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All Journal IJ-ATL (International Journal of Arabic Teaching and Learning) Insyirah: Jurnal Ilmu Bahasa Arab dan Studi Islam Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI)
Kemas Muhammad
Universitas Islam Negeri Raden Fatah Palembang
Religion Education Languange, Linguistic, Communication & Media Other

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Penerapan Model Pembelajaran RADEC untuk Meningkatkan Pemahaman Siswa terhadap Pembelajaran Qiro’ah Fadilah Heriani; Mukmin Mukmin; Kemas Muhammad; Ahmad Ubaidillah; Anisa Aulia
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 5 No. 2 (2025): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2025 (2)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v5i2.1455

Abstract

Pemilihan model pembelajaran yang tepat sangat penting untuk meningkatkan prestasi siswa. Di Madrasah Tsanawiyah Palembang, metode konvensional dan kurangnya inovasi dalam pendekatan pembelajaran menyebabkan siswa kurang memahami membaca qiro'ah. Tujuan dari penelitian ini adalah untuk mengevaluasi seberapa efektif model RADEC (Read, Answer, Discuss, Explain, and Create) dalam meningkatkan pemahaman membaca siswa. Sebanyak 66 siswa dari Kelas VIII berpartisipasi, yang terdiri dari 33 siswa dari kelas VIII A sebagai kelas eksperimen untuk menerapkan model RADEC, dan 33 siswa dari Kelas VIII E sebagai kelas kontrol yang tetap menerapkan metode konvensional. Sebelum dan setelah tes, data dikumpulkan untuk mengukur peningkatan pemahaman membaca. Uji Mann-Whitney digunakan untuk analisis statistik karena uji normalitas menunjukkan bahwa distribusi data tidak normal. Hasilnya menunjukkan bahwa ada perbedaan besar antara kedua kelompok. Kelas eksperimen mendapatkan skor rata-rata 37,42 dan 45,56, sedangkan kelas kontrol mendapatkan skor rata-rata 29,58 dan 21,44. Dengan nilai signifikansi 0,001 < 0,05, Ho ditolak dan Ha diterima, yang menunjukkan peningkatan kelas eksperimen. Hasil penelitian ini menunjukkan bahwa model RADEC secara signifikan lebih efektif daripada metode konvensional dalam meningkatkan pemahaman membaca qiro'ah. Oleh karena itu, model RADEC dapat digunakan sebagai metode pengajaran kreatif untuk meningkatkan kualitas pembelajaran qiro'ah.
Scrabble-Mediated Collaborative Learning to Enhance Arabic Writing Skills among Senior High School Students Kemas Muhammad; Khilda Jannati Syarifah; Jumhur Jumhur; Daud Abdul Quadir Elega
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.v10i1.14232

Abstract

This study investigates the implementation of collaborative learning–based Mahārah Kitābah instruction using Scrabble media for eleventh-grade students. The scope of this research focuses on improving students’ Arabic writing skills through collaborative activities supported by educational game media. The objective of this study is to examine the effectiveness of Scrabble media in collaborative learning and to analyze students’ responses to the learning process. This research employed a quasi-experimental design involving an experimental class and a control class. Data were collected through pre-tests and post-tests, questionnaires, interviews, and classroom observations. The experimental class was taught using collaborative learning with Scrabble media, while the control class received conventional instruction. The quantitative results show that the post-test mean score of the experimental class was 77, which was higher than that of the control class with a mean score of 67. Furthermore, the independent sample t-test results indicate a significant difference between the two classes with a Sig. (2-tailed) value of 0.000, confirming the effectiveness of the treatment. Qualitative data obtained from questionnaires and interviews reveal that students responded positively to the use of Scrabble media, particularly in enhancing motivation, vocabulary mastery, collaboration, and confidence in writing Arabic. Classroom observations also demonstrate increased student participation during the learning process. In conclusion, collaborative learning–based Mahārah Kitābah instruction using Scrabble media is effective in improving students’ Arabic writing skills and fostering a more engaging learning environment.
Direction in Student-Centered Arabic Language Learning: The Actualization of Discovery Learning Bambang Prasetyo; Kemas Muhammad; Nazarmanto Nazarmanto; Febri Yansyah; Resti Adelicka Anggraini; Nadila Hanisaniyya; Siti Robiatul Adawiyah
Insyirah: Jurnal Ilmu Bahasa Arab dan Studi Islam Vol. 9 No. 1 (2026): June 2026
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/insyirah.v9i1.14793

Abstract

Arabic language learning occupies a strategic position in education but still faces complex challenges, particularly the dominance of teacher-centered learning methods. Discovery learning emerges as a solution by encouraging students to become more active through independent inquiry, integrating the four language skills, and promoting a student-centered learning approach. This study employs a mixed-method design with an explanatory sequential approach, combining qualitative and quantitative analyses. Data were collected through observation, interviews, questionnaires, documentation, and tests. Qualitative data were analyzed through data reduction, presentation, and conclusion drawing, while quantitative data were analyzed using normality testing, N-Gain, and hypothesis testing. The findings reveal that before implementing discovery learning, students experienced difficulties understanding Arabic, teachers did not prepare written lesson plans, and evaluation focused mainly on grammar, translation, and vocabulary. After implementation, learning shifted to a student-centered model where students became more active and engaged. The application of discovery learning also enhanced conceptual understanding, learner autonomy, and academic achievement. This improvement was demonstrated by a significant difference between the pre-test mean score of 36.5 and the post-test mean score of 82.8, with hypothesis testing results of 0.000 < 0.05. Therefore, the implementation of discovery learning has a positive and significant impact on Arabic language learning outcomes.
Co-Authors Ahmad Ubaidillah Anisa Aulia Bambang Prasetyo Daud Abdul Quadir Elega Fadilah Heriani Febri Yansyah Jumhur Jumhur Khilda Jannati Syarifah Mukmin Mukmin Nadila Hanisaniyya Nazarmanto Nazarmanto Resti Adelicka Anggraini Siti Robiatul Adawiyah