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The Effectiveness of Problem-Based Learning on Syarh Mukhtashar Jiddan Through Critical Thinking Approach/Fa‘aliyyah al-Ta‘allum al-Qa’im ‘ala al-Musykilah li-Syarkh Mukhtasar Jiddan Bina’an ‘ala Manhaj al-Tafkir al-Naqdi Sofiyah, Dzakirotus; Inayah, Inayah; Fatimatuzzahro; Waesama-ae Waemamu
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 17 No 2 (2025): Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/rhwz8r48

This study examined the effectiveness of problem-based learning on the Syarh Mukhtashar Jiddan book, employing a critical thinking approach, among 20 students at Pondok Pesantren Fadhlul Fadhlan in Semarang. The research method employed was a quasi-experimental one-group pre-test post-test design. The data analysis used a paired sample t-test, involving both pre-test and post-test to assess the improvement in learning outcomes and measure changes in the students' critical thinking skills after the implementation of problem-based learning. Based on the data analysis, the average score difference between the pre-test and post-test is -3.40000, with a t-test value of -8.643, indicating a statistically significant improvement. These findings suggested that the intervention provided was effective in improving the students' learning outcomes and their engagement with Arabic grammar (Qawāʿid Naḥwīyah). The study contributed to Islamic education research by highlighting the relevance of learner-centered approaches such as problem-based learning, especially when dealing with classical texts. It also underscored the importance of integrating critical thinking into traditional curriculum in pesantren to enhance deeper understanding and student autonomy.

The Effectiveness of Problem-Based Learning on Syarh Mukhtashar Jiddan Through Critical Thinking Approach/Fa‘aliyyah al-Ta‘allum al-Qa’im ‘ala al-Musykilah li-Syarkh Mukhtasar Jiddan Bina’an ‘ala Manhaj al-Tafkir al-Naqdi Sofiyah, Dzakirotus; Inayah, Inayah; Fatimatuzzahro; Waesama-ae Waemamu
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 17 No 2 (2025): Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/rhwz8r48

This study examined the effectiveness of problem-based learning on the Syarh Mukhtashar Jiddan book, employing a critical thinking approach, among 20 students at Pondok Pesantren Fadhlul Fadhlan in Semarang. The research method employed was a quasi-experimental one-group pre-test post-test design. The data analysis used a paired sample t-test, involving both pre-test and post-test to assess the improvement in learning outcomes and measure changes in the students' critical thinking skills after the implementation of problem-based learning. Based on the data analysis, the average score difference between the pre-test and post-test is -3.40000, with a t-test value of -8.643, indicating a statistically significant improvement. These findings suggested that the intervention provided was effective in improving the students' learning outcomes and their engagement with Arabic grammar (Qawāʿid Naḥwīyah). The study contributed to Islamic education research by highlighting the relevance of learner-centered approaches such as problem-based learning, especially when dealing with classical texts. It also underscored the importance of integrating critical thinking into traditional curriculum in pesantren to enhance deeper understanding and student autonomy.

The Effectiveness of Problem-Based Learning on Syarh Mukhtashar Jiddan Through Critical Thinking Approach/Fa‘aliyyah al-Ta‘allum al-Qa’im ‘ala al-Musykilah li-Syarkh Mukhtasar Jiddan Bina’an ‘ala Manhaj al-Tafkir al-Naqdi Sofiyah, Dzakirotus; Inayah, Inayah; Fatimatuzzahro; Waesama-ae Waemamu
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 17 No 2 (2025): Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/rhwz8r48

This study examined the effectiveness of problem-based learning on the Syarh Mukhtashar Jiddan book, employing a critical thinking approach, among 20 students at Pondok Pesantren Fadhlul Fadhlan in Semarang. The research method employed was a quasi-experimental one-group pre-test post-test design. The data analysis used a paired sample t-test, involving both pre-test and post-test to assess the improvement in learning outcomes and measure changes in the students' critical thinking skills after the implementation of problem-based learning. Based on the data analysis, the average score difference between the pre-test and post-test is -3.40000, with a t-test value of -8.643, indicating a statistically significant improvement. These findings suggested that the intervention provided was effective in improving the students' learning outcomes and their engagement with Arabic grammar (Qawāʿid Naḥwīyah). The study contributed to Islamic education research by highlighting the relevance of learner-centered approaches such as problem-based learning, especially when dealing with classical texts. It also underscored the importance of integrating critical thinking into traditional curriculum in pesantren to enhance deeper understanding and student autonomy.

