Introduction
Learning modules are
learning materials that can be studied individually by students. The learning
module is formulated as a complete unit that stands alone and consists of
teaching and learning activities that are structured to help students achieve
learning objectives that have been formulated specifically and rationally (Umma, 2020).
The use of learning modules
is useful for the following things, namely to increase the effectiveness and
efficiency of learning, to adjust teaching time according to the needs and
development of student education, to know student competencies accurately, and
to identify weaknesses and competencies that are not achieved by students based
on the specified criteria. in the module (Anggraini, 2018).
Literary appreciation is
the real goal in learning Balaghah. Literary
appreciation is a type of behavior that appears to understand the meaning in
depth in literary texts and feel the beauty of the style of language and be
able to assess the quality or behavior of literature. Tasting the beauty of the
universe and enjoying the arts are two basic things in the life of every
individual, so it is wrong for those who think that modern civilization is only
science and technology. But modern civilization is also measured by the extent
to which people understand and taste art to appreciate their pleasures and
develop the creativity that exists within them.
There are many schools,
colleges, and Islamic boarding schools in which there is learning of balaghah science with various teaching methods used. However,
it is not known to what extent this method fits the real purpose of teaching balaghah. One method that is mostly used in learning balaghah is by translating Arabic words and then explaining
the meaning to students (Izzan, 2011), even though this method
is not for the actual purpose of teaching balaghah,
because the method is suitable for use as a teaching method. learning grammar
or grammar, not as a balaghah learning method which
is part of literature and art. This is a problem that requires a solution and
treatment. Therefore, the researchers in this study developed an
assignment-based balaghah learning module in Islamic
boarding schools to align balaghah learning with its
real goal, namely literary appreciation. . (Rozak, 2018).
Researchers researched at
the Adnan al-Charis Kendal Islamic Boarding School in Bojonegoro
because the lodge is an ancient Salafi institution that has had a lot of
success in the field of developing turrets books and applying language styles
in several programs, including success in competitions related to the Arabic
language around the world. the Bojonegoro area. So
according to researchers, this institution is suitable for conducting research
related to linguistics and Arabic literature, like balaghah
science.
The researcher pays
attention to the learning process in the classroom so that the researcher
obtains the results of presenting students' poetry and words from unsuccessful
creative examples with a standard degree with literary appreciation. So the researcher concludes that the learning process at the
institution requires development and renewal so that education is more in line
with the objectives of teaching correct rhetoric. These are some of the things
that underlie researchers to research with the title "Assignment-Based Balaghah Learning Module Application for the Development of
Literary Appreciation at the Adnan al-Charis Kendal Islamic Boarding School Bojonegoro"
The novelty of the
results of this study is that the author presents his research on
assignment-based balaghah teaching (Arabic style) to
increase literary appreciation in Islamic boarding schools with research and
development methods, which previously had not found research with the same goals
and results.
Method
This research was carried
out from May 2020 to October 2020 at the Adnan al-Charis Kendal Dander Islamic
Boarding School, Bojonegoro. The approach in this study uses a qualitative
approach to answer the first research question, namely from the focus of the
question that discusses the aspects of preparing an assignment-based module by
the objectives of teaching balaghah, then the researcher uses a quantitative
approach to answer the second research question so that the researcher uses a
mix of qualitative and qualitative methods. quantitative with R&D
methodology. In this study, it is clear that the module developed is for teaching
balaghah, namely literary appreciation, and must be tested in the field to
measure the validity and effectiveness of its use in its use. So it also
requires literature study and field study at the same time.
The selection of the Borg
& Gall model in the R&D steps, because can be simplified, so that it is
easier to implement.
The steps of the Borg and
Gall model are: (Sari, 2019).
1. Potential and Problems
2. Planning
3. Development of mission-based learning products or modules
4. Initial field trials of mission-based modules
5. Reconsideration of trial results
6. Field experimental test
7. Product revision
8. Collecting test results data through questionnaires, interviews,
observations, and analysis of results
9. Final Product Revision
10.Publication and implementation.
As for the
implementation, it is simplified into 6 steps, namely: Needs Analysis, design
of learning materials, assessments from experts, revisions from experts,
product trials, and finalization of learning modules
In analyzing qualitative
data, the researcher analyzed using triangulation technique, namely interviews,
observation, and documentation.
