Taṭwīr ʾAdawāt Ikhtibār Taʿlīm al-Ṣarf al-Muʿtamidah ʿalá Niẓām ʾAndrūyd: Dirāsah Taṭbīqīyah ʿalá Ṭalābat Maʿhad Dār al-Najāh al-ʾIslāmī

Authors

  • Arina Silviya Madrasah Diniyah Daarun Najaah Semarang, Indonesia

DOI:

https://doi.org/10.21580/alsina.6.1.23364

Keywords:

Android-based assessment, educational technology, Arabic grammar, e-learning

Abstract

Technological advancements have become vital in enhancing Arabic language education, particularly in assessing Arabic morphology learning at the Pondok Pesantren Daarun Najaah, where traditional methods lack innovation. This study develops "Kuis Shorof," an Android-based interactive assessment tool, driven by a needs analysis revealing the demand for digital media to improve student comprehension. Designed using Android Studio, the application includes 125 questions (35 multiple-choice, 35 true/false, 30 matching, 25 arranging) sourced from the Naẓm al-Maqṣūd textbook, featuring a user interface with cover pages, instructions, and results. Validation yielded a validity of 0.67 and reliability of 0.72, with questions rated "good" and "easy/medium," supported by expert evaluations (87% media, 95% content). Tested on 5 then 25 students, it achieved ratings of 83.73% and 88.64% ("very good"), with scores rising from 74.6 to 84.3 (13%) at statistical significance (t = -7.580, p < 0.05) and time efficiency (grading reduced to 5 minutes). Despite its benefits (interactivity, accessibility), limitations such as the absence of immediate feedback and a faulty back button necessitate improvements. Future enhancements, including AI integration, could broaden its educational impact.

Downloads

Download data is not yet available.

References

Azizah, Firdhany Nur, and Hamdan Husein Batubara. “Pengembangan Aplikasi Edukasi Kuis Bahasa Arab sebagai Alternatif Media Belajar Siswa Kelas I Madrasah Ibtidaiyah.” Alsina : Journal of Arabic Studies 3, no. 2 (2021): 219–40. https://doi.org/10.21580/alsina.3.2.8432.

Barrett, Neil E. et al. “Student Perceptions of a Mobile Learning Application for English Oral Presentations: The Case of EOPA.” Computer Assisted Language Learning 35, no. 9 (2022): 2476–2501. https://doi.org/10.1080/09588221.2021.1881975.

Black, Paul, and Dylan Wiliam. “Inside the Black Box: Raising Standards through Classroom Assessment.” Phi Delta Kappan 92, no. 1 (2010): 81–90. https://doi.org/10.1177/003172171009200119.

Branch, Robert Maribe. Instructional Design: The ADDIE Approach. Boston, MA: Springer US, 2009. https://doi.org/10.1007/978-0-387-09506-6.

Chen, Chih-Ming et al. “An English Vocabulary Learning App with Self-Regulated Learning Mechanism to Improve Learning Performance and Motivation.” Computer Assisted Language Learning 32, no. 3 (2019): 237–60. https://doi.org/10.1080/09588221.2018.1485708.

———. “Effects of a Mobile Game-Based English Vocabulary Learning App on Learners’ Perceptions and Learning Performance: A Case Study of Taiwanese EFL Learners.” ReCALL 31, no. 2 (2019): 170–88. https://doi.org/10.1017/S0958344018000228.

Clark, Ruth Colvin, and Richard E. Mayer, eds. E‐Learning and the Science of Instruction. Hoboken: Wiley, 2016. https://doi.org/10.1002/9781119239086.

Gamlo, Nada. “The Impact of Mobile Game-Based Language Learning Apps on EFL Learners’ Motivation.” English Language Teaching 12, no. 4 (2019): 49–56. https://doi.org/10.5539/elt.v12n4p49.

Ironsi, Chinaza Solomon. “Navigating Learners Towards Technology-Enhanced Learning During Post COVID-19 Semesters.” Trends in Neuroscience and Education 29 (2022): 100189. https://doi.org/10.1016/j.tine.2022.100189.

Kholis, Muhammad Nur, and Muhammad Fahrun Nadhif. “The Effectiveness of Quizlet.Com in Arabic Vocabulary Learning; Students’ Perception and Acceptance of Technology.” LISANIA: Journal of Arabic Education and Literature 7, no. 1 (2023): 1–13. https://doi.org/10.18326/lisania.v7i1.1-13.

Loewen, Shawn et al. “The Effectiveness of App‐Based Language Instruction for Developing Receptive Linguistic Knowledge and Oral Communicative Ability.” Foreign Language Annals 53, no. 2 (2020): 209–33. https://doi.org/10.1111/flan.12454.

