitian ini menggunakan teknik purposive sampling dan snowball sampling. Teknik analisis data yang digunakan adalah analisis deskriptif kualitatif dengan pendekatan fenomenologi. Analisis dimulai sejak peneliti pergi ke tempat dan dilakukan secara interaktif dan terus menerus hingga selesai. Dapat disimpulkan bahwa kegiatan musyawarah merupakan bentuk pembelajaran berbasis masalah fiqih dalam gaya pesantren. Dari segi prinsip, karakteristik, serta tahapan pembelajaran dalam kegiatan musyawarah telah sesuai dengan konsep pembelajaran berbasis masalah.

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Efektifitas Penggunaan Pendekatan Pembelajaran Berbasis Masalah (Problem Based Learning) Dalam Pembelajaran Matakuliah Metodologi Penelitian Bahasa Arab

Cited by 20 publications

References 1 publication

Development of E-Learning, Mobile Apps, Character Building, and Outdoor Study (EMCO Learning Model) to Improve Geography Outcomes in the 21st Century

Development of E-Learning, Mobile Apps, Character Building, and Outdoor Study (EMCO Learning Model) to Improve Geography Outcomes in the 21st Century

The Effectiveness of Problem-Based Learning on Advanced Reading Comprehension Skill in Online Arabic Language Teaching

Pembelajaran Fiqih Berbasis Masalah melalui Kegiatan Musyawarah di Pondok Pesantren Al-Anwar Sarang Rembang

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