AMALAN KOMUNIKASI PARALINGUISTIK GURU BAHASA ARAB DALAM PEMBELAJARAN IMERSIF BAGI MEMENUHI PENDIDIKAN FUTURISTIK

Abstract

Immersive learning encourages students to engage in an interactive learning environment. This learning can be conducted virtually or face-to-face, allowing students to be involved directly in the active learning process. Therefore, this study was conducted to identify the paralinguistic communication practices that create immersive learning. Immersive learning is an effective futuristic education learning form. For this purpose, 423 primary school Arabic language teachers (GBA) from religious schools (SRA) under the Islamic Religious Department of Selangor (JAIS) were selected as respondents. This study was conducted using a quantitative approach through a survey method, and a questionnaire instrument was used for data collection. Data were analyzed using the Statistical Package for the Social Sciences (SPSS)  software version 26.0. The findings showed that the level of paralinguistic communication practices among GBA recorded a high mean score (M = 4.55, SD = 0.608). This indicates that the  GBA use paralinguistic elements in teaching and learning (PdP) to produce positive behavioral changes in students toward the learning process, thus achieving immersive learning. This study implies that to create immersive learning, GBAs should implement paralinguistic features through variations in tone and voice intonation. Paralinguistic aspects are crucial in language acquisition, especially for primary-level students. The GBA plays an important role as a catalyst of interest, motivation, and understanding in student learning. Ultimately, immersive learning provides students with greater opportunities to interact globally, realizing futuristic educational goals.