DINAMIKA ILMU - Vol. 19 No. 2 - Multimedia and Critical Thinking on Arabic Guided Writing Learning

Oct 15, 2026

The study examines the effect of multimedia delivered through film and digital games with pictorial stories on guided writing learning in Arabic for students with high versus low critical thinking patterns. Conducted with third-semester students in 2018/2019 academic year (n=44), it uses a quantitative 2x2 factorial design. Writing tests and critical-thinking questionnaires provide data, analyzed via two-way ANOVA. Results show significant effects of multimedia and critical-thinking patterns on Arabic workshop writing activities.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages13

Reading Time33 min

AccessFree to download

Abstract

A. Introduction

Background of Arabic guided writing difficulties

Role of critical thinking in writing learning

Prior theory on writing processes and critical thinking

DINAMIKA ILMU Vol. 19 No. 2, 2019 P-ISSN: 1411-3031; E-ISSN: 2442-9651 doi: [http://doi.org/10.21093/di.v19i2.1568](http://doi.org/10.21093/di.v19i2.1568) Multimedia and Critical Thinking on Arabic Guided Writing Learning Muhamad Kamal bin Abdul Hakim Jakarta State University, Indonesia [m.kamal.ah@unj.ac.id](m.kamal.ah@unj.ac.id) Abstract The aim of the study is to determine the effect of multimedia through film and digital games with pictorial stories in groups of students who have high and low critical thinking patterns on guided writing learning activities in the Arabic Language Education Study Program, Jakarta State University. The study was conducted on the third-semester students of the 2018/2019 school year with a total sample of 44 students, which were divided into two groups: 22 students for the experimental group and 22 students for the control group. The research approach uses quantitative research with a 2x2 factorial experimental method. Data collecting technique used tests for writing and questionnaire critical thinking. The data analysis technique used a two-way ANOVA. The results of the two-way analysis are known that there are significant effects of multimedia and critical thinking patterns on learning activities of Arabic workshop writing. The implication of study refers to the process of teaching creativity in the classroom using multimedia and increasing of critical thinking because writing needs higher critical thinking and the teacher has to identify of multimedia’s needs in writing learning. Keywords: Arabic, critical thinking, writing, multimedia A. Introduction Arabic writing learning is one of the skills that are considered difficult for students because students must have the ability to write with correct grammatical and writing structures in accordance with components in writing. Moreover, the process of writing learning at the university level is not only oriented to produce products but also processes. Therefore, writing for students is a process of writing for the benefit of everyday life. As Murray said that writing isan intellectual development and the power of analysis in accordance with their respective fields of expertise so that writing skills are able to provide ideas and creativity that can be used for the benefit of everyday life such as work, educational processes, and so on (Murray, 2012) . This opinion is in line with what Sokolik statement that writing is a combination of activities between processes and products. Olson described the process as referring to the unification of ideas from beginning to end and into writing ready to be published, this process is useful for novice writers. Writing has many steps, it is not only based on the logic that evokes different imagination (Linse, 2005) . From these theories, they have relevance to the achievement of Arabic writing learning that they want to achieve. However, the results of observations on the third-semester students of the 2018/2019 academic year showed that the results of Arabic guided writing learning had not yet reached the set standards. This means that when it viewed from the results of the final score of writing courses in the third semester, it is known that the number of students with ascore range of 46-50 (D) is 18 students, the score ranges of 51-55 (C-) are 12 students, the score ranges are 66-70 (B-) as many as 6 students, the score ranges are 77-80 (B +) as many as 6 students, and a score ranges 81-85 (A-) as many as 2 students. The data concluded that students who graduated with grades that did not meet the minimum standard of C (range 56-60) were 30 students or 68.19% and students who had graduated with a minimum standard score of C were 14 students or 31. 81% . As a result of further observations and interviews, many students experienced difficulties in writing both assignments and final assignments. Though writing skills are one of the language skills that must be mastered by stude

FAQs

What does the study investigate about Arabic guided writing?

It investigates the effect of multimedia (film and digital games with pictorial stories) on guided writing learning, considering students with high and low critical thinking patterns.

How was the research conducted and analyzed?

The study used a quantitative 2x2 factorial experimental method with writing tests and critical-thinking questionnaires, and analyzed results using two-way ANOVA.

What were the key findings of the analysis?

The two-way analysis indicates significant effects of both multimedia and students’ critical thinking patterns on Arabic workshop writing learning activities.

Oct 15, 2026

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