Analisis Kualitatif terhadap Penggunaan Media Digital Wordwall dalam Pembelajaran Bahasa Arab

Abstract

ABSTRAK

Peserta didik umumnya membutuhkan media yang mengakomodasi gaya belajar variatif, menyediakan aktivitas kolaboratif, serta memberikan umpan balik langsung agar proses pembelajaran menjadi lebih bermakna. Penelitian ini bertujuan mendeskripsikan pola penggunaan Wordwall oleh guru dalam pembelajaran Bahasa Arab, menganalisis respons dan persepsi siswa terhadap media tersebut, menelaah dampaknya terhadap interaksi kelas, motivasi, dan penguasaan mufradāt, serta mengidentifikasi tantangan implementasi beserta strategi pemecahan agar pembelajaran berbasis gamifikasi berjalan optimal. Penelitian ini memakai pendekatan kualitatif deskriptif-interpretatif melalui observasi kelas, wawancara mendalam, dan dokumentasi untuk menelaah penggunaan Wordwall dalam pembelajaran Bahasa Arab. Data dianalisis dengan model Miles, Huberman & Saldaña melalui reduksi, penyajian, serta verifikasi temuan guna memperoleh pemahaman holistik tentang dinamika pembelajaran dan persepsi peserta didik. Hasil penelitian ini menunjukkan bahwa Penggunaan Wordwall dalam pembelajaran Bahasa Arab menunjukkan pola pedagogis terstruktur melalui apersepsi, latihan inti, dan asesmen formatif berbasis gamifikasi. Media ini meningkatkan interaksi kelas, motivasi belajar, dan retensi mufradāt melalui latihan berulang, kompetisi sehat, dan umpan balik real-time. Respons siswa sangat positif karena Wordwall dinilai menyenangkan, memudahkan hafalan, serta meningkatkan kepercayaan diri verbal. Meski terdapat kendala teknis dan manajerial, strategi adaptif guru memungkinkan implementasi tetap efektif dan berkelanjutan.

Kata kunci: Gamifikasi, Media Digital, Pembelajaran Bahasa Arab, Wordwall

ABSTRACT
Students generally need media that accommodates varied learning styles, provides collaborative activities, and provides direct feedback so that the learning process becomes more meaningful. This study aims to describe the pattern of Wordwall utilization by teachers in Arabic language instruction; analyze students’ responses and perceptions toward the media; examine its effects on classroom interaction, learning motivation, and mastery of mufradāt; and identify implementation challenges along with problem-solving strategies to ensure optimal gamification-based learning. This research employed a qualitative descriptive-interpretive approach through classroom observation, in-depth interviews, and documentation to explore the use of Wordwall in Arabic language learning. Data were analyzed using the Miles, Huberman & Saldaña interactive model through data reduction, display, and verification to obtain a holistic understanding of learning dynamics and learner perceptions. The findings reveal that Wordwall is integrated into a structured pedagogical pattern comprising the stages of apperception, core practice, and formative assessment based on gamification. This media enhances classroom interaction, learning motivation, and mufradāt retention through repetitive practice, healthy competition, and real-time feedback. Students’ responses are highly positive as Wordwall is perceived as enjoyable, supportive of memorization, and capable of increasing verbal confidence. Although technical and managerial barriers exist, teachers’ adaptive strategies ensure that Wordwall implementation remains effective and sustainable.Keywords: Gamification, Digital Media, Arabic Language Learning, Wordwal