Implementation of Arabic Language Learning through the Contextual Teaching and Learning Model
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Abstract
This study explores the implementation of Arabic language learning through the Contextual Teaching and Learning (CTL) model at SD Bahreisy Surabaya using the Classroom Action Research (CAR) method. The results indicate that the CTL model is effective in enhancing student participation, learning motivation, and Arabic language skills at the elementary level. Students actively engage in discussions, collaboration, and the application of materials in real-life contexts. Teachers also demonstrate flexibility in adapting teaching methods to meet students' needs and focus on developing language skills through interactive learning. The implications of this study for the development of the Arabic language curriculum are significant, suggesting that the CTL model can serve as a reference for designing a relevant, interactive, and student-responsive curriculum. The integration of technology and digital media also emerges as an appealing option for creating innovative learning experiences. The findings provide valuable insights for the development of Arabic language teaching methodologies and the design of more adaptive curricula at the elementary level.
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