فاعلية استخدام مقرر إعراب سفينة النجا في فهم قواعد اللغة العربية لدى طلاب المدرسة الدينية دار السلام لومبوك الغربية
A Quasi-Experimental Study at Darussalam Islamic School, West Lombok
Abstract
Islamic educational institutions continue to encounter persistent challenges in the teaching of Arabic grammar, particularly in students’ limited ability to apply grammatical rules to text analysis, commonly referred to as I‘rāb. This study aims to evaluate the effectiveness of a module designed on the basis of the I‘rāb method applied to the text of Safīnat al-Najā in enhancing learners’ understanding of Arabic grammatical structures. Employing a quasi-experimental approach with a one-group pretest–posttest design, the research involved a sample of 20 students from Darussalam Barmi Religious School. The findings revealed a statistically significant improvement in students’ performance, with the mean pretest score increasing from 58.4 to 82.7 in the posttest. The computed t-value (31.27) greatly exceeded the critical t-value (2.093) at the 0.05 significance level, indicating a high level of effectiveness of the implemented module in improving academic achievement. The study concludes that integrating theoretical grammar instruction with practical application through I‘rāb exercises on classical texts constitutes an effective pedagogical strategy to bridge the gap between linguistic knowledge and its functional application in Arabic grammar instruction.
Keywords: Module Effectiveness; Arabic Grammar; I‘rāb Method; Safīnat al-Najā
References
al-Ghalayini, M. (2005). Jāmi‘ al-Durūs al-‘Arabiyyah. Dār al-Kutub al-‘Ilmiyyah.
al-Hadhrami, S. bin S. (2014). Safinat al-Naja fima Yajib ‘ala al-‘Abd li-Mawlah. Maktabah al-Hidayah.
al-Hidayah, N. (2021). Istrātījiyyat al-I‘rāb al-Wazīfī wa Atharuhā fī Tarqiyyat Qudrat al-Ṭullāb ‘ala Fahm al-Nuṣūṣ al-Shar‘iyyah. Jurnal Ta‘lim al-Lughah al-‘Arabiyyah, 9(1), 88–102.
Ansor, A. M., & Hidayat, N. (2022). The Effectiveness of Contextual Grammar Module on Students’ I’rab Skill. Journal of Arabic Language Teaching, 11(1), 45–56.
Daryanto, & Dwicahyono, A. (2014). Pengembangan Perangkat Pembelajaran (Silabus, RPP, PHB, Bahan Ajar). Gava Media.
Ellis, R. (2017). Form-focused instruction: A critical review. Dalam S. Loewen & M. Sato (Eds.), The Routledge Handbook of Instructed Second Language Acquisition (hlm. 167–186). Routledge.
Fatimah Yunus, A. (2020). Daur al-Mumārāsah al-Lughawiyyah al-Mustamirrah fī Itqān al-I‘rāb: Dirāsah Ḥālah. Majallat al-Lisāniyyāt al-‘Arabiyyah, 45(3), 98–115.
Fikri, A. & et al. (2022). Mushkilāt Ta‘līm al-Naḥw al-‘Arabī: Bayn al-Ṭuruq al-Taqlīdiyyah wa al-Ittijāhāt al-Ḥadīthah. Majallat al-Dirāsāt al-Lughawiyyah wa al-Adabiyyah, 13(2), 201–220.
Hasan Ali, A. (2018). Athar al-Ta‘allum al-Nashit fī Taḥṣīl Māddat al-Naḥw ladā Ṭullāb al-Marḥalah al-Mutawassiṭah. University of Baghdad.
Ibn Hisham al-Ansari, J. al-Din. (1985). Awdhah al-Masalik ila Alfiyyat Ibn Malik. al-Maktabah al-‘Asriyyah.
Mubarok, H. (2020). The Effect of Contextual Teaching and Learning (CTL) on Students’ Arabic Grammar Achievement. Lisanudhad: Jurnal Bahasa, Sastra, dan Budaya Arab, 7(2), 112–125.
Muhammad Shihabuddin Sharif. (2023). Fā‘iliyyat I‘rāb al-Jumlah fī Ta‘līm al-Qirā’ah wa al-Kitābah li-Ghayr al-Nāṭiqīn bihā. Majallat al-Lughah al-‘Arabiyyah wa Ādābihā, 19(1), 150–175.
Setiawan, B. (2021). Constructivism Approach in Arabic Language Learning to Improve Higher-Order Thinking Skills. Izdihar: Journal of Arabic Language Teaching, Linguistics, and Literature, 4(1), 79–94.
Sibawayh, ‘Amr ibn ‘Uthman ibn Qanbar. (1988). Al-Kitāb. Maktabat al-Khānji.
Siddīq al-Baḥrayn. (2020). Tawriiru Mawadd Ta‘limiyyah li I‘rāb Kitāb al-Ājurrūmiyyah ‘alā Asās Android li Ṭullāb al-Madāris ad-Dīniyyah, Jāmi‘ah Maulānā Mālik Ibrāhīm al-Islāmiyyah al-Ḥukūmiyyah..
Ṭu‘aymah, R. A. (2008). al-Manhaj al-Dirāsī: Ususuh wa Tatbīqātuh. Dār al-Masīrah li al-Nashr wa al-Tawzī‘.
