Peer Tutoring Strategy for Improving Learning Achievement in the Qirā’ah Course: A Study of Arabic Language Education (PBA) Students at UIN Sunan Kudus and UIN Sultan Thaha Saifuddin Jambi
Keywords:
peer tutoring; qirā’ah; reading comprehension; Arabic learningAbstract
Reading (qirā’ah) courses in Arabic teacher education often face limited student engagement, uneven participation, and insufficient formative feedback during text processing. This study investigates whether a structured peer tutoring strategy can improve qirā’ah achievement among Arabic Language Education students at two Indonesian Islamic universities (UIN Sunan Kudus and UIN Sulthan Thaha Saifuddin Jambi). Using a pre-experimental one-group pretest–posttest design, students participated in guided peer tutoring sessions in which trained peers supported classmates through staged reading activities (previewing, vocabulary support, questioning, and summarising) followed by brief reflection. Achievement data were collected through parallel reading comprehension tests administered before and after the intervention and analysed using paired-difference procedures with a nonparametric robustness check. The findings indicate that peer tutoring leads to a statistically meaningful improvement in qirā’ah performance across both sites, with generally consistent gains across student groups, although contextual classroom dynamics may shape the magnitude of benefits for specific subgroups.
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