Arabic Language Learning Strategies to Enhance Student Well-Being at Ash-Shiddiiqi Junior High School, Jambi

Melati Putri; Salman Hasani; Ady Muh. Zainul Mustofa; Anwar Sanusi

doi:10.31943/afkarjournal.v9i4.3704

Authors

Melati Putri Univeritas Jambi
Salman Hasani Univeritas Jambi
Ady Muh. Zainul Mustofa Univeritas Jambi
Anwar Sanusi Univeritas Jambi

DOI:

https://doi.org/10.31943/afkarjournal.v9i4.3704

Keywords:

Psychological Aspects, Students, Arabic Language Learning Strategies, Student Well-Being

Abstract

This study aims to describe the Arabic language teaching strategies used to enhance students' psychological well-being at SMP Islam Terpadu Ash-Shiddiiqi Jambi, the current state of student well-being, and the factors supporting or hindering the implementation of these strategies. A qualitative, descriptive research approach was employed. Data were collected through observation, interviews, and documentation involving one Arabic teacher and four eighth-grade students selected via purposive sampling. Data analysis followed the Miles and Huberman model, comprising data reduction, data display, and conclusion drawing. The results indicate that Arabic teaching strategies were implemented systematically through the preparation of Annual Programs (Prota), Semester Programs (Prosem), Learning Objective Sequences (ATP), and teaching modules. Implementation involved the mubasyarah (direct), tarjamah (translation), and qawaid (grammar) methods, supported by interactive media such as Quizizz, Kahoot, Wayground, Reality Composer, instructional videos, and educational games alongside motivational efforts, a "language area" program, and material review. These strategies fostered an engaging, interactive, and enjoyable learning atmosphere, thereby enhancing students' psychological well-being; this was evidenced by feelings of comfort, happiness, and self-confidence, high learning motivation, and reduced fear and anxiety during Arabic lessons. Supporting factors included learning motivation, student interest, support from teachers and peers, the use of varied learning media, and adequate school facilities. Conversely, hindering factors included low initial Arabic proficiency, a lack of self-confidence among some students, diverse educational backgrounds, a less-than-conducive classroom atmosphere, and technical issues regarding technology-based learning media. Thus, the implemented Arabic teaching strategies positively contributed to enhancing the students' psychological well-being.

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