The Complexity of Arabic Learning During the Covid-19 Pandemic at MIN 1 Yogyakarta | Kompleksitas Pembelajaran Bahasa Arab pada Masa Pandemi Covid-19 di MIN 1 Yogyakarta (Masalah, Kurikulum, Keterlibatan Orang Tua)

Abstract

The realization of Arabic language learning that is generally done face-to-face today must be done online. Not without reason, we realize how the pandemic that began to spread massively led the policy authorities to stop any kind of movement identified with mass social activities. Learning in all institutions from RA/TK level to university level should be discontinued and replaced with online-based learning through internet assistance. This research is categorized as qualitative research and uses data collection techniques in the form of interviews, documentation and analyzed with descriptive analysis strategies. This study is intended to investigate how educational institutions, especially mi education level prepare the arabic learning model applied, researchers want to uncover how the learning steps used by teachers in online-based Arabic learning, student problems during the online learning process and obstacles faced by teachers when the government requires learning to be done online. This research has a purpose direction as a response to the policyholders in overcoming the obstacles of online learning in schools, especially in MIN 1 Yogyakarta. The results obtained in this study are problems faced by educators and students relative to the internal problems of each individual. Educators need to delve deeper into the knowledge of the technology used when learning online, disarming that learners must also focus more on online learning so that the lessons delivered by educators can be absorbed properly. The role of parents is also quite significant in directing and monitoring their children during online learning activities. In addition, the curriculum released by the government in the face of the emergency situation of covid-19 has been quite effective, but in its implementation still requires monitoring and evaluation from policy makers as the initiator of the emergency curriculum.

Arabic Language Learning For Elementary Schools During Pandemic Covid-19

“…(Faizah et al, 2020) learning Arabic at MIN 3 Janti online is considered unable to be carried out effectively due to several obstacles experienced by teachers and students that hinder the learning process. (Umam & Nada, 2021) learning Arabic during the Pandemic has several problems faced by educators and students, so it takes the role of parents to monitor the development of children so that the material presented by the teacher can be obtained by students properly. (A. W. learning Arabic using E-Learning would be meaningful for students if the learning materials were designed well and clearly.…”

“…In general, barriers in the implementation of learning, as described by Umam & Nada (2021), related to changes in the learning process that were previously centred on teachers now centred on learners, learning media adopted online, learning activities implemented in their homes, and lack of teachers' ability to use online-based applications. Meanwhile, barriers in the implementation of Arabic language learning can be identified into four forms: walls from oneself, school, family, and community environment.…”

“…Learning at home using online media expects parents to be role models in assisting children in learning, which can be seen from changes in attitudes (Fikri et al, 2020). In addition, parents play a significant role in directing and supervising students during online learning (Umam & Nada, 2021).…”

“…Other research shows that online learning can make it easier for teachers to provide learning because learning materials can be accessed anytime and anywhere using internet access (A. W. . Other research states that learning foreign languages online is more effective and does not spend too much time and money (Umam & Nada, 2021).…”

Pengaruh Keterlibatan Orang Tua Dan Grit Terhadap Stres Akademik Pada Siswa Sekolah Menengah Atas (SMA) Di Kota Bandung

“…Salah satu faktor eksternal penyebab stres yang dialami siswa adalah kurangnya keterlibatan orang tua dalam pendidikan anak (Arsy et al, 2021). Keterlibatan orang tua merupakan dedikasi sumber daya oleh orang tua untuk anaknya dalam domain tertentu (Umam & Nada, 2021). Penelitian Septiana (2021) menunjukkan bahwa keterlibatan orang tua berkorelasi secara negatif terhadap stres akademik.…”