Effectiveness of an Arabic Pegon Madura–Based Text Learning Strategy in Bulugh al-Maram on the Religious Literacy of Eighth-Grade Students at MTs Negeri 2 Gorontalo Regency

Anggie Potale; Muzdalifah Nur Hilala; Ibnu Rawandhy N. Hula

Authors

Anggie Potale IAIN Sultan Amai Gorontalo
Muzdalifah Nur Hilala Universitas Alkhairaat
Ibnu Rawandhy N. Hula IAIN Sultan Amai Gorontalo

Keywords:

Madura Arabic Pegon, Religious literacy, Learning strategy, Islamic Education, quantitative research

Abstract

This study addresses the limited use of local-script media in Islamic education by examining the effectiveness of a learning strategy based on Madura Arabic Pegon texts for enhancing students’ religious literacy under the Merdeka Curriculum. The research aims to test whether Pegon‐based instruction significantly improves the cognitive, affective, and practice dimensions of religious literacy among Grade VIII students at MTs Negeri 2 Gorontalo. Using a quasi-experimental pretest–posttest control group design, 40 students were selected purposively and divided into an experimental class taught with Pegon Madura texts and a control class taught with standard Arabic texts over eight weeks. Religious literacy was measured using a validated test covering knowledge, attitudes, and practice, complemented by classroom observation, student response questionnaires, and semi-structured interviews. Data were analyzed through descriptive statistics, normality and homogeneity tests, paired and independent samples t-tests, and Cohen’s d to determine effect size. The findings show that the experimental group achieved a higher mean post-test score and gain (22.9) than the control group (8.1), with a very large effect size (d = 5.1) and statistically significant differences between pretest and posttest scores. Qualitative data indicate increased motivation, participation, and perceived relevance when Pegon texts are linked to students’ cultural context. The study concludes that Pegon Madura–based learning is highly effective in strengthening religious literacy in madrasah settings. This research contributes empirical evidence to fill the quantitative gap on Pegon-based instruction and supports the integration of local-script and potentially digital Pegon media into Islamic education curricula.

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