Project-Based Learning in Maharah Kalam: A Case Study at Miftahul Ulum Islamic Religious Institute, Lumajang

Utari Dwi Mayasari (Universitas Islam Negeri Maulana Malik Ibrahim)
Uril Bahruddin (Universitas Islam Negeri Maulana Malik Ibrahim)
Abdul Wahab Rosyidi (Universitas Islam Negeri Maulana Malik Ibrahim)

Al-Muyassar: Journal of Arabic Education
Vol 5 No 3 (2026): Al-Muyassar: Journal of Arabic Education

This study aims to analyze and describe the implementation of the Maharah Kalam learning model based on Project Based Learning (PjBL) in improving students’ Arabic speaking skills at IAI Miftahul Ulum Lumajang. This research was motivated by the low speaking proficiency of students caused by learning processes that still relied on conventional methods, lacked contextual orientation, and provided limited opportunities for active speaking practice. This research employed a qualitative approach with a field study design. Data collection techniques included classroom observations, in-depth interviews with lecturers and students, and documentation. Data analysis was conducted through the stages of data reduction, data presentation, and conclusion drawing. Data validity was maintained through source and technique triangulation. The implementation of PjBL was carried out through stages of thematic dialogue project planning, collaborative muhawarah practice, project presentation, as well as evaluation and learning reflection. The findings showed that the implementation of the Project-Based Learning (PjBL)-based Maharah Kalam learning model coincided with observable improvements in students' Arabic speaking skills. However, given the case study design, these findings should be interpreted as context-specific rather than as evidence of causal effectiveness. Improvements were observed in speaking fluency, grammatical accuracy, vocabulary mastery, pronunciation clarity, and the ability to respond communicatively in conversations. In addition, project-based learning also had positive effects on students’ affective aspects, such as increased motivation, courage, self-confidence, creativity, and active participation in the learning process. Authentic assessment, conducted through continuous performance evaluation and comparison of students' speaking performances at the beginning and the end of the learning process, enriched the qualitative findings by providing evidence of students' observable development in Arabic speaking skills.