The Application of the TPACK (Technology, Pedagogy, Content, and Knowledge) Approach in Arabic Language Learning at MAN 2 Ponorogo

Dimas Bayu Setiawan; Muhimmatul Mukaromah

doi:10.36668/s16zv409

Authors

Dimas Bayu Setiawan Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo, Indonesia
Muhimmatul Mukaromah Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo, Indonesia

DOI:

https://doi.org/10.36668/s16zv409

Keywords:

Implementation, TPACK, Arabic Language Learning

Abstract

This study aims to find out: (1) how the implementation of TPACK is in Arabic language learning at MAN 2 Ponorogo, (2) how the analysis of the effectiveness of TPACK implementation in Arabic language learning at MAN 2 Ponorogo, and (3) what obstacles are faced by teachers and students in implementing TPACK in Arabic language learning at MAN 2 Ponorogo. This research uses a qualitative approach with a descriptive type of research, using data collection techniques through interviews, observation, and inductive documentation, namely analysis based on the data obtained. The results of this study are (1) MAN 2 Ponorogo has implemented the TPACK approach well. This is evidenced by the teacher's ability to present the material and master the class, as well as to integrate technology, pedagogy, and content in Arabic language learning. (2) The implementation of TPACK in Arabic language teaching at MAN 2 Ponorogo is effective, as it can increase students' motivation and activeness and reduce time. (3) The obstacles in the implementation of TPACK in Arabic language teaching at MAN 2 Ponorogo are: Lack of understanding of teachers and students about some technologies, facilities, and network constraints in some classes.

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