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Pengaruh Kemandirian Belajar (Self-Regulated Learning) dan Gaya Belajar Peserta Didik pada Masa Wabah Covid-19 Terhadap Hasil Belajar Bahasa Arab di MAN se-Kota Banjarmasin
Full text linkSebagai dampak dari wabah Covid-19, pembelajaran bahasa Arab berbasis
daring merupakan sebuah inovasi yang mana memberikan suasana berbeda bagi
sebagian besar peserta didik. Metode pembelajaran jarak jauh membutuhkan
kemandirian belajar yang tinggi agar dapat memahami materi yang diajarkan
secara maksimal. Selain itu, pengenalan terhadap gaya belajar dalam belajar
bahasa Arab sangat diperlukan, karena bahasa Arab memerlukan pemahaman
konsep dan teori guna pencapaian keterampilan berbahasa yang optimal.
Tujuan penelitian ini adalah: 1) mengetahui pengaruh kemandirian belajar
terhadap hasil belajar bahasa Arab peserta didik. 2) mengetahui pengaruh gaya
belajar terhadap hasil belajar bahasa Arab peserta didik. 3) mengetahui pengaruh
secara bersamaan antara kemandirian belajar dan gaya belajar terhadap hasil
belajar bahasa Arab peserta didik.
Jenis penelitian ini merupakan penelitian lapangan dengan pendekatan
kuantitatif model ex-post facto. Populasi penelitian ini adalah kelas XI di MAN
se-Kota Banjarmasin berjumlah 803 peserta didik. Adapun teknik pengambilan
sampel adalah simple random sampling dan diperoleh 260 peserta didik. Teknik
pengumpulan data yang digunakan yaitu kuesioner dan dokumentasi. Teknik
analisis data diantaranya regresi linier sederhana dan regresi linier berganda.
Hasil penelitian menunjukkan bahwa: 1) Ada hubungan yang positif dan
signifikan antara kemandirian belajar terhadap hasil belajar bahasa Arab. Hasil
analisis regresi linier sederhana menunjukkan thitung sebesar 2,320 > 1,645 dan
nilai Sig. 0,021 < 0,05. Uji koefisien determinasi menunjukkan R Square sebesar
0.020 atau 2%. 2) Ada hubungan yang positif dan signifikan antara gaya belajar
terhadap hasil belajar bahasa Arab. Hasil analisis regresi linier sederhana
menunjukkan thitung sebesar 2,045 > 1,645 dan nilai Sig. 0,042 < 0,05. Uji
koefisien determinasi menunjukkan R Square sebesar 0.016 atau 1,6%. 3) Ada
hubungan yang positif dan signifikan secara simultan antara kemandirian belajar
dan gaya belajar terhadap hasil belajar bahasa Arab. Hasil analisis regresi linier
berganda menunjukkan fhitung = 3,353 > ftabel 3,031 dan nilai Sig. 0,037 < 0,05, Uji
koefisien determinasi menujukkan R Square sebesar 0,025 atau 2,5%, dan sisanya
97,5% dipengaruhi oleh variabel lain yang tidak diamati dalam penelitian ini
Efektifitas Penggunaan Aplikasi "Kahoot!" Pada Evaluasi Pembelajaran Bahasa Arab di Kelas XI Madrasah Aliyah Negeri 1 Tapin Kalimantan Selatan
Full text linkANALISIS KELAYAKAN BAHAN AJAR BAHASA ARAB UNTUK MADRASAH TSANAWIYAH
No full textKeberadaan buku ajar berperan penting dalam kegiatan pembelajaran. Terlepas dari teknologi pendidikan yang semakin berkembang, buku ajar tetap memiliki peran tersendiri dalam proses pendidikan. Dalam hal ini, kualitas buku ajar turut menentukan hasil pencapaian tujuan pembelajaran. Artikel ini bertujuan untuk mendeskripsikan tentang analisis kelayakan bahan ajar bahasa Arab untuk jenjang Madrasah Tsanawiyah. Jenis penelitian ini merupakan kajian pustaka (library research) dengan pendekatan deskriptif kualitatif. Sumber data yang digunakan adalah buku bahasa Arab untuk MTs kelas VIII yang diterbitkan oleh Yrama Widya tahun 2016. Hasil analisis menunjukkan bahwa kualitas buku ajar tersebut secara umum dari aspek materi, kebahasaan, penyajian, dan kegrafikan termasuk dalam kategori baik. Meski masih terdapat beberapa kekurangan, diharapkan bisa menjadi bahan pertimbangan bagi guru dan peneliti lain untuk pengembangan bahan ajar bahasa Arab selanjutnya
