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TEORI BELAJAR KONSTRUKTIVISME DAN APLIKASI NYA DALAM PEMBELAJARAN BAHASA ARAB Miswarul Abdi Aziz; Teuku Sanwil
Jurnal Pendidikan dan Pengajaran Vol 1 No 1 (2022): Juli
Publisher : Pedir Research Institut

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (235.152 KB)

Abstract

Learning according to constructivism theory is building knowledge little by little, which is then expanded through a limited context and not suddenly. Knowledge is not a set of facts, concepts or rules that are ready to be retrieved or memorized. Humans must construct that knowledge and give meaning through real experience. In the learning process in the classroom, students need to be accustomed to solving problems, finding something useful for themselves, and struggling with ideas. Teachers will not be able to provide all knowledge to students. Students must construct knowledge in their own minds. Students must find and transform complex information into other situations. On that basis, learning and learning must be packaged into a process of “constructing” not receiving “knowledge. Basically constructivism theory here is defined as an approach in which students must individually find and transform complex information, examine information with existing rules and revise it if necessary. The basic concept of constructivism is an element where a person can actively build his knowledge by comparing new information with his existing understanding. Constructivism theory views students as individuals who are always active and can find ways of learning that suit themselves. Meanwhile, the teacher only functions as a facilitator, mediator and friend who creates a conducive atmosphere for the construction of knowledge in students.
اكتشاف الأخطاء فى نطق الحروف الهجائية Teuku Sanwil
Jurnal Pendidikan dan Pengajaran Vol 2 No 1 (2023): Januari
Publisher : Pedir Research Institut

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Abstract

Tujuan dari penlitian ini adalah Untuk mengetahui kemampuan siswa dalam melafalkan huruf hijaiyah, Untuk mengetahui kesalahan dalam pengucapan huruf hijaiyah pada siswa MIN Bambi dan Untuk mengetahui metode yang digunakan oleh guru dalam mengajar huruf hijaiyah di Sekolah MIN Bambi. Adapun metode penelitian yang digunakan dalam penelitian ini adalah Penelitaian Tindakan Kelas (PTK). Untuk mengumpulkan data peneliti melakukan observasi, wawancara, pretest, posttest, dan test siklus I sampai dengan test siklus 4 . Hasil penelitian menunjukkan bahwa siswa sudah mampu untuk melafalkan huruf hijaiyah, sebagian siswa sulit mengucpkan huruf (ع، غ، س، ش) dan sebagian siswa sulit mengucapkan huruf (ث، ح، خ) dan mteode penyajian, pembahasan dan penyajiannya, termasuk pelaksanaannya, sesuai dengan kondisi dan keadaan sekitar dalam suasana pendidikan Guru tidak menggunakan berbagai sarana pendidikan kecuali buku pelajaran, papan tulis dan komputer.
قدرة الطلبة على قراءة النصوص العربية بالمعهد العالى التربوي الهلال سجلي Teuku Sanwil
Jurnal Pendidikan dan Pengajaran Vol 2 No 2 (2023): Juli
Publisher : Pedir Research Institut

