Implementasi Metode Kolaborasi Learning pada Materi Bahasa Arab di Mts Nasyril Islam Palembang
Keywords:
Collaborative Learning Method, Hiwar, LearningAbstract
This study was motivated by the imbalance in students' basic abilities in learning Arabic, particularly in reading pronunciation. The purpose of this research is to identify the impact of implementing the Collaborative Learning method in improving students' reading skills at MTs Nasyril Islam Palembang. This study employs a mixed methods approach. Qualitative data were collected through observation, interviews, and documentation, while quantitative data were obtained through tests, namely pretests and posttests. Qualitative data analysis includes data reduction, data presentation, and conclusion drawing, while quantitative data analysis involves N-Gain Score Test, Normality Test, Wilcoxon Test, and Homogeneity Test. The study was conducted over two weeks, involving eighth-grade students at MTs Nasyril Islam Palembang. Initial observations involved having students read hiwar texts individually, without group discussion, followed by a pre-test in which students practiced reading the hiwar aloud in pairs to assess pronunciation skills and answered vocabulary questions related to the text. Subsequently, the Collaborative Learning method was applied to facilitate group discussions and encourage students to share insights on the text and vocabulary in the hiwar. A post-test, identical to the pre-test, was conducted, showing a notable improvement in students' pronunciation and vocabulary knowledge. The results yielded an N-Gain Score of 0.5610, indicating a moderate effect of the method's effectiveness, with an N-Gain Percentage of 56.0973%, suggesting that the method was fairly effective. The pre-test mean score was 57.40, while the post-test mean score increased to 80.86, indicating significant improvement. Furthermore, the Asymp. Sig. (2-tailed) value was 0.00, which is less than 0.05, confirming a significant difference between pre-test and post-test scores, thus accepting the hypothesis. The Homogeneity Test yielded a significance value of 0.141, greater than 0.05, indicating that the data were homogeneous. In conclusion, the findings suggest that the method used was effective in improving students' reading skills.
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