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All Journal Al Ishlah Jurnal Pendidikan Al-Lahjah : Jurnal Pendidikan, Bahasa Arab dan Kajian Linguistik Arab
Umi Machmudah
UIN Maulana Malik Ibrahim
Education Languange, Linguistic, Communication & Media Mathematics Other

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Innovative Muhadastah Material Development by Puppet Theater for Special Needs Students Based on William Francis Mackey’s Theory Laili Mas Ulliyah Hasan; Sutaman Sutaman; Umi Machmudah
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.6020

Abstract

Developing effective muhadastah (conversational/oral communication) materials for special needs, students presents ongoing challenges. This study investigates the use of Puppet Theater as an innovative tool to improve muhadastah skills in special needs students, drawing on William Francis Mackey's theory of contextual and interactive learning. This research was conducted at MTs Wachid Hasyim Surabaya and involved 11 Class VIII special needs students, including individuals with hearing and speech impairments, ADHD, slow learning, and emotional needs. A qualitative methodology was applied, employing observations, interviews, and instructional material analysis to assess the effectiveness of Puppet Theater in enhancing communication skills within Mackey’s theoretical framework. The findings indicate that Puppet Theater markedly improved student engagement, interaction, and language development. Notably, a student with a speech impairment exhibited enhanced articulation and confidence, while students with ADHD showed better focus and participation. Slow learners benefited from the structured social interactions that Puppet Theater provided, fostering their conversational skills. These results suggest that Puppet Theater aligns well with Mackey’s contextual learning principles, offering a dynamic approach for muhadastah skill development in special needs students. It fosters a conducive environment for social and linguistic growth, accommodating diverse learning needs effectively. Puppet Theater proves to be a creative and interactive method for developing muhadastah materials, highlighting its potential as an educational strategy for diverse learners. This study contributes to special education literature by demonstrating Puppet Theater's effectiveness in enhancing conversational skills, with implications for broader educational applications.
Pedagogical Patterns of Grammatical Examples in Alfiyah Notebooks at an Indonesian Pesantren Siti Sulaikho; M. Abdul Hamid; Umi Machmudah
Al-Lahjah : Jurnal Pendidikan, Bahasa Arab, dan Kajian Linguistik Arab Vol. 9 No. 1 (2026): Januari
Publisher : LPPM Universitas KH.A. Wahab Hasbullah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/tf1g3k11

Abstract

This study analyzes the pedagogical patterns of grammatical examples recorded in students’ Alfiyah notebooks at an Indonesian pesantren. It responds to a gap between studies that discuss Arabic grammar teaching in general and the limited attention given to teacher-provided examples as micro-pedagogical input. This research employed a qualitative case study design with document analysis. The case was Special Female Class 3A at Madrasah Muallimin Muallimat, Bahrul Ulum Pesantren, Tambakberas, Jombang, involving 46 students from Classes 3-A1 and 3-A2 aged 16 to 17 years. The primary data consisted of students’ Arabic grammar notebooks containing examples presented by the teacher during Alfiyah instruction. Data were collected through documentation, repeated reading, unitization of examples, and classification based on lexical choice, lexico-grammatical arrangement, and Qur’anic verse use. The data were analyzed through qualitative content analysis, including coding, categorization, comparison across notebooks, and theoretical interpretation. The findings reveal three patterns: lexical repetition across different nahwu chapters, stable and simple lexico-grammatical arrangements in teacher-produced examples, and Qur’anic verses that were unfamiliar to students because they did not appear in the fiqh and hadith books studied during the same period. These patterns show that Alfiyah examples function as controlled pedagogical input that guides grammatical attention, reduces cognitive load, and connects grammar with authoritative texts. The study suggests that Alfiyah instruction requires staged examples that combine stability, lexical variation, structural expansion, and intertextual explanation
Co-Authors Laili Mas Ulliyah Hasan M. Abdul Hamid Siti Sulaikho Sutaman