Manajemen Pembelajaran Bahasa Arab Berbasis Teknologi  untuk Penguatan Literasi Bahasa Peserta Didik:  Studi Kasus di MTsN 2 Way Kanan

ABD Manan; Feri Riski Dinata

doi:10.59698/afeksi.v7i4.1101

Authors

ABD Manan Institut Agama Islam Al Hikmah Lampung, Indonesia, Indonesia
Feri Riski Dinata Institut Agama Islam Al Hikmah Lampung, Indonesia, Indonesia

DOI:

https://doi.org/10.59698/afeksi.v7i4.1101

Keywords:

Bahasa Arab, Literasi Bahasa, Madrasah, Manajemen Pembelajaran, Teknologi Pendidikan, TPACK

Abstract

Integrasi teknologi dalam pembelajaran bahasa Arab di madrasah membutuhkan lebih dari sekadar ketersediaan perangkat dan aplikasi; teknologi harus dikelola sebagai bagian dari desain pedagogis yang berorientasi pada literasi bahasa. Penelitian ini bertujuan menganalisis strategi manajemen pembelajaran bahasa Arab berbasis teknologi di MTsN 2 Way Kanan serta menjelaskan bagaimana perencanaan, pelaksanaan, monitoring, dan evaluasi mengarahkan teknologi untuk mendukung kemampuan peserta didik dalam mengakses, memahami, mengolah, dan mengomunikasikan informasi berbahasa Arab. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data diperoleh melalui wawancara dengan guru bahasa Arab, kepala madrasah/wakil kepala madrasah bidang kurikulum, dan peserta didik; observasi pembelajaran; serta dokumentasi perangkat, bahan ajar digital, dan tugas peserta didik. Data dianalisis secara interaktif melalui kondensasi, penyajian, dan penarikan/verifikasi kesimpulan, kemudian disintesiskan secara tematik. Keabsahan data diperkuat melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa pengelolaan pembelajaran berlangsung dalam siklus perencanaan teknologi berbasis tujuan, implementasi aktivitas literasi multimodal, monitoring keterlibatan dan kesulitan belajar, serta evaluasi untuk perbaikan pembelajaran. Teknologi memperluas akses terhadap teks, audio, video, kosakata, dan latihan interaktif serta membuka ruang bagi aktivitas membaca, menyimak, menulis, memahami teks, menemukan informasi, dan menyampaikan kembali gagasan. Namun, manfaat tersebut bergantung pada kesesuaian pedagogis, kompetensi digital guru dan peserta didik, dukungan madrasah, ketersediaan fasilitas, serta kualitas jaringan. Kontribusi penelitian terletak pada pemaknaan manajemen pembelajaran sebagai mekanisme penghubung antara integrasi teknologi dan penguatan literasi bahasa, sehingga teknologi berfungsi sebagai instrumen pedagogis yang dikelola secara sistematis, bukan sebagai tujuan pembelajaran.

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