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All Journal Edukasi Islami: Jurnal Pendidikan Islam IJ-ATL (International Journal of Arabic Teaching and Learning)
Nelly Mujahidah
Institut Agama Islam Negeri Pontianak
Education Languange, Linguistic, Communication & Media

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Application of Albert Bandura’s Social-Cognitive Theories in Teaching and Learning Nelly Mujahidah; Yusdiana Yusdiana
Edukasi Islami : Jurnal Pendidikan Islam Vol 12, No 02 (2023): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v12i02.4585

Abstract

This article aims to describe and analiyze about Bandura's theory, commonly known as social-cognitive learning theories. This Theories was developed to explain how a person experiences learning in the surrounding environment. Bandura argues that environmental behavior and internal events in learning that affect perception and action are mutually influential relationships. Learning is a triangular interaction that is mutually influential and binding between the environment, personal factors and behavior which includes cognitive processes of learning. The learning components consist of behavior, the consequences of the model and the learner's cognitive processes. Social cognitive theory has two main implications for education. First, modeling is the main source of information for students. This theory identifies situations in which children obtain information from models in the mass media as well as from family and other models. The second is the importance of a sense of efficacy/personal efficacy and self-regulation ability to be a successful learner. Learning outcomes are in the form of visual and verbal codes that may or may not be retrieved. In planning complex skill learning, in addition to learning the components of the skill itself, it is necessary to develop a sense of efficacy and learner self - regulation . In the learning process, learners should be given sufficient opportunity for mental training before physical exercise, and reinforcement and avoid unnecessary punishment. In learning process according to theory social Albert bandura, a teacher must could presenting good models. Its must could have influence which strong to learners so that could give attention for them. Model here no must from teacher, however depends what which will taught. Theory social study suitable for teaching psychomotor and affective domain, because learners direct could notice, remember and copy from model which presented
The Relationship Between Qawa’id al-Lughah Mastery and the Ability to Construct Mufidah Sentences Among Ninth-Grade Female Students Putri Nabila Ramadani; Nelly Mujahidah; Besse Wahida; Mamun Ahmed
JURNAL IJ-ATL Vol 10, No 1 (2026): Arabic Teaching and Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v10i1.15184

Abstract

The ability to construct mufidah sentences is an important indicator of productive competence in Arabic language learning. This study aimed to examine the relationship between Qawa’id al-Lughah mastery and the ability to construct mufidah sentences among ninth-grade female students. A quantitative correlational design was employed involving 78 students selected through total sampling. Data on Qawa’id al-Lughah mastery were obtained from students’ achievement scores in nahwu and sharf, while sentence construction ability was measured through a written test. Data were analyzed using descriptive statistics, the One-Sample Kolmogorov–Smirnov Test, and Spearman Rank Correlation. The findings revealed that students demonstrated good levels of grammar mastery (M = 82.99) and sentence construction ability (M = 86.06). Furthermore, a statistically significant positive relationship was found between the variables (ρ = 0.342, p = 0.002), although the correlation strength was low. The novelty of this study lies in its focus on the relationship between grammatical mastery and mufidah sentence construction among female junior secondary students. The findings suggest that grammar instruction should be integrated with intensive sentence-construction practice to enhance productive Arabic language skills.
Co-Authors Mamun Ahmed Putri Nabila Ramadani Wahida, Besse Yusdiana Yusdiana