Tutors and Students Activities in Online Arabic Learning: A Freedom to Learn Perspective

Abstract

Arabic learning amid the Covid-19 pandemic has changed offline to online. At the same time, the government launched a merdeka belajar (freedom to learn) program. Therefore, activities that support Arabic learning are needed. This article aimed to describe the tutors' and students' activities to improve the student’s Arabic skills at UIN Antasari Banjarmasin from freedom to learn perspective. A descriptive qualitative method was used by collecting data using a survey towards students, and interviews with tutors and Language Development Unit (UPB) staff. The results of this study described tutors' and students' activities in online Arabic learning. Tutors' activities are described by the personality of tutors, teaching materials, media, methods, and learning motivation. The students' activities are described by the process of online Arabic learning and the efforts made to improve their Arabic skills. Based on tutors' and students' activities, it was found that tutors and students applied a good learning culture through activities that support the mastery of Arabic in listening, speaking, reading, and writing.

Factors Affecting Student Learning Experience: The Case of Arabic Calligraphy and Morphology Subjects in MSU KFCIAAS During Online Modality

“…In the study [29], based on online interviews with multiple students, explored the Arabic calligraphy learning approach employed by the Online Khat Learning group. Students expressed appreciation for the program, citing its detailed instruction, motivational aspects, and ethical components.…”

“…In Ref. [29] concluded that technology, including platforms like WhatsApp and email, has been an aid in supporting students within the online khat learning community as they study and complete their Arabic Calligraphy courses. Another study conducted by [11], observed "Students' Perceptions of Arabic Online Learning."…”

“…Their study also emphasized the signi cant in uence of nancial challenges on students' learning experiences. Additionally, [29] study identi ed obstacles faced by learners in obtaining educational resources during remote learning.…”