Efektivitas Computer-Assisted Language Learning Terhadap Penguasaan Kosakata Bahasa Arab: Studi Meta-Analisis
DOI:
https://doi.org/10.70134/pedasud.v2i1.559Keywords:
Computer-Assisted Language Learning, Vocabulary Mastery, Arabic, Meta-AnalysisAbstract
This study aims to evaluate the effectiveness of using Computer-Assisted Language Learning (CALL) in improving Arabic vocabulary mastery through meta-analysis. A total of 10 experimental and quasi-experimental studies published in the last five years were analyzed to measure the impact of CALL on vocabulary mastery. The results of the meta-analysis showed a combined effect size value of 0.87, indicating a moderate to large effect of CALL on vocabulary learning. However, the heterogeneity of results across studies suggests that the effectiveness of CALL is influenced by factors such as the type of technology used, the level of learners' abilities, and the teaching context. These findings suggest that CALL can be an effective tool in improving Arabic vocabulary mastery, but proper implementation and pedagogical design tailored to students' needs are essential to achieve optimal results. This study also highlights the importance of further research to explore factors that moderate the effectiveness of CALL.
Downloads
References
Alzahrani, S., & Roberts, L. (2020). Exploiting Vocabulary CALL Interventions to Operationalize and Test the Depth Levels of the Processing Model. Technology and the Psychology of Second Language Learners and Users, 63-82.
Assagaf, G., Sopamena, P., Riaddin, D., Hukom, J., & Yassin, A. (2024). Effectiveness of the flipped classroom model in minimizing students’ learning performance gaps in higher education. DWIJA CENDEKIA: Jurnal Riset Pedagogik, 8(3), 555-564.
Cahyani, I. A., Sujarwo, S., Imaroh, Y. R., Hukom, J., Yanuar, F. S., Martaputri, N. A., & Nisrina, N. (2024). Effectiveness of Geogebra Integration into Flipped Classroom (GFC) on Students Mathematics Skills: A Meta-Analysis Study. Jurnal Pendidikan Progresif, 14(3), 1754-1769.
Facilitating the Teaching of Arabic to Non-Native Speakers Using Computers: A Computational Linguistic Study. (2024). PROCEEDINGS CALE: International Conference of Arabic Language and Education, 1(1), 20-31.
Haniefa, R., & Samsudin, M. (2025). The Effectiveness of Web-Based Computer Assisted Language Learning in Improving Arabic Speaking Skills: Efektivitas Computer Assisted Language Learning Berbasis Web dalam Menigkatkan Keterampilan Berbicara Bahasa Arab. Ta'limi| Journal of Arabic Education and Arabic Studies, 4(1), 59-72.
Hukom, J. (2024). PENERAPAN PRINSIP REDUNDANSI DALAM MEDIA PEMBELAJARAN UNTUK MENGURANGI BEBAN KOGNITIF. VARIABLE RESEARCH JOURNAL, 1(03), 966-970.
Hukom, J. (2025). Meta-Analysis of the Effectiveness of Computer-Assisted Language Learning (CALL) on Students' Arabic Language Ability. EL-FUSHA: Jurnal Bahasa Arab dan Pendidikan, 6(1), 30-41.
Hukom, J., Prihatmojo, A., Manaf, A., Suciati, I., & Ratau, A. (2023). Integration of Blended Learning and Project-Based Learning (BPjBL) on Achievement of Students' Learning Goals: A Meta-Analysis Study. Pegem Journal of Education and Instruction, 13(4), 274-281.
Hukom, J., Samal, D., Kudus, R., Mariah, E., & Perdana, D. A. (2025). Pelatihan Analisis Data Studi Meta-Analisis: Strategi Penguatan Kompetensi Riset. PEDAMAS (PENGABDIAN KEPADA MASYARAKAT), 3(03), 1148-1154.
Hukom, J., Ulum, F., Perdana, D. A., & Wahyuni, S. (2024). Coaching Clinic Penulisan Artikel Studi Meta-Analisis Bagi Mahasiswa Pendidikan Bahasa Arab Universitas Negeri Makassar. PEDAMAS (PENGABDIAN KEPADA MASYARAKAT), 2(06), 1785-1793.
