Implementasi Mix Method Dalam Pembelajaran Kosakata Bahasa Arab Pada Siswa Kelas IV Madrasah Ibtidaiyah Muhammadiyah Gading 1 Klaten

Aprillia Putri  Utami

doi:10.47435/naskhi.v8i1.4519

Aprillia Putri Utami STIM Surakarta

DOI: https://doi.org/10.47435/naskhi.v8i1.4519

Keywords: Mix Method, Arabic Vocabulary Learning, Arabic LAnguage Teaching, Madrasah Ibtidaiyah

Abstract

Vocabulary mastery (mufradāt) is one of the essential components in learning Arabic, particularly at the elementary level in Islamic schools. However, Arabic language learning in Madrasah Ibtidaiyah often encounters several challenges, including low student motivation and the use of monotonous teaching methods. This study aims to analyze the implementation of a mix method that integrates singing activities, interactive quizzes, and poster creation to improve Arabic vocabulary mastery among fourth-grade students of Madrasah Ibtidaiyah Muhammadiyah Gading 1 Klaten in the 2025/2026 academic year. This research employed a qualitative descriptive approach. The research subjects consisted of 25 students from class IV E. Data were collected through observation, interviews, and documentation, and analyzed using the interactive analysis model proposed by Miles and Huberman, which includes data reduction, data display, and conclusion drawing. The findings indicate that the implementation of the mix method creates a more engaging and participatory learning environment. Singing activities help students memorize vocabulary through rhythm and repetition, interactive quizzes increase student participation in the learning process, while poster-making activities strengthen students’ understanding through visual and creative approaches. The integration of these activities enhances students’ engagement and facilitates their ability to remember and pronounce Arabic vocabulary. Therefore, the mix method can serve as an effective alternative teaching strategy to improve Arabic vocabulary mastery among elementary school students. The novelty of this study lies in the application of the mix method that integrates three main components: vocabulary singing, interactive quiz, and mufradat poster making simultaneously within a single integrated learning model for Arabic language instruction at Madrasah Ibtidaiyah, in contrast to previous studies that tend to examine only one method or one type of medium in isolation

References

Arsal, F. R., Hermawan, A., & Kosim, N. (2024). Pembelajaran Bahasa Arab Dengan Menggunakan Media Audio , Visual , dan Audiovisiual di MTsN 1 Kota Makassar. 4(2), 155–169.

Astoya Saimulani, Agus Pahrudin, & Erlina. (2025). Model Pengembangan Kurikulum Bahasa Arab di Madrasah: Tinjauan Sistematis Atas Pendekatan, Teori, dan Temuan. 9(2), 153–165.

Clarisa, V. D., Rafli, Z., Sa, T., & Khidr, A. (2020). Peran Bahasa Arab sebagai Lingua Franca dalam Penguatan Pendidikan Islam dan Komunikasi Ilmiah.

Creswell, J. W. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches.

Fitri, T., & Hasibuan, R. (2024). TRANSFORMASI PEMBELAJARAN BAHASA ARAB DI SEKOLAH DASAR ISLAM TERPADU ALAM TALAGO : PENDEKATAN. 1(1), 113–129.

Guru Bahasa Arab MIM 1 Gading Klaten. (2026). Wawancara dengan Guru Bahasa Arab terkait Pembelajaran Mufrodat.

Hilmy, B. (2024). PENGGUNAAN MEDIA QUIZIZZ DALAM PENERAPAN KOSAKATA.

Kementerian Agama Republik Indonesia. (2019). Keputusan Mentri Agama No 183 Tahun 2019 tentang Kurikulum PAI dan Bahasa Arab pada Madrasah.

Maghfirah, D. N., Taufik, & Aliwafa. (2024). MENJADIKAN PEMBELAJARAN MUFRADAT MENYENANGKAN : STRATEGI INOVATIF UNTUK MENINGKATKAN MOTIVASI BELAJAR BAHASA ARAB DI MI Dewi Nazilatul Maghfirah UIN Sunan Ampel Surabaya Taufik UIN Sunan Ampel Surabaya Aliwafa UIN Sunan Ampel Surabaya Abstrak Al-Madrasah. 8(4), 1842–1853. https://doi.org/10.35931/am.v8i4.4081

Manangin, N., Bahri, H. B. B. H., & Iman, M. N. (2024). Pengembangan Media Interaktif Berbasis Canva pada Pembelajaran Mufrodat Kelas IV MIN 2 Kabupaten Gorontalo. Alkalim, 3(1).

Masru’ah, I., Rahmat, H. K., Wahid, A., Rahman, H. A., & Edi, C. (2025). Penggunaan Metode Bernyanyi dalam Peningkatan Kosa Kata Bahasa Arab Di Madrasah Ibtidaiyah : Suatu Tinjauan Literatur. Journal of Current Research in Education and Religious Studies, 1(1), 1–12.

Maziyyatul Muslimah. (2021). Persepsi Mahasiswa Terhadap Fenomena Dan Tantangan Dalam Pembelajaran Bahasa Arab Di Madrasah Ibtidaiyah. 2(1), 1–18.

Nur Hikmah. (2023). Pengaruh Penerapan Media Kartu Bergambar Flashcard Berbasis Games terhadap Penguasaan Kosakata Bahasa Arab Peserta Didik Kelas IV MI Babul Muttain Gowa. UIN Alauddin Makassar.

Oscar Wardhana, R. P. (2024). ANALISIS FAKTOR KESULITAN BELAJAR BAHASA ARAB PADA SISWA KELAS VI DI SDI DARUL ARQOM SURABAYA. 4, 18–26.

Rahman, A. A., Ilyas, F. A., Fatima, S., & Muqmin, A. (2026). Kajian Konseptual tentang Integrasi Media Visual dalam Pembelajaran Kosakata Bahasa Arab kosakata itu sendiri yang cenderung abstrak , asing bagi peserta didik , serta minimnya konteks positif terhadap peningkatan penguasaan kosakata bahasa Arab . Media visual tidak hanya. November 2025.

Ridwan, M. (2023). MEMBUKA WAWASAN KEISLAMAN : KEBERMAKNAAN BAHASA ARAB DALAM PEMAHAMAN ISLAM. Jazirah, 97–110.

Rusmalia. (2022). Efektivitas Metode Mimicry Memorization dalam Peningkatan Penguasaan Kosakata Nahasa Arab Kelas IV MI Qurata A’yun Sleman. UIN Sunan Kalijaga Yogyakarta.

Sandy, Y. A., & Bram, B. (2024). Boosting ESL Vocabulary : The Role of Interactive Method in Language Acquisition. 7(3), 437–442.

Zahratul Ulya, Nurul Wahdah, M. (2024). Penerapan Metode Bernyanyi dalam Pembelajaran Mufrodat pada Siswa Madrasah Ibtidaiyah di Indonesia. 8(1), 318–332.

Zein, M. I. (2023). Penerapan Metode Bernyanyi dalam Pembelajaran Kosakata Arab Kelas 1 MI Ma’rif NU Teluk Banyumas. UIN Prof. K.H Saifuddin Zuhri Purwokerto.