Idris Idris

TATBIQ ISTIRATIJYAH TAKLIMUL AQRON FI TADRIS QAWAIDUNNAHWI AL ARABI FIL MADRASATIL ALIYAH AL HUKUMIYAH AL ISLAMIYAH ASSANIYAH LOMBOK AL WUSTO

Introduction

Tatbiq istiratijyah taklimul aqron fi tadris qawaidunnahwi al arabi fil madrasatil aliyah al hukumiyah al islamiyah assaniyah lombok al wusto. تقييم تطبيق استراتيجية تعليم الأقران في تدريس قواعد النحو العربي بمدرسة لومبوك الوسطى. تظهر الدراسة أثرها الإيجابي على تحفيز الطلاب وفهمهم، وتقدمها كبديل مبتكر لنتائج تعلم أفضل.

Abstract

This study aims to evaluate the implementation of peer tutoring learning strategies in teaching Arabic grammar (nahwu) at Madrasah Aliyah Negeri 2 Lombok Tengah, West Nusa Tenggara. The research method used is a qualitative approach with a descriptive type. Research data were collected through observation, interviews, and document analysis to explore the effectiveness of the implementation of this strategy. The results of the study indicate that the implementation of peer tutoring strategies has a positive impact on student motivation and involvement in the learning process. Students who act as tutors show an increase in understanding the material because the peer teaching process strengthens their mastery of concepts. Conversely, students who become tutor participants feel more comfortable asking questions and discussing, thus accelerating their process of understanding the rules of nahwu. In addition, the collaborative atmosphere created during learning increases students' self-confidence and social skills. Peer tutoring strategies also help teachers overcome learning challenges, such as limited time to provide individual attention to each student. This study has implications for the recommendation of peer tutoring strategies as an innovative alternative in Arabic language learning that can be widely applied to support student learning outcomes.

Review

This study offers a valuable qualitative exploration into the implementation and effectiveness of peer tutoring strategies in teaching Arabic grammar (nahwu) at Madrasah Aliyah Negeri 2 Lombok Tengah. The research effectively addresses a pertinent pedagogical challenge – enhancing student engagement and understanding in a subject often perceived as complex. The abstract clearly outlines a qualitative descriptive approach, utilizing observation, interviews, and document analysis, which are appropriate methods for exploring the nuances of strategy implementation within a specific educational context. The initial findings strongly suggest a positive impact, immediately establishing the relevance and potential benefits of this pedagogical approach. The core strength of the study lies in its detailed qualitative insights into how peer tutoring benefits both the student tutors and their tutee peers. It highlights a dual benefit: tutors deepen their mastery of nahwu concepts through the act of teaching, while tutees gain comfort in asking questions and discussing, leading to accelerated comprehension. Beyond direct academic gains, the study effectively demonstrates the strategy's role in fostering a collaborative learning environment, boosting students' self-confidence, and developing crucial social skills. Furthermore, its recognition of peer tutoring as a valuable tool for teachers to overcome challenges like limited time for individual attention adds another practical dimension to its contributions. The study's findings have significant practical implications, positioning peer tutoring as a highly recommended and innovative alternative for Arabic language instruction. By showcasing its positive effects on motivation, understanding, and holistic student development, the research provides a compelling argument for broader adoption of this strategy in similar educational settings. While the descriptive qualitative approach effectively captures the "how" and "why" of the strategy's success, future research could build upon these findings by quantitatively measuring the long-term impact on specific learning outcomes or exploring its applicability across diverse Arabic language skills and other educational levels. Overall, this paper offers a robust and actionable contribution to the field of Arabic language pedagogy, providing valuable insights for educators and curriculum developers.

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