Riyahuna: Jurnal Pendidikan Bahasa Arab

IMPLEMENTATION OF MIMICRY MEMORIZATION (MIM-MEM) METHOD IN IMPROVING MASTERY OF MUFRODAT LEARNING IN CLASS V MDTA BANUN BANAT CIPULUS

Muhammad Kholil kholil — 2024-05-31

The problem in this research is that students experience difficulty in memorizing Mufrodat due to the lack of media used in the learning process at MDTA Banun Banat Cipulus. The aim of this research is to determine the ability to memorize mufrodat skills using the MIM-MEM (Mimicry Memorization) media at MDTA Banun Banat Cipulus Purwakarta. This research uses quantitative experimental research methods with a one-group pretest-posttest design. Method

Data collection used in this research was through observation, test questions, and interviews. Apart from that, data analysis in this research uses NGain calculations, normality tests and hypothesis tests. The samples taken in this research were 20 students from class V MDTA Banun Banat Cipulus Purwakarta. From the results of research on students' reading abilities through test questions, the pre-test average was 60.75 and the post-test average was 75.75. The results of the sig t-test calculation (2-tailed) were 0.000 > 0.005, indicating the influence of the application of MIM-MEM (Mimicry-Memorization) media. It can also be seen that the influence of this media is 1.64 in the strong category. This proves that there is a significant influence of Mimicry Memorization media on the Mufrodat Memorization learning model at MDTA Banun Banat Cipulus. Based on the results of the research and discussion, it can be concluded that the application of media using Mimicry Memorization in class V MDTA Banun Banat Cipulus students. The research results show 1). Students' tension decreased because they were more relaxed in using Card media. 2). Increasing students' ability to memorize mufrodat. 3). Mufrodat is easy to remember because there is also an image medium. So far the shortcomings of the MIM-MEM (Mimicry Memorization) method have not been discovered.

طرق تدريس اللغة العربية التقليدية والحديثة

Muaz Kalimatun Nabil — 2024-05-31

This study compares traditional and modern learning methods to identify their advantages, disadvantages, and effectiveness on the teaching-learning process. Traditional methods such as qawaid and rote memorization emphasize teacher authority and one-way knowledge, while modern methods such as project-based learning and the use of digital technology emphasize students' active participation and critical thinking skills. A qualitative approach with literature analysis and literature studies suggests that ancient methods are relevant for understanding basic concepts but less effective in developing cognitive and analytical skills. In contrast, modern methods increase student engagement and skills that match the needs of the times. In conclusion, the integration of ancient and modern methods can create a more holistic and adaptive learning environment, leveraging the advantages of both approaches to meet the needs of individual students.

Kendala dalam Pembelajaran Bahasa Arab di MI Muhammadiyah Plus Leksono

Lupita Rachma — 2024-05-31

In the process of learning Arabic, teachers and students often face various kinds of obstacles. This article aims to know and understand the Arabic learning process, identify obstacles during the Arabic learning process, and find solutions to overcome these obstacles. This is done in order to help the government, teachers, and students improve the quality of Arabic language learning in MI/SD. This research is a research that uses qualitative approach methods. With data collection techniques using interviews, observation, and documentation techniques directly in the field. When the author conducted research at MI Muhammadiyah Plus Leksono, the author found several obstacles in learning Arabic there, such as teacher obstacles in choosing the right learning strategy for students, students less focused on following Arabic learning, students in lower grades still have difficulty reading and writing in Arabic, lack of student learning motivation during the Arabic learning process, and students' lack of interest in learning Arabic. These obstacles can be used as joint evaluation materials so that Arabic language learning in MI/SD can be more qualified