Roblox as a Creative Learning Medium for Developing Maharah al-Kalam within an Outcome-Based Education Framework / Roblox sebagai Media Pembelajaran Kreatif untuk Mengembangkan Maharah al-Kalam dalam Kerangka Outcome-Based Education

Kiki Cahya Muslimah; Khambali Khambali; Lilis Suaibah

doi:10.36915/la.v7i2.706

Roblox as a Creative Learning Medium for Developing Maharah al-Kalam within an Outcome-Based Education Framework / Roblox sebagai Media Pembelajaran Kreatif untuk Mengembangkan Maharah al-Kalam dalam Kerangka Outcome-Based Education

Kiki Cahya Muslimah, Khambali Khambali, Lilis Suaibah

Abstract

Outcome-Based Education (OBE) requires Arabic language instruction in higher education to emphasize authentic performance and learner-centred learning. This study describes the use of Roblox as a creative learning medium for maharah al-kalam instruction within an OBE framework at Universitas Muhammadiyah Surabaya. A qualitative descriptive approach was employed involving 40 undergraduate students. Data were collected through classroom observations, documentation of digital learning projects, and students' written reflections, and analyzed using the interactive model of Miles, Huberman, and Saldana. The findings show that Roblox created an authentic communicative environment in which students collaboratively designed virtual contexts, developed Arabic dialogues, and produced multimodal speaking performances through avatar interaction and voice dubbing. The study provides qualitative evidence of the pedagogical potential of Roblox to support contextual, project-based maharah al-kalam learning aligned with OBE principles in higher education.

Outcome-Based Education (OBE) menuntut pembelajaran bahasa Arab di perguruan tinggi berorientasi pada capaian kinerja autentik dan pembelajaran yang berpusat pada mahasiswa. Penelitian ini bertujuan mendeskripsikan pemanfaatan Roblox sebagai media pembelajaran kreatif dalam pembelajaran maharah al-kalam berbasis OBE di Universitas Muhammadiyah Surabaya. Penelitian menggunakan pendekatan deskriptif kualitatif dengan melibatkan 40 mahasiswa. Data dikumpulkan melalui observasi pembelajaran, dokumentasi proyek pembelajaran digital, dan refleksi tertulis mahasiswa, kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldana. Hasil penelitian menunjukkan bahwa Roblox menciptakan lingkungan komunikasi yang autentik, di mana mahasiswa secara kolaboratif merancang konteks virtual, menyusun dialog bahasa Arab, dan menghasilkan performa berbicara multimodal melalui interaksi avatar dan voice dubbing. Temuan penelitian memberikan bukti kualitatif mengenai potensi pedagogis Roblox dalam mendukung pembelajaran maharah al-kalam yang kontekstual, berbasis proyek, dan selaras dengan prinsip Outcome-Based Education.

Keywords

Roblox; Game-Based Learning; Maharah al-Kalam; Arabic Language Education; Higher Education

Full Text:

PDF

References

Ahmed, Amr Rabie. “Collaborative and Individual Vocabulary Learning in the Arabic Classroom : The Role of Engagement and Task Demands.” Foreign Language Annals 55.4 (2022): 937–1230. https://doi.org/10.1111/flan.12636.

Alhasan, Khaled, and Khawla Alhasan. “Emerging Technologies in Learning.” IJET: International Journal Od Emerging Technologies in Learning 18.19 (2023): 32–46. https://doi.org/https://doi.org/10.3991/ijet.v18i19.43133.

Almelhes, Sultan. “Reframing Learner Autonomy in Arabic Language Education for Non-Native Speakers : A Theoretical Framework of Power, Control, and Motivation.” Frontier in Education 10 (2025): 1–11. https://doi.org/10.3389/feduc.2025.1622527.

Almelhes, Sultan A. “Gamification for Teaching the Arabic Language to Non-Native Speakers : A Systematic Literature Review.” Frontiers in Education 9 (2024): 1–11. https://doi.org/10.3389/feduc.2024.1371955.

Biggs, John. Teaching for Quality Learning at University Assessing for Learning Quality : II . Practice. Buckingham: SRHE and Open University Press, 1999.

Cahya, Kiki, Miftahul Huda, R Taufiqurrochman, and Mohammad Affan. “Linguistic Landscape in Arabic Writing Skills Learning : Project-Based Learning Approach” 7 (2024): 231–48.

Chowdhury, Mahjabin, L Quentin Dixon, Li-jen Kuo, Jonan Phillip, Zohreh Eslami, Radhika Viruru, and Wen Luo. “Digital Game-Based Language Learning for Vocabulary Development.” Computers and Education Open 6 (2024): 100160. https://doi.org/10.1016/j.caeo.2024.100160.

Dixon, Daniel H. “Second Language ( L2 ) Gains through Digital Game- Based Language Learning ( DGBLL ): A Meta-Analysis.” Language Learning & Technology 26.1 (2022): 1–25. https://doi.org/https://doi.org/10.64152/10125/73464.

Ghani, M. T. A., Mahizer Hamzah, W. A. W. Daud, and T. R. M. Romli. “The Impact of Mobile Digital Game in Learning Arabic Language at Tertiary Level.” Contemporary Educational Technology 14.1 (2022): 1–18.

Gupta, Nidhi, Kamran Ali, Dan Jiang, Trine Fink, and Xiangyun Du. “Beyond Autonomy : Unpacking Self-Regulated and Self-Directed Learning through the Lens of Learner Agency- a Scoping Review.” BMC Medical Education 24.1 (2024): 1519. https://doi.org/10.1186/s12909-024-06476-x.

