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All Journal Ta'bir Al-'Arabiyyah Islah Tarbawi: Journal of Islamic Education and Learning
Fatiatun
Universitas Sains Al-Qur’an, Wonosobo, Indonesia
Education Languange, Linguistic, Communication & Media

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Penerapan Metode Total Physical Response untuk Meningkatkan Keterampilan Berbicara dan Hasil Belajar Bahasa Arab pada Siswa Kelas VII MTs Ma’arif Gondang Zahrotul Aini; Maryono; Fatiatun
Ta'bir Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Ilmu Kebahasaaraban Vol 4 No 1 (2026): Jurnal Pendidikan Bahasa Arab dan Ilmu Kebahasaaraban (in press)
Publisher : Program Studi Pendidikan Bahasa Arab

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini membahas bagaimana penerapan metode Total Physical Response dalam proses pembelajaran, Tujuan dari skripsi ini adalah untuk :1) Mengetahui bagaimana penerapan metode Total Physical Response dalam pembelajaran bahasa arab pada siswa. 2) Mengetahui adakah peningkatan keterampilan berbicara dan hasil belajar bahasa Arab setelah menggunakan metode Total Physical Response. 3) Mengetahui adakah perbedaan keterampilan berbicara dan hasil belajar bahasa Arab yang menggunakan metode Total Physical Response dan siswa yang tidak menggunakan metode tersebut pada siswa kelas VII MTS Ma’arif Gondang. penelitian ini dilatarbelakangi rendahnya kemampuan berbicara siswa dalam Bahasa Arab serta hasil belajar yang belum mencapai target ketuntasan. Metode ini dipilih karena menekankan keterlibatan fisik siswa dalam merespons instruksi guru sehingga dapat menciptakan pembelajaran yang aktif. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen. Sampel penelitian berjumlah 60 siswa kelas VII yang dibagi menjadi dua kelompok, yaitu kelas eksperimen dan kelas kontrol. Teknik pengumpulan data meliputi observasi, tes, angket,wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa penerapan metode Total Physical Response mampu meningkatkan keterampilan berbicara siswa yang ditandai dengan meningkatnya keberanian, kelancaran, dan ketepatan pengucapan kalimat Bahasa Arab. Selain itu, hasil belajar siswa juga mengalami peningkatan yang terlihat dari kenaikan nilai rata-rata ketuntasan belajar pada setiap siklus. Dengan demikian, metode Total Physical Response terbukti efektif dalam meningkatkan keterampilan berbicara dan hasil belajar Bahasa Arab pada siswa kelas VII MTs Ma’arif Gondang Tahun Ajaran 2025/2026.
Pola Interaksi Edukatif Guru dan Siswa dalam Menumbuhkan Motivasi Belajar Siswa Di MTs Al-Adawiyah Capar Kertek Wonosobo Dini Syarifah; Maryono; Fatiatun
Islah Tarbawi: Journal of Islamic Education and Learning Vol. 2 No. 1 (2026): Islah Tarbawi: Journal of Islamic Education and Learning
Publisher : Islah Tarbawi: Journal of Islamic Education and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.2789/mdn88q52

Abstract

This study was motivated by the importance of educational interaction patterns between teachers and students in fostering learning motivation, especially in a boarding school-based madrasah environment with distinctive learning dynamics. This research focuses on describing the patterns of educational interaction between teachers and students, the teacher’s role in fostering students’ learning motivation, and the challenges faced in the interaction process at MTs Al-Adawiyah Capar, Kertek, Wonosobo. The study employed a descriptive qualitative approach with a case study design. Data were collected through observation, in-depth interviews, and documentation, then analyzed using the Miles and Huberman interactive model through data reduction, data display, and conclusion drawing. The findings show that the interaction pattern that developed was generally two-way, warm, and humanistic through the 5S culture, communicative approaches, and the teacher’s role as motivator, facilitator, and counselor. Students’ learning motivation increased when teachers provided attention, appreciation, and a safe space for communication. However, educational interaction still faced several obstacles, such as student boredom, monotonous teaching methods, limited learning media, and emotional instability. In conclusion, effective educational interaction plays an important role in building students’ learning motivation in a sustainable way.
Implementasi Strategi Guru PAI dalam Meningkatkan Minat Belajar Siswa Kelas X di SMAN 1 Mojotengah Puput Anjarwati; Maryono; Fatiatun
Islah Tarbawi: Journal of Islamic Education and Learning Vol. 2 No. 2 (2026): Islah Tarbawi: Journal of Islamic Education and Learning
Publisher : Islah Tarbawi: Journal of Islamic Education and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.2789/2yj9m462

Abstract

This study aims to describe the implementation of Islamic Religious Education (PAI) teachers' strategies in enhancing the learning interest of tenth-grade students at SMA Negeri 1 Mojotengah, identify the challenges encountered during their implementation, and examine the efforts made to overcome these challenges. This research employed a qualitative approach with a field research design. Data were collected through observation, interviews, and documentation. The data were analyzed using the stages of data reduction, data display, and conclusion drawing. The findings revealed that PAI teachers implemented active, contextual, and collaborative learning strategies through group discussions, question-and-answer sessions, presentations, and problem-solving activities related to students’ daily lives. These strategies contributed to increased attention, engagement, enthusiasm, and participation among students during the learning process. The challenges encountered included low learning motivation among some students, differences in learning abilities and characteristics, limited instructional time, excessive mobile phone use, and the suboptimal utilization of learning media. To address these challenges, teachers employed more varied instructional methods, continuously provided motivation, adopted personal approaches to students, utilized diverse learning resources, and collaborated with parents. The study concludes that appropriate instructional strategies, supported by engaging learning media, play a significant role in fostering students’ interest in learning Islamic Religious Education.
Implementasi Pendidikan Karakter Islami Berbasis Kearifan Lokal dalam Mengatasi Perundungan di SD Negeri Kuripan Watumalang alya renika utami; Maryono; Fatiatun
Islah Tarbawi: Journal of Islamic Education and Learning Vol. 2 No. 3 (2026): Journal of Islamic Education and Learning
Publisher : Islah Tarbawi: Journal of Islamic Education and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.2789/yazkrd37

Abstract

This study aims to: (1) determine the process of Islamic character education based on local wisdom in preventing bullying at SD Negeri Kuripan Watumalang; (2) analyze its implementation strategies; and (3) identify supporting and inhibiting factors. The study uses a qualitative descriptive approach with field research method. Data were collected through participant observation, in-depth interviews, and documentation, then analyzed using Miles and Huberman's interactive model. Results show that: (1) implementation occurs systematically through three stages: needs-based planning, program execution through Islamic and Javanese local wisdom habituation (unggah-ungguh, gotong royong, musyawarah), and continuous evaluation through principal supervision; (2) strategies are multi-dimensional, encompassing multi-method approaches, empathy cultivation, integration of Javanese cultural values with Islamic akhlakul karimah teachings, ongoing supervision, and active school-family-community partnerships; (3) supporting factors include strong leadership, teacher exemplary conduct, positive school culture, parental involvement, and deeply-rooted local wisdom; inhibiting factors include negative technology and social media influence, diverse family backgrounds, outside peer influence, absence of formal anti-bullying community regulations, and limited school-parent communication.
Co-Authors alya renika utami Dini Syarifah Maryono Maryono Puput Anjarwati Zahrotul Aini