Accelerating the digitalisation of learning post-COVID-19 era to improve the pedagogical competence of pre-service Arabic teachers

Hanifah, Umi and Adam, Zalika Binti and Faizin, Moh. and Jannah, Ida Mifatkhul and Hanafi, Yusuf (2024) Accelerating the digitalisation of learning post-COVID-19 era to improve the pedagogical competence of pre-service Arabic teachers. Cogent Education, 11 (1): 1. pp. 1-16.

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Abstract

The aim of this study is to investigate the urgency of accelerated digitalisation of learning to enhance the pedagogical competence of pre-service Arabic teachers in the post-COVID-19 era. This study used a qualitative method, and the data were collected through observation, interview, and documentation. Furthermore, the collected data were analysed with an interactive approach developed by Miles, Huberman, and Saldana. The research results show the pre-service Arabic teachers have created lesson plans based on technology, pedagogy, and content knowledge (TPACK) to cover material aspects, methods, and learning media so well. In addition, pre-service Arabic teachers have implemented teaching practices using the TPACK framework, as shown in the application of information technology-based learning media, and carry out learning evaluations using online platforms such as Quizziz, Kahoot, and Google Form, which are presented in video form learning. The results of this study indicate that the acceleration of digitalisation of learning has an impact on increasing the pedagogic competence of pre-service Arabic teachers. Therefore, as an implication, digitising learning in the form of video learning practices can be used as a medium for learning observation in the preparation program for pre-service Arabic teachers post-Covid-19 Era.

Item Type: Article
Additional Information: PUBLIC INTEREST STATEMENT In the 21st century era, learning must be designed to achieve 21st century competencies, namely digital literacy competencies. This article describes the importance of digital competence in learning to improve the pedagogical competence of Pre-Service teachers who are in fact reformers and extensions of teachers. One of the impacts of the covid 19 pandemic is the acceleration of learning digitization which is marked by the rise of online learning using digital media, the use of various learning management systems, and online platforms. This technological transformation greatly supports the improvement of the teaching competence of digital era teachers, teachers are increasingly skilled and creative in integrating technology, pedagogics, and content in learning. The covid 19 pandemic also has an impact on economic and industrial transformation and other fields, where the role of digital technology is very important. So that Digital Transformation is needed for the sustainability of all sectors of life.
Creators:
Creators
Email
["eprint_fieldname_creators_NIDN" not defined]
Hanifah, Umi
umihanifah@uinsa.ac.id
2028097802
Adam, Zalika Binti
zalika@usim.edu.my
UNSPECIFIED
Faizin, Moh.
m.faizin@uinsa.ac.id
UNSPECIFIED
Jannah, Ida Mifatkhul
idamj@uinsa.ac.id
UNSPECIFIED
Hanafi, Yusuf
e yusuf.hanafi.fs@um.ac.id
UNSPECIFIED
Contributors:
Contribution
Name
Email
Author
UNSPECIFIED
UNSPECIFIED
Uncontrolled Keywords: Digitalization of Learning; Pre-Service Arabic Teachers; Pedagogical Competence; Post-Covid 19 Era.
Subjects: 13 EDUCATION > 1301 Education Systems > 130103 Higher Education
13 EDUCATION > 1302 Curriculum and Pedagogy > 130201 Creative Arts, Media and Communication Curriculum and Pedagogy
13 EDUCATION > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
13 EDUCATION > 1302 Curriculum and Pedagogy > 130213 Vocational Education and Training Curriculum and Pedagogy
20 LANGUAGE, COMMUNICATION AND CULTURE > 2001 Communication and Media Studies > 200102 Communication Technology and Digital Media Studies
Divisions: Fakultas Tarbiyah dan Keguruan > Pendidikan Bahasa Arab
Depositing User: Dr. M.Pd.I Umi Hanifah
Date Deposited: 17 Oct 2024 01:21
Last Modified: 17 Oct 2024 01:21
URI: http://repository.uinsa.ac.id/id/eprint/3476

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