The Effect of the Use of Pegon Gorontalo Arabic Text on the Reading Ability (Mahārah al-Qirā'ah) of MTs Al Islam Telaga Biru Students

Muhammad Al Faqih Sukiman; Fahril Monoarfa; Muhammad Nur Iman

Authors

Muhammad Al Faqih Sukiman IAIN Sultan Amai Gorontalo
Fahril Monoarfa Universitas Gorontalo
Muhammad Nur Iman IAIN Sultan Amai Gorontalo

Keywords:

Arab Pegon Gorontalo, Mahārah al-Qirā'ah, Contextual Teaching and Learning (CTL), Local Islamic Literacy

Abstract

The background of this research lies in the need to design Arabic reading instruction at madrasah tsanawiyah (MTs) that is linguistically sound yet rooted in local cultural–orthographic traditions such as Arab Pegon Gorontalo. The purpose of this study is to examine the effect of using Arab Pegon Gorontalo texts on students' Arabic reading ability (mahārah al-qirā'ah) at MTs Al Islam Telaga Biru. This quantitative research employs a pretest–posttest control group design involving a population of 120 students, from which 60 students were selected as samples and divided equally into experimental and control groups. The experimental group received instruction using Arab Pegon Gorontalo texts, while the control group used standard Arabic texts currently adopted in the curriculum. Reading tests were developed to measure fluency, literal and contextual comprehension, and understanding of key vocabulary, and were validated through expert judgment and reliability analysis. Data were analyzed using descriptive statistics, normality and homogeneity tests, paired-samples t-tests to measure within-group gains, independent-samples t-tests to compare post-test scores, and Cohen's d to estimate effect size. The principal results show that the experimental group experienced a much larger and statistically significant improvement than the control group (p < 0.05) with a very large effect size (d = 10.51). The major conclusion is that Arab Pegon Gorontalo texts are highly effective in enhancing students' mahārah al-qirā'ah compared to conventional instruction. This study contributes to the field by providing empirical evidence for integrating locally grounded Pegon orthography within contextual Arabic reading instruction and curriculum development at MTs.

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