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All Journal Lughawiyah: Journal of Arabic Education and Linguistics
Nike Saputri
Universitas Islam Negeri Imam Bonjol Padang
Education Languange, Linguistic, Communication & Media

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The Effect of the Mastery Learning Strategy Using Magic Card Media on Students’ Arabic Grammar Achievement Nike Saputri; Fauzana Annova; Rahmawati Rahmawati; Elfi Yandi; Sayyad Saad Abdissalam
Lughawiyah: Journal of Arabic Education and Linguistics Vol. 8 No. 1 (2026)
Publisher : UIN Mahmud Yunus Batusangkar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/lughawiyah.v8i1.17591

Abstract

Arabic grammar (nahwu) is an essential component of Arabic language learning, yet students may struggle to apply grammatical rules. Previous studies have examined various instructional strategies and media in Arabic grammar learning, but the outcomes of combining Mastery Learning and Magic Card media in eighth-grade nahwu instruction at Islamic boarding schools warrant further empirical examination. This study examined this combined approach among 31 eighth-grade students at H. Abdul Karim Syu’aib Islamic Boarding School in West Sumatra, Indonesia. A quantitative quasi-experimental study employed a nonequivalent control-group design using existing classes, with 16 students in the experimental group and 15 in the control group. The study lasted three months, comprising four classroom sessions: a pre-test, two instructional sessions using the experimental approach, and a post-test. Data were collected through tests, observations, and documentation. The experimental group’s mean score increased from 65.76 to 82.56, while the control group’s mean increased from 67.00 to 69.47. An independent-samples t-test revealed a significant post-test difference between groups, t(29) = 4.509, p < .001, mean difference = 13.096, 95% CI [7.156, 19.036]. The estimated Cohen’s d was 1.62, indicating a large effect. These findings suggest that the combined approach was associated with higher nahwu achievement than conventional instruction. However, non-random assignment, the single-school setting, the brief intervention, and the combined treatment limit causal interpretation. Further research should use validated instruments, broader samples, and delayed post-tests.
Co-Authors Elfi Yandi Fauzana Annova Rahmawati, Rahmawati Sayyad Saad Abdissalam