PENGARUH STRATEGI SMALL GROUP PRESENTATION DENGAN MENGGUNAKAN MEDIA FLASH CARD INTERAKTIF TERHADAP PEMAHAMAN TARKIB FI'LIYAH SISWA KELAS VIII DI MTS PONDOK PESANTREN ISLAM AL-MUSLIMUN PELALAWAN
Abstract
Penelitian ini bertujuan menganalisis pengaruh strategi Small Group Presentation berbantuan media flash card interaktif terhadap pemahaman tarkib fi’liyah siswa kelas VIII di MTs Pondok Pesantren Tarbiyah Al-Muslimun Pelalawan. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi eksperimen dan desain Non-Equivalent Control Group. Sampel berjumlah 46 siswa yang terbagi ke dalam kelas eksperimen dan kelas kontrol, masing-masing terdiri atas 23 siswa. Data dikumpulkan melalui pre-test, post-test, observasi, dan dokumentasi, kemudian dianalisis menggunakan Independent Samples T-Test. Hasil penelitian menunjukkan bahwa kemampuan awal kedua kelompok relatif setara. Setelah perlakuan, rata-rata post-test kelas eksperimen mencapai 68,70, sedangkan kelas kontrol memperoleh 51,30. Hasil uji statistik menunjukkan perbedaan yang signifikan antara kedua kelompok dengan nilai t = 4,940, df = 44, dan Sig. = 0,000. Observasi juga memperlihatkan peningkatan partisipasi, kerja sama, dan keberanian siswa dalam menyusun serta mempresentasikan kalimat fi’liyah. Penelitian menyimpulkan bahwa strategi tersebut efektif meningkatkan pemahaman tarkib fi’liyah. Implikasinya, guru bahasa Arab dapat menerapkannya sebagai alternatif pembelajaran nahwu yang visual, kolaboratif, dan berpusat pada siswa.
References
Assia, B., & Said, K. (2013). The impact of small group interaction on learners’ grammatical accuracy achievement. International Journal of Research Studies in Language Learning, 3(2). https://doi.org/10.5861/ijrsll.2013.511
Beddu, N., & Taib, S. (2023). Penggunaan Media Kartu Dalam Meningkatkan Penguasaan Kosa Kata Bahasa Arab Di Kelas X IPA 1 MAN 2 Halut. EDUKASI, 21(2), 422–430. https://doi.org/10.33387/j.edu.v21i2.6303
Bulkisah, B. (2012). PEMBELAJARAN BAHASA ARAB PADA PERGURUAN TINGGI AGAMA ISLAM DI INDONESIA. Jurnal Ilmiah Didaktika, 12(2). https://doi.org/10.22373/jid.v12i2.455
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). Sage.
Dajani, B. A. S. (2015). Teaching Arabic Language: Towards a New Beginning that Stimulates Creativity. Procedia - Social and Behavioral Sciences, 192, 758–763. https://doi.org/10.1016/j.sbspro.2015.06.086
Hanifa, C., Fadhilah, M., Pista, I. H., & Gusmaneli, G. (2023). STRATEGI PEMBELAJARAN KOLABORATIF TERHADAP PRESTASI BELAJAR SISWA PADA MATA PELAJARAN FIQIH. Khazanah Pendidikan, 17(2), 357. https://doi.org/10.30595/jkp.v17i2.17884
Hasan, A. A. (2020). Arabic Language Learning Curriculum Islamic Boarding School System. Ta’lim Al-’Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban, 4(2), 138–152. https://doi.org/10.15575/jpba.v4i2.9985
Hastang, H., & R., A. (2023). Analysis of Arabic Language Learning Difficulties Among Students in the Qawaid Al-Lughah Al-Arabiyyah Materials. Didaktika : Jurnal Kependidikan, 17(1), 31–42. https://doi.org/10.30863/didaktika.v17i1.5052
Helmanto, F. (2020). Flashcard: Belajar Mufrodat Bahasa Arab Semakin Menantang. In Tatsqifiy: Jurnal Pendidikan Bahasa Arab (Vol. 1, Issue 2, pp. 141–151). Universitas Djuanda. https://doi.org/10.30997/tjpba.v1i2.3091
Herrmann, K. J. (2013). The impact of cooperative learning on student engagement: Results from an intervention. Active Learning in Higher Education, 14(3), 175–187. https://doi.org/10.1177/1469787413498035
Kamaluddin, K. (2022). Learning Nahwu For Arabic Students In Islamic Colleges: Experts’ Perspectives. Lughawiyah: Journal of Arabic Education and Linguistics, 4(1), 11–20. https://doi.org/10.31958/lughawiyah.v4i1.6018
