Pengaruh Metode Pembelajaran Mimicry Memorization Terhadap Motivasi dan Hasil Belajar Bahasa Arab

• Main Authors: Uswatun Khasanah (Author), Silviana Faizah (Author)
• Format: Book
• Published: Islamic Elementary School Teacher Education Study Program, Faculty of Education and Teacher Training, K.H. Abdurrahman Wahid Pekalongan State Islamic University, Indonesia, 2024-11-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.

Summary

The research aims to investigate the impact of the Mimicry Memorization (MIM-MEM) method on learning motivation and Arabic study results. The study employed an experimental design with a single-group pretest and posttest, supported by test questions, questionnaires, motivation learning assessments, and documentation as instruments. Data analysis utilized descriptive statistical techniques, including scoring, mean, and N-Gain. Subsequently, statistical tests, such as the normality test and paired sample t-test, were conducted to test the hypotheses. The findings reveal a significant influence of the Mimicry Memorization (MIM-MEM) method on student learning motivation. This is evident in the observed increase in student learning motivation (37.17) and N-Gain (0.42), both falling within the medium category. The paired sample t-test yielded a significance value of 0.000. Moreover, the research demonstrates a notable impact of the Mimicry Memorization (MIM-MEM) method on student learning outcomes. The data indicates an increase in student learning motivation (40.67) and N-Gain (0.43), both categorized as medium. The paired sample t-test yielded a significance value of 0.000. In conclusion, the Mimicry Memorization (MIM-MEM) method proves to be an effective alternative for learning Arabic, enhancing both learning motivation and student outcomes.

Item Description

2797-3840
2797-992X
10.28918/ijiee.v4i2.8408