The Effectiveness of the Aceh Pegon Arabic-Based Learning Model on the Book of Mir'at al-Thullab on the Understanding of Maharah Qira'ah of MTsN 1 Students of Gorontalo City

Nu'man Abudi; Randi Safii; Mohamad Alwi

Authors

Nu'man Abudi IAIN Sultan Amai Gorontalo
Randi Safii Universitas Muhammadiyah Gorontalo
Mohamad Alwi Universitas Islam Bunga Bangsa Cirebon

Keywords:

Arab pegon, Mir’atul Thullab, Maharah Qira’ah, Learning Model, Turats Nusantara, Madrasah

Abstract

Background. The integration of turats teaching materials in Pegon Arabic script is estimated to be able to increase the involvement and comprehension of reading (maharah qirā'ah) in madrasas. This study assesses the effectiveness of the Pegon Arabic-based learning model with Mir'atul Thullab's manuscript in MTsN 1 Gorontalo City students. Method. The quasi-experimental design pretest–posttest control group involved 60 students who were selected purposively and divided into experimental (n=30) and control (n=30) classes; implementation in the even semester of 2024/2025 (March–April 2025). The instrument was in the form of a qirā'ah comprehension test that was validated by content; analysis using descriptive statistics, prerequisite tests (normality, homogeneity), paired t-tests, and independent samples t-test on gain scores. Result. Initial conditions were equivalent (average experimental pretest 57.22; control 56.56). After treatment, the experimental posttest was 87.48 (SD 2.52) and control 69.70 (SD 2.76). Average gain of 30.26; control 13,14. The normality and homogeneity test is met; t-two independent samples showed very significant differences, t(58)=26.071; p<0.001, mean difference ≈17.78 (95% CI 16.41–19.14). Conclusion. The Pegon Arabic-based learning model using Mir'atul Thullab was effective in improving the understanding of maharah qirā'ah compared to conventional learning; the improvement in the experimental group statistically and substantively exceeded the controls. By practical implication, this model is worthy of being recommended as an alternative to contextual qirā'ah learning in madrasas.

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