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All Journal Alinea: Jurnal Bahasa, Sastra, dan Pengajaran Tarbiyatuna : Jurnal Pendidikan Ilmiah
Ainun Syarifah
Universitas Islam Negeri Sunan Ampel Surabaya, Indonesia
Religion Education Languange, Linguistic, Communication & Media

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Pendekatan Student Centered Learning Menggunakan Model Kooperatif Dalam Maharoh Kalam Alfan Habib Maulana; Ainun Syarifah; Anis Farika
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 5 No. 3 (2025): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v5i3.2033

Abstract

he transformation of learning paradigms from teacher-centered to student-centered learning (SCL) positions students as the main actors in constructing knowledge, collaborating, and reflecting on learning outcomes. In the context of Arabic language instruction, particularly maharah kalam (speaking skills), this approach is highly relevant since speaking competence requires continuous interaction and negotiation of meaning. This study aims to improve students’ speaking skills through the integration of SCL with cooperative learning models such as Think-Pair-Share, Jigsaw, Numbered Heads Together, and role-play. The method employed is Classroom Action Research (CAR) conducted over two cycles using both qualitative and quantitative approaches. Qualitative data were collected through observations, interviews, and field notes, while quantitative data were obtained from pre- and post-oral tests in each cycle. The findings indicate that in Cycle I, there was an initial improvement in students’ speaking fluency and confidence, although participation remained uneven and several students struggled with vocabulary. In Cycle II, after the implementation of vocabulary scaffolding, role rotation, performance rubrics, and peer feedback, students demonstrated more significant progress, marked by more stable fluency, more accurate vocabulary use, and more active and collaborative interaction. Challenges such as lack of confidence and unequal participation were minimized through role-based cooperative strategies. These findings affirm that the integration of SCL and cooperative learning models is effective in enhancing maharah kalam and provides practical learning designs that Arabic language teachers can apply in various educational contexts.
Implementasi Pembelajaran Bahasa Arab Berbasis Digital pada Kurikulum Berbasis Kompetensi di Madrasah Tsanawiyah Azzah Diana Mardhotillah; Ainun Syarifah
Tarbiyatuna:Jurnal Pendiidkan Ilmiah Vol 10 No 2 (2025): Juli-Desember
Publisher : Sekolah Tinggi Ilmu Tarbiyah Ibnu Sina Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55187/tarjpi.v10i2.6354

Abstract

Era Industri 4.0 demands digital literacy and 21st-century competencies in education, including Arabic language learning under Competency-Based Curriculum (KBK) in Indonesian madrasahs. Preliminary observations at MTsN 1 Lamongan revealed discrepancies between KBK's emphasis on communicative maharah lughawiyah (listening, speaking, reading, writing) and classroom realities, marked by limited digital infrastructure and suboptimal interactive media used teacher capacity in order to fully achieve the goals of the competency-based curriculum. This qualitative descriptive study aimed to: (1) describe KBK implementation in Arabic learning within Industry 4.0 contexts, (2) identify barriers related to facilities, digital literacy, and performance assessment, and (3) analyze teachers' strategies for optimization. Data were collected through classroom observations, teacher-student interviews, and documentation from Grade 7 Arabic classes, analyzed thematically. Findings indicate teachers integrate digital media (projectors, smartboards, smartphones) with blended low-tech approaches and collaborative activities (group discussions, chain dialogues). However, implementation faces constraints including uneven LCD/internet access, students' low digital literacy, device distractions, and unstructured assessment rubrics. Teachers mitigate these through vocabulary scaffolding, device scheduling, flexible classroom management, and sustained motivation, positioning facilitation as pivotal to KBK success despite infrastructural limitations. Recommendations include infrastructure enhancement, digital literacy training, and authentic rubric development to optimize KBK implementation.
Co-Authors Alfan Habib Maulana Anis Farika Azzah Diana Mardhotillah