MERETAS KESULITAN MEMBACA DAN MENULIS BAHASA ARAB PADA SISWA MADRASAH IBTIDAIYAH Analisis Faktor Penyebab dan Model Solusi Berbasis Kontekstual
Analisis Faktor Penyebab dan Model Solusi Berbasis Kontekstual
DOI:
https://doi.org/10.47454/IEEJ.2023.v2i2.4Keywords:
Reading difficulties, writing difficulties, Arabic language, Madrasah Ibtidaiyah, contextual learningAbstract
Difficulties in reading and writing Arabic remain a fundamental challenge for students in Madrasah Ibtidaiyah, despite the crucial role these skills play in achieving comprehensive Arabic language proficiency. This study aims to identify the forms of difficulties encountered by students, explore their underlying causes, and propose a context-based solution model that is more adaptive and effective. A qualitative approach was employed through observation, interviews, and document analysis conducted in several Madrasah Ibtidaiyah in Sungai Penuh City. The participants were selected using purposive sampling, involving 45 key informants, including Arabic language teachers, school principals, students from grades III to VI, and parents. The findings reveal that reading difficulties include the recognition of Arabic letters (huruf hijaiyah), the use of diacritical marks (harakat), and text comprehension, while writing difficulties involve letter formation, grammar usage, and sentence structure. The root causes stem from both internal student factors and external environmental factors. Based on the discussion, the study recommends implementing a contextual learning approach that incorporates strategies grounded in the local environment, the use of media and technology, collaboration among teachers, parents, and the community, as well as the integration of contextual models into the curriculum. This approach is expected to serve as a foundation for teachers, school administrators, and policymakers in designing more effective, engaging, and student-centered Arabic language learning strategies at the Madrasah Ibtidaiyah level.
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