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INTIFA: Journal of Education and Language
Published by CV. Minhaj Pustaka
ISSN : -     EISSN : 30321832     DOI : https://doi.org/10.62083/intifa
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences Other
INTIFA: Journal of Education and Language is a peer-reviewed scientific journal that aims to promote and disseminate high-quality research and scholarly work in the fields of education and language studies. The journal serves as an academic platform for researchers, educators, scholars, and practitioners to share insights, innovations, and findings that contribute to the advancement of knowledge and practice in both disciplines. The primary aim of INTIFA is to foster intellectual discussion and the exchange of ideas among experts in education and language, encouraging interdisciplinary collaboration that bridges theory and practice. Through its publications, the journal seeks to enhance understanding of the complex relationship between education and language as foundations for human development, communication, and cultural exchange. Scope: The scope of the journal includes, but is not limited to, the following areas: Education Educational philosophy, policy, and management Curriculum development and instructional innovation Teaching and learning strategies Educational technology and e-learning Teacher training and professional development Educational assessment and evaluation Inclusive and multicultural education Character and moral education Educational psychology and student behavior Language and Linguistics Applied linguistics and language pedagogy Second and foreign language acquisition Language teaching methodologies Translation and interpretation studies Discourse analysis, pragmatics, and semantics Sociolinguistics and psycholinguistics Language testing and evaluation Literature and literary studies Language, culture, and identity INTIFA: Journal of Education and Language welcomes submissions of empirical research, conceptual papers, and comprehensive literature reviews that address current issues, innovations, and challenges in education and language from global and local perspectives.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 90 Documents
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Pengaruh Metode CEFR Terhadap Peningkatan Kemampuan Membaca dan Memahami Teks Bahasa Arab Siswa Kelas XII Di SMA Plus Darul Hikmah Tangerang Adani, Ahfaz Laudza; Moh. Aman; Nikmatullah Kusni
INTIFA: Journal of Education and Language Vol. 1 No. 3 (2024): INTIFA: Journal of Education and Language
Publisher : Penerbit Minhaj Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62083/intifa.v1i3.195

Abstract

ABSTRACTThis study aims to determine the effect of the common method of the Foremor of Reference for Languages (CEFR) methods of improving the ability to read and understand the Arabic text of the class XII students at SMA Plus Darul Hikmah Tangerang. This research uses quantitative approach with mastery (quasi-experiment) method, involving two classes as sample, the experimental class and control class. The instrument used in the form of pre-test and post-test tests designed based on the reading indicators of speech according to the CEFR standard. The statistical analysis was presented a significant increase in reading capabilities and understood the Arabic text after the application of CEFR method. The average post-test value of students in experimental class is higher than the control class, supported by the paired sample t-test test and independent sample t-test with significance value of 0.000 (p <0.05). The N-Gain Score calculation also shows an average increase of 52.22% in the experimental class (moderate category) compared with 29.42% in the control class (low category). This mode indicates that the application of the CEFR method is effective in improving reading skills and understanding Arabic text. In addition, this study identifies several supporting factors and inhibitors in the CEFR implementation, including student motivation, teacher readiness, and the availability of teaching materials in accordance with the CEFR standards. ABSTRAK Penelitian ini bertujuan untuk mengetahui pengaruh metode Common European Framework of Reference for Languages (CEFR) terhadap peningkatan kemampuan membaca dan memahami teks bahasa Arab siswa kelas XII di SMA Plus Darul Hikmah Tangerang. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen semu (quasi-experiment), melibatkan dua kelas sebagai sampel, yaitu kelas eksperimen dan kelas kontrol. Instrumen yang digunakan berupa tes pre-test dan post-test yang dirancang berdasarkan indikator pemahaman membaca menurut standar CEFR.Hasil analisis statistik menunjukkan adanya peningkatan signifikan pada kemampuan membaca dan memahami teks bahasa Arab setelah penerapan metode CEFR. Rata-rata nilai post-test siswa di kelas eksperimen lebih tinggi dibandingkan kelas kontrol, yang didukung oleh hasil uji paired sample t-test dan independent sample t-test dengan nilai signifikansi sebesar 0,000 (p < 0,05). Perhitungan N-Gain Score juga menunjukkan rata-rata peningkatan sebesar 52,22% pada kelas eksperimen (kategori sedang) dibandingkan dengan 29,42% pada kelas kontrol (kategori rendah).Temuan ini mengindikasikan bahwa penerapan metode CEFR efektif dalam meningkatkan keterampilan membaca dan memahami teks bahasa Arab. Selain itu, penelitian ini mengidentifikasi beberapa faktor pendukung dan penghambat dalam implementasi CEFR, termasuk motivasi siswa, kesiapan guru, dan ketersediaan materi ajar yang sesuai dengan standar CEFR.
استفادة الإنستجرام كوسيلة تعليمية في تعلم المفردات لدى طلاب الصف الثامن بالمدرسة الإسلامية بيضاء الأحكام بيريوك مدينة تانجيرانج Nurhasanah, Irma; Moh. Aman; Nasrullah
INTIFA: Journal of Education and Language Vol. 1 No. 3 (2024): INTIFA: Journal of Education and Language
Publisher : Penerbit Minhaj Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62083/intifa.v1i3.197

