The Need for Active Learning Strategies in Arabic Literature at Universiti Pendidikan Sultan Idris

Abstract

According to Ab. Halim Tamuri (2015), the practice of Active Learning requires teachers to be creative in creating an effective learning environment in line with the demands of 21st-century education. The researcher found that students had a weak mastery of the Arabic language, poor Arabic vocabulary acquisition, and issues related to students’ attitudes and interest in Active Learning, as well as the teaching methods used by teachers during the Arabic Literature course.This study was conducted to examine students’ perceptions of the need for Active Learning strategies in the Arabic Literature course. The study focused on four indicators of Active Learning, namely student-centered learning, a clear and easily understood learning process, various learning activities, and two-way communication.A total of 28 fourth-year students pursuing a Bachelor of Arabic Language with Education at Sultan Idris Education University participated as respondents in this study. The research instrument used was a questionnaire containing 15 items, developed based on a Likert scale. The collected data were analyzed using SPSS for Windows Version 26. Data analysis showed that the mean value for the student-centered learning indicator was 4.18, the indicator for a clear and easily understood learning process was 4.40, the indicator for various learning activities was 4.25, and the indicator for two-way communication was 3.98. Therefore, Active Learning strategies can help enhance the students’ learning process in the Arabic Literature course