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All Journal El-Tsaqafah: Jurnal Jurusan PBA Journal of Arabic Language Learning and Teaching EL TSAQAFAH
Bening Anjaswara
Universitas Pendidikan Indonesia
Education Languange, Linguistic, Communication & Media Social Sciences Other

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TA’SIRU NAMUDAJ AT TA’LIM TA’AWUNI ROUND TABLE ALA NATAAIJ AT TA’ALUM FII MAADATI AL LUGHAH AL ARABIYYAH Arina Dienana; Isnaeni Khoirul Bariyyah; Bening Anjaswara; Mad ‘Ali
El-Tsaqafah : Jurnal Jurusan PBA Vol. 23 No. 2 (2024): Oktober 2024
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/tsaqafah.v23i2.10173

Abstract

Arabic is one of the compulsory subjects in Madrasah Aliyah Negeri 1 Magetan. However, learning Arabic at this school faces challenges, notably students’ limited grasp of the lessons. Furthermore, teachers continue to employ direct methods, resulting in monotonous Arabic language learning activities at these schools, ultimately leading to student disengagement and boredom. Based on the mentioned issues, this research aims to assess the impact of adopting the Round Table Learning model on the Arabic language learning achievements of the 10th-grade students at Madrasah Aliyah Negeri 1 Magetan. This quantitative study uses a true experimental design, specifically a control group design, where the experimental and control groups are randomly selected from the population. The study involves 40 participants, divided equally between the experimental group (20 students) and the control group (20 students), out of a total population of 238 students. Researchers utilized data collection methods, including observation, interviews, tests, and document analysis. The data were analyzed using the t-test (independent samples t-test) due to its normality and homogeneity. The findings from Arabic language learning using the Round Table learning model in class indicate that H0 is rejected and H is accepted; this shows the statistical results of the t-test based on SPSS 25, namely 0.001 < 0.05. Therefore, we conclude that Ho is rejected and Ha is accepted, so it is said that there is a difference between the learning outcomes of Arabic language subjects in the experimental class and the control class.
TA’SIRU NAMUDAJ AT TA’LIM TA’AWUNI ROUND TABLE ALA NATAAIJ AT TA’ALUM FII MAADATI AL LUGHAH AL ARABIYYAH Arina Dienana; Isnaeni Khoirul Bariyyah; Bening Anjaswara; Mad ‘Ali
El-Tsaqafah : Jurnal Jurusan PBA Vol. 23 No. 2 (2024): Oktober 2024
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/tsaqafah.v23i2.10173

Abstract

Arabic is one of the compulsory subjects in Madrasah Aliyah Negeri 1 Magetan. However, learning Arabic at this school faces challenges, notably students’ limited grasp of the lessons. Furthermore, teachers continue to employ direct methods, resulting in monotonous Arabic language learning activities at these schools, ultimately leading to student disengagement and boredom. Based on the mentioned issues, this research aims to assess the impact of adopting the Round Table Learning model on the Arabic language learning achievements of the 10th-grade students at Madrasah Aliyah Negeri 1 Magetan. This quantitative study uses a true experimental design, specifically a control group design, where the experimental and control groups are randomly selected from the population. The study involves 40 participants, divided equally between the experimental group (20 students) and the control group (20 students), out of a total population of 238 students. Researchers utilized data collection methods, including observation, interviews, tests, and document analysis. The data were analyzed using the t-test (independent samples t-test) due to its normality and homogeneity. The findings from Arabic language learning using the Round Table learning model in class indicate that H0 is rejected and H is accepted; this shows the statistical results of the t-test based on SPSS 25, namely 0.001 < 0.05. Therefore, we conclude that Ho is rejected and Ha is accepted, so it is said that there is a difference between the learning outcomes of Arabic language subjects in the experimental class and the control class.
Development and Preliminary Validation of a Hermeneutic-Based Arabic Language Learning Model for Language-Culture Integration through Text Interpretation Bening Anjaswara; Syihabuddin Syihabuddin; Asep Sopian
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 4 No. 3 (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.v4i3.578

Abstract

This study developed and preliminarily evaluated a hermeneutic-based Arabic language learning model designed to facilitate language-culture integration through text interpretation. The development process produced the PCA Learning Model, consisting of Pre-Understanding, Circular Understanding, and Applicative Understanding. An adapted 4-D Research and Development design was employed through the Define, Design, and Develop stages; the Disseminate stage was not undertaken because the study focused on initial development and limited-scale implementation. The model was evaluated by two expert validators and implemented with one Arabic language teacher and 20 twelfth-grade students at Muhammad Nadis Private Madrasah Aliyah, Bukittinggi, over two 80-minute instructional sessions using the Al-Ḥayāh al-Zawjiyyah unit from Al-'Arabiyyah Baina Yadaik. Data were obtained from a teacher interview, expert validation sheets, teacher and student practicality questionnaires, and a 10-item cultural understanding reflection questionnaire. Qualitative data were analyzed descriptively using the Miles, Huberman, and Saldaña interactive framework, while quantitative data were summarized using percentages and descriptive statistics. The learning-model expert and hermeneutics expert provided feasibility scores of 89.47% and 80.00%, respectively (mean = 84.74%, Feasible). The teacher rated the model as Practical (80.00%), whereas students rated it as Highly Practical (88.90%). Students' post-implementation cultural reflection scores averaged 88.10 (median = 94; range = 44-100). These findings provide preliminary support for the PCA model as a structured framework for integrating hermeneutic text interpretation and cultural reflection into Arabic language learning.
Co-Authors Arina Dienana Asep Sopian Isnaeni Khoirul Bariyyah Mad ‘Ali Syihabuddin Syihabuddin