Tren Komunikasi dalam Pengajaran Bahasa Arab: Sebuah Tinjauan Literatur Sistematis (2020-2025)
DOI:
https://doi.org/10.111322/qyxm4b30Keywords:
Tren Komunikasi, Teknologi Pendidikan, Tinjauan Literatur Sistematis.Abstract
Penelitian ini bertujuan untuk mengidentifikasi, mengevaluasi, dan mensintesis bukti-bukti empiris mengenai tren komunikasi dalam pengajaran bahasa Arab antara tahun 2020 dan 2025. Tinjauan ini secara spesifik menganalisis jenis-jenis tren komunikasi yang dominan, efektivitasnya dalam meningkatkan keterampilan bahasa Arab, serta tantangan dan faktor keberhasilan implementasinya. Tinjauan literatur sistematis ini dilakukan mengikuti pedoman PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). Pencarian literatur dilakukan di enam database akademik utama (ERIC, Scopus, Web of Science, Google Scholar, ProQuest, dan ScienceDirect) untuk artikel penelitian primer yang diterbitkan antara Januari 2020 dan Oktober 2025. Proses seleksi melibatkan screening judul dan abstrak, diikuti oleh penilaian full-text berdasarkan kriteria inklusi-eksklusi yang ketat. Penilaian kualitas dan risiko bias dilakukan menggunakan Joanna Briggs Institute (JBI) Critical Appraisal Tools. Sintesis data dilakukan secara kualitatif (analisis tematik) dan kuantitatif (meta-analisis terbatas). Dari 72 catatan awal, 20 studi memenuhi kriteria inklusi dan dianalisis. Hasil menunjukkan peningkatan signifikan jumlah publikasi pada tahun 2024-2025. Tren komunikasi yang paling dominan dan efektif adalah Mobile Learning (M-Learning), Digital Teaching Tools, dan Blended Learning, yang secara konsisten menunjukkan efektivitas tinggi (65% studi) dalam meningkatkan keterampilan bahasa, terutama keterampilan berbicara (speaking skills) dan kompetensi komunikatif interaktif. Meta-analisis terbatas pada 8 studi kuantitatif menunjukkan ukuran efek gabungan yang besar (pooled effect size, Cohen's d = 0.81 [95% CI: 0.66, 0.96]), yang mengindikasikan dampak positif yang kuat dari intervensi komunikasi berbasis teknologi. Tantangan utama yang teridentifikasi adalah keterbatasan infrastruktur teknis (dilaporkan oleh 40% studi) dan kurangnya persiapan guru (35% studi). Tren komunikasi modern, khususnya yang berbasis mobile dan blended learning, secara signifikan mentransformasi pengajaran bahasa Arab dengan meningkatkan engagement, personalisasi, dan efektivitas pembelajaran
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