Pengaruh Penggunaan Buku Bahasa Arab Berbasis Kompetensi Terhadap Kemahiran Bahasa Arab Siswa Kelas VII MTS Al Raisiyah Sekarbela

Authors

  • Ilyas Mulyasa Salsabil Universitas Muhammadiyah Mataram, Indonesia
  • Khairul Amar Universitas Muhammadiyah Mataram, Indonesia
  • Miftahul Jannah Universitas Muhammadiyah Mataram, Indonesia
  • Yulianti Universitas Muhammadiyah Mataram, Indonesia
  • Nasarudin Universitas Muhammadiyah Mataram, Indonesia

DOI:

https://doi.org/10.53398/ja.v5i1.911

Keywords:

Arabic Textbook Use, Arabic Language Proficiency, Quasi-Experimental Study, Madrasah Education

Abstract

This study aims to determine the effect ofusing Arabic textbooks on the Arabic language proficiency of seventh grade studentsat MTs Ar Raisiyah Sekarbela. Textbooks play an important role in supporting thelearning process because they contain material, exercises, and instructionsthat serve as guidelines for teachers and students. However, the effectiveness of Arabic textbooks in improving students' language proficiency has rarely been measured empirically. Therefore, this study was conducted to examine the extent to which the use of Arabic textbooks affects students' abilities in the four main Arabic language skills, namely listening (الاستماع), speaking (الكلام), reading (القراءة), and writing (الكتابة). This study used a quantitative approach with a quasi-experimental design, with a one-group pre-test and post-test design. The research sample consisted of 22 seventh-grade students at MTs Ar Raisiyah Sekarbela who were selected using purposive sampling. Data were collected through test instruments compiled based on two variables, namely the use of Arabic textbooks (variable X) and Arabic language proficiency (variable Y), along with their respective indicators. Data analysis was performed using a t-test (paired sample t-test) to determine the difference between the pre-test and post-test results. The results of the study are expected to show a significant increase in Arabic language proficiency scores after students systematically and purposefully used Arabic language books. Thus, it can be concluded that the use of Arabic language books that are tailored to students' needs, didactically complete, and visually appealing has a positive effect on improving Arabic language proficiency.

Author Biographies

Ilyas Mulyasa Salsabil, Universitas Muhammadiyah Mataram, Indonesia

This study investigates the impact of Arabic textbook use on the Arabic language proficiency of seventh-grade students at MTs Ar Raisiyah Sekarbela. Textbooks serve as a central component of the instructional process by offering organized content, practice activities, and pedagogical guidance for both teachers and learners. Nevertheless, empirical studies examining the effectiveness of Arabic textbooks in enhancing students’ language proficiency, particularly within madrasah settings, remain relatively scarce. Employing a quantitative approach, this research adopted a quasi-experimental design using a one-group pre-test and post-test model. The sample comprised 22 seventh-grade students selected through purposive sampling. Data were obtained through Arabic language proficiency tests encompassing four core language skills: listening, speaking, reading, and writing. Statistical analysis was conducted using a paired sample t-test to identify differences between pre-test and post-test scores. The findings reveal a statistically significant improvement in students’ Arabic language proficiency following the systematic implementation of Arabic textbooks, as indicated by a calculated t-value exceeding the critical value at a significance level of p < 0.05. These results confirm that the use of well-designed Arabic textbooks exerts a positive effect on students’ language proficiency. Consequently, Arabic textbooks that are pedagogically sound, responsive to learners’ needs, and supported by engaging visual elements play a substantial role in enhancing Arabic language learning outcomes in madrasah education

Khairul Amar, Universitas Muhammadiyah Mataram, Indonesia

This study investigates the impact of Arabic textbook use on the Arabic language proficiency of seventh-grade students at MTs Ar Raisiyah Sekarbela. Textbooks serve as a central component of the instructional process by offering organized content, practice activities, and pedagogical guidance for both teachers and learners. Nevertheless, empirical studies examining the effectiveness of Arabic textbooks in enhancing students’ language proficiency, particularly within madrasah settings, remain relatively scarce. Employing a quantitative approach, this research adopted a quasi-experimental design using a one-group pre-test and post-test model. The sample comprised 22 seventh-grade students selected through purposive sampling. Data were obtained through Arabic language proficiency tests encompassing four core language skills: listening, speaking, reading, and writing. Statistical analysis was conducted using a paired sample t-test to identify differences between pre-test and post-test scores. The findings reveal a statistically significant improvement in students’ Arabic language proficiency following the systematic implementation of Arabic textbooks, as indicated by a calculated t-value exceeding the critical value at a significance level of p < 0.05. These results confirm that the use of well-designed Arabic textbooks exerts a positive effect on students’ language proficiency. Consequently, Arabic textbooks that are pedagogically sound, responsive to learners’ needs, and supported by engaging visual elements play a substantial role in enhancing Arabic language learning outcomes in madrasah education

