HOLOGRAM TECHNOLOGY FOR E-LEARNING ARABIC LANGUAGE PRE-PRIMARY AND PRIMARY SCHOOL

The objective of this study was to find the starting grade class in pre-primary and early primary school that adjustable with e-learning hologram technology for elearning Arabic language. This experimental design research used a mixed, quantitative method for a score of control groupstraditional learning and experimental groupshologram e-learning of primary school, a qualitative method for descriptive assessment reports, interview, and observation of pre-primary school. for group A the instrument's data are taken from the content of LKS which has explained the detail in the previous paragraph and the group B from the hologram movie that contains the content of LKS by considering the time span of learning between 10-20 minutes, the content of Arabic learning must emphasis in writing and pronouncing and the exception for the pre-primary school as the writing is not compulsory yet. The population of 68 participants. The validation quantitative data were analyzed t-test and else Mann–Whitney test, metaanalysis to describe result for the conclusion. The qualitative used triangulation of descriptive data for validation. The result shows that 1st grade, the sig. result 1.00 > 0.05 and 2sc of primary school, the sig. 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 of this research is that hologram technology can be used for e-learning Arabic language subject that is adjustable for primary school starting 1st and 2sc grade.


INTRODUCTION
The COVID-19 pandemic has encouraged teachers and school principals to find alternative learning solutions rather than traditional learning. Government regulations in Indonesia through Presidential Decree Nomor 11 Tahun 2020 about Covid 2o19 and followed by Governor Decree 420/1780/101.1/2020, Mayor City Decree 360/3324/436.8.4/2020, Ministry of Education & Culture Decree Nomor 7l9lpl2020, rules that students to carry out the learning process from home. The implication is applying the distance learning method to substitute 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. A decrease in language teaching and linguistic abilities in virtual learning during pandemics (Grehenson, 2021). Arabic language, which is a lesson subject at Islamic Boarding School (IBS), mostly uses the Thariqah Mubasyarah method or direct learning (Oensyar, 2015) in traditional learning, facing difficult experience to present the teacher in real during the pandemic, especially according to Arifin (2017) the Arabic language is a boring subject for several students in primary school level of IBS. Because of it, 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).
The objective of the study is to find the proper level grade class in early school-age span range from grade class pre-primary till early primary school for able to understand Arabic language subject in e-learning using hologram technology by the research questions: What the starting grade of early childhood school can adjust with hologram technology in Arabic elearning?
This research is expected to know the grade level of schools that starting to adjustable with hologram technology in Arabic e-learning subjects. The historical research about hologram tools started in 1947 by British-Hungary scientist Gabor with developing a theory of hologram. In 1960, Basso, Prokhorov, Charles Towns developed holograms using a laser system. Then in 1962, Leith, Upatnieks invented the first laser transmission hologram of 3D objects. Also in the same year Yuri. Denisyuk, Lippmann produced a white-light reflection hologram. Later in 1968, Stephen A. Benton invented white-light transmission holography on the research of holographic television. In 1972, Lloyd Cross developed the integral hologram by combining white-light transmission holography with conventional cinematography to produce animated 3D images.
While the usage of hologram technology for several learning subjects have been applicable for increasing the spatial visualization ability for students which students with low spatial ability did not show any significant difference in students who already possessed high spatial abilities (Katsioloudis, 2018), visualizing and interacting with educational content teaching industrial practice for higher education student (Mavrikios, 2019), more attracting and motivating for students who had an interest in Science, Technology, Engineering and Mathematics (STEM) (Orcos, 2018). The 3D hologram was observed able to attract students' attention and interest in grades one, two, and three of primary school in the scientific subjects (Hoon, 2019).
The term hologram is from the Greek words holos, meaning "whole," and gramma, meaning "message". A the time the light source was only monochromatic or one color, from a single point, and of a single wavelength. The hologram in the short definition is a physical structure that diffracts light into an image, the encoded material, and the resulting image (holography.ru). Robert Workman in Livescience described it as a photographic technique that records the light scattered from an object and then presents it in a way that appears 3D. There are 4 types of hologram display: 1. Laser Plasma   How holograms work are categorized: (1) reflection hologram that a three-dimensional image is seen near its surface and (2) transmission hologram which is recorded and viewed with laser light that directed from behind the hologram and an image is transmitted to observer side (Korulkar, 2017). This research uses 3D Pyramid Hologram System (3DPHS) that is adopted from a holographic television display (Yamanouchi, 2016). The holographic pyramid is a reflective prism display that different perspectives through the multi-side of prism in 4 viewports (front, back, left, right), using glass or any transparent reflective material to reflect light an illusion of 3D objects floating in the middle of the pyramid (Siang, 2017). The 3D hologram pyramid display could give a better representation of the object compared to the 2D display because the combination of the lighting hologram setting and 3D hologram rendering generates the halo lighting style (Qahtan, 2017) and also less-expensive material in visualization pyramid for educational (Ramirez, 2016).
The term 'language' can be used to refer to a variety of concepts/things, such as "the particular form of words and speech used by the people of a country, area or social group", or "the method of human communication using spoken or written words" (Dostert,2009). Arabic definition is the Semitic language of the Arabs, spoken by some 150 million people throughout the Middle East and North Africa.
The conception of early childhood for schooling (formal education) is a wide range and variety. It is according to the country's regulation that reflects social norms and financial support capability. The age range between 4-7 years old students that compulsory to join the formal education (Stover, 2019). According to those range ages, the standard school is equal the pre-primary school and early primary school. In 2011, the pre-primary school was starting defined by the International Standard Classification of Education system (ISCED) under UNESCO for the level of school before primary school. A primary school (elementary school or grade school in US & Canada) is a school for children, in which they receive primary or elementary education. It can refer to both the physical structure (buildings) and the organization. The primary school typically comes after pre-primary school, and before secondary school. ISCED is considering primary education as a design to provide fundamental skills in reading, writing, mathematics and to establish a solid foundation for learning. Early primary school starts from 1 and 2-grade classes.
E-learning is the stage of learning activities selection consisting of the components of the learning sequence, methods, media, and learning time, which using the learning media either with a computer, mobile phone, electronic media, or internet network supported (Kristiyani, 2019). Nowadays, e-learning outcomes are higher than the results of learning that using print media (Khasanah, 2019). Holography is one of best known as a method of generating three-dimensional images/objects. The usage of 3D objects and referents is as close as possible to the student to enhance their meaningful learning. The common object types usually depend on how to create objects in a visual scene that can be three-dimensional (3D) objects or two-dimensional (2D) shapes. Those both separation categories are found in the geometry of creation (Broadman, 2013). The 3D object is created in 3-dimensional space. Three-dimensional space consists of three basic directions defined by three axes: X, Y, and Z that consist of three separate planes: the XY plane, the YZ plane, and the ZX plane which is visible from the top, left, and front viewports (Murdock, 2014).

