MODEL PEMBELAJARAN BAHASA ARAB YANG TERFOKUS PADA SISWA (STUDENT-CENTERED LEARNING/SCL)

This paper would like to descripte the characteristics of learning that focused on the learners, the benefits, the weaknesses and the steps of its use to achieve the goal of learning Arabic. Learning model is an important part which is understood by every Arabic teacher to be able to present the condition of learning that is always fun for learners. An effective model for learning in Arabic is the learning model that concentrated to student. The use of this learning model is believed to be able to improve the four competencies of Arabic learners, namely the ability to speak, write, read and hear. For this reason, an Arabic teacher must understand the various variants of an effective learning model which centered on the learning potential of students in order to present the materials in an enjoyable. Therefore, it is important for any Arabic teacher to change the teacher-centered paradigm which is conventional teaching towards a modern learning paradigm which centered to the creative ability of students during the Arab learning proccess. The use of learning models which focused to learners in Arabic learning should be supported by teacher innovation that can empower learners to be active during learning. In addition, the teacher seeks to construct the latest Arabic material by utilizing the technology media relevant to the progress of the global education world, especially in learning Arabic as the language of the Islamic world and religious language.

Possible Influence of the Ssc Examination under a Public Board of Intermediate and Secondary Education on Teaching and Learning of Grades Ix and X: A Study from Teachers Perspectives

The study aimed to explore teachers perceptions on possible influence of the SSC examination under a public examination board on teaching grades IX and X across school system (public and private) in Gilgit, district of Gilgit-Baltistan. The sample for the study encompasses (n = 132) teachers 50% equally from both the system of schools, recruited through stratified sampling procedure. The researcher employed a cross-sectional survey for the study and collected data using self developed, validated and piloted research questionnaire, which was self-administered in the research field and analyzed data using the non-parametric (Mann-Whitney) test. Overall results revealed that teachers from both the system of schools perceive the SSC examination influences teaching practices while teaching to grades IX and X. However, a significant difference (p < 0.05) was found in the perceptions of teachers from private school. They strongly agreed that the SSC examination mainly assesses selected content and encourages traditional teaching methods. On comparing teachers’ perceptions on the SSC examinations’ influence on classroom teaching presented a non-significant difference [Mann Whitney U = 2022.5; n.s] in perceptions of both the system of schools. The mean value was accounted (M = 3.20; SD = .62) for public and (M = 3.31; SD = .55) for private schools. However, a significant difference (p < 0.005) was observed when the results of the construct; the SSC examinations’ influence on students learning was analysed across the system of schools. Since the current assessment practices, examinations and paper-pencil tests are used as the only technique to assess students learning, my findings indicate the significance of assessment in shaping teaching and learning perspectives and practices. It also unpacks the current standardized examination system and whether it shapes teaching practices and students learning.