M. Zunaidul Muhaimin, Nunik Zuhriyah

INOVASI PEMBELAJARAN BAHASA ARAB MELALUI MEDIA VIDEO INTERAKTIF DI ERA DIGITAL

Introduction

Inovasi pembelajaran bahasa arab melalui media video interaktif di era digital. Inovasi pembelajaran Bahasa Arab di era digital melalui video interaktif. Analisis dampak positif pada motivasi & hasil belajar siswa, personalisasi pengalaman, & solusi optimal.

Abstract

The development of digital technology has brought significant changes to language learning methods, including Arabic. This study aims to analyze the use of interactive video media as an innovation in Arabic language learning in the digital age, as well as its impact on student motivation and learning outcomes. The study employs a qualitative approach using a case study method conducted at MA Al-Fatah Badas, with the subject being the 10th-grade class. Data was collected through observation, interview and documentation then analyzed descriptively. The results indicate that the use of interactive video enhances student engagement, facilitates understanding of the material, and fosters interest in learning Arabic. Interactive features such as quizzes, reflective questions, and learning path options provide a more participatory and personalized learning experience. Challenges identified include limited digital literacy among some teachers and insufficient technological facilities at the school. Thus, interactive videos can serve as an innovative solution to optimize Arabic language learning, particularly when supported by teacher training and adequate infrastructure.

Review

This paper addresses a highly relevant and timely topic concerning the integration of digital technology into language education, specifically focusing on Arabic language learning through interactive video media. The stated aim to analyze the use and impact of such an innovation on student motivation and learning outcomes is well-aligned with contemporary pedagogical interests in leveraging technology for enhanced educational experiences. The qualitative case study methodology, employing observation, interviews, and documentation at a specific MA institution, provides a suitable framework for an in-depth exploration of this innovation in practice. The findings presented are compelling, indicating that interactive videos significantly enhance student engagement, improve material comprehension, and cultivate interest in Arabic learning. The abstract highlights the value of interactive features like quizzes, reflective questions, and personalized learning paths, which are indeed crucial elements for fostering a more active and tailored educational experience. This study offers valuable insights into the practical application and benefits of interactive video as an innovative pedagogical tool, demonstrating its potential to optimize Arabic language learning in the digital age. While the study effectively identifies the benefits, it also acknowledges critical challenges, including limited digital literacy among some teachers and insufficient technological facilities. These limitations are important considerations for the broader implementation of such innovations and suggest areas for future development. To strengthen the paper further, a more detailed discussion of the specific interactive video platform or tools used would be beneficial. Future research could also consider a mixed-methods approach to quantify the impact on learning outcomes more rigorously and explore generalizability across different contexts and student demographics.

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