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Muhamad Hasyim
Institut Agama Islam Hamzanwadi NW Lombok Timur, Indonesia

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The Use of Flashcard Media to Improve Arabic Vocabulary Mastery of Fifth Grade Students at MI Tiwu Lekong Muhamad Hasyim
Journal of Education, Teaching, and Learning Vol. 2 No. 2 (2025): July
Publisher : Formad English Foundation NTB-Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/edutecle.v2i2.121

Abstract

This study aimed to improve Arabic vocabulary (mufradat) mastery among fifth-grade students at MI Tiwu Lekong through the implementation of flashcard media. The study was motivated by the problem of low vocabulary mastery, retention, and student engagement in Arabic lessons, which stemmed from the dominance of traditional lecture-based instruction and the absence of interactive visual aids. This research employed a Classroom Action Research (CAR) approach based on Lewin’s model, which consists of planning, action, observation, and reflection, conducted over two instructional cycles. The sample comprised 25 students, and data were collected through observation, interviews, performance assessments, and documentation. Findings revealed a progressive improvement in students' vocabulary mastery. In the pre-cycle phase, only 44% of students met the Minimum Mastery Criteria (MMC). After the first cycle, 64% of students showed improved performance, and by the second cycle, the mastery level increased to 88%, with 28% of students achieving an “Excellent” classification. The use of flashcards not only enhanced vocabulary retention but also stimulated student motivation and participation. The results suggest that flashcard media is an effective pedagogical tool for Arabic vocabulary acquisition in elementary settings. It supports both receptive and productive language skills and aligns with young learners’ cognitive styles. This study provides practical insights for Arabic language teachers, especially in rural schools, and recommends further exploration of low-cost, interactive media in language instruction.
Implementation of the Al-Miftah Method in Nahwu Instruction at MTs Darul Muhajirin Putra Muhamad Hasyim
Journal of Education, Teaching, and Learning Vol. 2 No. 3 (2025): November
Publisher : Formad English Foundation NTB-Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/edutecle.v2i3.143

Abstract

This study is motivated by the limited research on the implementation of the Al-Miftah method in formal madrasah settings, despite its significant impact on improving students’ Arabic grammar proficiency. The study aims to examine how the Al-Miftah modules are applied in classroom instruction, analyze students’ comprehension and motivational responses, and identify learning outcomes resulting from the method’s integration. This research adopts a qualitative case study design, with 25 participants consisting of Arabic language teachers and grade VIII students selected through purposive sampling. Data were collected using semi-structured interviews, classroom observations, and document analysis, and analyzed through thematic and qualitative content analysis. The findings reveal that the Al-Miftah method enhances students’ understanding of core nahwu principles by providing structured, concise, and visually supported explanations. Students demonstrated improved recognition of grammatical elements such as isim, fi‘il, and harf, accompanied by increased engagement during learning activities. The results also show that the method contributes to measurable improvements in language proficiency across learning cycles, aligning with grammar acquisition theories emphasizing systematic scaffolding and multimodal reinforcement. The study concludes that the Al-Miftah method plays a critical role in strengthening grammar instruction within Islamic secondary education, particularly in contexts where students possess diverse linguistic readiness. The implications encompass theoretical contributions to Arabic grammar pedagogy and practical recommendations for curriculum developers and educators to adopt structured, visually enhanced learning modules. Additionally, this study identifies future research opportunities, including longitudinal analyses and expanded multi-institutional investigations to validate the method’s long-term effectiveness.
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