Taqwīm Barnāmij Ta'limi al-Mufradāt bi Ma'had Fadhlul Fadhlan Al-Islamiy Semarang Min Khilali at-Tikror: The Evaluation of the Vocabulary-Learning-Program (VLP) at the Fadhlul-Fadhlan Islamic Institute Based-on the Repetition Method Siti Luthfin Nuuriyyah; Inayah, Inayah; Muhammad Ahsanul Husna; Asma’ Na’im Jamil Abu Samra
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol. 11 No. 2 (2025)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/almahara.2025.0112-01

The high urgency of mastering Arabic, especially mufrodat, in Fadhlul Fadhlan Islamic Boarding School encourages systematic efforts in the learning process. The Tikror method, with an emphasis on intensive repetition, is believed to be a key strategy to strengthen the memorization and application of mufrodat in the daily interactions of the students. This study aims to evaluate the vocabulary learning program through the tikror method at Pondok Pesantren Fadhlul Fadhlan Semarang. Vocabulary learning is a key component in Arabic language instruction, designed to enrich students' vocabulary and improve their understanding of the language. The tikror method, which focuses on word repetition, is expected to help students effectively memorize and comprehend vocabulary. This research employs a qualitative approach, with the subjects being teachers and students at Pondok Pesantren Fadhlul Fadhlan Semarang. Data collection techniques include observation, interviews, and documentation. Data analysis is conducted using Miles and Huberman's model with data collection, data reduction, and conclusions. The findings show that the application of the tikror method is effective in improving students' ability to memorize and understand vocabulary. Repeating words during lessons helps students better retain the vocabulary taught. However, some challenges were found, such as a lack of variation in repetition techniques and limited time for optimal repetition. Despite these challenges, the tikror method has a positive effect on students' motivation to learn Arabic. Therefore, it is recommended that the tikror method be improved and combined with other teaching methods to enhance the effectiveness of vocabulary learning at this pesantren. Keywords: Arabic Learning, Evaluation of Program, Fadhlul Fadhlan Islamic Institute, Repetition Method, Tikror Method, Vocabulary Learning.

Taqwīm Barnāmij Ta'limi al-Mufradāt bi Ma'had Fadhlul Fadhlan Al-Islamiy Semarang Min Khilali at-Tikror: The Evaluation of the Vocabulary-Learning-Program (VLP) at the Fadhlul-Fadhlan Islamic Institute Based-on the Repetition Method Siti Luthfin Nuuriyyah; Inayah, Inayah; Muhammad Ahsanul Husna; Asma’ Na’im Jamil Abu Samra
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol. 11 No. 2 (2025)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/almahara.2025.0112-01

The high urgency of mastering Arabic, especially mufrodat, in Fadhlul Fadhlan Islamic Boarding School encourages systematic efforts in the learning process. The Tikror method, with an emphasis on intensive repetition, is believed to be a key strategy to strengthen the memorization and application of mufrodat in the daily interactions of the students. This study aims to evaluate the vocabulary learning program through the tikror method at Pondok Pesantren Fadhlul Fadhlan Semarang. Vocabulary learning is a key component in Arabic language instruction, designed to enrich students' vocabulary and improve their understanding of the language. The tikror method, which focuses on word repetition, is expected to help students effectively memorize and comprehend vocabulary. This research employs a qualitative approach, with the subjects being teachers and students at Pondok Pesantren Fadhlul Fadhlan Semarang. Data collection techniques include observation, interviews, and documentation. Data analysis is conducted using Miles and Huberman's model with data collection, data reduction, and conclusions. The findings show that the application of the tikror method is effective in improving students' ability to memorize and understand vocabulary. Repeating words during lessons helps students better retain the vocabulary taught. However, some challenges were found, such as a lack of variation in repetition techniques and limited time for optimal repetition. Despite these challenges, the tikror method has a positive effect on students' motivation to learn Arabic. Therefore, it is recommended that the tikror method be improved and combined with other teaching methods to enhance the effectiveness of vocabulary learning at this pesantren. Keywords: Arabic Learning, Evaluation of Program, Fadhlul Fadhlan Islamic Institute, Repetition Method, Tikror Method, Vocabulary Learning.

