The Effect of Teaching Methods (Lecturing, Reading, Cooperative Learning, and Skill Training) and the Level of Intelligence on the Outcomes of Learning Arabic in High School/تأثير طرق التعليم (المحاضرة و القراءة و التعليم التعاوني و تدريب المهارة) ومستوى

Iga Setawati
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Abstract

This study aims Knowing the Interaction between teaching methodology and intelligence on learning achievement in Arabic at MAPK MAN 1 Surakarta year lesson 2019/2020. This research applied quantitative. Conducted at MAPK MAN 1 Surakarta from january-february 2020. While the sample is class XI PK. The approach used in this study is a quantitative approach using experimental methods.  collection techniques using Observation, Test and Documentation. Analysis techniques using the normality test, homogeneity test, and hypothesis testing. The conclusion of this reasearch is the influence of teaching method (Lecture, Recitation, and Grup in Work, Skill Training) and the level of Intellegence on Arabic learning Achievement in MAPK MAN 1 Surakarta. There were significant differences in Arabic learning using the lecture and recitation methods and students taught using group work methods and skills training. from the calculated r value greater than r table, namely rh = 0.49 0.44 = rt, There was a difference in the learning to students with low IQ or students in 1` lower IQ group. the calculated r value greater than the table, namely: rh = 0.78 0.44 = rt, The method of teaching group work and skills training can significantly improve students' learning in the experimental class when compared to the control group. This can be seen from the difference in the average value achieved by the two groups where the experimental group is greater than the control group, namely: 96 94.
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本研究旨在了解MAPK MAN 1 Surakarta学年课程2019/2020中阿拉伯语学习成果的教学方法和智力之间的相互作用。本研究采用定量方法。2020年1月至2月在Surakarta MAPK MAN 1进行。使用观察、测试和文档收集技术。使用正态性检验、均匀性检验和假设检验的分析技术。本研究的结论是教学方法(讲课、背诵、小组作业、技能训练)和智力水平对MAPK MAN 1 Surakarta的阿拉伯语学习成绩的影响。使用讲座和背诵方法的学生与使用小组工作方法和技能培训的学生在阿拉伯语学习方面存在显著差异。由计算出的r值大于r表,即rh = 0.49 0.44 = rt可知,低智商组学生与低智商组学生在学习上存在差异。计算出的r值大于表中,即:rh = 0.78 0.44 = rt。与对照组相比,采用小组作业和技能训练的方法可以显著提高实验班学生的学习效果。这可以从两组的平均值的差异中看出,实验组大于对照组,即:96 94。
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