Heutagogy in Arabic Class: How It Is Applied in The Islamic Education Study Program of Universitas Islam Riau

Samin, Saproni Muhammad

doi:10.28918/alsinatuna.v5i1.2092

Cited by 4 publications

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“…Saat ini, siswa tidak lagi bergantung pada institusi untuk mengakses materi dan belajar bahasa, karena banyaknya materi pembelajaran yang tersedia saat ini, konten asli, dan alat membuat pembelajaran bahasa menjadi mahir dengan cara otonom menjadi tujuan yang layak dan agak murah (Betancor-Falcon, 2022). Samin (Samin, 2019a) Namun demikian, Agar siswa mendapat manfaat dari penggunaan teknologi secara otonom untuk pembelajaran bahasa, dukungan dan bimbingan yang tepat dari instruktur sangat penting (Yu, 2023), guru berperan penting sebagai pengarah, pembimbing, dan fasilitator dalam meningkatkan kemandirian belajar siswa (Alharbi, 2022), hal ini misalnya dengan cara guru secara positif mendukung pembelajar mereka dengan menawarkan pilihan informasi yang relevan terkait dengan topik berbahasa yang disampaikan, melaksanakan diskusi kelas dan kegiatan kerja kelompok, mendorong mereka untuk mengevaluasi diri dan menekankan pentingnya LA dalam pengembangan berbicara (Nguyen et al, 2022). Shelton-strong (2022) mengemukakan bahwa Menasihati dalam pembelajaran bahasa dapat memainkan peran penting dalam memberikan iklim yang mendukung otonomi yang dapat mendorong kepuasan kebutuhan peserta didik.…”

Section: Autonomy Learningunclassified

“…Pembelajaran Bahasa Arab di era RI 4.0 juga seperti halnya pembelajaranpembelajaran lainnya, memerlukan pendekatan-pendekatan yang berkesesuaian dengan zaman, seperti pendekatan heutagogy (Samin, 2019b(Samin, , 2019a dimana proses pembelajaran tidak lagi bertumpu pada pengajar akan tetapi peran pengajar berlaku sebagai konsultan bagi peserta didik yang telah menetapkan tujuan hidup dan tujuan belajar secara mandiri. Terlebih bahwa pembelajaran Bahasa Arab di tingkat perguruan tinggi seyogyanya sudah terbangun kemandirian belajar bagi para mahasiswa (Samin, 2019c), bukan lagi mahasiswa dengan paradigma lama yaitu menggunakan pendekatan Teacher Centred Learning.…”

Section: Karakteristik Pembelajaran Bahasa DI Era Disrupsiunclassified

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Konsep Lingkungan Bahasa Arab Informal Untuk Perguruan Tinggi

Muhammad Samin,

Zulkifli,

Supriady

2023

JAIP

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Informal language learning outside the classroom plays an important and growing role in language learning and teaching. This research is qualitative research with a library research model. This study aims to determine the concept of an informal Arabic language environment for tertiary institutions and theoretical analysis of the substance to be measured, thus determining the conceptual definition. The steps taken in data collection refer to the actions specified by Thomas Mann with seven steps. The research data analysis uses 3 keywords; student autonomy, the era of disruption, and language communication. This study concludes that the Informal language environment has several characteristics and aspects. These elements, as well as aspects, are 1) Social and cultural contacts; 2) Virtual Learning and Website Proliferation; 3) support from teachers; 4) Learning language with Emotions is not just cognition; and 5) Institutional responsibility in the form of policies.

