The Limits of Problem-Based Learning in Arabic Grammar: Na‘at–Man‘ūt Achievement and Participation Inequality in a Quasi-Experiment
DOI:
https://doi.org/10.62730/syaikhuna.v17i2.7897Kata Kunci:
Problem-Based Learning, Arabic Grammar, Element Interactivity, Participation Inequality, Quasi-Experimental DesignAbstrak
This study examines the friction between unscaffolded Problem-Based Learning (PBL) and Arabic grammar (qawaid) instruction, specifically the na‘at–man‘ūt construction, among eleventh-grade students. A quasi-experimental pretest–posttest control group design was employed with 58 students in two intact classes selected via purposive sampling. Quantitative data were collected through a 20-item grammar test and analyzed using the Mann–Whitney U test; qualitative data were gathered through a structured observation protocol coded by two independent raters (κ = .78). While the PBL class descriptively outperformed the lecture-based class in N-Gain (0.6413 versus 0.4755), inferential testing yielded a non-significant result (U = 381.50, p = .479) with a small-to-moderate effect size (d = 0.47, 95% CI [−0.05, 0.99]). It achieved only .38 power; therefore, the study is inconclusive regarding differences in achievement. Observations revealed a widening participation gap: high achievers increased their verbal turns from 57.2% to 68.4%. In comparison, low achievers declined from 10.3% to 8.4%, consistent with differential cognitive load but not direct proof of overload. A four-phase Scaffolded-PBL model is proposed as a testable hypothesis for future research, not as a validated intervention.
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Hak Cipta (c) 2026 Moh Sholeh Afyuddin, Muflihah Rahayu, M. Syamsul Maarif, Munjiyat Munjiyat
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