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All Journal El-Syaker : Samarinda International Journal of Language Studies
Muhammad Ihsanuddin Masdar
Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda, Indonesia
Religion Education Languange, Linguistic, Communication & Media Social Sciences

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The Effectiveness of Inquiry-Based Learning on Arabic Maharah Qira’ah Learning Outcomes among MTs Negeri Samarinda Students Alya Nur Fadhilah; Muhammad Anhar; Muhammad Ihsanuddin Masdar; Ahmad Naweed Rahimi Khamosh
El-Syaker : Samarinda International Journal of Language Studies Vol. 3 No. 1 (2026): El-Syaker : Samarinda International Journal of Language Studies, Volume 3 (Nomo
Publisher : PT. Berkah Smart Academica

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64093/esijls.v3i1.1191

Abstract

Arabic maharah qira'ah learning plays an important role in developing students' literacy competence in madrasah education. However, the learning process still faces challenges, particularly related to students' limited active engagement in comprehending Arabic texts deeply. This study aims to examine the effectiveness of the inquiry method on Arabic maharah qira'ah learning outcomes among eighth-grade students at MTs Negeri Samarinda. The study employed a quantitative quasi-experimental design with a nonequivalent control group. Data were collected through pre-test and post-test instruments administered to the experimental and control groups. Data analysis was conducted using the Wilcoxon test and Mann–Whitney test due to the non-normal distribution of the data. The findings revealed that the experimental group's mean score increased from 91.85 to 97.41 after implementing the inquiry method, while the control group improved from 89.26 to 92.96. The Wilcoxon test indicated a significant difference in the experimental group (p = 0.039). However, the Mann–Whitney test showed that the difference in improvement between the experimental and control groups was not statistically significant. These findings indicate that the inquiry method has positive potential for improving Arabic reading achievement through more active and student-centered learning. Future research is recommended to involve larger samples and longer intervention periods to obtain more comprehensive evidence.
The Influence of Instant Dopamine Dependence Induced by Digital Content on Arabic Language Learning Motivation among Students at MTs Al Mujahidin 2 Samarinda Nazwa Apriant Hidayah; Mustamin Mustamin; Muhammad Ihsanuddin Masdar; Ahmad Fadhel Syakir Hidayat; Muhammad Alathos
El-Syaker : Samarinda International Journal of Language Studies Vol. 3 No. 2 (2026): El-Syaker : Samarinda International Journal of Language Studies, Volume 3 (Nomo
Publisher : PT. Berkah Smart Academica

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64093/esijls.v3i2.1203

Abstract

The rapid advancement of digital technology has transformed adolescents' behavioral patterns in accessing information and entertainment through various digital content platforms. The ease of obtaining immediate stimulation from digital content has drawn increasing scholarly attention to instant dopamine dependence, which may influence students' attentional patterns and motivation to learn. This study aimed to examine the relationship between instant dopamine dependence induced by digital content and students' motivation to learn Arabic at MTs Al Mujahidin 2 Samarinda. A quantitative approach with an associative research design was employed. Data were collected through a Likert-scale questionnaire administered to 45 ninth-grade students at MTs Al Mujahidin 2 Samarinda. The data were analyzed using validity and reliability tests, classical assumption tests, and simple linear regression with the assistance of statistical software. The findings revealed that instant dopamine dependence induced by digital content had no statistically significant effect on students' motivation to learn Arabic, with a significance value of 0.391 (p > 0.05). Furthermore, the coefficient of determination (R² = 0.017) indicated that the independent variable accounted for only 1.7% of the variance in students' learning motivation. These findings suggest that digital content consumption does not directly determine students' learning motivation, as multiple factors, including self-regulation, the learning environment, and psychological factors, influence academic motivation. This study contributes to a better understanding of the relationship between digital behavior and learning motivation in Islamic secondary education. It provides a foundation for future research on additional factors that influence students' motivation to learn in the digital era.
Co-Authors Ahmad Fadhel Syakir Hidayat Ahmad Naweed Rahimi khamosh Alya Nur Fadhilah Muhammad Alathos Muhammad Anhar Mustamin Mustamin Nazwa Apriant Hidayah