Synchronous and Asynchronous: Teaching and Learning Arabic in Building Student Well-being during Covid-19 Pandemic

Abstract

Providing student well-being in the midst of the covid-19 pandemic is very important to achieve the objectives of teaching and learning Arabic. Lecturers as one component of education are required to have competence in managing teaching and learning processes and pleasant teaching and learning interactions with the students. Therefore, this study aimed to explore the processes of teaching and learning Arabic in private Islamic universities based on the synchronous and asynchronous basis in building student well-being. This study used a descriptive qualitative approach with three data collection techniques, namely observation, interviews, and documentation. The results of the study showed that synchronous and asynchronous-based teaching and learning in the midst of the covid-19 pandemic was able to build student well-being. It was confirmed by the number of 25 students who took part in the Arabic teaching and learning processes, 80% of students were very happy and excited about the approach and method used by the lecturer in teaching and learning Arabic. In addition, students and lecturers produce learning products, namely the Indonesian-Arabic Economics dictionary book. The results of the study are expected to be an alternative consideration for Arabic language lecturers at the university level in dealing with online lectures in the midst of the covid19 pandemic.

Lived Experiences of Hospitality Management Students on Synchronous and Asynchronous Learning Process: A Transcendental Phenomenology

“…On the other hand, studies by Sanusi et al (2022) and Wang et al (2023) have explored the impact of synchronous and asynchronous methods on student well-being and the development of question-answer generation systems, respectively. Sanusi et al (2022) research emphasizes the importance of balancing synchronous and asynchronous activities to promote student well-being. While synchronous interactions can enhance social connection and engagement, excessive synchronous sessions may lead to fatigue and burnout.…”

“…Moreover, in the study conducted by Huang & Lee (2022) and Kholis (2022) have explored students' blended learning experiences during the COVID-19 pandemic, highlighting the significance of technology-based communication and the community of inquiry model in enhancing student engagement and learning outcomes. Additionally, research by Sanusi et al (2022) and Yuyun (2023) has focused on students' perceptions of asynchronous and synchronous distance learning, providing insights into the impact of different learning modes on student well-being and engagement.…”

Exploring Planning for Teaching Arabic as a Foreign Language at Senior High School: Teacher’s Didactical Competencies

“…27 Curriculum development that can be carried out by teachers is designing and developing lesson plans. 28,29 Therefore, the researchers in the present study adapted from Permendikbud (Minister of Education Regulation) number 11 of 2016 concerning the standard of primary and secondary education processes and Tyler stating that the components of teaching planning that must be carried out by teachers are that at least they can develop a syllabus and prepare lesson plans. 30,31…”

Development of Evaluation Instruments to Measure the Quality of Spatial Problem Based Learning (SPBL): CIPP Framework

“…Many previous studies have reported on the CIPP model evaluation instrument which is a tool for measuring the quality of a product. Among them are evaluating the Education program (Lippe, & Carter, 2018;Agustina, & Mukhtaruddin, 2019;Iqbal, et al, 2021;Bukit, et al, 2019), book program (Asadi et al, 2016), training program (Umam, & Saripah, 2018), kindergarten education curriculum (Shanawani, 2019;Basaran, et al, 2021;Aslan, & Uygun, 2019) to higher education (Ebtesam, & Foster, 2019;Tuna, & Başdal, 2021), evaluate students' abilities (Sanusi, et al, 2021) Several previous studies provide references for this study.…”