Makruf, Imam. “Pemanfaatan Teknologi Informasi dan Komunikasi dalam Pembelajaran Bahasa Arab di Madrasah Aliyah Kabupaten Sukoharjo.” Arabi : Journal of Arabic Studies 5, no. 1 (2020): 79–90. https://doi.org/10.24865/ajas.v5i1.93.

Md Noor, Mohamad Lukman Al Hakim, and Muhammad Sabri Sahrir. “Difficulties of Learning Arabic Morphology, Reasons and Solutions, I’lãl and Ibdãl as an Example.” E-Jurnal Bahasa Dan Linguistik (e-JBL) 1, no. 1 (2019): 64–79. https://doi.org/10.53840/EJBL.V1I1.25.

Mizan, Ahmad Nur et al. “The Development of Arabic Learning Media Based on Android for Senior High School Students.” LISANIA: Journal of Arabic Education and Literature 6, no. 2 (2022): 178–89. https://doi.org/10.18326/lisania.v6i2.178-189.

Molenda, Michelle et al. “Designing Instructional System.” In The ASTD Training and Development Handbook, edited by R. L. Craig, 4th ed. New York: McGraw-Hill, 1996.

Nur, Aqida Miladia et al. “Taṭwīr Adawāt al-Taqwīm al-Takwīnī al-Qā’imah ʿalā Kahoot li-Tarqīyat Itqān al-Mufradāt fī Taʿlīm al-Lughah al-ʿArabīyah bil-Madrasah al-Mihanīyah.” Alsina : Journal of Arabic Studies 5, no. 2 (2023): 257–74. https://doi.org/10.21580/alsina.5.2.22933.

Raish, Michael. “Issues in Arabic Language Testing and Assessment.” In The Cambridge Handbook of Arabic Linguistics, edited by Karin Ryding and David Wilmsen, 83–105. Cambridge: Cambridge University Press, 2021. https://doi.org/10.1017/9781108277327.005.

Ratten, Vanessa. “The Post COVID-19 Pandemic Era: Changes in Teaching and Learning Methods for Management Educators.” The International Journal of Management Education 21, no. 2 (2023): 100777. https://doi.org/10.1016/j.ijme.2023.100777.

Rintaningrum, Ratna. “Technology Integration in English Language Teaching and Learning: Benefits and Challenges.” Cogent Education 10, no. 1 (2023): 1–12. https://doi.org/10.1080/2331186X.2022.2164690.

Ritonga, Mahyudin et al. “Utilizing Technology to Improve the Quality of Learning in Indonesia: Challenges and Consequences for Arabic Teachers.” Arabiyat : Jurnal Pendidikan Bahasa Arab Dan Kebahasaaraban 9, no. 1 (2022): 56–68. https://doi.org/10.15408/a.v9i1.24516.

Ryding, Karin C.. Teaching and Learning Arabic as a Foreign Language: A Guide for Teachers. Washington D.C.: Georgetown University Press, 2013.

Serostanova, Natalia. “Integrating Information and Communication Technologies in the Process of Foreign Language Teaching and Learning.” Journal of Education Culture and Society 5, no. 1 (2020): 187–97. https://doi.org/10.15503/jecs20141.187.197.

Sung, Yao-Ting et al. “How Effective Are Mobile Devices for Language Learning? A Meta-Analysis.” Educational Research Review 16 (2015): 68–84. https://doi.org/10.1016/j.edurev.2015.09.001.

Vygotsky, Lev Semyonovich. Mind in Society: Development of Higher Psychological Processes. Edited by Michael Cole, Vera Jolm-Steiner, Sylvia Scribner, and Ellen Souberman. Cambridge: Harvard University Press, 1980. https://doi.org/10.2307/j.ctvjf9vz4.

Zainuddin, Nurkhamimi et al. “Development of Arabic Language Lifelong Learning (A3L) Tutorial Platform Using WhatsApp Mobile Application.” Creative Education 11, no. 04 (2020): 452–67. https://doi.org/10.4236/ce.2020.114033.

Downloads

Published

2024-02-29

How to Cite

Silviya, A. (2024). Taṭwīr ʾAdawāt Ikhtibār Taʿlīm al-Ṣarf al-Muʿtamidah ʿalá Niẓām ʾAndrūyd: Dirāsah Taṭbīqīyah ʿalá Ṭalābat Maʿhad Dār al-Najāh al-ʾIslāmī. Alsina : Journal of Arabic Studies, 6(1), 63–80. https://doi.org/10.21580/alsina.6.1.23364

Issue

Section

Articles