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Vol. 14 No 2 Tahun 2023

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DEVELOPMENT OF ARABIC-BASED LKPD AT MTS ISLAMIYAH GUNTING

SAGA

Siti Sarah Sitorus Pane

and Zulheddi

1, 2

North Sumatra State Islamic University Medan

Email: [email protected].id

ABSTRACT

This article aims to find out how to develop Arabic- based worksheets with the theme " "

in increasing student learning interest at MTs Islamiyah Gunting Saga. This study uses a 4-D model;

namely definition, design, development, and deployment. Sampling used a random sampling

technique with class VIII A as the control class and class VIIIB as the experimental class with a total

of 25 students. The results of this study state that the feasibility of Arabic- based LKPD with the

theme " " is feasible to use through 2 expert validation tests, the feasibility of the module is

seen from 2 components, namely material experts, and design. The validation results from the

validator are: the average score of the content component is 7 9, 1 7, and the presentation component

is 82,55. The score indicates a good/proper category, which means that the Arabic- based LKPD

with the theme " " can be used with a little revision. The effectiveness of the Arabic -based

LKPD with the theme " " can improve students' reading and writing Arabic skills when seen

from the test results between the control class and the experimental class. Based on the results of data

analysis, it can be concluded that Arabic- based worksheets with the theme " " can

effectively improve students' reading, writing and language skills in class VIII MTs Islamiyah

Gunting Saga in learning Arabic.

Keyword: LKPD, Arabic Based.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 CC BY-SA International License.

INTRODUCTION

In the world of education, one of the most influential things in supporting the success

of the learning process is teaching materials. Teaching materials are media that are used as

a tool that can help educators and students learn material that will be discussed during

teaching and learning takes place (Akmalia & Kurnia, 2021) . Teaching materials based on

the subject are classified into two types, namely teaching materials that are deliberately

designed for learning such as LKS, modules and worksheets and teaching materials that are

not designed but can be used for learning such as clippings, newspapers, etc. (Koesnandar,

2008 ) . According to Widodo, teaching materials can be in the form of learning media that

have uses in the hustle and bustle with all its complexities, there is also material and

evaluation contained therein. (Hasdi & Agustina, 2016) . Teaching materials used must also

be in accordance with the needs teachers and students. Learners intelligent, active and critical

thinking and even able to solve problems independently is the goal of designing these

teaching materials.

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To support this goal, so that students are more active and enthusiastic in learning, they

can use the participation of the Student Worksheet (LKPD). This LKPD is designed in a

practical, good and of course easier to understand (Munandar, Yusrizal, & Mustanir, 2015)

. The design of a good Student Worksheet (LKPD) is needed in order to achieve a learning

process that encourages students to play a more active role. With this active role, students

not only gain knowledge, but experience that can be drawn from the pictures and material in

the worksheet.

The results of field observations show that the teaching and learning process of Arabic

only uses K13 Arabic student books and the teacher does not use learning media such as

student worksheets (LKPD), pictorial media and so on. Even though the image media used

can increase motivation, liveliness and good quality learning outcomes for students (Sulfemi

& Minati, 2018) . What happened at MTs Islamiyah Gunting Saga also based on data on

lesson plans used by teachers who teach Arabic subjects. In addition, the interim interview

with the Arabic teacher revealed that the LKPD that is often understood is the sheets that

contain questions and an ordinary appearance that is far from attractive.

In essence, LKPD includes various learning models so that it becomes a support for

students, especially those interested in learning Arabic. LKPD too considered to have great

potential to be developed into interesting and innovative LKPD and complete with various

learning models. Therefore, to overcome various problems related to students' learning

interest in Arabic subjects, an Arabic- based LKPD was developed with the theme " ".

The Arabic subject that uses Arabic- based worksheets with the theme " " uses twenty-

five new interpretations with demands for basic competence, namely reading and writing

about Arabic.

Some relevant research results reveal that LKPD can be used as a guide for students

in carrying out learning activities, such as conducting experiments , because LKPD contains

tools and materials as well as work procedures (Munandar et al., 2015) . In addition, the use

of student worksheets in learning can make students more active, stimulate students while

learning, and can provide variations to learning so students don't get bored easily. (Eliati,

2020) . This is in accordance with the opinion (Noprinda & Soleh, 2019) in his research

which explains that student worksheets can make learning constructive, namely as a guide

for students in discovering the concepts being studied. As for other studies, it has been

revealed that the development of jigsaw-based "LKPD" Student Worksheets for learning

Arabic is considered quite relevant and good for increasing student learning activity

(Wayuni, 2022) .

