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All Journal Thariqah Ilmiah ; Jurnal ilmu-ilmu kependidikan & Bahasa Arab Al-Irfan: Journal Of Arabic Literature and Islamic Studies An-Nahdloh: Journal of Education and Islamic Studies
Rahmah Fadhilah Agustina
Universitas Islam Negeri Maulana Malik Ibrahim Malang
Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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STUDENT PARTICIPATION IN LEARNING SPEAKING SKILLS WITH THE THINK PAIR SHARE MODEL Rahmah Fadhilah Agustina; Muassomah Muassomah; Nuril Mufidah
Thariqah Ilmiah: Jurnal ilmu-ilmu kependidikan & Bahasa Arab Vol 12, No 1 (2024): TARIQAH ILMIAH: JURNAL ILMU-ILMU KEPENDIDIKAN DAN BAHASA ARAB
Publisher : UNiversitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/thariqahilmiah.v12i1.10991

Abstract

The factor that encourages students to learn a foreign language is to be able to communicate with speakers of the language they learn, including oral communication, because successful language learning requires active student participation to practice the language in context. Participation is essential in the learning process because, fundamentally, learning involves activities that change behavior. Therefore, students must actively engage in the learning process. The purpose of this study is to analyze and describe student participation in learning speaking skills using the think pair share model. This research uses a qualitative design of case study type. The subject of this research in  PKPBA UIN Malang, Faculty of Medicine and Health Sciences, pharmacy study program class A. The data collection techniques used are observation and interviews. Based on the results of the research analysis, it can be concluded that the Think Pair Share learning model can create a learning environment that encourages student participation and involvement including giving opinions, providing responses, working on tasks, concluding, and presenting. This will help students reach their full potential, gain better understanding, develop relevant skills, and prepare themselves to face challenges in the real world.
The Use of the Think-Pair-Share Strategy to Improve Writing Skills at the State Islamic Junior High School of Batu Rahmah Fadhilah Agustina; Muhammad Syihabul Ihsan Al Haqiqy
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 1 (2025): September 2025
Publisher : An-Nahdloh: Journal of Education and Islamic Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58788/jeis.v1i1.9

Abstract

The focus of learning has been primarily on memorization of mufrodat, leaving students with little opportunity for writing practice. The Think Pair Share strategy encourages all students to actively participate in writing activities, which not only strengthens memorization but also encourages students to actively use vocabulary in their writing. The purpose of this research is to measure the effectiveness of the Think Pair Share strategy in improving writing skills at Madrasah Tsanawiyah Negeri Batu. This research uses a quantitative method with a Quasi-Experimental design and a Nonequivalent Control Group Design. The research sample consisted of 64 eighth-grade students from MTsN Kota Batu, with 32 students in the experimental group and 32 students in the control group. Data collection was conducted using observation, interviews, and tests. Data analysis techniques used normality tests, homogeneity tests, followed by hypothesis testing using the Independent Sample T-Test. The research results showed that the use of the Think Pair Share strategy was effective in improving the writing skills of eighth-grade students at MTsN Kota Batu. Based on hypothesis testing using the independent t-test, a significance value of 0.000 was obtained, which is less than 0.05. Therefore, the null hypothesis (H0) was rejected, and the alternative hypothesis (Ha) was accepted. Including: increasing students' thinking ability, providing thinking time to improve the quality of students' responses, making students more active in thinking about concepts in the subject matter, students having a better understanding of the concepts of the lesson topics during discussions, students being able to learn from other students, and every student in the group having the opportunity to share or convey their ideas.   Keywords: Strategy, Think Pair Share, Writing Skills  
Transforming the Teaching of Arabic Writing Skills through the Think Pair Share Strategy Rahmah Fadhilah Agustina; M. Syihabul Ihsan Al Haqiqy
Al-Irfan : Journal of Arabic Literature and Islamic Studies Vol. 8 No. 2 (2025)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-irfan.v8i2.493

Abstract

riting instruction in Arabic often faces various challenges, such as low student motivation, limited vocabulary, and a lack of ability to develop ideas in written form. These conditions make the learning process less effective and result in suboptimal student writing performance. Therefore, it is necessary to apply a cooperative learning strategy such as Think-Pair-Share as an alternative to enhance students’ participation and writing skills through collaboration. The purpose of this study is to describe the implementation of the Think-Pair-Share strategy in teaching maharah al-kitābah (writing skills). The subjects of this study were eighth grade students of State Islamic Junior High School of Batu. Data collection techniques included observation, unstructured interviews with ten students, and documentation related to the main Arabic textbook. The data analysis technique employed the flow model of Miles, Huberman, and Saldana, which consists of data condensation, data display, and verification. The results of the study show that the use of the Think-Pair-Share strategy in maharah al-kitābah consists of five steps: (1) Introduction, the teacher divides students into several groups; (2) Think, students answer questions individually and write them on worksheets; (3) Pair, students discuss their answers in groups and write the best group answer on the worksheet; (4) Share, students present the group’s work on the board, which is then commented on by other groups; and (5) Closing, the teacher provides feedback by clarifying, correcting, and concluding the correct answers from each group’s discussion. Thus, the use of this strategy not only emphasizes the collaborative aspect but also integrates critical thinking and individual reflection processes before writing.
Co-Authors M. Syihabul Ihsan Al Haqiqy Muassomah Muassomah Muhammad Syihabul Ihsan Al Haqiqy Nuril Mufidah