Transformation of Arabic Language Learning through a Deep Learning Approach in Understanding Global Meaning: A Case Study at the Mu'adalah Wustha Educational Unit of Pondok Pesantren Darussalam Blokagung Banyuwangi
Keywords:
Keywords: global meaning comprehension; deep learning; Arabic language; meaningful learning; quasi-experiment.
Abstract
Understanding global meaning (al-ma‘na al-ijmālī) is a crucial competency in Arabic language learning, but it is often hindered by a fragmented approach to teaching. This research aims to test the effectiveness of the deep learning approach in enhancing holistic understanding and to analyze the relationship between students' perceptions and learning outcomes. Using the quasi-experimental method of a one-group pretest-posttest design reinforced with a control group, the study involved 66 eighth-grade Muadalah Wustha female students who were divided into experimental and control groups. The research instruments consisted of validated objective tests and perception questionnaires. Data were analyzed using the Mann-Whitney U test, Wilcoxon Signed Rank test, and Spearman's rho correlation. The research results show: (1) The gain score of the experimental group (41.03) was significantly higher than that of the control group (23.73) with p=0.000, proving the effectiveness of the deep learning approach; (2) There is a perfect correlation between the perception of the learning process and the report of conceptual understanding (ρ=1.000) as well as a significant positive correlation between both and the gain score (ρ=0.357). The conclusion of this study confirms that the deep learning approach is not only effective in significantly enhancing cognitive competence but also reveals a symbiotic relationship between affective and cognitive aspects in meaningful learning. These findings provide practical contributions in the form of alternative learning models and a foundation for the development of further research with more complex designs.
References
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Ponorogo, M. M. (2020). Effectiveness of Audio-Visual Media Towards Learning Achievement Students Subjects of The History of Islamic Culture In ةفاقثلا خيرتا ةدام في عباسلا لصفلا بلاط ملعت زانجإ ونح ةيرصبلا ةيعمسلا لئاسولا مادختسا ةيلاعف وك ورونوف ةيناثلا ةيد ممح ّ ةيوناثلا ةسردلما في ةيملاسلإا ةم د ّ قلما . أ ءاصحلإا زاهج نم ةذوخألما تاءاصحلإا تناايبل اقفو ، ماع دعب اماع ديازتت ةيجولونكتلا تاروطتلا تلااصتلااو تامولعلما يجولونكتلا روطتلا رشؤم في ةيربك ةدياز ، 2017 – 2015 ةنس يسينودنلإا يزك رلما عيملج ،) ED . 4 ( رتويبمكلا نو مدختسي نيذلا بلاطلا ةبسن . ةظفامح 34 في ةرشتنم ةسردم 4 . 014 لباقم 15 ـل دحاو رتويبمك يه ميلعتلا تياوتسم نع رظنلا ضغب ، متهنااكمإ ىلعأ لىإ لوصولا ىلع ينملعتلما تاجايتحلا ا ق ً فو اهفييكتو اهميمصت تم تيلا . ةدلاولا ذنم انهوبليج تيلا ةيرطفلا ةردقلا ةدالم ىرغصلا ةيانه ن ّ أ دجوت ، ن انجانيج ةيناثلا ةيد ممح ّ ةيوناثلا ةسردلما في عباسلا لصفلل بلاطلا يدل نأ ةيملاسلا ةفاقثلا خيرتا ةدالم عباسلا لصفلل بلاط يدل عقاولا امأو 70 ريدقتب ةيملاسلإا ةفاقثلا خيرتا مهتجيتن رثؤت تيلا روملأا ضعب هذهو . ىرغصلا ةيانه نم لقأ ّ علما ةجيتن نذإ . 36 . 70 ريدقتب ل د ّ علما ةجيتن ّ ةل د بلاطلا نم مامتهلاا صقنك ةيجرالخا روملأا يهو ببسلا ضعب نمو ةيملاسلاا ةفاق ثلا خيرتا ةدالم ةضفخنم . ملعتلا لئاسولا مادختساو ةعونتلما تايصخشلا ءاسمأ ةرثك و ةصقلا لوطو ةيعمسلا لئاسولا وهو ملعتلا في بلاطلا ةساحم نقتيو م ّ لعتلا في مدختست يذلا لئاسولا ضعب نم لهس ) 1 : اهنم بلاطلا يدل م ّ لعتلا زانجا ةيقرت نكيم يذلا روملأا ضعب ه ل لئاسولا اذه نأ بسبح . ةيرصبلا لئاسولا مادختسا ن رفأ ) 2 ، ملعتلا ةيلمع في ءادلأ ّ أ ىجرت . تقو لك ّ في تاحلاصإ نكمم ) 3 ، م ّ لعتلل ح ريوطت ىوتسم حضوي نأ نكيم يسايق سايقم وه ) IP - TIK ( تلااصتلااو تامولعلما ايجولونكت ريوطت رشؤم 1. 1(2), 59–68.
