MERETAS KESULITAN MEMBACA DAN MENULIS BAHASA ARAB PADA SISWA MADRASAH IBTIDAIYAH
Analisis Faktor Penyebab dan Model Solusi Berbasis Kontekstual
DOI:
https://doi.org/10.47454/IEEJ.2023.v2i2.4Kata Kunci:
Kesulitan Membaca, Kesulitan Menulis, Bahasa Arab, Madrasah Ibtidaiyah, KontekstualAbstrak
Kesulitan membaca dan menulis bahasa Arab merupakan tantangan mendasar bagi siswa Madrasah Ibtidaiyah, meskipun kedua keterampilan ini berperan krusial dalam penguasaan bahasa Arab secara komprehensif. Penelitian ini bertujuan untuk mengidentifikasi bentuk kesulitan yang dihadapi siswa, menganalisis faktor penyebabnya, serta menawarkan model solusi berbasis kontekstual yang lebih adaptif dan efektif. Dengan menggunakan pendekatan kualitatif melalui observasi, wawancara, dan analisis dokumen pada Madrasah Ibtidaiyah di Kota Sungai Penuh. Hasil Penelitian menunjukkan bahwa kesulitan membaca siswa meliputi pengenalan huruf hijaiyah, penggunaan harakat, dan pemahaman teks, sedangkan kesulitan menulis mencakup penulisan huruf, tata bahasa, dan struktur kalimat. Faktor penyebabnya bersumber dari aspek internal dan aspek eksternal. Hasil diskusi penelitian merekomendasikan penerapan pembelajaran berbasis kontekstual yang meliputi strategi berbasis lingkungan lokal, pemanfaatan media dan teknologi, kolaborasi antara guru, orang tua, dan komunitas, serta integrasi metode kontekstual dalam kurikulum. Pendekatan ini diharapkan dapat menjadi landasan bagi guru, pengelola madrasah dan pembuat kebijakan dalam merancang strategi pembelajaran bahasa Arab yang lebih efektif, menarik, dan sesuai dengan kebutuhan siswa di tingkat Madrasah Ibtidaiyah.
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