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Analisis Problematika Pembelajaran Ilmu Nahwu dalam Pembelajaran Bahasa Arab di Kelas VIII SMP Al Anwar Panji Sartono Hadi; Yeni Nuriah Fitri
CARONG: Jurnal Pendidikan, Sosial dan Humaniora Vol. 3 No. 1 (2026): January-Maret, Pendidikan dan Edukasi Masyarakat Berkelanjutan
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/z8g51098

This study aims to analyze the problems encountered in teaching Nahwu (Arabic grammar) in Arabic language learning among eighth-grade students at SMP Al Anwar Panji and to identify the factors influencing these problems. The study employed a qualitative approach using a case study design. The participants consisted of the principal, the vice principal for curriculum, one Arabic language teacher, and four students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis, and were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. Data credibility was ensured through source triangulation, technique triangulation, and member checking. The findings reveal that the problems of Nahwu learning are multidimensional, resulting from the interaction of student-related, teacher-related, and learning facility factors. Students' difficulties are influenced not only by the complexity of Arabic grammatical rules but also by low learning motivation, limited independent learning habits, the dominance of lecture- and memorization-based instruction, and an unconducive learning environment. The study concludes that improving the quality of Nahwu learning requires an integrated approach through strengthening teachers' pedagogical competence, implementing active and contextual learning strategies, fostering students' independent learning habits, and providing supportive learning facilities and environments.

Efektivitas Penggunaan Flashcard Bergambar terhadap Penguasaan Mufradat Bahasa Arab pada Siswa SMP Siti Sarah; Yeni Nuriah Fitri
CARONG: Jurnal Pendidikan, Sosial dan Humaniora Vol. 3 No. 1 (2026): January-Maret, Pendidikan dan Edukasi Masyarakat Berkelanjutan
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/shp7f108

Vocabulary (mufradat) mastery is a fundamental competence that determines success in Arabic language learning. However, many students still experience difficulties in understanding and retaining vocabulary due to the use of instructional media that does not adequately support the learning process. This study aimed to analyze the effectiveness of picture flashcards in improving Arabic vocabulary mastery among eighth-grade students at SMP Al Anwar. A quantitative approach employing a pre-experimental One Group Pretest–Posttest Design was adopted. The participants consisted of 26 students selected through total sampling. Data were collected using pretest and posttest instruments as well as documentation, and were analyzed using descriptive statistics and a paired sample t-test. The findings revealed that the students’ mean score increased from 59.42 in the pretest to 82.15 in the posttest. Hypothesis testing indicated a statistically significant difference in students’ Arabic vocabulary mastery before and after learning with picture flashcards. These findings demonstrate that picture flashcards are effective in enhancing Arabic vocabulary mastery by strengthening vocabulary comprehension, improving memory retention, and encouraging students’ active engagement throughout the learning process.

Implementasi Penilaian Autentik dalam Evaluasi Pembelajaran Bahasa Arab pada Kelas XI Madrasah Aliyah Nurul Iman Syamsul Huda; Yeni Nuriah Fitri
CARONG: Jurnal Pendidikan, Sosial dan Humaniora Vol. 3 No. 1 (2026): January-Maret, Pendidikan dan Edukasi Masyarakat Berkelanjutan
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/7z6g4r59

This study aimed to analyze the implementation of authentic assessment in Arabic language learning evaluation, describe its assessment management, and examine teachers' optimization strategies in eleventh-grade classes at Madrasah Aliyah Nurul Iman. A qualitative approach with a case study design was employed. Seven informants participated in the study, consisting of the principal, vice principal for curriculum, an Arabic language teacher, and four students. Data were collected through observations, semi-structured interviews, and document analysis and analyzed using the interactive model of Miles and Huberman. The findings indicate that authentic assessment has been comprehensively implemented through integrated affective, cognitive, and psychomotor assessment. Assessment management is systematically carried out through planning, instrument development, assessment implementation, documentation of learning outcomes, and feedback provision. Its optimization is supported by teacher reflection, assessment innovation, the use of assessment results, technology integration, and continuous refinement of assessment instruments. These findings affirm that authentic assessment functions as an integrated evaluation system that supports more comprehensive, objective, adaptive, and sustainable Arabic language learning

