Students’ Perceptions on Learning Management Systems of Arabic Learning through Blended Learning Model

Abstract

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.

Development of foreign language competence of higher education students in the context of blended learning

“…Similarly to the presented experiment, the scientific research of applied nature illustrate the positive effect of blended format on motivation to improve skills in different types of speech activity and emphasize the mandatory nature of due positive attitude of the student community to this format of knowledge acquisition. Google Classroom proved particularly effective for selection and testing of various toolsof the implementation of blended learning model (Taufiqurrochman, 2020). Since the suggested tasks entail the application of various digital tools depending on students'resources, it is necessary to consider not only strengths, but also challenges of the blended learning model.…”

Learning Management System in Streamlining Learning through Seamless Learning Approach

“…Learning management systems with a seamless learning approach has many advantages, including students sharing information and accessing learning materials at any time and carrying out evaluations that can measure students' conceptual understanding. (Taufiqurrochman, Muslimin, Rofiki, & ABAH, 2020). With conditions like this, students are expected to strengthen their understanding of the concept of learning material (Akram & Muhammad Khan, 2020).…”

Integrasi Matematika, Nilai-Nilai Keislaman, dan Teknologi: Fenomena di Madrasah Tsanawiyah

“…Salah satu cara untuk merealisasikan pembelajaran matematika yang bermuatan nilai-nilai keislaman dan disesuaikan dengan realitas perkembangan kehidupan adalah dengan bantuan IPTEK. Perkembangan ilmu pengetahuan dan teknologi (IPTEK) memberi efek positif dan negatif terhadap kehidupan manusia, khususnya dalam kegiatan pembelajaran (Taufiqurrochman, Muslimin, Rofiki, & Abah, 2020). Efek positif dari perkembangan IPTEK adalah menciptakan pembelajaran yang efektif dan menarik, serta memudahkan dalam menjelaskan sesuatu yang kompleks atau di luar jangkauan.…”

“…Namun, saat ini terdapat dikotomi antara ilmu umum dengan nilai-nilai keislaman (Kurniyat, 2018;Tamami, 2019). Selain itu, pelibatan digitalisasi/teknologi dalam proses pembelajaran juga menjadi tantangan bagi madrasah atau sekolah (Amelia, Rofiki, Tortop, & Abah, 2020;Rosikhoh, Mardhiyatirrahmah, Abdussakir, Abtokhi, & Rofiki, 2019;Taufiqurrochman et al, 2020). Hal ini sebagai langkah untuk memanfaatkan teknologi dengan cara yang positif (Susilo, 2019) dan siswa tidak terbawa arus globalisasi yang memiliki dampak negatif (Ningsih, 2019).…”