<![CDATA[Arabic language learning in Islamic elementary schools remains dominated by conventional methods that provide limited physical engagement and, therefore, have not optimally accommodated students’ learning characteristics. Although the Total Physical Response (TPR) method has been widely applied in Arabic vocabulary instruction, studies specifically examining Arabic verb (fi'il) comprehension among students in Islamic elementary schools within tahfidz Islamic boarding school settings remain limited. This study offers novelty through the implementation of the TPR method integrated with storytelling to improve students’ understanding of fi'il. The study aimed to analyze the implementation of the TPR method integrated with storytelling in improving Arabic verb comprehension among students at MI Pondok Pesantren Tahfidz Al-Manshurah Pekanbaru. The study employed a quantitative approach with a quasi-experimental non-equivalent control group design. Data were collected through pretests and posttests and analyzed using the Wilcoxon Signed-Rank Test, Mann–Whitney U Test, and N-Gain analysis. The findings showed that the experimental group demonstrated greater improvement in fi'il comprehension than the control group. The improvement in the experimental group was statistically significant based on the Wilcoxon Signed-Rank Test, with a significance value of 0.002. However, the Mann–Whitney U Test indicated that the difference in learning outcomes between the two groups did not reach statistical significance at the 5% level (p = 0.056). The experimental group also obtained higher mean posttest and N-Gain scores than the control group. Therefore, the implementation of the TPR method integrated with storytelling demonstrated a positive tendency to improve Arabic verb comprehension, although its effectiveness compared with conventional instruction requires further investigation. ABSTRAK Pembelajaran bahasa Arab di Madrasah Ibtidaiyah masih didominasi metode konvensional yang kurang melibatkan aktivitas fisik sehingga belum optimal mendukung karakteristik belajar siswa. Meskipun metode Total Physical Response (TPR) telah banyak diterapkan dalam pembelajaran kosakata bahasa Arab, penelitian yang secara khusus mengkaji pemahaman kata kerja (fi'il) pada Madrasah Ibtidaiyah berbasis pesantren tahfidz masih terbatas. Penelitian ini menawarkan kebaruan melalui penerapan metode TPR yang diintegrasikan dengan storytelling untuk meningkatkan pemahaman fi'il. Penelitian ini bertujuan menganalisis penerapan metode TPR yang diintegrasikan dengan storytelling dalam meningkatkan pemahaman kata kerja bahasa Arab pada siswa MI Pondok Pesantren Tahfidz Al-Manshurah Pekanbaru. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi-experimental tipe non-equivalent control group. Data dikumpulkan melalui pretest dan posttest, kemudian dianalisis menggunakan uji Wilcoxon Signed-Rank Test, Mann-Whitney U, dan N-Gain Score. Hasil penelitian menunjukkan bahwa kelas eksperimen mengalami peningkatan pemahaman fi'il yang lebih tinggi dibandingkan kelas kontrol. Peningkatan pada kelas eksperimen terbukti signifikan berdasarkan hasil uji Wilcoxon Signed-Rank Test dengan nilai signifikansi 0,002. Namun, hasil uji Mann–Whitney U menunjukkan bahwa perbedaan hasil belajar antara kedua kelompok belum mencapai signifikansi statistik pada taraf 5% (p = 0,056). Nilai rata-rata posttest dan N-Gain kelas eksperimen juga lebih tinggi dibandingkan kelas kontrol. Dengan demikian, penerapan metode TPR yang dipadukan dengan storytelling menunjukkan kecenderungan peningkatan pemahaman kata kerja bahasa Arab yang lebih baik, tetapi efektivitasnya dibandingkan pembelajaran konvensional masih memerlukan pengujian lebih lanjut.]]>
