This study examines the challenges faced by Arabic language teachers in the digital era at SMA Muhammadiyah 2 Palembang. Employing a qualitative approach with a case study design, data were collected through in-depth interviews with an Arabic language teacher and analyzed using descriptive qualitative analysis. The findings reveal three primary challenges: low student motivation driven by online gaming and unregulated social media use, limited Arabic literacy particularly among students from non-pesantren backgrounds, and the demands of adaptive classroom management. In response, the teacher has implemented varied pedagogical strategies including mufrodat songs, ice-breaking activities, Canva-based visual media, interactive quizzes via Quizizz, and the Arabic Club application. The school also provides robust digital infrastructure such as Wi-Fi, Smart TVs, tablets, and the Pijar evaluation application. Notably, students' digital competencies, when strategically channeled into creative projects, can be transformed from distractions into valuable learning assets. The study concludes that technological advancement functions as a double-edged sword in Arabic language education, offering innovative opportunities while introducing new complexities that demand sustained pedagogical creativity and professional adaptation from teachers.
Nur Aini, S. Agustina, Nova Eliza et al.· El-Mahara: Jurnal Pendidikan...· 0 citations
Despite the central role of geometry in the senior high school curriculum, students continue to struggle with abstract concepts in circle topics, often relying on rote memorization rather than conceptual understanding. This study employed a mixed-methods sequential explanatory design involving 69 senior high school students selected through purposive sampling. Data were collected using the Van Hiele geometry test to measure geometric thinking skills and a circle problem-solving test based on Polya’s stages. Quantitative data were analyzed using Pearson product–moment correlation, while qualitative data were examined through document analysis of students’ written responses. The results revealed a statistically significant but weak positive correlation between geometric thinking skills and mathematical problem-solving abilities (r = 0.277, p = 0.21), with geometric thinking contributing only 7.7% to the variance (R² = 0.077). Qualitative findings showed notable discrepancies: some students with low geometric thinking achieved high problem-solving scores through procedural approaches, while others with high geometric thinking performed poorly due to difficulties in execution and representation. These findings imply that improving geometric thinking alone is insufficient to enhance problem-solving performance. Mathematics instruction should move beyond rote memorization by integrating visualization activities and explicit heuristic training to better connect conceptual understanding with effective problem-solving strategies.
Mirna Mirna, Hamdani Syaputra, Dewi Murni et al.· Jurnal Elemen· 0 citations
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