Pengaruh Penggunaan Metode MIM-MEM (Mimicry Memorization) terhadap Hasil Belajar Siswa pada Pembelajaran Bahasa Arab

Abstract

This research is motivated by the difficulties of understanding and learning Arabic experienced by most grade III students. Therefore, the purpose of this study is to evaluate how Mim-mem (mimicry memorization) can help students learn Arabic better. To determine the influence of an action on the results of the study, a quantitative approach with a quasi-experimental design was used. The entire population of grade III students of MI Nurul Falah totaling 24 people was taken as a sample for this study using the saturated sampling method. These samples are then divided into experimental classes and control classes. The data collection method in this study is through pretest and posttest. Furthermore, the data were analyzed using the SPSS 23 program, which included descriptive statistics, normality, homogeneity, and independent sample t-test. This study shows that the Mim-M em method is effective in improving a more active classroom atmosphere and significantly improving the Arabic learning outcomes of grade III students. There was a substantial increase in average scores, namely from 29.5 in the pretest to 89.5 in the posttest. Meanwhile, the group taught by the expository method experienced a much smaller increase, from 26 to 56. The significant influence of the Mim-mem method on learning outcomes was shown by statistical analysis with an independent sample t-test (sig. (2-tailed) = 0.000 < 0.05). This shows that students who use the Mim-mem method learn better than students who use the expository method.