PEMBELAJARAN BAHASA ARAB BERDIFERENSIASI BERBASIS GAYA BELAJAR DI PERGURUAN TINGGI: A SYSTEMATIC LITERATURE REVIEW
DOI:
https://doi.org/10.24256/jale.v6i2.12661Keywords:
ppembelajaran bahasa Arab, pembelajaran berdiferensiasi, gaya belajar, perguruan tinggi, systematic literature reviewAbstract
Pembelajaran bahasa Arab di perguruan tinggi berhadapan dengan mahasiswa yang heterogen dalam kemampuan awal, pengalaman, minat, dan cara memperoleh informasi. Artikel ini bertujuan menganalisis kecenderungan penelitian mengenai gaya belajar dan pembelajaran berdiferensiasi dalam pembelajaran bahasa Arab pada periode 2020–2023 sekaligus mensintesis implikasinya bagi perguruan tinggi. Penelitian menggunakan metode Systematic Literature Review (SLR) dengan pelaporan seleksi mengacu pada PRISMA 2020; literatur ditelusuri melalui basis data akademik menggunakan kata kunci berbahasa Indonesia, Inggris, dan Arab, lalu diseleksi berdasarkan tahun, jenis publikasi, relevansi, dan keterverifikasian metadata. Sintesis dilakukan secara naratif-tematik. Hasil kajian menunjukkan tiga kecenderungan utama: (1) penelitian gaya belajar memperlihatkan keragaman profil belajar, termasuk kecenderungan multimodal pada mahasiswa; (2) pembelajaran berdiferensiasi diterapkan melalui variasi konten, proses, produk, asesmen, dan pengelompokan fleksibel; dan (3) integrasi keduanya masih terbatas, khususnya pada jenjang perguruan tinggi. Berdasarkan sintesis tersebut, artikel ini mengusulkan kerangka konseptual A-P-D-I-E-R (Asesmen, Pemetaan, Diferensiasi, Implementasi, Evaluasi, Refleksi) yang menempatkan gaya belajar sebagai informasi diagnostik yang dipadukan dengan kesiapan, kemampuan awal, minat, dan kebutuhan mahasiswa, bukan sebagai label tetap. Temuan ini berimplikasi bagi pengembangan pembelajaran bahasa Arab yang fleksibel, multimodal, dan responsif terhadap keragaman mahasiswa.
Abstract
Arabic language instruction in higher education must address students who are heterogeneous in prior knowledge, experience, interests, and ways of processing information. This study analyzes research trends on learning styles and differentiated instruction in Arabic language learning during 2020–2023 and synthesizes their implications for higher education. It employs a Systematic Literature Review (SLR), with the selection process reported following PRISMA 2020; literature was searched in academic databases using Indonesian, English, and Arabic keywords and screened by year, publication type, relevance, and verifiable metadata. A narrative-thematic synthesis was used. The review reveals three major trends: (1) learning-style research shows diverse learner profiles, including multimodal tendencies among university students; (2) differentiated instruction is enacted through variation in content, process, product, assessment, and flexible grouping; and (3) the integration of the two remains limited, particularly in higher education. Based on this synthesis, the study proposes the A-P-D-I-E-R conceptual framework (Assessment, Profiling, Differentiation, Implementation, Evaluation, Reflection), which treats learning styles as one source of diagnostic information to be combined with students’ readiness, prior knowledge, interests, and needs rather than as fixed labels. The findings inform the development of flexible, multimodal, and learner-responsive Arabic instruction.
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