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Retnawati, H., Rahmatullah, S., Djidu, H., & Apino, E. (2020). Has Arabic Language Learning Been Successfully Implemented?. International Journal of Instruction, 13(4), 715–730.
Soliman, R., & Khalil, S. (2024). The teaching of Arabic as a community language in the UK. International Journal of Bilingual Education and Bilingualism, 27(9), 1246–1257.
Tilahun, A. (2021). Effects of Integrated Reading and Writing (IRW) Instruction on Enhancing Students ‘Reading Comprehension, Writing Skills and Critical Thinking Development.
Tossell, C. C., Tenhundfeld, N. L., Momen, A., Cooley, K., & De Visser, E. J. (2024). Student perceptions of ChatGPT use in a college essay assignment: Implications for learning, grading, and trust in artificial intelligence. IEEE Transactions on Learning Technologies, 17, 1069–1081.
Tu, Y., Zhang, L., & Kong, J. (2022). Placebo and nocebo effects: from observation to harnessing and clinical application. Translational Psychiatry, 12(1), 524.
Wu, B., He, Y.-N., Song, Y., & Li, H.-H. (2025). Fostering critical thinking in higher education: an intelligent dialogue-based approach empowered by conversational AI. Interactive Learning Environments, 1–18.
Xu, T., Ge, X., Gao, Q., & Lu, J. (2025). The impact of STEAM project design on higher-order thinking: a meta-analysis. Research in Science & Technological Education, 1–25.
Zhang, M. (2021). Understanding L1 and L2 interaction in collaborative writing: A lexico-grammatical analysis. Language Teaching Research, 25(3), 338–359.
Zhang, Y., Zhang, Y., Law, K. S., & Zhou, J. (2022). Paradoxical leadership, subjective ambivalence, and employee creativity: Effects of employee holistic thinking. Journal of Management Studies, 59(3), 695–723.
Zhao, Y., & Zhang, C. (2025). A review on the novelty measurements of academic papers. Scientometrics, 130(2), 727–753.
Almelhes, S. (2024). Enhancing Arabic language acquisition: Effective strategies for addressing non-native learners’ challenges. Education Sciences, 14(10), 1116.
Anwar, K. (2021). Pendidikan Islam Multikultural: Konsep dan Implementasi Praktis di Sekolah (Vol. 1). Academia Publication.
Bertsimas, D., Villalobos Carballo, K., Boussioux, L., Li, M. L., Paskov, A., & Paskov, I. (2024). Holistic deep learning. Machine Learning, 113(1), 159–183.
Bolea, L., Duarte, R., Hewings, G. J. D., Jiménez, S., & Sánchez‐Chóliz, J. (2022). The role of regions in global value chains: an analysis for the European Union. Papers in Regional Science, 101(4), 771–795.
Carney, R. N., & Levin, J. R. (2002). Pictorial illustrations still improve students’ learning from text. Educational Psychology Review, 14(1), 5–26.
Chang, C., Hwang, G., & Gau, M. (2022). Promoting students’ learning achievement and self‐efficacy: A mobile chatbot approach for nursing training. British Journal of Educational Technology, 53(1), 171–188.
Che, H., Gao, X., Chen, J., Hou, J., Ao, Y., & Wang, P. (2021). Iodide‐induced fragmentation of polymerized hydrophilic carbon nitride for high‐performance quasi‐homogeneous photocatalytic H2O2 production. Angewandte Chemie International Edition, 60(48), 25546–25550.
Clifford, S., Sheagley, G., & Piston, S. (2021). Increasing precision without altering treatment effects: Repeated measures designs in survey experiments. American Political Science Review, 115(3), 1048–1065.
Courtney, S. J., & Mann, B. (2021). Thinking with ‘lexical’features to reconceptualize the ‘grammar’of schooling: Shifting the focus from school to society. Journal of Educational Change, 22(3), 401–421.
Essien, A., Bukoye, O. T., O’Dea, X., & Kremantzis, M. (2024). The influence of AI text generators on critical thinking skills in UK business schools. Studies in Higher Education, 49(5), 865–882.
EVA, E. L. A. (2022). Penerapan Metode Peer Tuthoring Dalam Meningkatkan Kemampuan Membaca Bahasa Arab Siswa Kelas V Mis Darul Ulum. UIN RADEN INTAN LAMPUNG.
Fadlelmula, F. K., & Qadhi, S. M. (2024). A systematic review of research on artificial intelligence in higher education: Practice, gaps, and future directions in the GCC. Journal of University Teaching and Learning Practice, 21(6), 146–173.