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From the explanation above, it can be argued that the more advanced technology is,

the less interest in learning of students, especially in Arabic subjects, if the teacher is unable

to use interesting teaching materials or media. Therefore, researchers still suspect that the

lack of student interest in learning occurs due to a lack of students' understanding and

knowledge of the importance of learning Arabic, while on the other hand the teacher also

lacks self-understanding that using interesting teaching materials such as worksheets is very

effective for honing language and writing abilities of students. For this reason, this article

aims to develop Arabic- based worksheets with the theme " " to increase students'

interest in learning Arabic.

RESEARCH METHODS

This research belongs to the type of research and development (Reserch &

Development) so it is often abbreviated as R&D. The subjects in this study were students of

class VIII MTs Islamiyah Gunting Saga. Researchers took 25 students as large group tests

and 10 students for small group tests while the object of this study was teaching materials in

the form of Arabic-based worksheets with the theme " ". In this study, researchers used

the 4-D development model. Where in this study Thiagarajan stated that 4D development is

an extension of Define, Design, Development and Dissemination. Researchers use this

model because it aims to produce products in the form of teaching materials in the form of

worksheets. After the teaching materials are completed, the next step is the product will be

tested for feasibility with validity and product trials to determine the effectiveness of the

development of teaching materials that have been developed, this research provides clearer,

systematic, easy-to-understand directions, suitable for research on developing teaching

materials as needed what researchers need. The development procedure is in the stages of

the 4-D development model, while the initial stages in this study are analyzing the

curriculum, as well as designing teaching materials and so on following the flow of learning

devices.

The selection of this development is used to produce Arabic-based LKPD teaching

materials with the theme " ". Furthermore, after selecting the development research

model, feasibility will be tested using the validity and product trials in order to find out the

validity of the products that have been produced and how student learning outcomes have

increased after the development of Arabic-based LKPD teaching materials with the theme "

. Saga Scissors.

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RESULTS AND DISCUSSION

1. Product Feasibility Analysis Results

Based on the results of the data analysis previously stated, it shows that the Arabic-

based LKPD with the theme " " "Very Decent" from assessment and improvement

suggestions provided by material, language and design experts. This module is said to be

valid (proper) because it is based on factors, including: First, Arabic-based LKPD with the

theme " " has met the material validation assessment criteria where the components of

the Arabic-based LKPD developed are in accordance with the demands of the curriculum

contained in MTs Islamiyah Gunting. In addition, related to core competencies, basic

competencies, indicators, learning objectives related to religious attitudes. Second, the

Arabic-based LKPD with the theme " " has been able to meet the validation assessment

criteria which means all components of the Arabic-based LKPD have been developed and

are consistently interconnected.

The material validation assessment was given by one of the Arabic material experts ,

namely Mr "AW" with the developed LKPD. The results of the assessment from the material

experts obtained an average score of 7 6.2 5 so that it can be declared " Easy " to be used in

learning. The media validation assessment was given by one of the media expert lecturers

from Arabic language and literature, namely Mr "AH" in the developed LKPD. The results

of the assessment of media experts obtaining an average score of 8 2.5 5 so that it can be

declared " Very Eligible " to be used in learning. This is in accordance with the research

that has been carried out by Rahmayani that LKPD products were tested with limited trials

for teachers and students, the results of teacher respondents with an average score of 4.4 in

the practical category and the results of student respondents' answers with an average score

of 3.54 with a very good category which means that the LKPD developed is suitable for

learning Arabic (Rahmayani, 2022) .

Based on the results of the research above, teaching materials in the form of LKPD

play an important role in supporting the success of the teaching and learning process in the

classroom. Not only that, the process of reading, writing and speaking Arabic in learning

Arabic makes students more active and fun, because there are pictures and characters that

will be used about the twenty-five mufradat. This will lead to students' excitement in

practicing Arabic speaking style. From the explanation above, it can be stated that it is

proven that the LKPD which was developed on an Arabic basis with the theme " " is

appropriate to be used to increase students' learning interest in learning Arabic, and can be

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used as a support to achieve educational goals, namely changes in learning Arabic so that it

is more attractive to students. learners.