1. Interview
(Armandari, Ambarwati,
& Prawitasari, 2020) an interview is a
conversation with a specific purpose. The interview technique used by the
researcher in this research is the semi-structured interview. The purpose of
semi-structured interviews (Yusuf, Fauzi, &
Suganda, 2021) is "to find
problems more openly, where the parties invited to the interview are asked for
their opinions and ideas". Interviews were addressed to the head of the
madrasah diniyah al-Musthofa pesantren, Adnan al-Charis Kendal, Bojonegoro, the
balaghah teacher at the diniyah madrasa, and the students (santri) at the
cottage. Interviews were conducted using interview guidelines that have been
made by researchers. The questions that have been made by the researcher in the
interview guide can be developed according to the information needs needed
during the interview so that the interview can run openly but still focus on
the research problem. From these interviews, researchers managed to get the
data and information needed in the research.
2. Observation
According to
Marshall (Apriyanti Hasibuan, 2016) explains that
"through observation, researchers learn about behavior and the meaning of
that behavior". In this study, the researcher used the type of passive
participation observation. According to (Masfufah, Abidin, &
Mahmud, 2013), passive participation
means that in this case the researcher comes to the place of Balaghah learning
activities but is not involved in these activities, only digging for
information and opinions about the objectives of Balaghah learning from several
Balaghah books.
3. Documentation
(Arifin, Afifuddin, &
Abidin, 2019) explains that research
results from observations or interviews will be more reliable if supported by
documents. In this study, the document used as reference material is the book
of Jauharul Maknun which is used as learning material at the cottage. The
results of the student evaluation exams in the previous semester. Student test
results before and after using the assignment-based balaghah learning module.
Attendance of students. And the works of students related to literary
appreciation.
As for
quantitative data analysis, researchers used the Likert method to measure the effectiveness
of the module through the distribution of questionnaires distributed to
students. And using the t-test calculation method to find out the comparison of
effectiveness scores before and after using the module in class 3 students of
Diniyah Al-Musthofa Islamic Boarding School Adnan Al-Charis Kendal Bojonegoro.
(Fathani, 2017) Introduction to language
learning and teaching based on assignments with theoretical and practical
foundations. Qualitative descriptive. This research is aimed at identifying the
introductory tasks in the process of learning and teaching a language, both in
theoretical terms and in all matters related to language; including the
definition, characteristics, elements of the task, and how to implement it.
Zina Fadel Mahdi
Al-Khafaji and Murtadha Jabbar Abdul Nassar Al-Janabi. (2019). With the title
"Learning Program based on Al-Qur'an discourse analysis to develop students'
literary appreciation skills in high school". This study uses a descriptive
method and aims to develop a literary appreciation of high school students
through a learning program based on the analysis of the discourse of the
Qur'an.
Muhammad Ismail, Noor
Hadi and Salma Tsunaiyah. (2017). With the title "Assignment Method in PAI
Learning". The purpose of this study is to determine whether assignments
in learning can increase students' learning motivation, especially in Islamic
Religious Education courses, in addition to the many obligations of other
subjects. And from the results of the study, it was found that the important
Islamic teaching method had sufficient results. Based on the results of the
calculation of the relationship effect, it is concluded that there is a strong
influence between assignments and students' learning motivation in Islamic
religious education subjects.
After observing the
titles, topics, and results of previous studies, the author sees that his
research entitled "Application of Assignment-Based Balaghah Learning
Module to Increase Literary Appreciation at Adnan Al-Charis Islamic Boarding
School", has differences in several ways, namely: 1) That previous
research with almost similar topics was applied in universities and schools, not
in Islamic boarding schools. 2) Found several research titles whose objects
were students in Islamic boarding schools, but with a focus on discussing
Arabic language teaching. 3) Research has been found with the assignment theme,
but it does not aim to increase literary appreciation. Based on the above, the
author presents his research on assignment-based balaghah (Arabic style)
teaching to increase literary appreciation in Islamic boarding schools using
research and development methods.
Results And
Discussion
A.
Steps and Characteristics of the Balaghoh Learning Module.
The steps
in preparing the balaghah learning module are as
follows: (Nurlaila &
Kamaluddin, 2019)
1.
Needs Analysis
The author
carried out the needs analysis process first through interviews and direct
observations of the curriculum and educational goals of balaghoh
in Madrasah diniyah, Adnan al-Charis Islamic boarding
school. Then he interviewed the head of the diniyah
madrasa at the cottage, namely Kyai Ustadz Mangku Alam. The results of the
interview are:
Balaghah learning
at the cottage is only carried out in the classroom using the book "Jauharul Maknun" which
contains theoretical discussions and examples without being practiced and
without any assignments as reciprocal learning. (Maskur & Anto,
2018)
From the
observations and interviews, the researchers concluded that the balaghah learning curriculum used at the Adnan Al-Charis
cottage was different from that at school. Among them is Balaghoh
Science at the lodge is studied in the final grade class, this reinforces that
to understand Balaghoh requires understanding grammar
and morphology first. So to understand the book Jauharul Maknun will be lighter
and easier. While at school in general, balaghah is
studied directly by providing a translation of the book, and the book used is
al-balaghah al-wadhihah.
