استراتيجية حل المشكلات جون ديوي في تعليم الصرف

Abstract

Sharaf teaching and learning especially by using Amtsilah Tashrifiyyah, is usually use traditional methods such as lecture method and memorizing method. So that students' abilities only reach the stage of memorization, without being able to apply them in speaking (kalām), reading (qirā'ah), and writing (kitābah). Yet all these mahārahs cannot be separated from sharaf or morphology. So there is need to use teaching models that can encourage students’ critical thinking and improve their abilities in applying sharaf material. Therefore, this study aims to describe John Dewey's problem solving model in sharaf learning. This research is a library research with qualitative approaches and descriptive methods. The results of this study show that: John Dewey's problem solving model in Amtsilah Tashrifiyyah learning can be described in a design that contains elements of the learning model including learning syntax, social systems in the classroom, reaction principles, and support systems that complement learning. As for the operational steps of learning: first, it starts with the planning stage to determine goals and other learning elements that depart from the principle of familiarizing students to solve problems with the aim of acquiring knowledge and abilities. Second, the implementation stage consists of six steps; formulating problems, analyzing problems, formulating hypotheses, collecting data, testing hypotheses, and compiling problem-solving recommendations. Third, the assessment stage which includes cognitive aspects through written tests, and affective aspects through observation of student participation in problem-solving activities. Hopefully this research will be able to give a positive contribution to Sharaf's learning model which is innovative and based on analysis and problem solving.