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All Journal JURNAL PENDIDIKAN TAMBUSAI Journal of Arabic Language Learning and Teaching Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab
Azira, Nurul
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Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Peningkatan Hasil Belajar Seni Rupa Pada Materi Ragam Hias Menggunakan Model Project Based Learning Bagi Peserta Didik Kelas IV SDN 09 Talang Babungo Azira, Nurul; Desyandri, Desyandri
Jurnal Pendidikan Tambusai Vol. 8 No. 2 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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Abstract

Penelitian ini dilatarbelakangi oleh hasil belajar peserta didik dalam pembelajaran Seni Rupa masih tergolong rendah. Sala satu penyebab permasalahan ini adalah pembelajaran yang masih dominan berpusat pada guru, sehingga peserta didik kurang termotivasi untuk aktif dalam mengikuti pembelajaran. Tujuan penelitian ini adalah mendeskripsikan peningkatan hasil belajar Seni Rupa pada materi Ragam Hias menggunakan model Project Based Learning bagi peserta didik kelas IV SDN 09 Talang Babungo. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang menggunakan pendekatan campuran yaitu pendekatan kualitatif dan kuantitatif. Dilaksanakan dalam dua siklus yaitu siklus I terdiri dari 2 pertemuan dan siklus II 2 pertemuan. Pada setiap siklus terdapat empat tahap yaitu perencanaan, pelaksanaan, pengamatan serta refleksi. Subjek penelitian ini yaitu guru dan peserta didik di kelas IV SDN 09 Talang Babungo yang berjumlah 18 orang. Hasil penelitian menunjukkan peningkatan pada : 1) Hasil pengamatan Modul Ajar siklus I rata-rata 87,5% (B), meningkat pada siklus II 96,88% (SB). 2) Aktivitas guru pada siklus I rata-rata 84,37% (B), meningkat pada siklus II 93,75% (SB). 3) Aktivitas peserta didik pada siklus I rata-rata 84,37% (B), meningkat pada siklus II 93,75% (SB). 4) hasil belajar peserta didik pada siklus I diperoleh rata-rata 69,91(K), meningkat menjadi 86,91(B) pada siklus II. Dengan demikian, dapat disimpulkan bahwa model Project Based Learning (PjBL) dapat meningkatkan hasil belajar peserta didik pada pembelajaran Seni Rupa di kelas IV SDN 09 Talang Babungo.
Repeat After Me: Affective Scaffolding for Arabic Speaking Fluency Baharun, Segaf; Habib, Moh. Tohiri; Azira, Nurul; Hasif , Adham
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 4 No. 1 (2026): Journal of Arabic Language Learning and Teaching (JALLT)
Publisher : Universitas Islam Negeri Palangka Raya Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jallt.v4i1.413

Abstract

Despite the widespread use of repetition in Arabic speaking instruction, empirical research examining its affective scaffolding dimension particularly teacher vocal modulation as an emotional and psychomotor support remains limited.This study investigates the role of affective scaffolding in enhancing Arabic speaking fluency through the “Repeat After Me” technique in a pesantren-based classroom. Using a quasi-experimental mixed-method design, sixty male students were divided into experimental and control groups over eight weeks of instruction. The experimental group received teacher-guided vocal scaffolding involving tone modulation, rhythmic pacing, and empathetic feedback, while the control group practiced standard repetition. Quantitative results revealed significant improvements in fluency (Cohen’s d = 0.89) and a notable reduction in language anxiety among the experimental group. Qualitative findings from interviews indicated that collective repetition fostered emotional safety, enjoyment, and imitation of native-like pronunciation, despite physical fatigue. The integration of affective and psychomotor elements transformed repetition into an engaging, embodied learning process that strengthened confidence and rhythmical accuracy. This study concludes that teacher vocal modulation functions as both an emotional regulator and a psychomotor model, offering a holistic framework for Arabic language pedagogy that unites sound, emotion, and bodily expression.
From Sentence Anxiety to Paragraph Confidence: A Pedagogical Study of Arabic Writing Development Mahmudah, Menik; Fudhla, Afaf; Azira, Nurul; Juharoh; Wardana, Mustahar Ali
Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab Vol. 2 No. 1 (2026): Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab
Publisher : Universitas Islam Internasional Darullughah Wadda'wah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/almuhawaroh.v2i1.4151

Abstract

Writing anxiety remains a persistent challenge in Arabic language education, often hindering learners’ engagement and development in maharah kitābah. This study investigates the effectiveness of paragraph-based writing instruction in transforming learners’ writing experiences from sentence-level anxiety to paragraph-level confidence. Employing a qualitative pedagogical research design, the study was conducted with intermediate-level learners of Arabic and utilized classroom observations, learners’ written paragraphs, and semi-structured interviews as primary data sources. The findings indicate that paragraph-focused instruction reduces writing anxiety by lowering cognitive load and providing a psychologically safe space for meaning construction. Learners reported increased confidence, greater willingness to write, and higher engagement during writing activities. Rather than emphasizing immediate grammatical accuracy, paragraph-based tasks encouraged sustained participation, revision, and linguistic experimentation. The study concludes that paragraph-by-paragraph instruction serves as an effective pedagogical strategy for addressing affective barriers in Arabic writing development. By integrating cognitive and emotional considerations into instructional design, this research contributes to the advancement of learner-centered Arabic writing pedagogy.
Co-Authors Baharun, Segaf Desyandri Desyandri Fudhla, Afaf Hasif , Adham Juharoh Menik Mahmudah Moh. Tohiri Habib Wardana, Mustahar Ali