Enhancing Arabic Syntactic Competence Through Qur'anic Text-Based Metacognitive Strategies

Nur Fadillah Amin; Muhammad Yusuf; Hamka Hamka

doi:10.15575/ta.v5i2.58086

Authors

Nur Fadillah Amin Universitas Islam Negeri Alauddin Makassar, Indonesia
Muhammad Yusuf Universitas Islam Negeri Alauddin Makassar, Indonesia
Hamka Hamka Universitas Islam Negeri Alauddin Makassar, Indonesia

DOI:

https://doi.org/10.15575/ta.v5i2.58086

Keywords:

Nahwu, Learning Outcomes, Metacognitive Strategy, Nahwu Learning

Abstract

This study aimed to analyze the implementation of metacognitive strategies in Nahwu learning based on Qur'anic texts, examine students' learning outcomes before and after the implementation of the strategy, and determine its effect on improving the learning outcomes of eleventh-grade students at MA Al Ishlah Maros. This study employed a quantitative approach using a quasi-experimental method with a Pretest–Posttest Control Group Design. The population consisted of all eleventh-grade students at MA Al Ishlah Maros, while the sample comprised 25 students in the experimental class and 31 students in the control class. Data were collected through observation, pretest and posttest, and documentation. The research instruments included an observation sheet and a Nahwu learning achievement test based on Qur'anic texts. The data were analyzed using descriptive and inferential statistics, including the normality test, homogeneity test, Wilcoxon test, and Mann–Whitney test with the assistance of SPSS. The findings showed that the implementation of metacognitive strategies effectively engaged students in planning, monitoring, and evaluating their learning activities. The experimental class demonstrated a higher improvement in learning outcomes, with an average gain score of 27.00, compared with 18.23 in the control class. The Mann–Whitney test produced a significance value of 0.001 (p < 0.05), indicating that the implementation of metacognitive strategies had a significant effect on improving students' Nahwu learning outcomes. These findings suggest that metacognitive strategies can serve as an effective alternative for Arabic language instruction, particularly in Nahwu learning based on Qur'anic texts.

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