Persepsi Mahasiswi Semester Satu terhadap Implementasi Kurikulum Pembelajaran Maharah Istima' di STAI Ali bin Abi Thalib Surabaya

Abstract

This research aims to determine first-semester female students’ perceptions of the
Maharah Istima’ learning curriculum at STAI Ali Bin Abi Thalib Surabaya. Maharah Istima’
or listening skills are an essential component in learning Arabic which is designed to improve
student’s ability to understand the language orally. This research uses qualitative research with
a phenomenological method through a descriptive approach to explore the female student’s
experiences and subjective views regarding the Maharah Istima’ learning curriculum. In this
research, researchers used mixed data sources, namely primary data sources and secondary data
sources. Data sources were obtained and collected using in-depth interviews with first-semester
students, direct observation, and also documentation methods by collecting data from various
existing literature sources. The data obtained was analyzed using thematic analysis techniques
to identify dominant perceptions. The results of the research show that female students have
various views and impressions regarding the implementation of the Maharah Istima’ learning
curriculum, starting from the level of satisfaction and understanding, the challenges they have
faced, and the effectiveness of the teaching methods used by lecturers. Factors such as the
learning media used, initial Arabic language skills, and teaching methods play an essential role
in shaping female students’ perceptions. The findings from this research indicate that the
implementation of the Maharah Istima’ learning curriculum still requires adjustments both to
the needs of several new female students who are still in the early stages of learning Arabic, as
well as the needs of several female students who have previously studied Arabic. It is hoped
that this research will become a reference source that can be used and become a reference for
developing a more adaptive Maharah Istima’ learning curriculum and assisting teachers in
designing methods that advocate female students’ learning processes effectively and
efficiently