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Section: Autonomy Learningunclassified

Section: Karakteristik Pembelajaran Bahasa DI Era Disrupsiunclassified

Konsep Lingkungan Bahasa Arab Informal Untuk Perguruan Tinggi

Muhammad Samin,

Zulkifli,

Supriady

2023

JAIP

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“…The concept of learning FN in learning foreign languages is a concept that is needed by anyone who lives in the digital age today (Samin, 2019a). The digital age is an era that requires the idea of Self-Regulated Learning (Samin et al, 2019).…”

Section: Psychological Learning Conceptsmentioning

confidence: 99%

Overview of Foreign Language Learning from Fiki Naki: Efforts to Find Alternative Concepts and Methods for Arabic Learning in the Digital Age

Samin,

Dakhilullah,

Sanjaya

2023

Jurnal Pendidikan Bahasa Arab & Kebahasaaraban

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This study aims to describe the concepts and methods of learning foreign languages from Fiki Naki (FN) in the digital age. This research is qualitative descriptive research. The data collection method used in this study is Grounded Theory. Data collection used Library research instruments or Visual Material Review. The research library used eight YouTube videos of interviews with FN and FN's answers to several questions from his fans and used other media sources. The data analysis uses four stages: Codes, Sub-Categories, Categories, and Theory. This study concludes that the FN learning model is suitable for adaptation to foreign language learning to use a foreign language in simple conversation with a native speaker of the target language, not for academic purposes. The concept of learning FN consists of two: psychological and non-psychological. Psychological learning concepts include Learning by fun, high determination and consistency, confidence in using Language, and Self-Regulated Learning. The concepts of non-psychological Learning include Autodidact, intensive Learning, direct language practice, imaginary conversation with oneself and practice it with native speakers, mastery of vocabulary and phrases with keyword strategies, and effective use of online media. At the same time, the learning method that FN uses is a communicative method with several learning techniques, including a focus on listening and speaking skills, using Mnemonic techniques in vocabulary mastery, and conjugation mastery techniques. The novelty of this research is the description of FN's foreign language learning concepts and methods in self-taught foreign language learning. The researchers recommend analyzing and implementing FN's concepts and learning methods in learning Arabic as a foreign language.

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“…Apart from that, the Semester Lesson Plan for the proficiency course was born through joint discussions with department lecturers to unite the perception and achievement of department targets on student competencies through these courses. Learning with a heutagogy approach becomes important in learning models in the era of disruption where knowing with a heutagogy system makes students as people who can determine their learning goals independently and make lecturers like consultants, not as the foundation in the learning process (Samin, 2019;Samin et al, 2020).…”

Section: Coordination In the Formulation Of The Semester Lesson Planmentioning

confidence: 99%

Strategies of Arabic Students' Self-Regulated Learning Improvement in Language Proficiency in The Disruption Era

Samin

Akzam

Supriady

2022

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This study aimed to develop strategies to improve students' Self-Regulated Learning in the Arabic Language Education Study Program at Universitas Islam Riau in the Arabic language proficiency course in the disruption era. This research is qualitative research using a descriptive approach. The data collection technique for the qualitative method in this study used several designs; the Interview Technique, Documentation, and Literature Study. The systematics of strategy development refers to five stages according to Hariadi’s theory. This study shows the results of several strategies to improve Self-Regulated Learning for Arabic Language Education students at the Universitas Islam Riau for language proficiency courses; 1) Creation of environmental Arabic (Bîʾah Luġawiyyah), 2) monitoring and evaluation stages of the use of Arabic as a language of instruction lectures, 3) Coordination in the formulation of Semester Lesson Plan, 4) Orienting the religious subjects as subjects of knowledge and proficiency in the same time, 5) Motivation in competing, 6) Award Programs for student achievement, 7) Guidance lecturer in competing.

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Heutagogy in Arabic Class: How It Is Applied in The Islamic Education Study Program of Universitas Islam Riau

Cited by 4 publications

References 0 publications

Konsep Lingkungan Bahasa Arab Informal Untuk Perguruan Tinggi

Konsep Lingkungan Bahasa Arab Informal Untuk Perguruan Tinggi

Overview of Foreign Language Learning from Fiki Naki: Efforts to Find Alternative Concepts and Methods for Arabic Learning in the Digital Age

Strategies of Arabic Students' Self-Regulated Learning Improvement in Language Proficiency in The Disruption Era

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