Farikhatin, N., Subekti, E. E., & Hanum, A. (2024). Pengaruh Model Pembelajaran Project Based Learning dengan Media Diorama terhadap Hasil Belajar Peserta Didik. Jurnal Inovasi, Evaluasi Dan Pengembangan Pembelajaran (JIEPP), 4(1), 9–15.
Febriani, E. S., Arobiah, D., Apriyani, A., Ramdhani, E., & Millah, A. S. (2023). Analisis data dalam penelitian tindakan kelas. Jurnal Kreativitas Mahasiswa, 1(2), 140–153.
Gersten, R., Fuchs, L. S., Williams, J. P., & Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71(2), 279–320.
Howard, K. I., & Forehand, G. A. (1962). A method for correcting item-total correlations for the effect of relevant item inclusion. Educational and Psychological Measurement, 22(4), 731–735.
Ipansyah, N., & Sarmadi, A. S. (2024). Implementasi Nilai Dakwah Melalui Toleransi Beragama di Pondok Pesantren. 19(1).
Jo, T., Takao, K., & Minamoto, T. (2022). Linking the state of environmental DNA to its application for biomonitoring and stock assessment: Targeting mitochondrial/nuclear genes, and different DNA fragment lengths and particle sizes. Environmental DNA, 4(2), 271–283.
Kieffer, M. J., & Lesaux, N. K. (2007). Breaking down words to build meaning: Morphology, vocabulary, and reading comprehension in the urban classroom. The Reading Teacher, 61(2), 134–144.
Lestari, W. P., Ningsih, E. F., Sugianto, R., & Lestari, A. S. B. (2023). Efektivitas Model Pembelajaran Kooperatif Dengan Pendekatan Contextual Teaching and Learning (CTL) Terhadap Hasil Belajar Matematika. Jurnal Penelitian Tindakan Kelas, 1(1), 28–33.
Lin, C.-H., Zhang, Y., & Zheng, B. (2017). The roles of learning strategies and motivation in online language learning: A structural equation modeling analysis. Computers & Education, 113, 75–85.
Makransky, G., & Petersen, G. B. (2021). The cognitive affective model of immersive learning (CAMIL): A theoretical research-based model of learning in immersive virtual reality. Educational Psychology Review, 33(3), 937–958.
Moser, A., Stuck, A. E., Silliman, R. A., Ganz, P. A., & Clough-Gorr, K. M. (2012). The eight-item modified Medical Outcomes Study Social Support Survey: psychometric evaluation showed excellent performance. Journal of Clinical Epidemiology, 65(10), 1107–1116.
Murphy, P. K., Wilkinson, I. A. G., Soter, A. O., Hennessey, M. N., & Alexander, J. F. (2009). Examining the effects of classroom discussion on students’ comprehension of text: A meta-analysis. Journal of Educational Psychology, 101(3), 740.
Polyportis, A., & Pahos, N. (2025). Understanding students’ adoption of the ChatGPT chatbot in higher education: the role of anthropomorphism, trust, design novelty and institutional policy. Behaviour & Information Technology, 44(2), 315–336.
Ponorogo, M. M. (2020). Effectiveness of Audio-Visual Media Towards Learning Achievement Students Subjects of The History of Islamic Culture In ةفاقثلا خيرتا ةدام في عباسلا لصفلا بلاط ملعت زانجإ ونح ةيرصبلا ةيعمسلا لئاسولا مادختسا ةيلاعف وك ورونوف ةيناثلا ةيد ممح ّ ةيوناثلا ةسردلما في ةيملاسلإا ةم د ّ قلما . أ ءاصحلإا زاهج نم ةذوخألما تاءاصحلإا تناايبل اقفو ، ماع دعب اماع ديازتت ةيجولونكتلا تاروطتلا تلااصتلااو تامولعلما يجولونكتلا روطتلا رشؤم في ةيربك ةدياز ، 2017 – 2015 ةنس يسينودنلإا يزك رلما عيملج ،) ED . 4 ( رتويبمكلا نو مدختسي نيذلا بلاطلا ةبسن . ةظفامح 34 في ةرشتنم ةسردم 4 . 