Kamsurya, M. A., Wijaya, A., Ramadhani, R., & Hukom, J. (2022). The Effect of Self-Efficacy on Students’ Mathematical Abilities: A Meta-Analysis Study. Jurnal Pendidikan Progresif, 12(2), 451-463.
Martaputri, N. A., Muhtadi, A., Hukom, J., & Samal, D. (2021). The Correlation between Emotional Intelligence and Academic Achievement: A Meta Analysis Study. Jurnal Pendidikan Progresif, 11(3), 511-523.
Mawardi, D. N., Sulistyowati, E., & Hukom, J. (2024). Meta-Analisis investigasi model kelas terbalik pada keterampilan berpikir tingkat tinggi (HOTS) siswa matematika: Analisis efek gabungan dan heterogenitas. Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika, 10(1), 154-166.
Muhtadi, A., Assagaf, G & Hukom, J. (2022). Self-efficacy and students’ mathematics learning ability in Indonesia: A meta analysis study. International Journal of Instruction, 15(3), 1131- 1146.
Muhtadi, A., Pujiriyanto., Syafruddin, K., Hukom, J., & Samal, D. (2022). A meta-analysis: Emotional intelligence and its effect on mathematics achievement. International Journal of Instruction, 15(4), 745-762.
Muwafi, M. R., & Taufiqurrochman, R. (2023). The Effectiveness of Using Android-Based Picture Guessing Game in Improving Arabic Vocabulary. KITABA: Journal of Interdisciplinary Arabic Learning, 1(1), 12-21.
Purnomo, B., Muhtadi, A., Ramadhani, R., Manaf, A., & Hukom, J. (2022). The effect of flipped classroom model on mathematical ability: A meta analysis study. Jurnal Pendidikan Progresif, 12(3), 1201-1217.
Rajab, S. S., Yusoff, N. M., & Aziz, M. N. A.(2024). Digital Tools For Enhancing Arabic Vocabulary Acquisition: A Bibliometric Analysis. Journal of Information System and Technology Management, 9(37), 256-270.
Samal, D. (2024). Evaluation of blended learning-based utilization using CSE-UCLA Model. Pegem Journal of Education and Instruction, 14(2), 131-139.
Samritin, S., Susanto, A., Manaf, A., & Hukom, J. (2023). A meta-analysis study of the effect of the blended learning model on students’ mathematics learning achievement. Jurnal Elemen, 9(1), 15-30.
Setiawan, A. A., Muhtadi, A., & Hukom, J. (2022). Blended learning and student mathematics ability in Indonesia: A meta-analysis study. International Journal of Instruction, 15(2), 905-916.
Sulistyowati, E., Hukom, J., & Muhtadi, A. (2023). Meta-Analysis of Flipped Classroom on Students’ Mathematics Abilities: Effectiveness and Heterogeneity Analysis. JTP - Jurnal Teknologi Pendidikan, 25(2), 140–159.
Sulistyowati, E., Rohman, A., & Hukom, J. (2024). Flipped classroom model: Minimizing gaps in understanding mathematical concepts for students with different academic abilities. European Journal of Mathematics and Science Education, 5(1), 27-37.
Ulum, F., & Hukom, J. (2025). Flipped Learning in Foreign Language Learning in Higher Education: Analysis of Effectiveness and Moderator Variables. Jurnal Pendidikan Progresif, 15(2), 1025-1040.
Vahedi, V. S. (2021). The effectiveness of hypertext annotations on learners' vocabulary learning: A meta-analysis. Technology of Education Journal (TEJ), 15(2), 339-349.
Yousefi, M. H., & Biria, R. (2018). The effectiveness of L2 vocabulary instruction: a meta-analysis. Asian-Pacific Journal of Second and Foreign Language Education, 3(1), 21.
Zubair, K. A. (2024, September). Facilitating the Teaching of Arabic to Non-Native Speakers Using Computers: A Computational Linguistic Study. In PROCEEDINGS CALE: International Conference of Arabic Language and Education (Vol. 1, No. 1, pp. 20-31).
Zuliana, E., Dwiningrum, S. I. A., Wijaya, A., & Hukom, J. (2025). The effect of culture-based mathematics learning instruction on mathematical skills: a meta-analytic study. Journal of Education and Learning (EduLearn), 19(1), 191-201.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Irfan (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