Han, Jining, Geping Liu, and Yuxin Gao. “Learners in the Metaverse : A Systematic Review on the Use of Roblox in Learning.” Education Sciences 13 (2023): 1–23. https://doi.org/https://doi.org/10.3390/ educsci13030296.

Hidayati, Zikrina, Edi, and Irwandi. “Exploring Roblox as a Social Learning Environment for EFL Vocabulary Learning.” JADEs Journal of Academia in English Education 7.1 (2026): 142–62. https://doi.org/https://doi.org/10.32505/jades.v7i1.14489.

John W. Cresswell, Cheryl N. Poth. “Qualitative Inquiry and Research Design FIFTH,” 2024, 1–6.

Jubaidah, Siti, Mohamad Sarip, Siti Masyitoh, Ahmad Rasyadan Rafif, Wafa Menasri, Universitas Negeri Jakarta, and El Bayadh. “Development of A Roblox-Based Interactive Game for Arabic Vocabolary Learning in Islamic Senior High Schools.” Ta ’ Lim Al - ‘ Arabiyyah : Jurnal Pendidikan Bahasa Arab Dan Kebahasaaraban 10.1 (2026): 1–16. https://doi.org/https://doi.org/10.15575/jta.v10i1.55124.

Kim, Hyejin, Justine S. Sefcik, and Christine Bradway. “HHS Public Access.” Res Nurs Health 40.1 (2018): 23–42. https://doi.org/10.1002/nur.21768.Characteristics.

Lai, Yuzhi, Nadira Saab, and Wilfried Admiraal. Learning Strategies in Self ‑ Directed Language Learning Using Mobile Technology in Higher Education : A Systematic. Education and Information Technologies. Springer US, 2022. https://doi.org/10.1007/s10639-022-10945-5.

Lin, Qiuming, Jing Huang, and Qiuming Lin. “Reconceptualizing Language Learner Agency : A Qualitative Inquiry in Interactive Online Classes Interactive Online Classes.” Interactive Learning Environments 34.4 (2026): 2380–93. https://doi.org/10.1080/10494820.2025.2545951.

Lincoln, Yvonna S, and Egon G Guba. Naturalistic Inquiry. SAGE Publications, 1985.

Mufanti, Restu, Don Carter, and Neil England. “Social Sciences & Humanities Open Outcomes-Based Education in Indonesian Higher Education : Reporting on the Understanding , Challenges , and Support Available to Teachers.” Social Sciences & Humanities Open 9 (2024): 100873. https://doi.org/10.1016/j.ssaho.2024.100873.

Muslimah, Cahya, Anwar Sanusi, and Dadang Firdaus. “Deep Learning Based Digital Quizzes as A Pathway to Joyful and Meaningful Morphology Learning” 8.2 (2025): 226–39. https://doi.org/10.26555/insyirah.v8i2.14446.

Ritonga, Mahyudin, Suci Ramadhanti Febriani, Martin Kustati, Ehsan Khaef, Apri Wardana Ritonga, and Renti Yasmar. “Duolingo : An Arabic Speaking Skills ’ Learning Platform for Andragogy Education.” Hindawi Education Research International 2022.1 (2022). https://doi.org/10.1155/2022/7090752.

Sari, Novita Kartika, A B Prabowo Kusumo Adi, and Sukma Nur Ardini. “Roblox as Media for Students ’ Language Output in Daily Conversation.” International Journal of Research in Education 6.1 (2026): 33–45. https://doi.org/https://doi.org/10.26877/ijre.v6i1.2985.

Syazril, Mior, Mohamed Sapawi, Nik Mohd, and Rahimi Nik. “Social Sciences & Humanities Open Integrating Technology into the Arabic Language Curriculum : A Systematic Review of Trends , Strategies and Cultural Dimensions.” Social Sciences & Humanities Open 12 (2025): 101974. https://doi.org/10.1016/j.ssaho.2025.101974.

Tahir, Rabail, Alf Inge Wang, Rabail Tahir, and Alf Inge Wang. “Evaluating the Effectiveness of Game-Based Learning for Teaching Refugee Children Arabic Using the Integrated LEAGUÊ-GQM Approach Children Arabic Using the Integrated LEAGUÊ-GQM Approach.” Behaviour & Information Technology 43.1 (2024): 110–38. https://doi.org/10.1080/0144929X.2022.2156386.

Taufiq, Mohammad, and Abdul Ghani. “The Impact of Digital Game-Based Learning Towards Arabic Language Communication.” Jurnal Komunikasi: Malaysian Journal of Communication 39.1 (2023): 407–24. https://doi.org/https://doi.org/10.17576/JKMJC-2023-3901-23.

Zahra, Hana, Fitri Zakiyah, Abdul Azim, and Mohamad Isa. “Innovation in Digital Game Media for Arabic Language Learning : Systematic Review and Implementable Framework.” Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab 18.1 (2026): 41–62. https://doi.org/10.24042/dnsn2464.

Zheng, Yunxiang, Junyi Zhang, Yumeng Li, Xiaomin Wu, Ruofei Ding, Xianfei Luo, Panpan Liu, and Jingxiu Huang. “Heliyon Effects of Digital Game-Based Learning on Students ’ Digital Etiquette Literacy , Learning Motivations , and Engagement.” Heliyon 10.1 (2024): e23490. https://doi.org/10.1016/j.heliyon.2023.e23490.

طعيمة, رشدي أحمد. تعليم العربية لغير الناطقين بها مناهج وأساليبه. مصر: جامعة المنصور, 1989.

DOI: https://doi.org/10.36915/la.v7i2.706