Ta’tsīru Ṭarīqati Ta‘Līm Al-Kamm ‘Alā Itqān Al-Mufradāt Ladā At-Talāmīdh Bi Al-Madrasah Ats-Tsānawiyyah Al-Islāmiyyah Al-Falāḥ Jāmbī
تأثير طريقة تعليم الكم على إتقان المفردات لدى التلاميذ بالمدرسة الثانوية الإسلامية الفلاح جامبي
DOI:
https://doi.org/10.51590/alhimam.v4i2.1065Kata Kunci:
The Quantum Teaching, Teaching Method, Vocabulary MasteryAbstrak
This study is driven by students' difficulties in comprehending Arabic vocabulary, primarily due to limited lexical knowledge and the use of ineffective instructional methods. Employing a comparative quantitative approach with a Posttest-Only Control Group Design, the research aims to assess the effectiveness of the quantum teaching method on students’ Arabic vocabulary acquisition. Instrument calibration included validity, reliability, difficulty index, and discriminating power tests. Data were collected through vocabulary tests and documentation, and analyzed using normality and homogeneity tests, hypothesis testing (independent sample t-test), and effect size calculation. The findings indicate that students in the experimental group—who were taught using the quantum teaching method—achieved vocabulary mastery scores ranging from 55 to 100, with a mean score of 83.45. In contrast, the control group, which did not receive quantum teaching, scored between 20 and 100, with a mean of 67.93. These results demonstrate a significant improvement in vocabulary mastery among students taught with the quantum method. The effect size was calculated at 0.915, corresponding to an 82% level of influence, signifying a strong effect. Hypothesis testing through the independent sample t-test yielded a significance level of 0.001 < 0.05, confirming the statistical significance of the results. In conclusion, the study provides empirical evidence that the quantum teaching method has a significant and substantial impact on enhancing Arabic vocabulary mastery among students.
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