Volume 07 Issue 08 August 2024
1*Erma Febriani,2Talqis Nurdianto,3Nurkhamimi Zainuddin
1,2Arabic Language Education Department, 55183 Universitas Muhammadiyah Yogyakarta, Indonesia
3Faculty of Major Language Studies, University Sains Islam Malaysia, Malaysia
DOI : https://doi.org/10.47191/ijsshr/v7-i08-74Google Scholar Download Pdf
ABSTRACT
This research focuses on increasing the technological competence of Arabic teachers in integrating technology into teaching. The methods used include a mixed approach with quantitative surveys and qualitative interviews. The research population was Arabic teachers, with a purposive sample. Research instruments include questionnaires and semi-structured interview guidelines. Data were analysed using descriptive statistics and thematic analysis techniques. The results showed that the level of technological skills of Arabic teachers varies, with most teachers feeling quite comfortable using basic technology but less confident with advanced technology. Key barriers identified include lack of technology skills, limited access to devices and the internet, resistance to change, and lack of interactive learning materials. Proposed solutions include ongoing training programs, provision of devices and internet, persuasive approaches to overcome resistance, development of interactive materials, and ongoing technical support. The main conclusion is that ongoing support and solutions focused on the specific needs of Arabic teachers can significantly improve the quality of teaching and students' learning experiences. This research provides valuable insights and practical solutions that can be implemented to overcome obstacles in the integration of technology in Arabic language learning.
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