Abstract

ABSTRACTArabic language learning in schools is often perceived as difficult and less engaging by students. One of the main reasons for this is the limited use of innovative instructional media that align with the advancements of the times. In today’s digital era, social media presents a promising opportunity that can be leveraged as an effective and engaging educational tool. Among the most popular platforms among students is Instagram. Accordingly, this study focuses on Arabic language education, particularly in the area of vocabulary acquisition (mufradat), with the aim of exploring how Instagram can be utilized to support the learning process of eighth-grade students at SMP Islam Baidhaul Ahkam in Tangerang City. It also seeks to identify Instagram’s features that contribute to increasing student engagement and improving learning outcomes.This research adopts a qualitative descriptive approach, employing data collection techniques such as observation, interviews, documentation, and tests using the polling feature in Instagram Stories. The findings reveal that students showed greater interest and became more actively involved in the learning process. The average student score increased from 33.63% to 90.91% after using Instagram as a learning medium. Furthermore, features such as feed posts, short videos (reels), and stories proved to be effective in delivering content visually and attractively. ملخّص البحثيعد تعليم اللغة العربية في المدارس غالبا صعب الفهم وقليل الجاذبية بالنسبة للطلاب، ومن أبرز أسبابه قلة استخدام الوسائل التعليمية المبتكرة التي تواكب تطور العصر. وفي هذا العصر الرقمي، أصبحت وسائل التواصل الاجتماعي فرصة واعدة يمكن استغلالها كوسيلة تعليمية فعالة وجذابة. وتعد منصة إنستجرام من أشهر هذه الوسائل لدى فئة الطلاب. لذلك، يركز هذا البحث على تعليم اللغة العربية، وبشكل خاص على جانب المفردات، بهدف معرفة كيفية توظيف إنستجرام لدعم عملية التعلم لدى طلاب الصف الثامن في المدرسة الإسلامية بيضاء الأحكام بمدينة تانجيرانج، بالإضافة إلى تحديد الخصائص التي تسهم في تعزيز الاهتمام والنتائج التعليمية. يعتمد هذا البحث على المنهج الوصفي النوعي، باستخدام تقنيات الملاحظة، والمقابلة، والتوثيق، والاختبار من خلال خاصية الاستطلاع (Polling) في قصص إنستجرام. وقد أظهرت نتائج البحث أن الطلاب أصبحوا أكثر اهتماما وتفاعلا خلال عملية التعلم. وقد ارتفع متوسط درجات الطلاب من ‎%33.63 إلى ‎%90.91 بعد استخدام إنستجرام كوسيلة تعليمية. كما تبين أن خصائص النشر (Feed)، والمقاطع القصيرة (Reels)، والقصص (Stories) فعالة في تقديم المحتوى بشكل بصري وجذاب.
Implementasi Metode SQ3R untuk Meningkatkan Keterampilan Membaca Bahasa Arab Siswi Kelas XI di Pondok Pesantren Attaqwa Belendung Abdur Rahman Sudais Al-Huzaifi
INTIFA: Journal of Education and Language Vol. 2 No. 3 (2025): INTIFA: Journal of Education and Language
Publisher : Penerbit Minhaj Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62083/intifa.v2i3.200