PEER REVIEW KARYA ILMIAH "ISTIFADAH TATHBIQAT QUIZIZZ FI TAQWIM TA’LIM AL-LUGHAH AL-‘ARABIYYAH"
Full text linkUsing Kahoot! Application in the Daily Evaluation of Arabic Lesson: Experimental Studies at Islamic Senior High School in Indonesia | Istikhd?m Kahoot! F? Al-Taqw?m Al-Yaum? li-M?dah Al-Lughah Al-
No full textThe lack of technology to make practical Arabic learning evaluation is a concerning problem for researchers. The purpose of the study is to test the effectiveness of Kahoot! in the daily evaluation of Arabic lessons for students at Islamic Senior High School 1 Tapin in Indonesia. This study uses field research with a quantitative approach. The desain used is quasi-experimental with the pretest-posttest control group. The population of this study is students in eleventh grade, with a total of 190. The sample is taken using purposive sampling, and 58 students are divided into experimental and control group. The data collection method is a test. The data analysis to answer the research hypothesis is the Mann-Whitney U test. The results show that the posttest average score from the experimental group was 83.62 and the control group was 73.79, which means that the experimental group\u27s Arabic learning outcome is higher than the control group\u27s. On the other hand, the results of the Mann-Whitney U test show Asymp. Sig. (2-tailed) 0.013 <0.05 means that the hypothesis Ha is accepted, and H0 is rejected. It can be concluded that using Kahoot! in the daily evaluation of Arabic learning effectively enhances student learning outcomes
Istifadah Tathbiqat Quizizz fi Taqwim Ta’lim Al-Lughah Al-‘Arabiyyah
Full text linkOnline learning is an alternative in Arabic learning during the COVID-19. To see the progress of students' learning, it is necessary to evaluate online learning by utilizing the mediaone of them is the application Quizizz. This application has adequate features to be used as a means of delivering interesting and fun Arabic learning materials and evaluations. The purpose of this article is to describe the use of the Quizizz application as an online-based evaluation medium for Arabic learning and its possible application in Arabic learning. Data were collected,analyzed, categorized, and concluded through a literature review, both from books and journals related to the evaluation of learning, especially in Arabic using the application Quizizz. This study shows that the evaluation of test-based Arabic learning can be done through the application Quizizz by maximizing the features contained in it, and supported by teacher guidance. Utilization of this application will be maximized if the pro version is implemented to be able to upload sound and video.يعد تعليم اللغة العربية عبر الإنترنت بديلاً للتعليم المباشر أثناء الجائحة. لمعرفة ترقية كفاءة تعلم الطلاب فمن الضروري أن تقييم التعلم عبر الإنترنت باستفادة الوسائط الإفتراضي مثل تطبيقات Quizizz.. تحتوي هذه التطبيقات أدوات متميزة و ملائمة لاستخدامها كوسيلة تقديم المواد التعليمية و تقويم التعليم الممتعة. فالهدف هذا البحث وصف استفادة تطبيقات Quizizz كوسيلة تقويم عبر الإنترنت لتعليم اللغة العربية و إمكانيات التطبيق في مجال تعليم اللغة العربية. قام هذا البحث بمنهج البحث المكتبي بجمع البيانات من المصادر الأولية والثانوية من خلال دراسة أثناء التعليم وأوراق البحوث المتعلقة بتقويم التعليم ، وخاصة باللغة العربية باستخدام تطبيقات Quizizz. فاستنتج هذا البحث إمكانيات تطبيق تقويم تعليم اللغة العربية القائم على الاختبار من خلال تطبيقات Quizizz بأدوات المتميزة الواردة فيها ودعمها تحت إشراف المعلم. وزادت الإستفادة باستخدام إصدار التطبيقات المحترف بأكثر من الآدوات من للتسجيل الأصوات والمقطيع من فيديوهات.
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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