Abstract
The objective of this study was finding the starting grade class in pre-primary and early primary school that adjustable with e-learning hologram technology for e-learning Arabic language.This experimental design research used a mixed (1) quantitative method for score of control groups- traditional learning and experimental groups-hologram e-learning of primary school (2) qualitative method for descriptive assesement reports, interview and observation of pre-primary school. The population was taken from 2 IBS with total 68 participants. The validation quantitative data was analyzed by SPSS software: t –test and else Mann–Whitney test, meta-analysis to describe result for conclusion. The qualitative uses triangulation of descriptive data for validation. The result shows that 1st grade, the sig. (2tailed) result 1.00 > 0.05 and 2sc of primary school, the sig. (2tailed) result 0.843 > 0.05 with hologram are indicating no significant gap with traditional learning, same effectiveness, but for pre-primary school with hologram is less-classical completeness 52.5% < 85%. The conclusion is hologram technology of e-learning Arabic language subject adjustable for primary school starting 1st grade and 2sc, but yet, not for pre-primary school which lean to the content attractiveness.
Highlights
The COVID-19 pandemic has encouraged teachers and school principals to find alternative learning solutions rather than traditional learning
Quantitative data in scoring primary school A1&A2 the content subject is taken from LKS Husna Bahasa Arab – Madrasah Ibtidaiyah
The research shows that is no significant gap between the traditional learning and hologram e-learning outcomes for primary school as the following validations: for 2sc class of primary school using independent t-test the sig. (2tailed) result 0.843 > 0.05
Summary
The COVID-19 pandemic has encouraged teachers and school principals to find alternative learning solutions rather than traditional learning. One of the impacts of the distance learning phenomenon is the decline in linguistic subjects during the pandemic, according to Arimi from the Linguistic and Culture Faculty of Gajah Mada University stated in normal conditions, teachers can teach a material of language contextually, but by online which not even all students learn virtually, it causes the absorption of teaching material to be more textual. As Arabic is a language category that has exhibits distinctive linguistic features on all different levels, phonological, semantic, morphological, and syntactic (Al-Huri, 2015), it is necessary to find the right solution as an alternative teaching method. One form of distance learning is the e-learning method (Khasanah, 2019) that carries education by using hologram technology (Loh, 2019) for the complexity of Arabic subjects (Gayraud, 2018)
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