Taqwīm Barnāmij Ta'limi al-Mufradāt bi Ma'had Fadhlul Fadhlan Al-Islamiy Semarang Min Khilali at-Tikror: The Evaluation of the Vocabulary-Learning-Program (VLP) at the Fadhlul-Fadhlan Islamic Institute Based-on the Repetition Method Siti Luthfin Nuuriyyah; Inayah, Inayah; Muhammad Ahsanul Husna; Asma’ Na’im Jamil Abu Samra
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol. 11 No. 2 (2025)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/almahara.2025.0112-01

The high urgency of mastering Arabic, especially mufrodat, in Fadhlul Fadhlan Islamic Boarding School encourages systematic efforts in the learning process. The Tikror method, with an emphasis on intensive repetition, is believed to be a key strategy to strengthen the memorization and application of mufrodat in the daily interactions of the students. This study aims to evaluate the vocabulary learning program through the tikror method at Pondok Pesantren Fadhlul Fadhlan Semarang. Vocabulary learning is a key component in Arabic language instruction, designed to enrich students' vocabulary and improve their understanding of the language. The tikror method, which focuses on word repetition, is expected to help students effectively memorize and comprehend vocabulary. This research employs a qualitative approach, with the subjects being teachers and students at Pondok Pesantren Fadhlul Fadhlan Semarang. Data collection techniques include observation, interviews, and documentation. Data analysis is conducted using Miles and Huberman's model with data collection, data reduction, and conclusions. The findings show that the application of the tikror method is effective in improving students' ability to memorize and understand vocabulary. Repeating words during lessons helps students better retain the vocabulary taught. However, some challenges were found, such as a lack of variation in repetition techniques and limited time for optimal repetition. Despite these challenges, the tikror method has a positive effect on students' motivation to learn Arabic. Therefore, it is recommended that the tikror method be improved and combined with other teaching methods to enhance the effectiveness of vocabulary learning at this pesantren. Keywords: Arabic Learning, Evaluation of Program, Fadhlul Fadhlan Islamic Institute, Repetition Method, Tikror Method, Vocabulary Learning.

Taṭbīq Ṭarīqah al-Tadrīb bi-Ijrā’ al-Muṭābaqah fī Ta‘allum al-Mufradāt bi al-Madrasah al-Musyaffa al-Śānawiyyah al-Islāmiyyah Semārang Hidayah, Nailil; Inayah, Inayah; Waemamu, Waesama-ae
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 6 No. 2 (2025): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v6i2.7896

This study aims to describe the application of the drill method with the Make a Match technique in vocabulary learning and analyze its effect on students' learning motivation, collaboration skills, and psychological barriers. This study employed a qualitative approach, utilizing the Classroom Action Research model designed by Kemmis and McTaggart, which was implemented in two learning cycles with class VIII students at MTs Al Musyaffa' in Semarang. Data were collected through observation using indicator sheets that assessed motivation, collaboration, and psychological barriers, and then analyzed descriptively by calculating the percentage of achievements for each cycle. The data in this study consisted of both qualitative observation data and quantitative data, specifically, students' achievement percentages in each cycle. The data sources included students, Arabic language teachers, and documentation of the learning process. Data were collected through observation sheets, field notes, and documentation of learning activities. The analysis technique employed descriptive analysis, calculating the percentage of achievement indicators for each observed aspect (motivation, collaboration, and psychological barriers) in both cycles, followed by a qualitative interpretation of the changes occurring across the cycles. The results showed a significant improvement in all three aspects observed. Students' learning motivation increased from the “sufficient” category to “excellent”. Collaboration skills showed improvement in aspects of cooperation and responsibility, while psychological barriers, such as the fear of being wrong and lack of confidence, decreased significantly. The application of the drill method, combined with the Make a Match technique, proved effective in creating a fun and interactive learning atmosphere that encouraged students' active involvement in learning Arabic.

