Enhancing Arabic Vocabulary Mastery Through Virtual Tour Media: A Quasi-Experimental Study at an Integrated Islamic Elementary School

Mastery of Arabic vocabulary is a fundamental requirement that supports students’ abilities in listening, speaking, reading, and writing. However, many learners continue to struggle due to limited instructional variety and teacher-centered practices that reduce engagement and learning motivation. This issue is particularly evident among Grade XI students at MA PPM Tana Toraja, whose low vocabulary mastery negatively affects their ability to comprehend texts and use Arabic actively. While previous studies have emphasized the potential of cooperative learning strategies, limited empirical research focuses on the application of the Team Games Tournament (TGT) method in Arabic vocabulary instruction within boarding school contexts. To address this gap, the present study examines the effectiveness of the TGT method in enhancing students’ Arabic vocabulary mastery. Employing a pre-experimental one-group pre-test and post-test design, the study involved 17 students selected through purposive sampling. Data were collected using vocabulary tests, observation sheets, and student perception questionnaires, and analyzed through descriptive statistics, normality testing, and paired-samples t-test. The findings show a substantial improvement, with the mean score increasing from 47.06 on the pre-test to 84.41 on the post-test, and the t-test indicating a statistically significant difference (p < 0.001). These results demonstrate that the collaborative, game-oriented, and competitive elements of TGT effectively increase students’ motivation, participation, and vocabulary retention. Overall, the study concludes that the TGT method is an effective, engaging, and practical approach for improving students’ Arabic vocabulary mastery.

This study investigates the effectiveness of Gimkit, an innovative gamified learning platform, in enhancing students’ interest and vocabulary mastery in Arabic at MTs Sadamiyyah Jepara. The purpose of this study is to see the impact of Gimkit on students' interest and mastery of vocabulary in Arabic at MTs Sadamiyyah Jepara. The research employs a classroom action research (CAR) approach, conducted in two cycles, with data gathered through observation, questionnaires, interviews, and vocabulary tests. Findings indicate that Gimkit significantly boosted student engagement, motivation, and vocabulary retention by transforming traditional Arabic learning into an interactive and enjoyable experience. The platform’s unique features, such as real-time quizzes, competitive games, and reward systems, created a dynamic learning environment that addressed common challenges, including low motivation and difficulty in memorizing vocabulary. Adjustments made during the intervention, such as customizing vocabulary sets and incorporating collaborative activities, further optimized student performance. This study underscores the potential of gamification as a transformative tool in Arabic language education, offering practical insights into how technology can foster greater participation, improve linguistic competence, and promote positive learning attitudes in Islamic educational settings.

This study aims to examine the implementation of animated video media in improving students’ mastery of Arabic vocabulary at Madrasah Aliyah Ibadurrahman Stabat Langkat. The background of this research stems from the low level of Arabic vocabulary mastery, which affects students’ overall language skills. Conventional teaching methods, which tend to be monotonous and text-based, often result in a lack of motivation and enthusiasm among students. Therefore, animated video media was introduced as an innovative and interactive alternative to enhance the effectiveness of Arabic language learning.This study employed a descriptive qualitative method with data collected through observation and interviews involving teachers and students. The findings indicate that the use of animated video media significantly increases students’ interest and engagement during Arabic lessons. The integration of visual and auditory elements helps students understand vocabulary meanings in a contextual manner, making the learning process more effective. Furthermore, teachers become more creative and adaptive in designing technology-based learning activities suited to students’ characteristics and learning styles.However, the study also found several challenges, including dependence on technological tools such as projectors, laptops, and internet connectivity. These technical constraints may hinder the learning process if not properly managed. Overall, the use of animated video media has proven to be an effective strategy for improving Arabic vocabulary mastery and fostering students’ motivation to actively participate in language learning activities.

This study investigates the effectiveness of using visual media in enhancing students’ mastery of Arabic vocabulary among tenth-grade students at MA Abdul Hadi Ngudirejo Jombang. The research addresses the problem of limited vocabulary acquisition and low student engagement in Arabic language learning when conventional teaching methods are applied. The study aims to determine whether image-based media can significantly improve students’ vocabulary mastery compared to traditional instruction. The research employed an experimental method using a Non-Equivalent Pretest–Posttest Control Group Design. Two groups were selected through cluster random sampling: one experimental class and one control class, each consisting of twelve students. The experimental class was taught using image media, while the control class followed conventional learning. Data were collected through pretests and posttests to measure the improvement in vocabulary mastery. The results revealed that students in the experimental class achieved significantly higher posttest scores than those in the control class, demonstrating that the use of visual media effectively enhanced vocabulary learning. The findings suggest that incorporating image-based learning tools can foster greater engagement, retention, and comprehension in Arabic vocabulary instruction. This study contributes to the development of more interactive and effective pedagogical approaches for Arabic language teaching in secondary education