METHOD
This research is experimental research with quantitative and qualitative data methods by using comparison unpaired groups. The research design was by making 2 groups from the different populations for each level class: Group A with traditional learning which the students gather in class where the teachers teach and present in real. The scoring test from LKS (assignment papers). Group B was treated with hologram elearning which the student learned holograms independently whether individual or in the group without interfering with the teacher. The students did the test based on the material in the hologram. Teachers make assessments of the students writing on paper and when they follow the pronouncing from the hologram.
The research has 3 phases: (1) Scoring based on traditional learning, (2) Scoring based on 3D hologram animation demonstration using a 3D hologram simulation tool, (3) Validation: (i) quantitative data using SPSS software: independent t-test and Mann-Whitney U test for students' scores. (ii) Triangulation for teacher's reports (qualitative data) with classical completeness percentage ≥ 85% based on the formulation of counting Depdiknas in 2003: Formula: a = The percentage of classical completeness, n0 = The number of students who completed the task, n= The number of students.
The five assumptions required for the use of the independent sample t-test are as follows: The two samples are not paired with each other. The amount of data for each sample (group) is less than 30. The data used in this test is in the form of quantitative data (original numbers) on an interval or ratio scale. The data for both samples is a normal distribution. If it is not one, then shall the test use the Mann Whitney U test, instead of an independent t-test. There is a similarity of variance or homogeneity for the two samples of research data (not an absolute requirement). If it turns out that the variance of the data for the two samples is not homogeneous, then the independent sample t-test can still be done. However, decision-making is based on the results in the SPSS output "Equal variances not assumed".
The content Arabic language subject is pre-primary Tadribiyyah: learning count numbers 1-10 and short song for counting number, assignment and practice book (LKS) Husna Bahasa Arab -Madrasah Ibtidaiyah (primary school 1st class) for level grade 1 of the first semester, chapter 3 pages 37-47, and LKS Husna Bahasa Arab -Madrasah Ibtidaiyah (primary school 2sc class) for level grade 2 of the first semester, chapter 2 page 16-26. All contents are converted into 3D object animation for the content hologram.  Figure 6 shows that for group A the instrument's data are taken from the content of LKS (assignment papers of the student) which has explained the detail in the previous paragraph and the group B from the hologram movie that contains the content of LKS by considering to of learning between 10-20 minutes. According to the Balitbang Religion Ministry and the standard of the Arabic test of SEU -Saudi Arabia, the content of Arabic learning must emphasize writing (mean student also able to read) and pronounce (also able to listen correctly). Even though, the Minister of Culture and Education gives exceptional for the pre-primary school as the writing is not compulsory yet.

