The Effectiveness of Multimedia Usage in Learning Arabic Language (Foreign Language) Based on Student Score Achievement

Abstract

ABSTRACT

The Industrial Revolution 4.0 and Educational Revolution 5.0 on the Malaysian higher education system appear to have made learning Arabic much simpler, more accessible, and easier to understand. This study aims to determine the effectiveness of multimedia usage in teaching and learning of Arabic language. The Arabic language achievement scale score was examined through exploratory factor analysis, focusing on three dimensions: teaching method, learning method, and the lecturer’s role in utilising multimedia. The article, which was quantitative research-based, also analysed the relationship between student achievement and these three variables. 266 respondents were selected using the random sampling technique of PLS-SEM analysis. The result showed a weak relationship between lecturers’ roles and score achievement with a correlation of 0.103, followed by the teaching method (0.242). Meanwhile, learning methods have been identified as having a moderate relationship with a correlation of 0.422. The findings also showed that the learning method had the highest mean compared to other factors. This result highlighted that the students are not mentally and physically prepared for optimum multimedia usage in learning Arabic language, with an IPMA performance index of 73.287 compared to the teaching method and lecturer role.

Keywords: Arabic language; foreign language; multimedia usage; student achievement; PLS-SEM

ABSTRAK

Kesan Revolusi Industri 4.0 dan Revolusi Pendidikan 5.0 dalam sistem pendidikan tinggi Malaysia nampaknya telah menjadikan bahasa Arab lebih mudah dipelajari, mudah diakses, dan lebih mudah dipahami. Tujuan kajian ini adalah untuk menentukan keberkesanan penggunaan multimedia dalam pengajaran dan pembelajaran. Melalui analisis faktor eksploratori, skor skala pencapaian bahasa Arab telah dikenal pasti dalam tiga dimensi: kaedah pengajaran, kaedah pembelajaran, dan peranan pensyarah dalam amalan penggunaan multimedia. Artikel ini merupakan penyelidikan kuantitatif, juga menganalisis hubungan antara pencapaian pelajar dan tiga pembolehubah tersebut. Sejumlah 266 responden dipilih menggunakan teknik persampelan rawak dengan menggunakan analisis PLS-SEM. Hasil menunjukkan hubungan lemah antara peranan pensyarah dan pencapaian skor dengan korelasi sebanyak 0.103, diikuti oleh kaedah pengajaran (0.242). Sementara itu, kaedah pembelajaran dikenal pasti mempunyai hubungan sederhana dengan korelasi sebanyak 0.422. Penemuan juga menunjukkan bahawa kaedah pembelajaran mempunyai min tertinggi berbanding faktor lain. Hasil ini menunjukkan bahawa pelajar tidak sepenuhnya bersedia secara mental dan fizikal untuk penggunaan multimedia optimum dalam bahasa Arab, dengan nilai indeks prestasi IPMA sebanyak 73.287 berbanding kaedah pengajaran dan peranan pensyarah.

Kata Kunci: Bahasa Arab; bahasa asing; penggunaan multimedia; pencapaian pelajar; PLS-SEM