This research aims to see the difference in the effectiveness between the quantum learning model at the experiment class and TPS (think pairs share) model at the controlling it is observed from the learning motivation and mastering the students' Arabic Language vocabulary. This research uses the quantitative method, which is quasi-experiment. The data collection method is a questionnaire, test, and observation with independent sample t-test data analysis. This research collects data and serves it systematically by using SPSS 22 for windows application. The results showed that quantum learning models in practical classes and TPS learning models (think pairs share) in control classes are classified as useful because they increase average value. This indicates that using various learning models can increase the motivation and mastery of learners' Arabic vocabulary so that educators do not just monotonously apply one model in learning. Educators are also required to use many models (multi-methods) because varied learning models can positively influence increasing motivation and mastery of Arabic vocabulary.

This study aims to examine the effect of implementing a Webtoon-based listening learning program on students’ mastery of Arabic vocabulary at MAN 2 Banyuwangi. The research employed a quantitative, quasi-experimental design with a pretest–posttest control group. The sample consisted of 52 students selected through purposive sampling, divided into an experimental group and a control group. The research instrument was a vocabulary test administered as a pretest and posttest. Data were analyzed using descriptive and inferential statistics. The results of the normality and homogeneity tests indicated that the data did not fully meet the assumptions for parametric testing; therefore, the Mann–Whitney U test was used for hypothesis testing. The findings revealed a significant difference in vocabulary mastery between the experimental and control groups, with an Asymp. Sig. (2-tailed) value of 0.007 (< 0.05). Furthermore, the experimental group showed higher mean scores and more consistent learning outcomes compared to the control group. These results indicate that implementing a Webtoon-based Keterampilan mendengarprogram has a positive, significant effect on students’ Arabic vocabulary mastery. In conclusion, the use of digital comics (Webtoon) as a learning medium can enhance student engagement, increase reading interest, and improve vocabulary acquisition. Therefore, it can be recommended as an innovative and adaptive learning strategy in Arabic language education in the digital era.

Digital-Based Chain Picture Game using the Gartic Phone application to improve students' mastery of Arabic vocabulary. The research employed a Quasi-Experimental Design with a Nonequivalent Control Group Design. The participants consisted of students from Grade VIII at MTs N 1 Klaten. The experimental group utilized the Digital-Based Chain Picture Game with the Gartic Phone application as the intervention, comprising 30 participants. Meanwhile, the control group did not receive any intervention and consisted of an equal number of 30 students. Data on the mastery of Arabic vocabulary were collected before and after the intervention using a vocabulary test. Additionally, students' perceptions regarding their experience using the Digital-Based Chain Picture Game with the Gartic Phone application were collected through a questionnaire employing the Technology Acceptance Model (TAM) instrument. Data analysis was conducted using appropriate statistical methods to compare the differences in vocabulary mastery between the experimental and control groups. The findings of this study are expected to provide a better understanding of the effectiveness of using the Digital-Based Chain Picture Game with the Gartic Phone application in enhancing students' mastery of Arabic vocabulary. It also serves as a recommendation for Arabic language instructors to incorporate the Gartic Phone application as one of the media to improve Arabic vocabulary mastery.

This study aims to improve the understanding of Arabic vocabulary among fifth-grade students at MI Darul Ulum, Probolinggo Regency, through the drill method. The research employed a Classroom Action Research (CAR) design following Kemmis and McTaggart’s two-cycle model, involving 25 students (n=25). Data were collected through observations, vocabulary tests, interviews, and documentation, and analyzed both qualitatively and quantitatively. Quantitative data were drawn from vocabulary test scores, while qualitative analysis examined student motivation and participation. In Cycle I, only 8 students (32%) achieved the minimum completeness criterion (KKM) with a mean score of 64.3. After revising instructional activities in Cycle II, 13 students (52%) met the KKM and the mean score increased to 72.6. In Cycle III, 22 students (88%) achieved mastery with an average score of 83.4, reflecting a consistent improvement in vocabulary understanding and engagement. The findings indicate that the drill method demonstrated a consistent improvement in students’ Arabic vocabulary mastery. Data triangulation across tests, observations, and interviews ensured reliability. The study provides practical implications for Arabic instruction, highlighting structured repetition and active participation as effective strategies to enhance vocabulary learning outcomes.

