Nur Fitriani Fatihah

STRATEGI PEMBELAJARAN BAHASA ARAB PADA TINGKAT DASAR DI MI AL-KHAIRIYAH JAKARTA BARAT

Introduction

Strategi pembelajaran bahasa arab pada tingkat dasar di mi al-khairiyah jakarta barat. Pelajari strategi pembelajaran bahasa Arab efektif di tingkat dasar MI Al-Khairiyyah Jakarta Barat, meliputi strategi langsung (Memori, Kognitif) dan tidak langsung (Metakognitif).

Abstract

Penelitian ini bertujuan untuk mengetahui strategi pembelajaran bahasa Arab di jenjang sekolah dasar khusunya di MI Al-Khairiyyah. Hasil Penelitian menyimpulkan bahwa ada beberapa strategi yang digunakan oleh guru bahasa Arab di MI al- Khairiyyah yaitu strategi pembelajaran langsung yang meliputi strategi Memori, Kognitif dan kompensasi, dan trategi pembelajaran tidak langsung yaitu strategi metakognitif. Tulisan ini merupakan penelitian lapangan yang menggunakan pendekatan kualitatif dan analisis deskriptif.

Review

The submitted paper, "STRATEGI PEMBELAJARAN BAHASA ARAB PADA TINGKAT DASAR DI MI AL-KHAIRIYAH JAKARTA BARAT," addresses a pertinent topic within language education: the specific strategies employed in teaching Arabic at the elementary school level. Focusing on a particular institution, MI Al-Khairiyah, this research offers valuable insights into the practical application of pedagogical approaches in a real-world setting. The study's primary objective is to identify and describe the learning strategies utilized by Arabic teachers, thereby contributing to our understanding of current teaching practices. Methodologically, the research employs a qualitative, descriptive field study approach, which is well-suited for exploring and detailing the nuances of teaching strategies as they occur in practice. This choice of methodology allows for an in-depth understanding of the observed phenomena at MI Al-Khairiyah. A strength of the findings lies in its clear categorization of strategies into direct (Memory, Cognitive, and Compensation) and indirect (Metacognitive) learning approaches. This classification provides a structured framework for analyzing and presenting the various techniques teachers use to facilitate Arabic language acquisition among elementary students. While the abstract clearly identifies *what* strategies are employed, the full manuscript would benefit from a deeper exploration of *why* these particular strategies are chosen and their perceived effectiveness from the perspectives of both teachers and students. Understanding the rationale behind strategy selection, potential challenges encountered, and observed outcomes would significantly enhance the practical implications of this research. Furthermore, a brief discussion on the theoretical framework underpinning these strategies and how the findings at MI Al-Khairiyah might inform broader Arabic language education practices would strengthen the paper's overall scholarly contribution.

Full Text

Comments

You need to be logged in to post a comment.