Classroom Management and Arabic Learning Process Based on Multiple Intelligences in Elementary School

Mahmudi, Arifka; Febriani, Sucı Ramadhanti; Hasanah, Maidatul; Arifa, Zakiyah

doi:10.15408/a.v6i2.11365

Cited by 14 publications

(16 citation statements)

References 8 publications

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“…Some of these media support the learning of listening skills. Students' listening skills are influenced by the internal motivation that needs to be improved, the drive to use Arabic well, adequate facilities, the environment, and lecturers as examples (Swathi et al 2018;Mahmudi et al 2019;Cook, 2019). Repetition of material can provide encouragement for students to achieve learning goals.…”

Section: Discussionmentioning

confidence: 99%

“…Studies examine the students' perceptions of Arabic online learning and identify the strategies used. This is because the students' psychological conditions, the motivation, the learning environment, and their perceptions determine success (Guo, 2018;Saptenno et al 2019;Fong et al 2017;Mahmudi et al 2019;Islam et al 2019). Similarly, the use of different strategies may facilitate achieving set goals (Barnabas et al 2019).…”

Section: Introductionmentioning

confidence: 99%

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Student’s perceptions of Arabic online learning during COVID-19 emergency

Bahruddin

Febriani²

2020

Journal for the Education of Gifted Young Scientists

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The Coronavirus pandemic (COVID-19) creates challenges for Arabic learning at Indonesian Islamic Colleges. The limitations of the language learning process during the pandemic caused various problems. In addition, using learning strategies requires special planning related to differences in face-to-face learning processes into learning with online systems. Arabic is a compulsory subject that helps students acquire communication skills in a foreign language. This research describes students' perceptions of Arabic online learning at a public Islamic college in Malang. It also examines the strategies for learning during the COVID-19 emergency. The study uses a qualitative approach for data collection through observation, interviews, and documentation. Research samples were taken from students in semester 2 nd to semester 6 th with varying abilities. The data analysis is carried out using triangulation techniques in several steps, and involves collection, reduction, and conclusion. The results showed that students perceive Arabic online learning to be less effective. Some factors that do not support online learning such as the lack of instructions given by lecturers, limited internet connection, lack of internal motivation of students, lack of discussion hours. Several strategies are used, including discussions, lectures, singing, presentations, studying literature, and writing. The use of Arabic learning resources in online media illustrates the process of independent learning for students. The results provide input for integrating all components of learning holistically and variedly for students to remain motivated irrespective of the condition. This study recommends other researchers to examine and improve what skills teachers need to have when learning online and efforts to increase student interest in the language learning process with an online system.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Student’s perceptions of Arabic online learning during COVID-19 emergency

Bahruddin

Febriani²

2020

Journal for the Education of Gifted Young Scientists

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“…The first fold was to incorporate the MI theory into the design and development of teaching and learning activities for primary school learners. Research goals were to develop activities suitable for each MI type, to develop learners' skills, and to examine learners' ability to perform learning activities [10,11,[18][19][20][21][22][23][24]. The second fold was to develop models and procedures for learning activities based on the principle of MI.…”

Section: Multiple Intelligence (Mi)mentioning

confidence: 99%

“…Prior research works can be classified into three approaches of learning activities: scenario and environment, off-class learning, and media-assisted learning as shown in Table 1. [20]   N. K. Maccario [21]  P. Polsombat [11]  S. T. Selvi [22]   T. Jommanop and S. Mekruksavanich [23]  P. Garmen et al [24] …”

Section: Multiple Intelligence (Mi)mentioning

confidence: 99%

Tangible user interface design for learners with different multiple intelligence

Sudsanguan

Tangwannawit

Chintakovid

2021

IJECE

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The creation of learning activities responsive to learners with different basic skills has been limited due to a classroom environment and applied technologies. The goals of this research were to develop Tang-MI, a game with a tangible user interface supporting primary school learners’ analytical skills based on the theory of multiple intelligences (MI), and to present design guidelines for a tangible user interface suitable for learners in different MI groups. In this research, the Tangible user interface for multiple intelligence (Tang-MI) was tested with thirty students initially evaluated for their multiple intelligences. The learners’ usage behavior was observed and recorded while the students performed the assigned tasks. The behavioral data were analyzed and grouped into behaviors occurring before performing the tasks, during the tasks, and after completing the tasks. Based on the learners’ usage behavior, the tangible user interface design guidelines for learners in different MI groups were proposed concerning physical equipment design, question design, interactive program design, audio design, and animated visual feedback design. These guidelines would help educators build learning games that respond to the learners’ intelligence styles and enhance students’ motivation to learn.

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“…Another data indicated that classroom was not only the class for learning, sometimes the teacher challenged the students to study outdoor, school environment. The school environment and facilities contributed to support learning process and give the students more space to be creative and aware with what they found in the school environment (Mahmudi, et al, 2019). In addition, research on learning innovations using a system of multiple intelligences has been applied by classifying students based on their dominant intelligence which is more effective (Truong, 2016).…”

Section: Multiple Intelligences Chartmentioning

confidence: 99%

Mufradat Learning Strategy With Multiple Intelligences-Based Classroom Management: Case Study at Sd Al-Kautsar Malang

Widayanti

Febrianingsih²

2020

Lughawiyah

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This paper aims to describe the concept of mufradat learning strategies at SD Al-Kautsar Malang which are packaged using multiple intelligences-based classroom management and to understand the factors that influence the success of the learning strategy in each class. The author used descriptive qualitative research methods. The results showed that SD Al-Kautsar has organized a learning program well which is marked by the application of a mufradat learning strategy based on multiple intelligences class management by producing various mufradat learning strategies, as well as the factors that influence the success of mufradat learning at SD Al-Kautsar including strong funding, reliable human resource management, as well as facilities and infrastructure factors.

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Classroom Management and Arabic Learning Process Based on Multiple Intelligences in Elementary School

Cited by 14 publications

References 8 publications

Student’s perceptions of Arabic online learning during COVID-19 emergency

Student’s perceptions of Arabic online learning during COVID-19 emergency

Tangible user interface design for learners with different multiple intelligence

Mufradat Learning Strategy With Multiple Intelligences-Based Classroom Management: Case Study at Sd Al-Kautsar Malang

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