Abstract

This research aims to improve the Arabic reading skills of eleventh-grade female students at Ma'had At-Taqwa Blendung, Tangerang City through the SQ3R method (Survey, Question, Read, Recite, Review). The background of this research is the low reading comprehension of students in Arabic texts and the limited use of innovative methods in learning. This classroom action research was conducted in two cycles consisting of planning, implementation, observation, and reflection stages. The results showed significant improvements in reading skills both in terms of learning outcomes and student activity. Therefore, the SQ3R method is proven effective as a strategy for teaching Arabic reading skills in Islamic boarding schools. ABSTRAK Penelitian ini bertujuan untuk meningkatkan keterampilan membaca teks Arab siswi kelas XI di Ma'had At-Taqwa Blendung, Kota Tangerang melalui metode SQ3R (Survey, Question, Read, Recite, Review). Latar belakang penelitian ini adalah rendahnya kemampuan pemahaman bacaan siswa terhadap teks berbahasa Arab serta minimnya penerapan metode pembelajaran yang inovatif dan aktif. Penelitian tindakan kelas ini dilakukan dalam dua siklus dengan tahapan perencanaan, pelaksanaan, observasi, dan refleksi. Hasil penelitian menunjukkan adanya peningkatan yang signifikan baik dalam hasil belajar maupun aktivitas membaca siswa. Oleh karena itu, metode SQ3R terbukti efektif sebagai strategi pembelajaran keterampilan membaca teks Arab di lingkungan pesantren.
Pengaruh Lingkungan Akademik Sekolah Terhadap Hasil Belajar Bahasa Arab Siswa Kelas VIII MTsS Miftahussalam Karawaci Fadilah, Izzah Pudji
INTIFA: Journal of Education and Language Vol. 1 No. 4 (2024): INTIFA: Journal of Education and Language
Publisher : Penerbit Minhaj Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62083/intifa.v1i4.202

Abstract

Abstract Learning outcomes represent students achievements in the learning process, which can be influenced by external factors. One such factor is the school’s academic environment. A good and conducive academic environment can enhance students learning outcomes. This study aims to determine the effect of the school’s academic environment on students learning outcomes. This research employed a quantitative approach using a survey method with questionnaires. The population consisted of all eighth grade students of MTsS Miftahussalam Karawaci, totaling 33 students. The entire population was used as the sample through a saturated sampling technique. The results of data analysis show that the school’s academic environment has a significant effect on students learning outcomes. This is evidence by the T-value of 4.338, which is greater than the T-table value of 2.040. the school’s academic environment contributed 37,8% to students learning outcomes. Therefore, the hypothesis stating that there is a significant influence of the school’s academic environment on students learning outcomes is accepted. Abstrak Hasil belajar merupakan pencapaian siswa dalam proses pembelajaran yang dapat dipengaruhi oleh faktor eksternal, Salah satunya adalah lingkungan akademik sekolah. Lingkungan akademik yang baik dan kondusif mampu meningkatan hasilbelajar siswa. Penelitian ini bertujuan untuk mengetahui pengaruh lingkungan akademik sekolah terhadap hasil belajar siswa. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survei melalui angket. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII MTsS Miftahussalam Karawaci sebanyak 33 siswa. Seluruh populasi dijadikan sampel dengan menggunakan teknik sampling jenuh. Hasil analisis data menunjukkan bahwalingkungan akademik sekolah berpengaruh signifikan terhadap hasil belajar siswa. Hal ini dibuktikan melalui nilai Thitung sebesar 4,338 yang lebih besar dari nilai Ttabel sebesar 2,040.besarnya pengaruh lingkungan akademik sekolah terhadap hasil belajar siswa adalah sebesar 37,8%. Dengan demikian hipotesisyang menyatakan terdapat pengaruh signifikan antara lingkungan akademik sekolah terhadap hasil belajar siswa dapat diterima.
Pengaruh Pembelajaran Learning Management System (LMS) Terhadap Hasil Belajar Bahasa Arab Siswa Kelas VII MTs As-Syafi’iyah 01 Jakarta Idrus; Faedurrohman; Nikmatullahi Kusni
INTIFA: Journal of Education and Language Vol. 1 No. 4 (2024): INTIFA: Journal of Education and Language
Publisher : Penerbit Minhaj Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62083/intifa.v1i4.203

