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Miftahul Mufid
Universitas Nahdlatul Ulama Sunan Giri, Bojonegoro, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Physics Social Sciences

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Discovery Learning in Maharah Qira’ah: A Qualitative Study Based on Bruner’s Cognitive Theory at an Islamic University in Indonesia Miftahul Mufid; Isnainiyah; Nurul Ainiy
Journal of Advanced Research in Social Sciences and Humanities Volume 8, Issue 4, December 2023
Publisher : Journal of Advanced Research in Social Sciences and Humanities

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26500/JARSSH-08-2023-0404

Abstract

Aim: This study aims to describe the implementation of maharah qirah (reading skills) learning using the Discovery Learning model at the Arabic Language Development Center (PPBA), University of Muhammadiyah Malang, Indonesia. Methodology: This research adopts a qualitative approach with a case study design. Data were collected through observation and documentation, with the researcher serving as the primary instrument, directly involved in understanding behaviors, interactions, and the contextual learning environment. Field notes and supporting documents were used to enrich the data. Findings: The findings indicate that the application of Discovery Learning, based on Jerome Bruner’s cognitive theory, follows several systematic stages: stimulation, problem formulation, data collection, data processing, verification, and generalization. The results demonstrate that students are able to learn independently, formulate hypotheses, explore the meaning of texts in depth, and derive contextual conclusions from reading materials, thereby connecting academic content to real-life experiences. Implications/Novel Contribution: The Discovery Learning model has many important benefits in the educational process, namely increasing learning independence, enhancing understanding of concepts, increasing motivation and interest in learning, developing social skills, encouraging critical thinking processes, enhancing curiosity, and facilitating problem-based learning.
Contextual Teaching and Learning Model in the Speaking Skill Textbook for the Arabic Language Education Department Miftahul Mufid; Isnainiyah; Nurul Ainiy
Journal of Advanced Research in Social Sciences and Humanities Volume 8, Issue 4, December 2023
Publisher : Journal of Advanced Research in Social Sciences and Humanities

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26500/JARSSH-08-2023-0405

Abstract

Aim: The Contextual Teaching and Learning (CTL) model is a holistic and natural instructional approach that enables students to learn educational content in a contextualized manner, linking it to their personal and social daily lives. Through this model, students actively construct knowledge based on their experiences and interactions. In this study, the CTL model is implemented through the Speech Skills textbook used in the Department of Arabic Language Education at the Islamic University of Malang, Indonesia. Methodology: This research employs a qualitative approach with a case study design, aiming to explore the implementation of the CTL model in the textbook and its contribution to improving students’ speaking competencies. Data were collected through observation, interviews, and documentation, focusing on the structure, content, and pedagogical strategies embedded in the textbook. Findings: The findings reveal that the CTL model in the Speech Skills textbook was not merely theoretical but practical and student-centered. It encourages independent learning, facilitates real-life language use, and enhances students’ motivation to express themselves fluently. The textbook integrates authentic topics and tasks related to students’ daily lives, making learning more meaningful, contextual, and communicative. This approach ultimately supports the development of learners’ linguistic proficiency, critical thinking, and social awareness, which are essential in mastering Arabic speaking skills. Implications/Novel Contribution: The study uniquely highlighted the significance of CTL model in speech skill development and its role in students speaking ability. Hence, providing several key policy recommendations and future research directions.
Evaluating The Communicative Approach in Arabic Language Learning: A Case Study at a Secondary School in Indonesia Miftahul Mufid; Isnainiyah; Nurul Ainiy
Journal of Advanced Research in Social Sciences and Humanities Volume 8, Issue 2, June 2023
Publisher : Journal of Advanced Research in Social Sciences and Humanities

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26500/JARSSH-08-2023-0205

Abstract

Aim: Learning Arabic in Indonesia is still focused on traditional methods that pay more attention to language structure (grammar-based) rather than the ability to communicate genuinely. The application of the communicative approach in this study aims to enhance the skill of oral communication. This study is a deep study on the implementation of the communicative curriculum in the two-year credit hour system program at Zain Al-Hassan Qanqoun Model High School. This research was characterized by revealing the limitations and opportunities to apply this curriculum within an intensive time frame, which has not been explicitly discussed in previous research. This study also assesses the difference in students’ achievement in a competitive learning environment with a heavy academic load.Methodology: The study adopted triangulation method technique. The data was obtained through deep interviews, direct observation, and document analysis.Findings: The results of the research showed that the communicative curriculum was able to drive an improvement in students’ abilities in speaking Arabic, but time constraints and imbalance in learning facilities constitute a major obstacle in the overall learning process.Implications/Novel Contribution: This study makes recommendations for improving the communicative curriculum in the context of the credit hour system, through adaptive pedagogical innovations more appropriate to dynamic educational situations.
Co-Authors Isnainiyah Nurul Ainiy