RESULTS
Quantitative data in scoring primary school A1&A2 the content subject is taken from LKS Husna Bahasa Arab -Madrasah Ibtidaiyah (primary school). For group B1&B2 the general instructional in hologram movie: reading, listening, pronouncing & writing and students did the task on the blank paper as the hologram instruction. The mean score is calculated from every sub-subject of topics assessed by the teacher. The result of the student's scores as the following tables: (Hoon, 2019) (Neneng, 2011)  100,0 10 84,2 Table 1 is the result mean scores of test students from group A1 (traditional learning) &B1 (hologram e-learning) at 1st primary school. Table 2 is the test scores of group A2&B2 from 2sc primary school. 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. Based on the independent samples test in the equal variances not assumed section, the Sig. (2-tailed) of 0.843 > 0.05, so as the basis for decision making in the independent sample t-test, it can be concluded that there is no significant difference (Field, 2017 & SPPSIndonesia) between the average student learning outcomes in group A2 and group B2. The twosample test is a type of inferential statistic used to determine if there is a significant difference between the means of two groups, called t-test, one is independent sample t-test (group t-test), which is performed when the samples typically consist of the independent population (Liang, 2019).
For 1st class of primary school using Mann-Whitney test the sig. (2tailed) result 1 > 0.05. Normal fitting tests, including the Shapiro-Wilk test for small sample size (n ≤ 50). In the test, the mean is smaller than its standard deviation, then the data is not in the normal distribution, so the t-test may also be inappropriate (Liang, 2019). In this case, it is better to perform Mann Whitney U-test (Field, 2017 & SPPSIndonesia).  Table 3 is showing the descriptive reports from the teacher class of each group which group A0 is a control group and B0 is an experimental group using a hologram. The columns with highlight text on table 3 are showing the student who failed during the test. So it describes that from group A0 is 1 0f 8 students who failed, and group B0 is 3 of 8 students. Triangulation Pre-primary School Data: Standard: classical completeness ≥ 85%. From the calculation research found: Group A0 = 12.5% failed. Group B0 = 47.5% failed, so the result of classical completeness: A0 = 87.5% > 85% B0 = 52.5% < 85%  Table 4 is showing the resume of descriptive reports according to students interviewed randomly in primary school, to support the experimental group in descriptive data for further discussion in this research. Pros column for explaining the advantages of using hologram during the learning process and cons column for the disadvantage that the student faces it while studying with hologram.  Table 5 is a descriptive report from teachers' observations (Halim, 2018) for every class in experimental group B. From the table can be observed that students took advantage of the usage of hologram technology in primary school rather than the pre-primary school which was still preferring the attractiveness in content material as prior. That descriptive table observation data is supporting the result of validation quantitative data B1&B2 and the triangulation of descriptive data B0.
To firm the statement of teacher group B0 from observation, the researcher had changed the content of hologram from counting 1-10 into being playing family topic (as of 1st class content material) that more interesting because of available various 3D objects in hologram. The result in-camera video capture showed that students are more interested and got attracted to the content by focusing keenly and following the instructional with fun and different gesture. This fact conducts with research that regarding meta-analysis and observation, a basic overview, and assumptions with the whole concept of learning abilities are correspond to the main focus that derived from elements are media, engagement, and processing information (Loh, 2019).

DISCUSSION
This research implication is giving a guide to the school or teachers that starting grade 1st by Mann-Whitney test the sig. (2tailed) result 1 > 0.05 and 2sc grade class students of primary school by independent t-test the sig. (2tailed) result 0.843 > 0.05 showing that an adjustable and understand well the e-learning Arabic language subject by using the hologram technology. The indication is no significant gap with traditional learning results. While this is also as proven as an alternative e-learning media solution for studying during outbreak/critical conditions when there is no present teacher in real nor online at the same time. In a previous study, holograms are applied in the school subjects: science (Hoon, 2019), engineering (Mavrikios, 2019), technology, and mathematics pedagogical (Orcos, 2018(Orcos, & 2019. It is important to explore other subjects for the researchers along with this hologram. This research is also giving basic leading on other research on how expensive-less technology such as pyramid hologram system can be applied into e-learning, so in the future able to develop more advanced technology hologram as e-learning media but affordable for students. Because based on the fact, the use of 3D hologram technology in the teaching process is very expensive, It needs a high cost of installation and also high-speed internet bandwidth (Sudeep, 2018). 3D holographic technology is not fully developed and still needs to be assessed for costeffectiveness, many educational institutions may be uncertain if the cost is worth the investment at this stage (Katsioloudis, 2018).
While this study uses a hologram technology simulation kit as known as 3D Pyramid Hologram System (Yamanouchi, 2016). The usage of advanced hologram technology such as the 7D hologram (Kundalakesi, 2018) for further research may be there to lead to a significant impact on student e-learning (Durge, 2016). Also, it is necessary to find out the suitable attractive content for the pre-primary school using another type of hologram.

CONCLUSION
The hologram technology can substitute the traditional learning for Arabic language subject in e-learning primary school because the research showed that is no significant gap between the traditional learning and hologram e-learning outcomes for primary school as the following validations: for 1st class of primary school using independent t-test the sig. (2tailed) result 0.843 > 0.05, and for 2sc class of primary school using Mann-Whitney test the sig. (2tailed) result 1 > 0.05. For pre-primary school, there is a big gap in result percentage classical completeness learning (ratio assessment for successful learning process) which the result using hologram 47.5% students were not able to do the instructional well as seen on the classical completeness learning using hologram showing 52.5% < 85 %, but the traditional learning showing 87.5% > 85 %. (ratio assessment for successful learning process).