PEMBELAJARAN BAHASA ARAB ONLINE PADA JENJANG PENDIDIKAN TINGGI: STUDI KASUS PADA PTKI LINGKUP KOPERTAIS WILAYAH IV
DOI:
https://doi.org/10.35719/adabiyah.v6i3.1191Keywords:
online learning, Arabic language, higher education, PTKIS, language skillsAbstract
Penelitian ini bertujuan untuk mengidentifikasi pengelolaan pembelajaran bahasa Arab daring pada Perguruan Tinggi Keagamaan Islam Swasta (PTKIS) di wilayah KOPERTAIS IV Jawa Timur. Dengan pendekatan kualitatif interpretatif, data dikumpulkan melalui wawancara dan observasi terhadap dosen dan pimpinan program studi Bahasa Arab. Hasil penelitian menunjukkan bahwa pelaksanaan pembelajaran daring berjalan adaptif, meskipun dihadapkan pada keterbatasan infrastruktur, akses internet, dan partisipasi mahasiswa. Keterampilan bahasa reseptif (menyimak dan membaca) lebih mudah diajarkan dibandingkan keterampilan produktif (berbicara dan menulis). Peran fasilitator menjadi kunci utama dalam menjaga motivasi dan efektivitas pembelajaran. Aplikasi teknologi seperti Zoom, Google Meet, dan LMS institusional digunakan secara variatif. Penelitian ini menekankan perlunya peningkatan kapasitas digital dosen, standarisasi sistem evaluasi, dan sinergi dengan pemangku kepentingan untuk menghadirkan pembelajaran daring berkualitas dan berkelanjutan.
This study aims to identify the management of online Arabic language instruction at Islamic Higher Education Institutions (PTKIS) within the KOPERTAIS IV East Java region. Using an interpretive qualitative approach, data were collected through interviews and field observations with lecturers and department heads. The findings reveal adaptive implementation of online learning, despite challenges in infrastructure, internet access, and student participation. Receptive language skills (listening and reading) were easier to teach than productive skills (speaking and writing). The facilitator’s role was crucial in maintaining motivation and learning effectiveness. Various technologies such as Zoom, Google Meet, and institutional LMS were employed. This study underscores the need to enhance lecturers’ digital capacity, standardize evaluation systems, and strengthen stakeholder engagement to ensure sustainable and high-quality online Arabic education.
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