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All Journal alfazuna: Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Lingua: Jurnal Keilmuan dan Kependidikan Bahasa Arab
Fauziah, Rihanatul
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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فعالية استخدام الإستراتيجية مطابقة بطاقة الرقم القياسي Index Card Match في ترقية مهارة القراءة لطلاب الصف السابع بالمدرسة المتوسطةالحكومية العاشرة سليمان Fauziah, Rihanatul; Nurhadi, Nurhadi
Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Vol. 4 No. 1 (2019): December
Publisher : Prodi Pendidikan Bahasa Arab FTK UIN Sunan Ampel

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/alfazuna.v4i1.542

Abstract

This research is motivated by the low reading comprehension of Arabic which is possessed by students of Middle School 10 Sleman in understanding reading texts because of the absence of a linguistic environment and active, so it caused a lack of interest and motivation for learning in the learning process. This study aims to improve reading skills in Arabic for 7th grade students of Middle School 10 Sleman especially in understanding reading texts by using the Index Card Match strategy in learning reading skills. With this research, it is expected to be able to help teachers in the learning process of reading Arabic skills and improve students' ability to read. In its implementation, this study used a quasi-quantitative approach with the Experimental method. To find out the extent of the effectiveness of the Index Card Match strategy in learning Arabic reading skills, the formula used is the t-test. This study resulted in differences in statistical calculations in mean values ??in the experimental group and the control group. For the experimental group reached an average of 81.28 and the control group 76.88. The value of "t" counts 2.335 and "t" table 2.042 so that "t" counts greater than "t" table, the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected and there are significant differences. From the results above the researchers concluded that the use of the Index Card Match strategy in learning Arabic reading skills was effective so that it could improve reading skills in 7th grade students of Middle School 10 Sleman.
Cognitivist Psychology and Arabic Language Instruction: Implications for Curriculum and Classroom Practice Imawan, Yuli; Alimudin, Alimudin; Fauziah, Rihanatul
Lingu Vol 12 No 1 (2026)
Publisher : Fakultas Tarbiyah dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/lingua.v12i1.12402

Abstract

Purpose – This study examines how a cognitivist psychological framework—particularly the theories of Piaget, Bruner, Gagné, and Ausubel—can enrich Arabic language pedagogy by providing a cognitively grounded foundation for instructional design and classroom practice. Design/methods/approach – This research employs a qualitative conceptual approach using systematic document-based analysis. Classical and contemporary literature on cognitive psychology and Arabic language pedagogy was identified, selected, and analyzed through dialectical thematic content analysis. The process involved categorizing major cognitive constructs—such as schema, assimilation, accommodation, information processing, and meaningful learning—mapping their pedagogical relevance, and synthesizing them into an integrated instructional framework. The analysis relied on theoretical triangulation to ensure conceptual rigor and internal coherence. Findings – The study reveals that cognitivist theory offers a comprehensive framework for overcoming mechanistic and behavioristic tendencies in Arabic language instruction. Effective learning is shown to depend on alignment between instructional strategies and learners’ cognitive structures, emphasizing staged development, meaningful integration, and active knowledge construction. The synthesis generates six strategic implications: reorienting objectives toward communicative competence; cultivating a supportive language environment (bi’ah lughawiyyah); optimizing multimodal media use; integrating intercultural competence; organizing content according to developmental readiness; and implementing discovery- and problem-based learning models. These dimensions collectively reposition Arabic pedagogy as a structured process of cognitive engagement rather than rote linguistic transmission. Research Implications – This research calls for the systematic integration of cognitivist principles into Arabic curriculum development and teacher education in order to foster communicative competence, cognitive autonomy, and sustainable meaning-making beyond symbolic memorization.
Co-Authors Alimudin Alimudin, Alimudin Imawan, Yuli Nurhadi