Dampak Penggunaan Teknologi dalam Pembelajaran Bahasa Arab Menurut Perspektif Psikologi

Abstrak

This article seeks to find out whether there are positive or negative impacts caused by the use of technology in learning Arabic from a psychological perspective. The goal to be achieved is to describe the positive and negative impacts on the use of technology in learning Arabic from a psychological perspective. Technology has indeed been widely used in the learning process, including learning Arabic, because technology can facilitate and make learning more effective. In addition, using technology in learning activities proves that it can increase students' interest and motivation to learn. But besides that, the use of technology must have a psychological impact on its use. The result of this research is that the use of technology in learning Arabic can affect the psychology of children or students. The positive impact that we can see is that children become more enthusiastic because they find it easy and fun to learn Arabic with technology that is supported by creative presentations from the teacher, can increase learning motivation for students, can make it easier for children to communicate with friends either asking questions or discussing lessons without have to meet in person. The negative impact is that the presence of this technology can shift roles and can even be a substitute for teachers because children can learn anywhere and anytime independently without having a teacher, allowing children to be apathetic, indifferent, can make children addicted, can reduce aspects of attachment between teachers and students because the learning is not done directly.