Lindell, M. K. (2001). Assessing and Testing Interrater Agreement on a Single Target Using Multi-Item Rating Scales. Applied Psychological Measurement, 25(1), 89–99. https://doi.org/10.1177/01466216010251007
Mayer, R. E. (2014). Cognitive Theory of Multimedia Learning. In The Cambridge Handbook of Multimedia Learning (pp. 43–71). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369.005
Mohd Rushdi, N. A. A., & Asbulah, L. H. (2023). Higher Education Students’ Engagement and Factors That Constrain Students’ Activeness in Learning Arabic Language. International Journal of Academic Research in Progressive Education and Development, 12(2). https://doi.org/10.6007/IJARPED/v12-i2/17265
Mulyani, S., & Sholeh, A. (2023). Paradigma Pembelajaran Bahasa Arab (Analisis Kontrastif Metode Pembelajaran Konvensional dan Kontemporer). Takuana: Jurnal Pendidikan, Sains, Dan Humaniora, 2(1), 63–75. https://doi.org/10.56113/takuana.v2i1.71
Nasution, N. P. (2022). Nahwu Learning at Darul Ikhlas Islamic Boarding School Mandailing Natal. Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab, 5(1), 70–83. https://doi.org/10.15548/lisaanuna.v5i1.3837
Nielsen, H. L., & Carlsen, M. (2003). Interactive Arabic Grammar on the Internet: Problems and Solutions. Computer Assisted Language Learning, 16(1), 95–112. https://doi.org/10.1076/call.16.1.95.15527
Parker, R. E. (1985). Small-Group Cooperative Learning—Improving Academic, Social Gains in The Classroom. NASSP Bulletin, 69(479), 48–57. https://doi.org/10.1177/019263658506947908
Permatasari, N. A. (2018). The Influence Of Small Group Discussion Toward Students’ Presentation Skill Of Hortatory Exposition Text In Sma Negeri 1 Kebomas. Journal of English Teaching, Literature, and Applied Linguistics, 1(1), 1. https://doi.org/10.30587/jetlal.v1i1.323
Rini, R. (2019). Ushul al-Nahwi al-Arabi : Kajian Tentang Landasan Ilmu Nahwu. Arabiyatuna : Jurnal Bahasa Arab, 3(1), 145. https://doi.org/10.29240/jba.v3i1.773
Rizki, M. M., Fadhilah, D. C., & Edidarmo, T. (2023). Analisis Terjemahan Tarkīb Iḍāfī Surah Muhammad. Aphorisme: Journal of Arabic Language, Literature, and Education, 4(1), 86–101. https://doi.org/10.37680/aphorisme.v4i1.3242
Sagala, A. H. (2023). Planning and Strategies for Learning Sentence Structure Arabic Language: a Systemic Literature Review. WARAQAT : Jurnal Ilmu-Ilmu Keislaman, 8(1), 114–127. https://doi.org/10.51590/waraqat.v8i1.423
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and Quasi-experimental Designs for Generalized Causal Inference. Houghton Mifflin.
Slavin, R. E. (2015). Cooperative Learning in Schools. In International Encyclopedia of the Social & Behavioral Sciences (pp. 881–886). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.92028-2
Suwardi, S., Abdullah, M. F., & Achmad, S. (2023). The Effectiveness of Mufradat Cards in Arabic Learning Outcomes in Thematic Learning in Madrasah Ibtidaiyah. LISANIA: Journal of Arabic Education and Literature, 7(1), 14–30. https://doi.org/10.18326/lisania.v7i1.14-30
Taka, S. D. (2019). Teaching Speaking By Using Snake And Ladder Board Game. Ideas: Journal on English Language Teaching and Learning, Linguistics and Literature, 7(2). https://doi.org/10.24256/ideas.v7i2.1021
Zainuddin, N., & Idrus, R. M. (2016). The use of augmented reality enhanced flashcards for arabic vocabulary acquisition. 2016 13th Learning and Technology Conference (L&T), 1–5. https://doi.org/10.1109/LT.2016.7562857
Zhou, T., Cañabate, D., Bubnys, R., Staniküniené, B., & Colomer, J. (2025). Collaborative learning, cooperative learning and reflective learning to foster sustainable development: A scoping review. Review of Education, 13(2). https://doi.org/10.1002/rev3.70065
.png)
.png)
