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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan
Resy Mulyani
Institut Agama Islam Imam Syafi’i Indonesia
Education

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EFEKTIVITAS METODE IMLA’ MANZHUR DENGAN MEDIA GAMBAR BERBASIS KOSAKATA TERHADAP KETERAMPILAN MENULIS BAHASA ARAB PADA SISWA KELAS IV Luthfi Zulhaya; Resy Mulyani
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i3.12638

Abstract

Arabic writing skills remain one of the most challenging competencies for elementary school students due to the predominance of conventional instructional methods and the limited use of visual learning media to reinforce vocabulary acquisition. Although previous studies have demonstrated the effectiveness of the imla’ method, research integrating the imla’ manzhur method with vocabulary-based picture media at the elementary school level remains limited. This study aimed to examine the effectiveness of the imla’ manzhur method supported by vocabulary-based picture media in improving the Arabic writing skills of fourth-grade students at SDS Nurmadani Pandau Jaya. This study employed a quantitative approach using a pre-experimental method with a one-group pretest–posttest design. The sample consisted of 26 students selected through purposive sampling. Data were collected using tests, observations, and documentation and were analyzed using descriptive statistics, a paired-sample t-test, and the N-Gain test. The findings revealed that the implementation of the imla’ manzhur method supported by vocabulary-based picture media significantly improved students’ Arabic writing skills with a moderate level of effectiveness. The novelty of this study lies in integrating the imla’ manzhur method with vocabulary-based picture media, which combines visual and verbal representations to facilitate students' understanding, retention, and reproduction of Arabic vocabulary in written form. These findings suggest that this instructional approach can serve as an effective alternative for improving Arabic writing skills among elementary school students. ABSTRAK Keterampilan menulis bahasa Arab merupakan salah satu kompetensi yang masih sulit dikuasai oleh siswa sekolah dasar karena pembelajaran cenderung menggunakan metode konvensional dan belum mengoptimalkan media visual yang dapat memperkuat penguasaan kosakata. Berbagai penelitian telah membuktikan efektivitas metode imla’, namun kajian yang mengintegrasikan metode imla’ manzhur dengan media gambar berbasis kosakata pada jenjang sekolah dasar masih terbatas. Penelitian ini bertujuan menganalisis efektivitas metode imla’ manzhur dengan media gambar berbasis kosakata terhadap keterampilan menulis bahasa Arab siswa kelas IV SDS Nurmadani Pandau Jaya. Penelitian menggunakan pendekatan kuantitatif dengan metode pre-eksperimental melalui desain one group pretest–posttest. Sampel penelitian berjumlah 26 siswa yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui tes, observasi, dan dokumentasi, kemudian dianalisis menggunakan statistik deskriptif, paired sample t-test, dan uji N-Gain. Hasil penelitian menunjukkan bahwa penerapan metode imla’ manzhur dengan media gambar berbasis kosakata mampu meningkatkan keterampilan menulis bahasa Arab siswa secara signifikan dengan tingkat efektivitas pada kategori sedang. Integrasi metode imla’ manzhur dengan media gambar berbasis kosakata menjadi kebaruan penelitian ini karena memberikan pengalaman belajar yang memadukan representasi visual dan verbal sehingga membantu siswa lebih mudah memahami, mengingat, dan menuliskan kosakata bahasa Arab. Temuan ini menunjukkan bahwa pendekatan tersebut layak dijadikan alternatif pembelajaran untuk meningkatkan keterampilan menulis bahasa Arab pada jenjang sekolah dasar.
KORELASI PEMAHAMAN NAHWU TERHADAP KEMAMPUAN INSYA’ DITINJAU DARI STRUKTUR KALIMAT BAHASA ARAB SISWA PONDOK PESANTREN HAYATUDDIYAR PEKANBARU Hauraviesta Rowdiah; Resy Mulyani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.17877

Abstract

Arabic holds a strategic position in Islamic education, particularly as the language of the Qur'an and Islamic literature. One essential skill for students to master is *insya’* (Arabic composition writing), which requires not only vocabulary mastery but also the ability to construct sentences according to grammatical rules. *Nahwu* (Arabic syntax), serving as the grammatical foundation of the language, is believed to be closely linked to this skill. However, is this relationship empirically proven within the *pesantren* (Islamic boarding school) environment? This is the central question addressed by this study. The research was conducted at the Hayatuddiyar Islamic Boarding School in Pekanbaru, involving 20 students from grades X and XI as the total sample. A quantitative correlational approach was employed, with data collected through a *nahwu* comprehension test and an *insya’* writing test. The instruments underwent validity and reliability testing, yielding a Cronbach's Alpha value of 0.918, which indicates a very high level of consistency. Following a series of statistical tests including normality (Shapiro-Wilk), linearity, and Spearman Rank correlation it was found that the relationship between *nahwu* comprehension and *insya’* ability is positive and significant, with a correlation coefficient of 0.505 (sig. 0.023 < 0.05). This relationship falls into the moderate category, implying that *nahwu* is not the sole determinant of the quality of students' writing. The coefficient of determination indicates that *nahwu* contributes 34.8%, while the remaining 65.2% is influenced by other factors such as vocabulary mastery, writing habits, and learning motivation. These findings underscore the need to balance *nahwu* instruction with consistent writing practice, ensuring that students not only understand the rules theoretically but are also capable of applying them in actual Arabic language usage.
Co-Authors Hauraviesta Rowdiah Luthfi Zulhaya