Miftahul Jannah, Universitas Muhammadiyah Mataram, Indonesia

This study investigates the impact of Arabic textbook use on the Arabic language proficiency of seventh-grade students at MTs Ar Raisiyah Sekarbela. Textbooks serve as a central component of the instructional process by offering organized content, practice activities, and pedagogical guidance for both teachers and learners. Nevertheless, empirical studies examining the effectiveness of Arabic textbooks in enhancing students’ language proficiency, particularly within madrasah settings, remain relatively scarce. Employing a quantitative approach, this research adopted a quasi-experimental design using a one-group pre-test and post-test model. The sample comprised 22 seventh-grade students selected through purposive sampling. Data were obtained through Arabic language proficiency tests encompassing four core language skills: listening, speaking, reading, and writing. Statistical analysis was conducted using a paired sample t-test to identify differences between pre-test and post-test scores. The findings reveal a statistically significant improvement in students’ Arabic language proficiency following the systematic implementation of Arabic textbooks, as indicated by a calculated t-value exceeding the critical value at a significance level of p < 0.05. These results confirm that the use of well-designed Arabic textbooks exerts a positive effect on students’ language proficiency. Consequently, Arabic textbooks that are pedagogically sound, responsive to learners’ needs, and supported by engaging visual elements play a substantial role in enhancing Arabic language learning outcomes in madrasah education

Yulianti, Universitas Muhammadiyah Mataram, Indonesia

This study investigates the impact of Arabic textbook use on the Arabic language proficiency of seventh-grade students at MTs Ar Raisiyah Sekarbela. Textbooks serve as a central component of the instructional process by offering organized content, practice activities, and pedagogical guidance for both teachers and learners. Nevertheless, empirical studies examining the effectiveness of Arabic textbooks in enhancing students’ language proficiency, particularly within madrasah settings, remain relatively scarce. Employing a quantitative approach, this research adopted a quasi-experimental design using a one-group pre-test and post-test model. The sample comprised 22 seventh-grade students selected through purposive sampling. Data were obtained through Arabic language proficiency tests encompassing four core language skills: listening, speaking, reading, and writing. Statistical analysis was conducted using a paired sample t-test to identify differences between pre-test and post-test scores. The findings reveal a statistically significant improvement in students’ Arabic language proficiency following the systematic implementation of Arabic textbooks, as indicated by a calculated t-value exceeding the critical value at a significance level of p < 0.05. These results confirm that the use of well-designed Arabic textbooks exerts a positive effect on students’ language proficiency. Consequently, Arabic textbooks that are pedagogically sound, responsive to learners’ needs, and supported by engaging visual elements play a substantial role in enhancing Arabic language learning outcomes in madrasah education

Nasarudin, Universitas Muhammadiyah Mataram, Indonesia

This study investigates the impact of Arabic textbook use on the Arabic language proficiency of seventh-grade students at MTs Ar Raisiyah Sekarbela. Textbooks serve as a central component of the instructional process by offering organized content, practice activities, and pedagogical guidance for both teachers and learners. Nevertheless, empirical studies examining the effectiveness of Arabic textbooks in enhancing students’ language proficiency, particularly within madrasah settings, remain relatively scarce. Employing a quantitative approach, this research adopted a quasi-experimental design using a one-group pre-test and post-test model. The sample comprised 22 seventh-grade students selected through purposive sampling. Data were obtained through Arabic language proficiency tests encompassing four core language skills: listening, speaking, reading, and writing. Statistical analysis was conducted using a paired sample t-test to identify differences between pre-test and post-test scores. The findings reveal a statistically significant improvement in students’ Arabic language proficiency following the systematic implementation of Arabic textbooks, as indicated by a calculated t-value exceeding the critical value at a significance level of p < 0.05. These results confirm that the use of well-designed Arabic textbooks exerts a positive effect on students’ language proficiency. Consequently, Arabic textbooks that are pedagogically sound, responsive to learners’ needs, and supported by engaging visual elements play a substantial role in enhancing Arabic language learning outcomes in madrasah education

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Published

2026-07-21

How to Cite

Salsabil, I. M., Amar, K. ., Jannah, M., Yulianti, Y., & Nasarudin, N. (2026). Pengaruh Penggunaan Buku Bahasa Arab Berbasis Kompetensi Terhadap Kemahiran Bahasa Arab Siswa Kelas VII MTS Al Raisiyah Sekarbela. Jurnal Al-Kifayah: Ilmu Tarbiyah Dan Keguruan, 5(1), 55-63. https://doi.org/10.53398/ja.v5i1.911

Issue

Vol. 5 No. 1 (2026): Jurnal Al-Kifayah: Ilmu Tarbiyah dan Keguruan

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