Abstract

This study aims to examine the effect of using a WordPress-based Learning Management System (LMS) on the Arabic learning outcomes of 7th grade students at MTs As-Syafi’iyah 01 Jakarta. A quantitative quasi-experimental design was applied to 38 students using multiple-choice tests for pretest–posttest and a questionnaire. Validity and reliability tests confirmed the instruments were feasible, and the data met normality and homogeneity assumptions. The t-test revealed no significant difference between conventional and LMS-based learning (p > 0.05). However, the experimental class showed a decrease in standard deviation from 16.39 to 10.51, indicating more equal score distribution. The questionnaire also indicated positive student responses with an average of 34.8 out of 40. Thus, although not statistically significant, the use of WordPress-based LMS had a positive impact on learning equity and student acceptance of digital learning. ABSTRAK Penelitian ini bertujuan mengetahui pengaruh penggunaan Learning Management System (LMS) berbasis WordPress terhadap hasil belajar Bahasa Arab siswa kelas VII MTs As-Syafi’iyah 01 Jakarta. Metode yang digunakan adalah kuantitatif dengan desain eksperimen semu pada 38 siswa. Instrumen berupa soal pilihan ganda untuk pretest–posttest serta angket tertutup. Hasil uji validitas dan reliabilitas menunjukkan instrumen layak digunakan, dan data memenuhi asumsi normalitas serta homogenitas. Uji-t menunjukkan tidak ada pengaruh signifikan antara metode konvensional dan LMS (p > 0,05). Namun, kelas eksperimen mengalami penurunan simpangan baku dari 16,39 menjadi 10,51, menandakan nilai lebih merata. Angket siswa juga menunjukkan respon positif dengan rata-rata skor 34,8 dari 40. Dengan demikian, meskipun tidak signifikan secara statistik, LMS WordPress berdampak positif pada pemerataan hasil belajar dan penerimaan siswa terhadap pembelajaran digital.
أثر استخدام تطبيق أندرويد لينج في ميول الطلاب إلى تعلم اللغة العربية (دراسة تجريبية في مدرسة المرشدية المتوسطة الإسلامية) Nurwulaningsih; Mawani; El Zahraa, Fatimah
INTIFA: Journal of Education and Language Vol. 2 No. 3 (2025): INTIFA: Journal of Education and Language
Publisher : Penerbit Minhaj Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62083/intifa.v2i3.204

Abstract

This study focuses on the effect of using the Ling android application on students' interest in learning Arabic in seventh grade students at MTs Al Mursyidiyyah Pamulang. This study aims to measure the level of student interest and determine the specific effect of using the Ling application on students' interest in learning Arabic. The method used in this study is a quasi-experimental method with a nonequivalent control group design. The subjects of the study consisted of two classes, namely the experimental class that used the Ling application and the control class that did not use it. Data were collected through a learning interest questionnaire that included feelings of pleasure and interest, attention, awareness, and focus. The results showed that the average post-test score in the experimental class was 88.26 while the average post-test score in the control class was 77.61. The data analysis technique using the independent sample t-test showed sig. (2-tailed) 0.000 which means there is a significant difference between the experimental class and the control class. Thus, it can be concluded that the use of the Ling application has a positive effect on students' interest in learning Arabic.
Pengaruh Metode Pembelajaran Immersive Terhadap Peningkatan Kemampuan Berbicara Bahasa Arab Siswa Kelas VIII Di Ponpes Al-Kamil Jatiuwung Yanti, Sri Hikmah; Faedurrohman; Sahlani
INTIFA: Journal of Education and Language Vol. 1 No. 4 (2024): INTIFA: Journal of Education and Language
Publisher : Penerbit Minhaj Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62083/intifa.v1i4.209

