Nur Sholeh, Dewi Marhama. MA

OPTIMALISASI PEMBELAJARAN BAHASA ARAB MELALUI PELATIHAN METODOLOGI MENGAJAR BAGI GURU NON-LINEAR DI LINGKUNGAN MGMP MTS UNDAAN KUDUS

Introduction

Optimalisasi pembelajaran bahasa arab melalui pelatihan metodologi mengajar bagi guru non-linear di lingkungan mgmp mts undaan kudus. Optimalkan pembelajaran bahasa Arab di MTs Undaan, Kudus! Pelatihan metodologi mengajar berbasis CLT dan media digital tingkatkan kompetensi guru non-linear untuk pengajaran lebih aktif & interaktif.

Abstract

Pengabdian kepada masyarakat ini dilatarbelakangi oleh rendahnya kompetensi pedagogik guru bahasa Arab non-linear di MTs Kecamatan Undaan, Kabupaten Kudus yang masih didominasi metode konvensional serta terbatasnya pemanfaatan media pembelajaran digital. Kegiatan ini bertujuan untuk mengoptimalkan pembelajaran bahasa Arab melalui pelatihan metodologi mengajar berbasis Communicative Language Teaching (CLT) dan pemanfaatan media digital pada forum Musyawarah Guru Mata Pelajaran (MGMP). Metode pelaksanaan menggunakan pendekatan Participatory Action Training (PAT) yang meliputi analisis kebutuhan, pelatihan, workshop penyusunan perangkat pembelajaran, microteaching, dan pendampingan kepada sekitar 20 guru bahasa Arab dari 7 Madrasah Tsanawiyah (MTs) di Kecamatan Undaan. Hasil kegiatan menunjukkan adanya perubahan pada kompetensi guru, yang terindikasi dari kemampuan peserta dalam menerapkan pendekatan komunikatif, mengintegrasikan empat keterampilan berbahasa (istima', kalam, qira'ah, dan kitabah), serta memanfaatkan media digital seperti Canva, Quizizz, dan Wordwall dalam perencanaan maupun praktik microteaching. Selain itu, terjadi pergeseran praktik pembelajaran dari pendekatan konvensional menuju pembelajaran yang lebih aktif, interaktif, dan berpusat pada peserta didik. Kegiatan ini juga mendorong peningkatan kolaborasi dan budaya berbagi praktik baik dalam forum MGMP. Berdasarkan temuan tersebut, dapat disimpulkan bahwa program pelatihan metodologi yang dirancang berdasarkan kebutuhan nyata guru non-linear memberikan kontribusi positif terhadap peningkatan kualitas pembelajaran bahasa Arab di madrasah.

Review

The community service project, "Optimalisasi Pembelajaran Bahasa Arab Melalui Pelatihan Metodologi Mengajar Bagi Guru Non-Linear di Lingkungan MGMP MTs Undaan Kudus," addresses a critical need in enhancing the pedagogical competence of Arabic language teachers. The identified problems—reliance on conventional methods and limited digital media use among "non-linear" teachers—are highly relevant in today's educational landscape. The initiative's clear objective to optimize learning through Communicative Language Teaching (CLT) and digital media integration is commendable, demonstrating a forward-thinking approach to language pedagogy. The chosen Participatory Action Training (PAT) methodology, encompassing needs analysis, training, workshops, microteaching, and mentoring for 20 teachers across seven Madrasah Tsanawiyah, represents a comprehensive and practical strategy for teacher professional development. The abstract effectively highlights the positive outcomes of the program. A significant shift in teacher competency is reported, evidenced by participants' ability to apply communicative approaches, integrate the four language skills (listening, speaking, reading, writing), and proficiently utilize digital tools like Canva, Quizizz, and Wordwall in both lesson planning and microteaching sessions. This transition from conventional to more active, interactive, and student-centered learning practices is a crucial step towards improving the quality of Arabic language education. Furthermore, the fostering of collaboration and a culture of sharing best practices within the MGMP forum is an invaluable secondary benefit, promoting sustainable professional growth among the educators. While the abstract clearly articulates the positive changes observed, the review could be strengthened by offering more detailed insights into the "non-linear" teacher demographic and perhaps a more quantitative measure of the competency improvements. Future publications resulting from this project would benefit from elaborating on the specific criteria used to assess these changes beyond mere observation, perhaps through pre- and post-assessment data or specific rubrics. Additionally, exploring the long-term sustainability of these updated teaching practices and their eventual impact on student learning outcomes would provide a more complete picture of the intervention's success. Nonetheless, this initiative provides a strong foundation and a valuable model for addressing pedagogical gaps in language education.

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