فاعلية التعلم القائم على حل المشكلات في اللغة العربية المعاصرة: تجربة مدرسة السيدة خديجة الثانوية العربية بولاية ملاك أنموذجا
The Ministry of Education Malaysia has emphasized a higher-order thinking skill in the Arabic teaching language in secondary school. The higher-order thinking skill is a student-centered learning in 21st-century learning process. Realizing this fact, the researcher has introduced the effectivenes...
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my-usim-ddms-124172024-05-29T04:06:31Z فاعلية التعلم القائم على حل المشكلات في اللغة العربية المعاصرة: تجربة مدرسة السيدة خديجة الثانوية العربية بولاية ملاك أنموذجا Fa'iliyyat al-ta'allum al-qadim 'ala hil al-musykilat fi al-lughat al-'arabiyyat al-mu'asirah:tajarrubah madrasat al-sayyidah khadijat al-thanawiyyat al-'arabiyyah bi-wilayah Melaka anamuzajan Fatimah Al-Zahra' Binti Harulizam فاطمة الزهراء بنت هاروليزام The Ministry of Education Malaysia has emphasized a higher-order thinking skill in the Arabic teaching language in secondary school. The higher-order thinking skill is a student-centered learning in 21st-century learning process. Realizing this fact, the researcher has introduced the effectiveness of problem-based learning in Arabic teaching language and its implementation among Form Five Students of Sekolah Menengah Arab Assaiyidah Khadijah, Melaka. This study aims to identify its own forms based on the theory of problem-based learning in the Arabic language to know its effectiveness in developing the critical thinking skill. the researcher used experimental methods to obtain related information in problem-based learning. The researcher ran a pre-test and post-test to 43 female students of the control group and experimental group for two months. The researcher analyzed the data using SPSS in the study in detail. The result of this study showed that there are various techniques which are placed under seven sections according to certain steps: group setting, problem identification, idea generation, learning issues, self-directed learning, present problem, analyze and evaluate the problem-solving process. The teachers use these techniques as a guideline and a basic model for the Arabic learning process. However, the results of the research succeeded in applying problem-based learning based on the goals set. The researcher suggested that this method can be use in the process of teaching and learning in the Arabic language. Universiti Sains Islam Malaysia 2021-10 Thesis other https://oarep.usim.edu.my/handle/123456789/12417 https://oarep.usim.edu.my/bitstreams/96061081-66f6-427e-9f11-3059c306ee15/download 8a4605be74aa9ea9d79846c1fba20a33 Arabic Language -- Study and teaching -- Malaysia Arabic language--Study and teaching--Malay speakers |
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Universiti Sains Islam Malaysia |
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| topic |
Arabic Language -- Study and teaching -- Malaysia Arabic language--Study and teaching--Malay speakers |
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Arabic Language -- Study and teaching -- Malaysia Arabic language--Study and teaching--Malay speakers Fatimah Al-Zahra' Binti Harulizam فاطمة الزهراء بنت هاروليزام فاعلية التعلم القائم على حل المشكلات في اللغة العربية المعاصرة: تجربة مدرسة السيدة خديجة الثانوية العربية بولاية ملاك أنموذجا |
| description |
The Ministry of Education Malaysia has emphasized a higher-order thinking skill in the
Arabic teaching language in secondary school. The higher-order thinking skill is a
student-centered learning in 21st-century learning process. Realizing this fact, the
researcher has introduced the effectiveness of problem-based learning in Arabic
teaching language and its implementation among Form Five Students of Sekolah
Menengah Arab Assaiyidah Khadijah, Melaka. This study aims to identify its own
forms based on the theory of problem-based learning in the Arabic language to know
its effectiveness in developing the critical thinking skill. the researcher used
experimental methods to obtain related information in problem-based learning. The
researcher ran a pre-test and post-test to 43 female students of the control group and
experimental group for two months. The researcher analyzed the data using SPSS in the
study in detail. The result of this study showed that there are various techniques which
are placed under seven sections according to certain steps: group setting, problem
identification, idea generation, learning issues, self-directed learning, present problem,
analyze and evaluate the problem-solving process. The teachers use these techniques as
a guideline and a basic model for the Arabic learning process. However, the results of
the research succeeded in applying problem-based learning based on the goals set. The
researcher suggested that this method can be use in the process of teaching and learning
in the Arabic language. |
| format |
Thesis |
| author |
Fatimah Al-Zahra' Binti Harulizam فاطمة الزهراء بنت هاروليزام |
| author_facet |
Fatimah Al-Zahra' Binti Harulizam فاطمة الزهراء بنت هاروليزام |
| author_sort |
Fatimah Al-Zahra' Binti Harulizam |
| title |
فاعلية التعلم القائم على حل المشكلات في اللغة العربية المعاصرة: تجربة مدرسة السيدة خديجة الثانوية العربية بولاية ملاك أنموذجا |
| title_short |
فاعلية التعلم القائم على حل المشكلات في اللغة العربية المعاصرة: تجربة مدرسة السيدة خديجة الثانوية العربية بولاية ملاك أنموذجا |
| title_full |
فاعلية التعلم القائم على حل المشكلات في اللغة العربية المعاصرة: تجربة مدرسة السيدة خديجة الثانوية العربية بولاية ملاك أنموذجا |
| title_fullStr |
فاعلية التعلم القائم على حل المشكلات في اللغة العربية المعاصرة: تجربة مدرسة السيدة خديجة الثانوية العربية بولاية ملاك أنموذجا |
| title_full_unstemmed |
فاعلية التعلم القائم على حل المشكلات في اللغة العربية المعاصرة: تجربة مدرسة السيدة خديجة الثانوية العربية بولاية ملاك أنموذجا |
| title_sort |
فاعلية التعلم القائم على حل المشكلات في اللغة العربية المعاصرة: تجربة مدرسة السيدة خديجة الثانوية العربية بولاية ملاك أنموذجا |
| granting_institution |
Universiti Sains Islam Malaysia |
| _version_ |
1812444714671013888 |