Abstract

ABSTRACT (10 PT)   The digital era encourages continuous innovation in the field of education, including the application of interactive and contextual immersive learning methods. In Arabic language instruction, speaking skills (maharah al-kalam) are a crucial component, yet they remain a challenge due to the limitations of conventional methods that lack active student engagement. This study aims to determine the effect of the immersive learning method on improving Arabic speaking skills among eighth-grade students at Al-Kamil Islamic Boarding School, Jatiuwung. This research employs a quantitative approach with a one-group pretest-posttest experimental design. The sample consisted of 30 students selected through cluster sampling. The instrument used was an Arabic speaking test administered before and after the treatment. The results showed an increase in the average score from 71.17 (pretest) to 78.33 (posttest). A correlation coefficient of 0.65 and a determination coefficient of 42.25% indicate a strong and significant influence. ABSTRAK (10 PT) Era digital mendorong dunia pendidikan untuk terus berinovasi, salah satunya melalui penerapan metode pembelajaran immersive yang interaktif dan kontekstual. Dalam pembelajaran bahasa Arab, keterampilan berbicara (maharah al-kalam) merupakan salah satu aspek penting, namun masih menjadi tantangan karena keterbatasan metode konvensional yang kurang melibatkan siswa secara aktif. Penelitian ini bertujuan untuk mengetahui pengaruh metode pembelajaran immersive terhadap peningkatan kemampuan berbicara bahasa Arab siswa kelas VIII di Pondok Pesantren Al-Kamil Jatiuwung. Penelitian ini menggunakan pendekatan kuantitatif dengan desain eksperimen one-group pretest-posttest. Sampel berjumlah 30 siswa yang dipilih melalui teknik cluster sampling. Instrumen yang digunakan berupa tes berbicara bahasa Arab yang diberikan sebelum dan sesudah perlakuan. Hasil penelitian menunjukkan adanya peningkatan rata-rata nilai dari 71,17 (pretest) menjadi 78,33 (posttest). Koefisien korelasi sebesar 0,65 dan koefisien determinasi sebesar 42,25% menunjukkan adanya pengaruh yang kuat dan signifikan. .  
Hubungan Motivasi Belajar Dengan Prestasi Belajar Bahasa Arab Kelas VIII Di MTS Negeri 37 Jakarta. Sari, Diah Puspita
INTIFA: Journal of Education and Language Vol. 1 No. 4 (2024): INTIFA: Journal of Education and Language
Publisher : Penerbit Minhaj Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62083/intifa.v1i4.212

Abstract

ABSTRACT This study aims to determine the relationship between learning motivation and Arabic learning achievement among eighth-grade students at MTs Negeri 37 Jakarta. The research uses a quantitative approach with the product moment correlation method assisted by IBM SPSS 23. The population consists of all eighth-grade students with a sample of 31 students. The instrument for collecting learning motivation data was a questionnaire, while Arabic learning achievement data were obtained through documentation of students’ Arabic report card scores. The frequency distribution results show that the tendency of the learning motivation variable falls into the medium category, with 17 students (54.8%) out of 31. Meanwhile, the learning achievement variable tends to be in the low category, with 13 students (41.9%) out of 31. The data analysis results show 0.159 > 0.05, meaning there is no significant relationship between learning motivation and Arabic learning achievement. Even so, there is a positive but weak relationship based on the interpretation table, with learning motivation contributing 6.7% to learning achievement. These results are important as evaluation material for teachers and schools to consider other factors besides motivation that may affect Arabic learning achievement. ABSTRAK Penelitian ini bertujuan untuk mengetahui hubungan antara motivasi belajar dengan prestasi belajar bahasa Arab pada siswa kelas VIII MTs Negeri 37 Jakarta. Pendekatan pada penelitian ini menggunakan pendekatan kuantitatif dengan metode korelasi product moment dan bantuan IBM SPSS 23. Populasi adalah seluruh siswa kelas VIII dengan 31 sampel siswa. Instrumen pengumpulan data motivasi belajar dikumpulkan melalui angket dan prestasi belajar melalui dokumentasi nilai rapor bahasa Arab siswa. Hasil distribusi frekuensi menunjukkan nilai kecenderungan variabel motivasi belajar berada pada kategori sedang yaitu sebanyak 17 siswa (54,8%) dari jumlah sampel sebanyak 31 siswa. Sedangkan variabel prestasi belajar siswa cenderung pada kategori rendah yaitu sebanyak 13 siswa (41,9%) dari jumlah sampel 31 siswa. Hasil analisis data menunjukkan 0,159 > 0,05, artinya tidak terdapat hubungan signifikan antara motivasi belajar dengan prestasi belajar bahasa Arab. Meski begitu, ada hubungan positif berkekuatan rendah berdasarkan tabel interpretasi, dengan motivasi belajar berkontribusi 6,7% terhadap prestasi belajar. Hasil ini penting sebagai bahan evaluasi bagi guru dan sekolah untuk memperhatikan faktor lain selain motivasi yang mungkin jauh lebih berpengaruh terhadap prestasi belajar bahasa Arab.
Efektivitas Media Pembelajaran Wordwall (Jidaru Al-Kalam) dalam mengingkatkan Penguasaan Kosakata Bahasa Arab Pada Kelas VII MTs Al-Istiqomah Pasarkemis Tangerang Ramadan, Rama; Samsuri; Ahmad Baidhowi
INTIFA: Journal of Education and Language Vol. 1 No. 4 (2024): INTIFA: Journal of Education and Language
Publisher : Penerbit Minhaj Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62083/intifa.v1i4.213

