O-JIE: Online Journal of Islamic Education

AMALAN KOMUNIKASI PARALINGUISTIK GURU BAHASA ARAB DALAM PEMBELAJARAN IMERSIF BAGI MEMENUHI PENDIDIKAN FUTURISTIK

2025-06-25T17:02:43+08:00

Immersive learning encourages students to engage in an interactive learning environment. This learning can be conducted virtually or face-to-face, allowing students to be involved directly in the active learning process. Therefore, this study was conducted to identify the paralinguistic communication practices that create immersive learning. Immersive learning is an effective futuristic education learning form. For this purpose, 423 primary school Arabic language teachers (GBA) from religious schools (SRA) under the Islamic Religious Department of Selangor (JAIS) were selected as respondents. This study was conducted using a quantitative approach through a survey method, and a questionnaire instrument was used for data collection. Data were analyzed using the Statistical Package for the Social Sciences (SPSS) software version 26.0. The findings showed that the level of paralinguistic communication practices among GBA recorded a high mean score (M = 4.55, SD = 0.608). This indicates that the GBA use paralinguistic elements in teaching and learning (PdP) to produce positive behavioral changes in students toward the learning process, thus achieving immersive learning. This study implies that to create immersive learning, GBAs should implement paralinguistic features through variations in tone and voice intonation. Paralinguistic aspects are crucial in language acquisition, especially for primary-level students. The GBA plays an important role as a catalyst of interest, motivation, and understanding in student learning. Ultimately, immersive learning provides students with greater opportunities to interact globally, realizing futuristic educational goals.

CHALLENGES OF ONLINE ARABIC LANGUAGE LEARNING FOR CHINESE STUDENTS IN MALAYSIAN UNIVERSITIES

2025-06-26T14:31:45+08:00

This study aimed to explore the challenges faced by Chinese students in learning Arabic online at Malaysian universities and to identify differences in these challenges based on gender, university, academic level, and region. The researchers adopted a descriptive quantitative approach, selecting a cluster random sample of 236 Chinese students majoring in Arabic from five Malaysian universities. Data was collected via a questionnaire and analyzed using SPSS through means, standard deviations, percentages, t-tests, one-way ANOVA, and Scheffe’s post hoc tests. Findings revealed that students mainly faced challenges in three key areas: interaction and language skills, technology and infrastructure, and teaching strategies and assessment methods. Additional difficulties were linked to limited resources and physical and psychological stress. Significant differences in challenges were found based on gender, academic level, and region, while the university variable showed no statistical significance. The researchers recommend that educators and relevant authorities in China and Malaysia actively work to address these issues and enhance the quality of online Arabic language education.

VARIATION OF ARABIC SOUNDS PERCEPTION AMONG MALAY CHILDREN

2025-06-26T14:38:47+08:00

Variation of Arabic sound perception reflects the interlanguage speech intelligibility benefit. Hence, this study aims to identify the variations of assimilation in the perception of Arabic sound produced. Data were collected from 30 primary school pupils in Putrajaya. The method used was minimal pairs from 19 phonemes with counterparts respectively containing the target sound at the end of the word. The data analysis used was the descriptive analysis. The results of the study revealed that the variation of Arabic sound perception among Malay children consist of One-category assimilation (SC) which consist of six phonemes; /ð/, /r/, /z/, /s/, /h/ and /Ɂ/, two-category assimilation (TC) which consist of four phonemes; /ħ/, /d/, /ɣ/ and /q/, and Category-goodness (CG) which consist of nine phonemes; /θ/, /t/, /x/, /sˤ/, /dˤ/, /tˤ/, /ðˤ/, /ʕ/ and /k/. These findings revealed the interlanguage speech intelligibility benefit and aligned with PAM. These results enhance the understanding of learning Arabic sounds through listening and repeating based on the Behaviorism theory by Celce-Murcia (1994). It showed that sound perception comes earlier than sound production. This study also provides new insight into how speech perception can eventually enhance speech production, particularly among Malay children.

PENEROKAAN ELEMEN MODERASI DALAM KALANGAN GURU BAHASA ARAB TAHAP SATU SEMASA MENJALANKAN PENTAKSIRAN BILIK DARJAH BAHASA ARAB DI SEKOLAH KEBANGSAAN

2025-06-26T14:45:57+08:00

This study explores the moderation practices among Level One Arabic language teachers in national schools for determining students' Band (TP) in Classroom-Based Assessment (PBD). Moderation refers to a structured discussion process among teachers to ensure decisional consistency and error and bias reduction in student assessment. Moderation practices are essential in setting TP to guarantee consistency and fairness in assessment, particularly when facing challenges such as disagreements among assessors and conflicts between official standards and teachers’ existing knowledge. This study employs a qualitative case study approach involving five Arabic language teachers selected through purposive sampling. Data were obtained through in-depth interviews and analyzed using ATLAS.ti software to identify key themes. Findings reveal two moderated elements by Level One Arabic teachers in determining students’ TP: Syllabus Moderation and Learning Moderation. Teachers’ moderation with various groups discusses syllabus adjustments, teaching strategies, and topics related to students’ behavior and attitude changes to align TP decisions. Moderation involves teachers from diverse subject backgrounds to obtain a comprehensive view of students' potential and challenges, enhancing teachers’ ability to make more accurate and meaningful TP decisions. This study is expected to assist teachers in understanding the need for moderation as an essential element in conducting PBD with integrity, thus strengthening the reliability of standards-based assessments in national schools.

THE USE OF INSTRUCTIONAL METHODS IN THE ABBASID ERA - THE VIEW POINT OF SECONDARY SCHOOL STUDENTS - IRAQ – BAGHDAD

2025-06-26T14:52:22+08:00

This study sought to assess the extent to which social studies teachers in secondary schools in the Karkh district of Baghdad used seven prominent instructional methods from the Abbasid era: modeling by example, debate and dialogue, storytelling, popular proverbs, gradual progression, dictation and recitation, and emotional education. It also sought to determine whether there were statistically significant differences between male and female teachers in their use of these methods. A random sample of 424 male and female students was selected from 22% of public secondary schools in Karkh. The final group included 241 male students (56.8%) and 183 female students (43.2%), providing a gender-balanced perspective on classroom teaching practices. The researcher adopted a descriptive and field design, using two instruments: a 28-item questionnaire (four items for each instructional method) to measure usage rates, and a 15-item questionnaire to measure student motivation and achievement. Content validity was confirmed through expert review, with an agreement rate of at least 80% for all items. Internal consistency reliability was determined using Cronbach's alpha coefficient, which ranged between 0.80 and 0.89 for the teaching methods scale and between 0.78 and 0.85 for the motivation scale. Gender differences were tested using an independent-samples t-test at α = 0.05. All seven curricula from the Abbasid era received very high scores on a five-point scale (mean ≥ 4.43), demonstrating their strong presence in modern pedagogy. Independent-samples t-tests showed that male teachers significantly outperformed female teachers in "modeling by example" (t = 3.77, p < 0.05) and in the overall score for blended teaching methods (t = 3.86, p < 0.05). No other individual teaching method demonstrated statistically significant gender differences. These findings underscore the enduring importance of traditional approaches and the large gender gap in one key area.