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Abstract

This study aims to determine the students' ability to read Arabic texts between graduates of general high schools and Islamic high schools, as well as to identify the differences in the students' ability to read Arabic texts between graduates of general high schools and Islamic high schools. Additionally, it aims to ascertain the factors influencing students' ability to read Arabic texts among graduates of general high schools and Islamic high schools. The research methodology employed by the researcher in this study is the descriptive-analytical method. The research tools utilized for data collection include observation, personal interviews, tests, documents, and questionnaires.The research results indicate that the students' ability to read Arabic texts is high. This is evident from the average score obtained by students from general high schools, denoted as variable 'x,' which is 81.25, corresponding to the "very good" level of proficiency. On the other hand, the average score attained by students from Islamic high schools, denoted as variable 'y,' is 95, equivalent to the "excellent" level of proficiency, although some of them still have lower scores. The difference between the two groups in reading Arabic texts is not substantial, as indicated by a Pearson correlation coefficient of 0.811 and a Spearman correlation coefficient of 0.44. The researcher concludes that there is a significant relationship between graduates of general high schools and Islamic high schools regarding their ability to read Arabic texts, based on the calculated correlation of 0.44rxy.Factors affecting students' ability to read Arabic texts among graduates of general high schools and Islamic high schools encompass educational background, utilizing leisure time for learning Arabic texts, exerting substantial effort to comprehend them, seeking assistance from friends for unclear matters, enhancing study habits, and showing interest in Arabic texts.
فاعلية نموذج التعلم القائم على المشروعات (Project Based Learning) في تنمية مهارات فهم المقروء في المطالعةِ Teuku Sanwil
JURNAL AL-IHDA' : Media Ilmiah Bahasa Arab Vol. 14 No. 1 (2026): Juli
Publisher : Sekolah Tinggi Ilmu Tarbiyah Al-Hilal Sigli Aceh- Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58645/alihda.v14i1.856

Abstract

This study aims to examine the effectiveness of the Project-Based Learning (PBL) model in enhancing reading comprehension skills in Mutala'ah among second-semester students of the Arabic Language Education Program at STIT Al-Hilal Sigli during the 2025/2026 academic year. Reading comprehension is one of the fundamental language skills that plays a significant role in developing students' linguistic competence and critical thinking. However, the teaching of Mutala'ah continues to face several challenges, including the predominance of teacher-centered instructional approaches, limited student engagement in classroom activities, and insufficient opportunities for collaborative and inquiry-based learning, all of which negatively affect students' comprehension of Arabic texts. This study employed a quantitative approach using a one-group pretest–posttest quasi-experimental design. The participants consisted of five second-semester students selected through a total sampling technique. Data were collected through pretest and posttest instruments, as well as classroom observations, and were analyzed using descriptive statistics and the Wilcoxon Signed-Rank Test. The findings indicated a substantial improvement in students' reading comprehension skills following the implementation of the Project-Based Learning model. The mean score increased from 57.6 in the pretest to 82.4 in the posttest, demonstrating that Project-Based Learning effectively promotes classroom interaction, independent learning, and students' ability to analyze and comprehend Arabic texts more deeply. The study concludes that Project-Based Learning is an effective instructional model for teaching Mutala'ah in Arabic Language Education programs. It can be adopted as an alternative instructional approach in higher education to improve reading comprehension skills, enhance students' learning motivation, and foster active participation in the learning process.
تطوير نموذج تعلُّم الاستماع التفاعلي القائم على التعلُّم النشط لطلبة المستوى المبتدئ Teuku Sanwil
JURNAL AL-IHDA' : Media Ilmiah Bahasa Arab Vol. 13 No. 2 (2025): Desember
Publisher : Sekolah Tinggi Ilmu Tarbiyah Al-Hilal Sigli Aceh- Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58645/alihda.v13i2.736

Abstract

This study aims to develop an interactive istima’ learning model based on active learning principles for beginner-level university students of Arabic. Listening skills are fundamental in Arabic language acquisition, yet many first-year students face difficulties due to teacher-centered instruction, limited interaction, and minimal exposure to authentic listening activities. This research employed a research and development design with a qualitative approach. The subjects were first-year students of the Arabic Language Education program at Sekolah Tinggi Ilmu Tarbiyah (STIT) Al-Hilal Sigli. Data were collected through observation, interviews, and documentation, and analyzed descriptively to identify learning needs, model characteristics, and implementation outcomes. The findings indicate that the proposed model emphasizes student engagement, collaborative activities, contextual listening materials, and continuous feedback, which significantly enhance students’ motivation and listening comprehension. The interactive active learning-based istima’ model encourages learners to actively process auditory input, respond critically, and participate meaningfully in classroom interaction. The study concludes that this model is effective in improving beginner students’ listening skills and can serve as an alternative instructional framework for Arabic listening courses at the university level.
Co-Authors Miswarul Abdi Aziz