Eksperimentasi Pembelajaran Bahasa Arab Menggunakan Media Gambar Pada Kelas X Untuk Meningkatkan Penguasaan Mufradāt

Abstract

The background of this study is the lack of creativity of teachers in using media in learning Arabic at MAN 3 Bantul, Yogyakarta. This study aims to determine the learning process of mufradât with picture media and find out the differences in learning outcomes of students in learning mufradât between experimental classes that use image media and control classes that do not use image media. This research is quantitative research and the type of research is experiment. Data collection is done by the method of testing, observation, and documentation. This experimental research was conducted with a pretest, posttest control group design model. The object used is class X IPS 1 as an experimental class and class X IPS 2 as a control class. While the data analysis technique uses independent samples t-test. The results of this study indicate that, there are significant differences between the experimental class and the control class. This difference can be seen from the average value of the control class posttest 66.312 while the posttest value of the experimental class is 90.125. Whereas the "t" Test of the experimental class and the control class posttest produced a Sig. (2-tailed) value of 0,000 <0.05, which means that there was a significant difference in mastery of the mufradât between the experimental class and the control class, it can be concluded that Ha was accepted. The results of this analysis indicate that image media can be used as an alternative solution to improve the learning outcomes of students in grade 10 social studies.

The Size and Depth of Arabic Vocabulary among Students in Malaysia's Selangor Religious Secondary Schools

“…Additionally, students have a hard time remembering Arabic language when teachers use fewer inventive and imaginative teaching strategies. Students lose motivation to study the language when textbooks are overloaded with learning content (Sari et al, 2019). Students also feel bored, are less effective, and think learning Arabic is challenging due to the paucity of Arabic media and the heavy reliance on textbooks as a learning tool (Natsir et al, 2021).…”