<![CDATA[Penelitian ini mengevaluasi dampak Model Pembelajaran Berbasis Proyek (Project-Based Learning/PBL) terhadap kemampuan berbicara bahasa Arab siswa di Madrasah Aliyah Pondok Pesantren Khairul Ummah, Riau. Studi ini dilakukan dari Maret hingga Juni 2024 dengan subjek siswa kelas X A (kelas eksperimen) dan X B (kelas kontrol). Metode penelitian yang digunakan adalah eksperimen semu dengan desain Nonequivalent Control Group Design. Hasil penelitian menunjukkan bahwa penerapan PBL secara signifikan meningkatkan kemampuan berbicara bahasa Arab siswa di kelas eksperimen dibandingkan dengan kelas kontrol. Data pre-test menunjukkan mayoritas siswa di kedua kelas berada pada kategori "Kurang". Setelah penerapan PBL, 100% siswa di kelas eksperimen mencapai kategori "Bagus Sekali", sementara di kelas kontrol hanya 11% yang mencapai kategori tersebut. Uji statistik menunjukkan peningkatan signifikan dalam hasil belajar siswa di kelas eksperimen (mean difference -37,278; p < 0,000) dibandingkan kelas kontrol (mean difference -11,667; p < 0,000). N-Gain kelas eksperimen sebesar 0,77 (kategori tinggi) dan kelas kontrol sebesar 0,25 (kategori rendah) mengindikasikan efektivitas tinggi PBL dalam meningkatkan kemampuan bicara bahasa Arab. Effect size yang sangat besar pada kelas eksperimen (Cohen's d sekitar -3,286) menunjukkan dampak yang kuat dari intervensi. Temuan ini menggarisbawahi pentingnya penerapan metode PBL untuk meningkatkan kemampuan berbicara bahasa Arab siswa secara efektif. This study evaluates the impact of the Project-Based Learning (PBL) model on students' Arabic speaking skills at Madrasah Aliyah Pondok Pesantren Khairul Ummah, Riau. Conducted from March to June 2024, the study involved tenth-grade students, with class X A serving as the experimental group and class X B as the control group. The research employed a quasi-experimental method using a Nonequivalent Control Group Design. The results indicate that the implementation of PBL significantly improved the Arabic speaking skills of students in the experimental group compared to the control group. Pre-test data showed that the majority of students in both groups were in the "Poor" category. After the implementation of PBL, 100% of the students in the experimental group reached the "Excellent" category, while only 11% of the control group achieved this level. Statistical tests revealed a significant improvement in the learning outcomes of students in the experimental group (mean difference -37.278; p < 0.000) compared to the control group (mean difference -11.667; p < 0.000). The N-Gain for the experimental group was 0.77 (high category), and for the control group, it was 0.25 (low category), indicating the high effectiveness of PBL in enhancing Arabic speaking skills. The very large effect size in the experimental group (Cohen's d approximately -3.286) demonstrates the strong impact of the intervention. These findings underscore the importance of applying the PBL method to effectively improve students' Arabic speaking skills.]]>
