Peranan Motivasi Keyakinan Diri Dan Pendekatan Pembelajaran Dalam Penguasaan Kemahiran Bertutur Bahasa Arab: Suatu Kajian Semakan Sistematik (2022 – 2025)
DOI:
https://doi.org/10.37134/ejoss.vol12.sp2.18.2026Keywords:
Pentaksiran untuk Pembelajaran , Motivasi dan Keyakinan Diri, Kemahiran Bertutur Bahasa ArabAbstract
Kajian ini menyajikan Semakan Literatur Sistematik (SLR) mengenai peranan triad motivasi, keyakinan diri, dan pendekatan pembelajaran yang direka untuk meningkatkan kefasihan kemahiran bertutur bahasa Arab (mahārah kalām, CEFR B2-C1) merentasi pelbagai konteks pendidikan. Semakan menerapkan prosedur PRISMA 2020, termasuk peringkat pengenalan, saringan, kelayakan, dan inklusi. Literatur diambil daripada Scopus dan Google Scholar menggunakan kata kunci berkaitan pedagogi AFL dan triad psikologi-pembelajaran. Jumlah 317,636 artikel ditemui secara awal; 317,073 dikecualikan kerana tidak memfokuskan integrasi triad bertutur AFL atau tidak memenuhi kriteria metodologi dan tematik. Baki 10 kajian diterbitkan 2022–2025 dianalisis secara kualitatif melalui sintesis tematik. Sintesis menunjukkan blended learning, pengajaran rakan sebaya WhatsApp, imbasan budaya, dan multimedia secara konsisten menyumbang kepada peningkatan kelancuran, sebutan, kebolehan pragmatik, dan keyakinan bertutur. Strategi ini selaras dengan Teori Penentuan Diri melalui autonomi (fleksibiliti rakan sebaya), kompetensi (tugasan immersif), dan hubungan (sokongan emosi). Walaupun hasil menjanjikan, jurang penyelidikan kekal, terutamanya kekurangan kajian perbandingan dan penerokaan terhad dalam konteks pendidikan tinggi. Kajian ini menekankan keperluan model integratif hibrid AFL untuk memperkukuh pedagogi bertutur bahasa Arab yang responsif terhadap tuntutan pembelajaran abad ke-21.
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