2. Product Effectiveness

Arabic-based LKPD with the theme “ ” is included in the "Effective" category

for use in learning. This can be seen by the increase in language and vocabulary of students

before and after using this Arabic-based LKPD . The improvement in students' writing and

reading can be seen from the written test with questions that match the theme, namely twenty

five mufradat . In the initial student test there is an average score of 6 2,52 , after being given

an LKPD there is an average student score of 7 4,61 . Obtained the difference between the

initial test and the final test is 1 2.09 . Based on the difference, there is an increase in students'

writing and reading in learning Arabic. The calculation results from 25 students in the

experimental class in the initial test obtained 9 students categorized as "complete" and 16

students categorized as "incomplete", while in the initial test in the control class, 8 students

were categorized as "complete" and 17 students were categorized as "incomplete" ”. After

being treated with an Arabic-based LKPD , in the experimental class in the final test, 20

students were categorized as "complete" and 5 students were categorized as "incomplete",

while in the initial test in the control class, 14 students were categorized as "complete" and

1 1 student is categorized as "incomplete". The description above shows that there is an

increase in students' writing and reading in learning Arabic based on student completeness

as measured by KKM learning Arabic . In the experimental class there were 16 students

including "passed" in the initial test, while in the final test it increased to as many as 23

students who were "passed". This shows that there is an increase in reading and writing by

using Arabic-based worksheets . In the calculation of classical learning completeness in the

experimental class on the pre-test, it was obtained that 5-6 % were categorized "completed"

and in the control class obtained 2 3 % "completed". After being treated with an Arabic-

based LKPD in the final test in the experimental class, 87 % were categorized as "complete"

and in the control class, 69 % were categorized as "complete". From these results it can be

seen that there is an increase in students' reading and writing skills both pre-test and post-

test.

Effectiveness can be seen based on the learning outcomes for the experimental class

and control class, in the experimental class there is an average value of 62.52 while in the

control class it gets an average value of 6 8, 5 1. In calculating the N Score Gain in the

experimental class it is obtained a score of 0.37 in the moderate category, while in the control

class a score of 0.31 was obtained in the moderate category. It can be concluded that the

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Arabic-based LKPD has been effective based on tests of students' religious attitudes. The

minimum completeness score (KKM) for Arabic subjects is 60 and the average score of

students after treatment in the experimental class is 62.52. This shows that Arabic-based

LKPD has been effectively used in learning Arabic, especially on the theme " " in class

VIII MTs Islamiyah Scissors.

3. Material Expert Validation Results

Validation carried out by material experts on Arabic-based LKPD with the theme "

" that has been developed namely Mr "AWA" as a lecturer in Arabic at UIN SU Medan

. Based on the observation of the results of material validation, it can be seen that the

feasibility of developing Arabic-based LKPD with the theme " " get an average of 7

9,1 7 with the criteria " Valid ".

Table 1.

Feasibility Interpretation of Materials

Achievement level

Qualification

81.26 % < P ≤ 100%

Very valid

62.26 % < P ≤ 81.25 %

Valid

43.76 % <P ≤ 62.25 %

Less valid

25 % < P ≤ 43,75 %

Invalid

(Sudjana, 2014)

Based on the data in the table above, it can be concluded that the assessment of material

on Arabic-based LKPD with the theme " " especially from material expert validators

included in the range, namely 62.26% <P ≤ 81.25% can be classified in the "Valid"

categorization.

Revision Results of Material Expert Input

This revision was made based on the assessment analysis and suggestions from the

initial product validation by material experts. Revised data on the development of Arabic-

based LKPD with the theme " " summarized in the following table:

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Table 2

Material Expert Revision Result Data

No.

Before Revision

After Revision

It's a good idea to put the letter jim

in parentheses to understand

showing the plural

• The LKPD has been equipped with

the letter jim which is given brackets

• Adjust pictures and words according

to age student

• Already adjusted pictures and words

with age student

4. Media Expert Validation Results

This assessment aims to obtain information on the feasibility of developing Arabic-

based LKPD . Based on observations of the results of material validation, it can be seen that

the feasibility of developing Arabic-based LKPD with the theme " " gets an average

of 8 2,55 with the criteria of "Very Valid ". Based on the data in Tables 1 and 2 , it can be

concluded that the design assessment on the development of Arabic-based LKPD with the

theme " " especially from media expert validators falls within the range of 81.26% <

P ≤ 100% and can be classified in the "Very Valid" categorization. The feasibility level can

be seen in the following table:

Table 5.

Media Feasibility Interpretation

Achievement level

Qualification

81.26 % < P ≤ 100%

Very valid

62.26 % < P ≤ 81.25 %

Valid

43.76 % <P ≤ 62.25 %

Less valid

25 % < P ≤ 43,75 %

Invalid

(Sudjana, 2014)

Results of Revision of Input from Media Experts

This revision was made based on the assessment analysis and suggestions from the

initial product validation by media experts. Revised data In the Arabic-based LKPD with the

theme “ ” summarized in the following table:

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Table 6

Media Expert Revision Result Data

No.

Before Revision

After Revision

• Add concept maps for each chapter

• The use of concept maps has been

added

• Use the dialect system of each direct

speech in dialogue practice

• Already using the dialect system

every direct speech in dialogue

practice

The results of the recapitulation of validator values can be seen in table 7 below:

Table 7

Teaching Material Validation Results

Validators

Score