014 لباقم 15 ـل دحاو رتويبمك يه ميلعتلا تياوتسم نع رظنلا ضغب ، متهنااكمإ ىلعأ لىإ لوصولا ىلع ينملعتلما تاجايتحلا ا ق ً فو اهفييكتو اهميمصت تم تيلا . ةدلاولا ذنم انهوبليج تيلا ةيرطفلا ةردقلا ةدالم ىرغصلا ةيانه ن ّ أ دجوت ، ن انجانيج ةيناثلا ةيد ممح ّ ةيوناثلا ةسردلما في عباسلا لصفلل بلاطلا يدل نأ ةيملاسلا ةفاقثلا خيرتا ةدالم عباسلا لصفلل بلاط يدل عقاولا امأو 70 ريدقتب ةيملاسلإا ةفاقثلا خيرتا مهتجيتن رثؤت تيلا روملأا ضعب هذهو . ىرغصلا ةيانه نم لقأ ّ علما ةجيتن نذإ . 36 . 70 ريدقتب ل د ّ علما ةجيتن ّ ةل د بلاطلا نم مامتهلاا صقنك ةيجرالخا روملأا يهو ببسلا ضعب نمو ةيملاسلاا ةفاق ثلا خيرتا ةدالم ةضفخنم . ملعتلا لئاسولا مادختساو ةعونتلما تايصخشلا ءاسمأ ةرثك و ةصقلا لوطو ةيعمسلا لئاسولا وهو ملعتلا في بلاطلا ةساحم نقتيو م ّ لعتلا في مدختست يذلا لئاسولا ضعب نم لهس ) 1 : اهنم بلاطلا يدل م ّ لعتلا زانجا ةيقرت نكيم يذلا روملأا ضعب ه ل لئاسولا اذه نأ بسبح . ةيرصبلا لئاسولا مادختسا ن رفأ ) 2 ، ملعتلا ةيلمع في ءادلأ ّ أ ىجرت . تقو لك ّ في تاحلاصإ نكمم ) 3 ، م ّ لعتلل ح ريوطت ىوتسم حضوي نأ نكيم يسايق سايقم وه ) IP - TIK ( تلااصتلااو تامولعلما ايجولونكت ريوطت رشؤم 1. 1(2), 59–68.
Prihwanto, P., & Firdaus, M. T. (2021). Pengaruh Layanan Informasi Melalui Media Whatsapp Group Terhadap Kesadaran Pemakaian Masker Sebagai Upaya Pencegahan Penyebaran Covid-19. Jurnal Komunikasi Dan Kajian Media, 5(1), 53–63.
Retnawati, H., Rahmatullah, S., Djidu, H., & Apino, E. (2020). Has Arabic Language Learning Been Successfully Implemented?. International Journal of Instruction, 13(4), 715–730.
Soliman, R., & Khalil, S. (2024). The teaching of Arabic as a community language in the UK. International Journal of Bilingual Education and Bilingualism, 27(9), 1246–1257.
Tilahun, A. (2021). Effects of Integrated Reading and Writing (IRW) Instruction on Enhancing Students ‘Reading Comprehension, Writing Skills and Critical Thinking Development.
Tossell, C. C., Tenhundfeld, N. L., Momen, A., Cooley, K., & De Visser, E. J. (2024). Student perceptions of ChatGPT use in a college essay assignment: Implications for learning, grading, and trust in artificial intelligence. IEEE Transactions on Learning Technologies, 17, 1069–1081.
Tu, Y., Zhang, L., & Kong, J. (2022). Placebo and nocebo effects: from observation to harnessing and clinical application. Translational Psychiatry, 12(1), 524.
Wu, B., He, Y.-N., Song, Y., & Li, H.-H. (2025). Fostering critical thinking in higher education: an intelligent dialogue-based approach empowered by conversational AI. Interactive Learning Environments, 1–18.
Xu, T., Ge, X., Gao, Q., & Lu, J. (2025). The impact of STEAM project design on higher-order thinking: a meta-analysis. Research in Science & Technological Education, 1–25.
Zhang, M. (2021). Understanding L1 and L2 interaction in collaborative writing: A lexico-grammatical analysis. Language Teaching Research, 25(3), 338–359.
Zhang, Y., Zhang, Y., Law, K. S., & Zhou, J. (2022). Paradoxical leadership, subjective ambivalence, and employee creativity: Effects of employee holistic thinking. Journal of Management Studies, 59(3), 695–723.
Zhao, Y., & Zhang, C. (2025). A review on the novelty measurements of academic papers. Scientometrics, 130(2), 727–753.
Published
2026-05-07
How to Cite
Shilfaniatus Sholehah, Abdul Basith, & Muh. Dimyati. (2026). Transformation of Arabic Language Learning through a Deep Learning Approach in Understanding Global Meaning: A Case Study at the Mu’adalah Wustha Educational Unit of Pondok Pesantren Darussalam Blokagung Banyuwangi. International Journal of Education, Vocational and Social Science , 5(02), 1267-1281. https://doi.org/10.63922/ijevss.v5i02.3465
Contact Person +6282139474255
Email : ijevss@citakonsultindo.or.id / editor.ijevss@gmail.com