Taṭbīq Ṭarīqah al-Tadrīb bi-Ijrā’ al-Muṭābaqah fī Ta‘allum al-Mufradāt bi al-Madrasah al-Musyaffa al-Śānawiyyah al-Islāmiyyah Semārang Hidayah, Nailil; Inayah, Inayah; Waemamu, Waesama-ae
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 6 No. 2 (2025): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v6i2.7896

This study aims to describe the application of the drill method with the Make a Match technique in vocabulary learning and analyze its effect on students' learning motivation, collaboration skills, and psychological barriers. This study employed a qualitative approach, utilizing the Classroom Action Research model designed by Kemmis and McTaggart, which was implemented in two learning cycles with class VIII students at MTs Al Musyaffa' in Semarang. Data were collected through observation using indicator sheets that assessed motivation, collaboration, and psychological barriers, and then analyzed descriptively by calculating the percentage of achievements for each cycle. The data in this study consisted of both qualitative observation data and quantitative data, specifically, students' achievement percentages in each cycle. The data sources included students, Arabic language teachers, and documentation of the learning process. Data were collected through observation sheets, field notes, and documentation of learning activities. The analysis technique employed descriptive analysis, calculating the percentage of achievement indicators for each observed aspect (motivation, collaboration, and psychological barriers) in both cycles, followed by a qualitative interpretation of the changes occurring across the cycles. The results showed a significant improvement in all three aspects observed. Students' learning motivation increased from the “sufficient” category to “excellent”. Collaboration skills showed improvement in aspects of cooperation and responsibility, while psychological barriers, such as the fear of being wrong and lack of confidence, decreased significantly. The application of the drill method, combined with the Make a Match technique, proved effective in creating a fun and interactive learning atmosphere that encouraged students' active involvement in learning Arabic.

Taṭbīq Ṭarīqah al-Tadrīb bi-Ijrā’ al-Muṭābaqah fī Ta‘allum al-Mufradāt bi al-Madrasah al-Musyaffa al-Śānawiyyah al-Islāmiyyah Semārang Hidayah, Nailil; Inayah, Inayah; Waemamu, Waesama-ae
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 6 No. 2 (2025): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v6i2.7896

This study aims to describe the application of the drill method with the Make a Match technique in vocabulary learning and analyze its effect on students' learning motivation, collaboration skills, and psychological barriers. This study employed a qualitative approach, utilizing the Classroom Action Research model designed by Kemmis and McTaggart, which was implemented in two learning cycles with class VIII students at MTs Al Musyaffa' in Semarang. Data were collected through observation using indicator sheets that assessed motivation, collaboration, and psychological barriers, and then analyzed descriptively by calculating the percentage of achievements for each cycle. The data in this study consisted of both qualitative observation data and quantitative data, specifically, students' achievement percentages in each cycle. The data sources included students, Arabic language teachers, and documentation of the learning process. Data were collected through observation sheets, field notes, and documentation of learning activities. The analysis technique employed descriptive analysis, calculating the percentage of achievement indicators for each observed aspect (motivation, collaboration, and psychological barriers) in both cycles, followed by a qualitative interpretation of the changes occurring across the cycles. The results showed a significant improvement in all three aspects observed. Students' learning motivation increased from the “sufficient” category to “excellent”. Collaboration skills showed improvement in aspects of cooperation and responsibility, while psychological barriers, such as the fear of being wrong and lack of confidence, decreased significantly. The application of the drill method, combined with the Make a Match technique, proved effective in creating a fun and interactive learning atmosphere that encouraged students' active involvement in learning Arabic.

Enthusiasm and Participation in Arabic Language Learning: A Qualitative Case Study in an Islamic Primary School Based on Curran’s Theory Lutfiya Naillul Muna; Inayah, Inayah; Zulaikha, Zulaikha; Mufidah, Mufidah
Alibbaa': Jurnal Pendidikan Bahasa Arab Vol. 7 No. 1 (2026): Vol. 7 No. 1 (2026)
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.v7i1.22830

This study identifies problems in Arabic language learning by examining student enthusiasm, participation and influencing factors. Using qualitative case explanatory field research, data wre collected through observation, interviews, and open-ended questionnaires from fifth grade students of the Islamic Special Program (Takhasus) at Madrasah Ibtida’iyah (MI) Taufiqiyah Semarang. The findings indicated that low enthusiasm and participation are influenced by limited learning motivation, insufficient teacher resources, perceptions of Arabic as a difficult subject, and limited instructional variation. These findings align with Charles Curran's theory, which emphasizes emotional support and a sense of security in learning. The use of interactive strategies such as educational games, group discussion, quizzes, and reward programs, was found to increase student engagement and interest. This study contributes theoretically and practically by enriching the literature and providing evidence-based insights for instructional practices in Islamic elementary education, and recommends further quantitative or mixed-method research.

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