The Effect of Using Gorontalo Pegon-Arabic Dikili Text Media on Students’ Arabic Reading Skills at Hubulo Islamic Boarding School
Keywords:
Arab Pegon, Arabic Reading, Islamic Education, MadrasahAbstract
This study aims to analyze the effect of using Arab Pegon texts on students’ Arabic reading ability at MA Hubulo. The background of this research arises from the low reading proficiency among students, caused by the complexity of Arabic orthography and the dominance of memorization-based teaching methods. The Arab Pegon approach—Arabic script adapted to local phonology—is believed to bridge the gap between letter recognition and comprehension through a culturally familiar context. The research employed a quantitative method using a quasi-experimental design of the pretest–posttest control group type. The population consisted of 120 students, with 120 selected as samples divided into two groups: the experimental class with 60 students taught using Arab Pegon texts, and the control class with 60 students taught through conventional methods. Data were collected through reading tests, observation sheets, and Arab Pegon learning materials implemented over eight instructional sessions. Statistical analysis using an independent t-test showed that the mean posttest score of the experimental class (77.58) was higher than that of the control class (64.20) with a significance level of p < 0.05. These results indicate that the use of Arab Pegon texts had a significant positive effect on improving students’ Arabic reading ability. The study concludes that applying Arab Pegon texts is not only pedagogically effective but also culturally relevant as a learning strategy that connects the literacy traditions of Islamic scholarship in the Indonesian archipelago with modern educational practices in madrasah settings.
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