Abstract

Abstract: The development of digital technology encourages innovation in the world of education, including the use of interactive learning media that can improve the quality of foreign language learning, especially Arabic. One of the media that is currently popular is Wordwall (Jidaru Al-Kalam), a digital-based educational game platform designed to create an interesting and enjoyable learning atmosphere. Vocabulary mastery (mufradat) is an important foundation in learning Arabic, because with adequate vocabulary, students can understand, convey, and write in Arabic better. This study aims to determine: (1) how the use of Wordwall media improves Arabic vocabulary mastery in class VII students of MTs Al-Istiqomah Pasarkemis Tangerang, (2) how are students' abilities in mastering vocabulary after using Wordwall, and (3) how effective is Wordwall media in supporting Arabic vocabulary mastery. The method used in this study is a quantitative approach with a correlational research type. The population in this study were all 23 students of class VII MTs Al-Istiqomah Pasarkemis. Data collection was carried out through observation, questionnaires, pre-tests and post-tests. Data analysis used the Paired Sample T-Test statistical test. The results of the study showed that the use of Wordwall media had a significant effect on increasing Arabic vocabulary mastery. Pre-test and post-test data showed an increase in student learning scores after using Wordwall media. In addition, statistical analysis proved that there was a significant difference before and after using the media. Thus, it can be concluded that the use of Wordwall is effective in improving Arabic vocabulary mastery in class VII students of MTs Al-Istiqomah Pasarkemis Tangerang. Abstak:  Perkembangan teknologi digital mendorong inovasi dalam dunia pendidikan, termasuk penggunaan media pembelajaran interaktif yang dapat meningkatkan kualitas pembelajaran bahasa asing, khususnya Bahasa Arab. Salah satu media yang saat ini populer digunakan adalah Wordwall (Jidaru Al-Kalam), sebuah platform game edukasi berbasis digital yang dirancang untuk menciptakan suasana belajar yang menarik dan menyenangkan. Penguasaan kosakata (mufradat) merupakan fondasi penting dalam pembelajaran Bahasa Arab, karena dengan kosakata yang memadai, siswa dapat memahami, menyampaikan, dan menulis dalam bahasa Arab dengan lebih baik. Penelitian ini bertujuan untuk mengetahui: (1) bagaimana penggunaan media Wordwall dalam meningkatkan penguasaan kosakata Bahasa Arab pada siswa kelas VII MTs Al-Istiqomah Pasarkemis Tangerang, (2) bagaimana kemampuan siswa dalam menguasai kosakata setelah menggunakan Wordwall, dan (3) seberapa efektif media Wordwall dalam mendukung penguasaan mufradat Bahasa Arab.Metode yang digunakan dalam penelitian ini adalah pendekatan kuantitatif dengan jenis penelitian korelasional. Populasi dalam penelitian ini adalah seluruh siswa kelas VII MTs Al-Istiqomah Pasarkemis yang berjumlah 23 orang. Pengumpulan data dilakukan melalui observasi, angket, pre-test dan post-test. Analisis data menggunakan uji statistik Paired Sample T-Test. Hasil penelitian menunjukkan bahwa penggunaan media Wordwall berpengaruh signifikan terhadap peningkatan penguasaan kosakata Bahasa Arab. Data pre-test dan post-test menunjukkan adanya peningkatan skor belajar siswa setelah menggunakan media Wordwall. Selain itu, analisis statistik membuktikan bahwa terdapat perbedaan signifikan sebelum dan sesudah penggunaan media tersebut. Dengan demikian, dapat disimpulkan bahwa penggunaan Wordwall efektif dalam meningkatkan penguasaan kosakata Bahasa Arab pada siswa kelas VII MTs Al-Istiqomah Pasarkemis Tangerang.
Analisis Metode Task-Based Learning Dalam Mengembangkan Keterampilan Menulis Bahasa Arab Siswa Kelas VIII SMPI Al-Hidayah Jatiuwung Kota Tangerang Holipah, Siti; Kusni, Nikmatullah; Moh. Aman
INTIFA: Journal of Education and Language Vol. 1 No. 4 (2024): INTIFA: Journal of Education and Language
Publisher : Penerbit Minhaj Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62083/intifa.v1i4.215