Strategi Pedagogis Guru dalam Pengajaran Mufradat Bahasa Arab di Madrasah Aliyah Selamet Ryadi; Yeni Nuriah Fitri
CARONG: Jurnal Pendidikan, Sosial dan Humaniora Vol. 3 No. 1 (2026): January-Maret, Pendidikan dan Edukasi Masyarakat Berkelanjutan
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/55ywpt73

This study aims to analyze teachers’ pedagogical strategies in teaching Arabic vocabulary (mufradāt), identify the factors influencing instructional effectiveness, describe the challenges encountered during instruction, and examine the adaptive strategies employed to address them. A qualitative approach with a case study design was conducted at MA Subulussalam. The participants consisted of the principal, vice principal for curriculum, an Arabic language teacher, and five students selected purposively. Data were collected through observation, interviews, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that the teacher employed adaptive pedagogical strategies by integrating lectures, demonstrations, memorization, gradual practice, and visual media according to students’ characteristics. Instructional effectiveness was influenced by learning motivation, prior knowledge, the learning environment, and teachers’ pedagogical competence. The main challenges involved differences in students’ initial abilities and limited instructional time. These challenges were addressed through repeated vocabulary practice, contextual learning, continuous reinforcement, and ongoing assessment. The study concludes that the effectiveness of Arabic vocabulary instruction is determined more by teachers’ ability to integrate pedagogical strategies contextually than by reliance on a single teaching method or instructional medium.

Implementasi Kreativitas Guru dalam Meningkatkan Motivasi Belajar Bahasa Arab di Madrasah Aliyah Riyadhul Jannah Ratna Listi; Yeni Nuriah Fitri
CARONG: Jurnal Pendidikan, Sosial dan Humaniora Vol. 3 No. 1 (2026): January-Maret, Pendidikan dan Edukasi Masyarakat Berkelanjutan
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/dy2pkm19

This study aimed to describe the implementation of teacher creativity in Arabic language learning, analyze its contribution to students' learning motivation, and identify the supporting and inhibiting factors influencing its implementation at Madrasah Aliyah Riyadul Jannah. The study employed a qualitative approach using a case study design. The participants consisted of two Arabic language teachers and fifteen students selected through purposive sampling. Data were collected through classroom observations, in-depth interviews, and document analysis, and were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing and verification. The findings revealed that teacher creativity was reflected in the use of varied teaching methods, instructional media, and learning activities adapted to students' characteristics, resulting in more active, communicative, and meaningful learning experiences. Teacher creativity also contributed to strengthening students' learning motivation by increasing participation, engagement, and self-confidence. Its implementation was supported by pedagogical competence, professional reflection, and a supportive school environment, although differences in students' abilities and limited instructional time remained significant challenges. These findings indicate that teacher creativity functions as a pedagogical process that strengthens the quality of Arabic language learning while fostering students' learning motivation.

Pengembangan Media Pembelajaran Interaktif Bahasa Arab Berbasis Autoplay Media Studio dengan Model ADDIE pada Peserta Didik Kelas VIII SMP Asmarita Asmarita; Yeni Nuriah Fitri
CARONG: Jurnal Pendidikan, Sosial dan Humaniora Vol. 3 No. 1 (2026): January-Maret, Pendidikan dan Edukasi Masyarakat Berkelanjutan
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/wyxsh460

This study aimed to develop Autoplay Media Studio-based interactive multimedia for Arabic language learning using the ADDIE model for eighth-grade students at SMP Ahmad Dahlan Jambi City and to examine its validity, practicality, and user acceptance. The study employed a Research and Development (R&D) method through the stages of Analysis, Design, Development, Implementation, and Evaluation. The participants consisted of one material expert, one media expert, one Arabic language teacher, and 26 eighth-grade students. Data were collected through observations, interviews, questionnaires, tests, and documentation and analyzed using descriptive statistics. The findings showed that the material expert validation reached 83.33%, media expert validation 80.00%, and teacher practicality assessment 93.33%, all categorized as excellent. The implementation involving 26 students produced a total score of 1,736 out of a maximum score of 1,950, with a mean score of 4.45 and a response percentage of 89.03%, indicating an excellent category. The evaluation stage confirmed that continuous improvements throughout the ADDIE process produced a systematic, practical, and user-friendly learning medium. Therefore, the developed Autoplay Media Studio-based interactive multimedia is feasible for supporting Arabic language learning at the junior secondary school level.

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