Pengaruh Problem Based Learning terhadap Pengenalan Kosakata Bahasa Arab pada Anak Usia 5–6 Tahun

Dyah Larasati (Prodi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Tarbiyah dan Keguruan, Universitas Islam Bandung, Indonesia.)
Masnipal (Prodi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Tarbiyah dan Keguruan, Universitas Islam Bandung, Indonesia.)
Enoh (Prodi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Tarbiyah dan Keguruan, Universitas Islam Bandung, Indonesia.)

Bandung Conference Series: Early Childhood Teacher Education
141-148

Abstract. The Arabic vocabulary recognition ability of early childhood students in Group B at TAUD Baitul Muttaqin Bandung was still not optimal, as many children experienced difficulties in remembering and recalling the vocabulary introduced during learning activities. This study aimed to examine: (1) children's Arabic vocabulary recognition ability before the implementation of the Problem Based Learning (PBL) model; (2) the implementation of the PBL model in Arabic vocabulary learning; and (3) the effect of the PBL model on children's Arabic vocabulary recognition ability. This study employed a quantitative pre-experimental method using a One Group Pretest–Posttest Design. The participants were 11 children from Group B. Data were collected through an observation sheet based on a 1–5 Likert scale and analyzed using descriptive statistics, the Shapiro–Wilk normality test, and the Paired Sample t-test. The findings revealed that children's vocabulary recognition ability improved from the Beginning to Develop (MB) category (mean = 18.82) before the intervention to the Very Well Developed (BSB) category (mean = 39.73) after the implementation of PBL. The Paired Sample t-test yielded a significance value of 0.000 (p < 0.05), indicating that the Problem Based Learning model had a significant positive effect on improving early childhood Arabic vocabulary recognition. Abstrak. Kemampuan pengenalan kosakata Bahasa Arab anak usia dini Kelompok B di TAUD Baitul Muttaqin Bandung masih belum optimal. Sebagian anak mengalami kesulitan dalam mengingat dan menyebutkan kembali kosakata yang telah diperkenalkan dalam kegiatan pembelajaran. Penelitian ini bertujuan untuk mengetahui: (1) kemampuan pengenalan kosakata Bahasa Arab anak sebelum penerapan model pembelajaran Problem Based Learning (PBL); (2) pelaksanaan model pembelajaran Problem Based Learning dalam pengenalan kosakata Bahasa Arab; dan (3) pengaruh model Problem Based Learning terhadap kemampuan pengenalan kosakata Bahasa Arab anak usia dini. Penelitian ini menggunakan metode pre-experimental dengan pendekatan kuantitatif dan desain One Group Pretest–Posttest Design. Subjek penelitian berjumlah 11 anak Kelompok B. Pengumpulan data dilakukan menggunakan lembar observasi berbasis skala Likert 1–5, kemudian dianalisis dengan statistik deskriptif, uji normalitas Shapiro–Wilk, dan uji Paired Sample t-test. Hasil penelitian menunjukkan bahwa kemampuan pengenalan kosakata Bahasa Arab anak meningkat dari kategori Mulai Berkembang (MB) dengan rata-rata skor 18,82 menjadi kategori Berkembang Sangat Baik (BSB) dengan rata-rata skor 39,73 setelah penerapan Problem Based Learning. Hasil uji Paired Sample t-test menunjukkan nilai signifikansi 0,000 (p < 0,05), sehingga model Problem Based Learning berpengaruh signifikan terhadap peningkatan kemampuan pengenalan kosakata Bahasa Arab anak usia dini.