Abstract

Bahasa Arab merupakan salah satu mata pelajaran yang penting di tingkat sekolah menengah, terutama dalam konteks pendidikan Islam di Indonesia. Penguasaan keterampilan menulis (maharah kitabah) dalam bahasa Arab menjadi tantangan tersendiri bagi siswa, mengingat menulis merupakan tahapan tertinggi dalam penguasaan bahasa. Siswa dituntut tidak hanya memahami kaidah tata bahasa dan kosakata, tetapi juga mampu menyusun ide secara sistematis dan logis. Namun, keterbatasan waktu belajar, rendahnya motivasi siswa, serta metode pengajaran yang kurang variatif menjadi kendala utama dalam pembelajaran menulis bahasa Arab di kelas. Penelitian ini bertujuan untuk menganalisis pembelajaran metode Task-Based Learning (TBL) dalam mengembangkan keterampilan menulis bahasa Arab siswa kelas VIII di SMPI Al-Hidayah Jatiuwung, Kota Tangerang. Metode penelitian yang digunakan adalah kualitatif deskriptif, dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi hasil tugas siswa. Hasil penelitian menunjukkan bahwa pendekatan TBL mampu meningkatkan partisipasi aktif siswa, membangun rasa percaya diri dalam menulis, serta menumbuhkan motivasi belajar melalui penyelesaian tugas-tugas yang kontekstual, seperti menulis percakapan, cerita pendek, surat formal, dan latihan imla’. Meskipun dihadapkan pada kendala teknis seperti perbedaan tingkat kemampuan siswa dan adaptasi arah penulisan Arab, pembelajaran dengan pendekatan TBL terbukti efisien dan relevan dalam konteks pembelajaran bahasa Arab. Tugas-tugas yang diberikan mendorong siswa untuk belajar secara mandiri dan berorientasi pada hasil nyata. Penelitian ini merekomendasikan penggunaan pendekatan TBL sebagai salah satu alternatif metode pembelajaran yang inovatif, komunikatif, dan berpusat pada siswa dalam pengajaran keterampilan menulis bahasa Arab di sekolah menengah. Siti Holipah An Analysis of Task-Based Learning in Developing Arabic Writing Skills of Eighth Grade Students at SMPI Al-Hidayah Jatiuwung, Tangerang City. Arabic is one of the essential subjects at the secondary school level, particularly in the context of Islamic education in Indonesia. Mastering writing skills (maharah kitabah) in Arabic poses a unique challenge for students, as writing represents the highest level of language acquisition. Students are required not only to understand grammatical rules and vocabulary but also to organize ideas systematically and logically. However, limited learning time, low student motivation, and monotonous teaching methods are the main obstacles in teaching Arabic writing in the classroom. This study aims to analyze the implementation of the Task-Based Learning (TBL) method in developing Arabic writing skills among eighth-grade students at SMPI Al-Hidayah Jatiuwung, Tangerang City. The research employs a descriptive qualitative approach, with data collected through observation, interviews, and documentation of students’ written assignments. The results show that the TBL approach enhances students’ active participation, builds confidence in writing, and fosters learning motivation through the completion of contextual tasks such as writing dialogues, short stories, formal letters, and imla’ exercises. Despite facing technical challenges such as varying student proficiency levels and the adaptation to Arabic script direction, TBL has proven to be effective and relevant in Arabic language instruction. The given tasks encourage independent learning and are result-oriented. This study recommends the use of the TBL approach as an innovative, communicative, and student-centered method for teaching Arabic writing skills in secondary schools.

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