Syamsi Setiadi, Ihwan Rahman Bahtiar, Muhammad Kamal, Fatwa Arifah

Pembelajaran Bahasa Arab Berbasis Permainan Edukatif Bagi Siswa Eakkapapsasanawich Islamic School Thailand

Introduction

Pembelajaran bahasa arab berbasis permainan edukatif bagi siswa eakkapapsasanawich islamic school thailand. Tingkatkan motivasi & keterampilan Bahasa Arab siswa Eakkapapsasanawich Islamic School Thailand melalui pembelajaran berbasis permainan edukatif yang inovatif dan menyenangkan.

Abstract

Pembelajaran bahasa Arab merupakan bagian integral dari pendidikan di sekolah-sekolah Islam, termasuk di Eakkapapsasanawich Islamic School, Thailand. Namun, tantangan dalam pembelajaran bahasa Arab sering kali muncul, terutama dalam hal motivasi dan keterlibatan siswa dalam proses belajar. Urgensi kegiatan ini terletak pada perlunya inovasi dalam metode pembelajaran bahasa Arab yang dapat menarik minat siswa sekaligus meningkatkan pemahaman mereka. Pembelajaran kreatif berbasis permainan edukatif menjadi solusi yang relevan untuk memperkaya pengalaman belajar siswa, memperkuat keterampilan bahasa, serta menciptakan suasana belajar yang menyenangkan. Hal ini sejalan dengan kebutuhan sekolah untuk mengadopsi metode pembelajaran yang lebih interaktif dan sesuai dengan karakteristik siswa. Kegiatan pengabdian ini bertujuan untuk menerapkan pembelajaran Bahasa Arab yang menyenangkan (joyfun learning) berbasis pada permainan-permainan edukatif sebagai solusi permasalahan yang dihadapi mitra. Kegiatan pengabdian internasional ini dilaksanakan secara langsung di adalah Eakkapapsasanawich Islamic School Thailand. Metode yang digunakan pada kegiatan ini adalah kolaboratif-partisipasi yang diawali dengan identifikasi kebutuhan pembelajaran bersama kepala Eakkapapsasanawich Islamic School dan tim PkM FBS UNJ dan dilanjutkan dengan pelaksanaan pembelajaran oleh tim PkM FBS UNJ di sekolah tersebut. Berdasarkan hasil pelaksanaan kegiatan PkM, diperoleh hasil sebesar 96,7% responden merasa puas dengan kegiatan PkM yang dilaksanakan .

Review

This paper presents a timely and relevant intervention addressing the persistent challenges of motivation and engagement in Arabic language learning within Islamic schools, specifically at Eakkapapsasanawich Islamic School in Thailand. The authors correctly identify the critical need for pedagogical innovation to make Arabic acquisition more appealing and effective. Their proposed solution, leveraging educational games to foster a "joyful learning" environment, aligns well with modern educational theories that advocate for interactive and student-centered methodologies. This focus on enriching the learning experience while strengthening language skills is a commendable approach to a common educational hurdle. The methodology employed, described as collaborative-participatory within a community service (PkM) framework, appears robust for its intended purpose. The process of beginning with a collaborative needs identification alongside school leadership and subsequently implementing the program directly on-site ensures that the intervention is tailored to the specific context and challenges of the partner institution. This direct engagement and practical application are significant strengths, demonstrating a commitment to solving real-world educational problems through active partnership. While the abstract outlines the general approach, further details on the specific types of educational games or activities utilized would enrich a full manuscript, providing valuable insights for replication. The reported outcome of 96.7% respondent satisfaction is a compelling indicator of the immediate positive reception and perceived success of the game-based learning intervention. This high satisfaction rate strongly suggests that the initiative successfully addressed the identified issues of student motivation and engagement. For a comprehensive journal publication, it would be beneficial to supplement this satisfaction metric with more objective measures of learning outcomes, such as improvements in specific language skills (e.g., vocabulary acquisition, grammar comprehension, conversational fluency). Furthermore, a discussion on the potential long-term impact, sustainability, and scalability of this model could provide deeper insights and offer valuable directions for future research and implementation in similar educational settings.

Full Text

Comments

You need to be logged in to post a comment.