Arabic Language Teaching Strategy Based on Badrul Al-Khan’s E-learning in an Indonesian Islamic Primary School | Istiraatiijiyyah Ta'liim Al-Lughah Al-'Arabiyyah 'ala Asaas Al-Ta'allum Al-Iliktruuniy li-Badrul Al-Khan fii Al-Madrasah Al-Ibtidaaiyyah Al-Islaamiyyah bi-Indoniisiyya

Abstract

Badrul Khan’s theory identifies e-learning into several components. According to this theory, e-learning must meet all these dimensions to be effective. However, there are still gaps in e-learning design at the implementation level. Several factors influence these gaps, including infrastructure, communication, and content. This theory can help us see whether a school is using e-learning correctly. This study aims to reveal e-learning-based Arabic language learning strategies at Al-Qonita School. Researchers used a qualitative approach with a type of case study, with observation, interviews, questionnaires, and documentation as data collection techniques. For data analysis, researchers used the Miles and Huberman model. The results of this study signify that Al-Qonita School uses e-learning which includes five components: opening activities, learning process, student participation, assessment, and follow-up activities. Each item has a different step. This school has developed an Arabic language learning strategy by Badrul Khan’s e-learning framework, including eight components supporting e-learning with WhatsApp, Zoom, and Google Classroom applications. This strategy can facilitate and increase student participation in learning Arabic.

Keywords

• learning strategy
• arabic language
• badrul khan’s e-learning framework