Purpose – The limited use of learning media by teachers, which leads to a primarily one-way learning process, is the main reason for this study. Student learning outcomes are adversely affected by this lack of interaction in the classroom, particularly in Arabic language studies. The study intends to (1) figure out whether students who are taught using the sound book 'أول كتاب and those who do not have a notable difference in their mastery of Arabic vocabulary and (2) assess how well the sound book 'أول كتاب enhance students' Arabic vocabulary mastery.Methodology – This study employs a quantitative approach with an experimental research design, specifically a pretest-posttest control group design. The population consists of three classes, comprising a total of 105 students. The sample, selected using a simple random sampling technique, consists of two classes: Class I-A, the experimental group, and Class I-B, the control group. Data collection methods include tests, interviews, and documentation. For data analysis, a t-test was used to examine differences in students' mastery of Arabic vocabulary, while the N-gain test was applied to determine the level of effectiveness.Findings – The results of the t-test on the post-test scores for the experimental and control classes indicate a Sig. (2-tailed) value of 0.001, demonstrating a significant difference in Arabic vocabulary mastery between students in the experimental class, who were taught using the sound book 'أول كتاب, and those in the control class, who were taught without it. Furthermore, the N-gain test for the experimental class yielded a percentage of 75%, indicating an effective enough level. Based on these findings, it can be concluded that the use of the sound book 'أول كتاب is effective enough in enhancing students' mastery of Arabic vocabulary.Contribution – These findings have implications for the use of sound books as a valuable resource for teachers in selecting appropriate learning media to create a more effective and interactive learning experience. This demonstrates the potential of sound books to enhance students' engagement and understanding through their interactive and multi-sensory features

This study aims to improve students' ability to master Arabic vocabulary by applying the make-a-match type cooperative learning model at MIN 4 Sarolangun. The research method used was Classroom Action Research (PTK) involving 31 fifth-grade students as research subjects. Data was collected through observation, interviews, tests and documentation. The results showed that applying the make a match cooperative learning model effectively increased students' ability to master Arabic vocabulary. Students experience improvement in expanding vocabulary, understanding the meaning of words in Arabic, and improving speaking and listening skills. In the learning process, students can help each other understand Arabic concepts and feel more confident. Arabic teachers should consider applying this learning model to improve Arabic learning at school. The results of this study provide an important contribution related to learning Arabic and can be a reference for the development of innovative learning methods in the future.

This study is entitled “Application of Make A Match cooperative learning Model to improve Arabic vocabulary mastery of students in class VA MIN 5 Jembrana academic year 2023/2024". This study departs from the lack of models used by teachers, because teachers only as a transmitter of information through a monotonous learning model while students only as listeners without being able to think. Low student learning activities have an impact on the mastery of students who are less than optimal. The formulation of the problem in this study is (1) How the application of the Make A Match model in improving the Arabic vocabulary of students in Class 5A MIN 5 Jembrana Kecamatan Negara Kabupaten Jembrana academic year 2023/2024 (2) whether the use of the Make a Match model can improve students ' Arabic vocabulary. This study aims (1) to determine the activities of teachers and students in the application of Make A Match model (2) to determine the mastery of students in the application of Make a Match model. This study is a class action research conducted in two cycles with test instruments, observation and documentation. Each cycle consists of four stages: planning, implementation, observation, and reflection. The subjects of this study were students of class VA MIN 5 Jembrana academic year 2023/2024 which amounted to 30 students. The results of this study indicate that the use of the Make A Match learning model can improve students ' mastery of Arabic vocabulary for the 2023/2024 school year. Students ' mastery of Arabic vocabulary based on test scores increased by 13.3% from pre-cycle 43.3% (13 students) to 56.6% (17 students) in cycle I, then increased by 33.4% from cycle I 56, 6% (17 students) to 90.0% (27 students) in Cycle II. The conclusion of this study is the use of Make A Match learning model can improve the mastery of Arabic vocabulary VA class students MIN 5 Jembrana.

<p style="text-align: justify;">This study aims to provide insights into innovative, creative, and educational approaches in Arabic language learning in the digital era, with a focus on using Wordwall as a medium for mastering Arabic vocabulary. The study employs a qualitative research design through a library research approach, utilizing data from literature that discusses the use of Wordwall games in Arabic language education. Data collection techniques include documentation of journals related to Wordwall, while the data analysis technique used is content analysis. The findings of the study indicate that Wordwall is effective in enhancing students' ability to recall and comprehend Arabic vocabulary. The application offers various engaging features, such as diverse game templates, the ability to edit and customize content, and ease of sharing activities, all of which can motivate students and facilitate the understanding of complex concepts. Therefore, the use of Wordwall has proven to overcome challenges in teaching Arabic vocabulary and contribute to improving students' learning outcomes. The implication is that using Wordwall can help both students and educators achieve more effective and innovative learning goals in this digital era.</p>

