Article Sidebar
Main Article Content
Abstract
Penelitian ini dimaksudkan untuk memberikan kontribusi dalam menemukan pembelajaran yang menarik dan signifikan sesuai era digital dalam mengembangkan kemampuan literasi bahasa Arab mahasiswa melalui pendekatan connectivisme. Dengan merumuskan dan menyusun bahan ajar berbasis literasi visual untuk mendukung pencapaian tujuan pengajaran maharah kalam yang ingin dicapai dapat berjalan secara sistematis. Metode kualitatif serta model analisis Spradley digunakan dalam penelitian ini dengan 78 koresponden di Universitas Islam. Hasil penelitian menyatakan bahwa Pendekatan connectivism pembelajaran daring dipandang sebagai penghubung antara pendidik dan mahasiswa karena memudahkan dalam berbagi ilmu dengan bahan ajar digital yang mendukung kegiatan belajar mengajar sehingga terjalin hubungan yang erat melalui Internet of things (IoT). Keberagaman dalam pendekatan konektivisme memandang bahwa pembelajaran bahasa Arab khususnya maharah kalam terasa unik dan bermanfaat bagi semua kalangan, hal ini dikarenakan fitur-fitur yang ditampilkan dalam media bahan ajar digital literasi visual telah dibuat oleh dosen pengampu mata kuliah menjadi sangat menarik dan mudah diakses pada website.
This research is intended to contribute to finding interesting and significant learning according to the digital era in developing students' Arabic literacy skills through the connectivism approach. By formulating and compiling visual literacy-based teaching materials to support the achievement of maharah kalam teaching objectives to be achieved can run systematically. Qualitative methods as well as Spradley's analysis model were used in this study with 78 correspondents in Islamic University. The results stated that the Connectivism Approach of online learning is seen as a connection between educators and students because it makes it easier to share knowledge with digital teaching materials that support teaching and learning activities so that there is a close relationship through the Internet of things (IoT). Diversity in the connectivism approach views that learning Arabic, especially maharah kalam, feels unique and useful for all groups, this is because the features displayed in the visual literacy digital teaching material media have been made by the lecturer in charge of the course very interesting and easy to access on the website
Keywords
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
References
- Alivi, J. S., Boudjouada, R., & Wachidah, H. N. (2024). Understanding Language Teachers’ ICT Uptake from Ecological Perspectives. Journal ofContemporary Islamic Education, 4(1), 103-114.
- Al-Shehri, S. (2011). Connectivism: A new pathway for theorising and promoting mobile language learning International Journal of Innovation and Leadership in the Teaching of Humanities Connectivism: A new pathway for theorising and promoting mobile language learning. In International Journal of Innovation and Leadership on the Teaching of Humanities (Vol.1). https://www.researchgate.net/publication/262572431
- Anselm, Strauss & Juliet Corbin, Dasar-Dasar Penelitian Kuantitatif (Prosedur Teknik dan Teori Graunded ) terjemah oleh Djunaidi Ghony (Surabaya : PT Bina Ilmu, 1997), hlm. 11.
- Bahruddin, U., Amrullah, A. M. K., & Audina, N. A. (2021). Constructivism in Maharah Kalam Lecture Using the Instagram Media: The Implementation, Problems, and Tertiary Students’ Perceptions in Indonesia/Kontruktivisme dalam Perkuliahan Maharah Kalam Menggunakan Media Instagram: Implementasi, Problematika dan Persepsi Mahasiswa di Indonesia. Arabiyatuna : Jurnal Bahasa Arab, 5(1), 127. https://doi.org/10.29240/jba.v5i1.2396
- Bourdeau, D., Roberts*, D., Wood, B., & Korioth, J. (2017). A Study of Video- Mediated Opportunities for Self-Directed Learning in Required Core Curriculum. International Journal of Educational Methodology, 3(2), 85–91. https://doi.org/10.12973/ijem.3.2.85
- Downes, S. (2010). New Technology Supporting Informal Learning.
- Dymoke, S. (2016). Visual Literacy. English in Education, 50(3), 208. https://doi.org/10.1111/eie.12115
- Faridha, N. (2022). 93-98 Speaking Textbook. International Journal of Education, Information Technology, and Others, 5(5), 93.https://doi.org/10.5281/zenodo.7421388
- Gall, B. and. (2003). Pearson New International Edition.
- Herlo, D. (2017). Connectivism, A New Learning Theory? 330–337. https://doi.org/10.15405/epsbs.2017.05.02.41
- Hofmann, S. G. (2013). Cognitive Factors that Maintain Social Anxiety Disorder: a Comprehensive Model and its Treatment Implications.
- Wachidah, H. N. (2024). Implementasi Penilaian Kelayakan Validasi Bahan Ajar Keterampilan Berbicara (Maharah Kalam) Bahasa Arab Pada Mahasiswa Bidang Pendidikan Agama Islam Berbasis Digital Visual Literacy. Jurnal Pengabdian Masyarakat Mandira Cendikia, 3(1), 480-493.
- Wachidah, H. N. (2023). Digital visual literacy: Penggunaan digital book creator sebagai media pengembangan bahan ajar bahasa Arab (Maharah Kalam) terhadap mahasiswa di lingkungan pendidikan iinggi. Ukazh: Journal of Arabic Studies, 4 (2).