Vocabulary is an element of a language. Vocabulary learning is learning where students don't just memorize the vocabulary, but can also use it in communication both in speech and in writing. Mind Mapping is a creative note-taking method using how children's radiant thinking works so that there is a balance between the functions of the two brains. The cooperative learning model is a learning activity in groups to work together to help each other construct concepts and solve problems.The use of mind mapping and cooperative learning models in vocabulary learning aims to make learning fun, not boring, and for students to teach one another, increasing Arabic vocabulary. This study aims to: (1) Determine the effect of mind mapping in increasing the Arabic vocabulary of class VIII SMP Yamassa Surabaya. (2) Knowing the effect of the cooperative learning model on increasing the Arabic vocabulary of Grade VIII students at SMP Yamassa Surabaya. (3) Knowing the effect of mind mapping and cooperative learning models on increasing Arabic vocabulary for class VIII SMP Yamassa Surabaya.This study uses a quantitative approach with multiple linear regression. The sampling technique was carried out randomly, the data was expressed in numbers and analyzed with statistical techniques to test the established hypothesesThe conclusions of this study are as follows: (1) there is an effect of mind mapping on increasing students' Arabic vocabulary by looking at the results of T Count = 3.302 greater than T Table = 2.030 and a significance level of 0.002 less than 0.050. (2) there is an effect of the cooperative learning model on increasing students' Arabic vocabulary by looking at the results of T Count = 2.360 greater than T Table = 2.030 and a significance level of 0.024 less than 0.050. (3) there is an influence between mind mapping and cooperative learning models on increasing students' Arabic vocabulary with the result that F count = 40.250 is greater than F table = 3.23 and a significant point of 0.000 is less than 0.05. It is hoped that this research can make a positive contribution, especially at SMP YAMASSA SURABAYA.

In learning Arabic, it does not only require knowledge in terms of qowaid or Arabic grammar. But we also have to learn and multiply the Arabic vocabulary. By increasing the Arabic vocabulary, it will be easier for someone to improve their Arabic skills, especially in speaking skills. In this paper, the author examines how the mastery of Arabic vocabulary and speaking skills of students of 11th Grade Students at Trubus Iman High School For Girls Paser. And how is the relationship between mastery of Arabic vocabulary and speaking skills of students of Eleventh Grade Students at Trubus Iman High School For Girls Paser. This research is a field research, which uses quantitative analysis with the product moment correlation formula from Pearson to answer the problems in this research. The results of this study indicate that there is a correlation relationship in the "medium" category between Arabic vocabulary mastery and Arabic speaking skills of students 11th Grade Students at Trubus Iman High School For Girls Paser, as evidenced by analysis of hypothesis testing with the product moment correlation formula, which obtained a significance value. of 0.000 <0.05 and the Pearson correlation value of 0.457 is included in the category of moderate correlation. And the average value of Arabic vocabulary mastery of students is = 86 and the average value of students' Arabic speaking skills is = 84 which means mastery of Arabic vocabulary and Arabic speaking skills of students of Eleventh Grade Students at Trubus Iman High School For Girls Paser in the Good category.

This study explores the effect of using Domino Arabic media on the mastery of Arabic vocabulary among seventh-grade students at MTs Negeri 1 Kota Gorontalo. The background of this research stems from the low vocabulary mastery among students, which is presumed to be caused by monotonous and less engaging teaching media. The main objective of this study is to determine the extent to which Domino Arabic media can influence students’ Arabic vocabulary acquisition. This research employed an experimental method with a pretest and post-test design applied to different student groups. The sample consisted of 27 students from grade VII, and data were collected through vocabulary tests conducted before and after using Domino Arabic. The results were analyzed using descriptive statistics and paired sample t-tests to assess the significance of the differences observed. The findings showed a significant improvement in students’ Arabic vocabulary mastery after using Domino Arabic. The average posttest score increased markedly compared to the pretest score. Pretest scores ranged from 5 to 54, with a mean of 12.96 and a standard deviation of 9.8. Meanwhile, post-test scores ranged from 36 to 95, with a mean of 77.11 and a standard deviation of 12.084. These results confirm that Domino Arabic effectively enhances students’ interest, engagement, and learning outcomes. It contributes to the field by providing empirical evidence of the benefits of game-based learning media in improving Arabic vocabulary mastery. This media can be considered a practical and innovative solution for Arabic language instruction in similar educational contexts.