Then the purpose of teaching balaghoh in the cottage
according to observations, is still not appropriate, namely so that students
understand theoretically and memorize examples of theories and their types.
Meanwhile, as has been stated, the real goals of teaching Balaghoh
science are, among others: experiencing literature and understanding it with
the right understanding, which does not stop at the conception of the general
meaning of literary texts but goes beyond it to know the characteristics and
features of the text.
The next
interview was with the balaghoh teacher about the balaghoh teaching method at the lodge, and the data were as
follows:
The teacher
said that the balaghoh teaching process at the lodge
was more often done by translating the contents of the book into Javanese. So it requires the input of new methods and new teaching
media so that teaching is more effective and by the purpose of teaching balaghoh, namely literary appreciation. The various other
methods used in the lodge are as follows: 1.) Translating. or what is commonly
called bandongan, where the teacher reads the meaning
of everything written in the book and the students write it down in the book.
2.) Explain. That is, the teacher explains the purpose of the theory which
consists of balaghoh rules and the purpose of
literary words. 3.) Discussion and question and answer between teachers and
students. As for the nadhoman in the book Jauharul Maknun, students are not
required to memorize it. This is not the same when studying nahwu
(grammar) in which the system must memorize the nadhom
contained in the books of Imrithi and Alfiyah Ibn Malik. (Riadul Muslim
Hasibuan, 2013)
The next
interview was with Selvia Dzil
Maghfiroh and Khalil Mughoffar,
who are students or third graders at the Madrasah diniyah
Al-Musthofa Pondok Adnan
al-Charis, to find data related to the balaghoh
teaching that is passed every day. And the data from the interview are:
They feel a
little bored in understanding the theory of balaghah,
moreover and applying it in the context of literature, one of the reasons lies
in the method and way of teaching a teacher (Ulvairoh &
ROHMADI, 2020).
The next
needs analysis is to distribute questionnaires to all students/students to
confirm the data from interviews and find out the need for books for learning balaghah and those that are by the conditions of students.
The data generated from the distribution of the questionnaire is that 82.7% of
the number of grade 3 students need a balaghah book
developed to solve problems in their learning. And among their other problems
are the language used in the book using Arabic Fusha,
which makes it a little difficult to understand the meaning, and the lack of
explanation of the examples presented, especially examples related to Arabic
culture, as well as theories presented in the form of brief division, without
any examples and theoretical application tasks.
In addition
to the questionnaire, the researcher also made observations by distributing a
test of understanding about balaghah by translating
literary texts. As a result, the translation of poetry and literary sentences
from the students is still not optimal, meaning that it does not succeed in
developing literary appreciation properly.
2.
Learning Material Design
In the
second step, designing teaching materials, the authors prepare to teach
materials for balaghoh subjects by paying attention
to the curriculum and the elements needed in the preparation of textbooks.
Researchers formulate to establish basic competency standards, specific
objectives to be achieved, methods of presentation, and components of
educational materials.
The
material design for the balaghah learning module
consists of the following:
a.
Selection of developed materials.
The
researcher believes that what he wrote will be a way out of the problems faced
in the study of balaghoh, because of its advantages,
including These materials make it easier to understand Fusha
Arabic, and are more in line with the real goal of learning balaghoh,
namely literary appreciation.
b.
Teaching Objectives
What
distinguishes this Balaghoh learning module from the
others is that all the material contained in it begins with learning
objectives. It is important to include learning objectives so that learning can
be focused on the main topic. A teacher should direct teaching towards a set of
goals. To achieve the intended goal, the teacher must intensify students in
exercises and practices that are by the teaching theme.
c.
��Assignment
Method
The researcher
chose a module with an assignment basis to implement an easier balaghoh teaching process. The assignment consisted of
memorization, reading, repetition of testing, and examination of students'
skills. This method makes students active in learning and makes students
enthusiastic about learning because educational activities can be carried out
creatively so as not to cause boredom. In this way, students and teachers
become easier in the process of understanding balaghoh
d.
Explanation of Badi' Science
This balaghoh learning module is more focused and able to
summarize bad science theory, there is an understanding in each title, its
types, and types, and the examples contained in both syi'ir
and balaghoh prose also contain steps in assigning
assignments so that facilitate teachers and students in the learning process
and end with tests and practices for the development of literary appreciation.
e.
Examples presented
Each
discussion title is always followed by an example. The examples presented are
inseparable from the topic, which is accompanied by an explanation of the
material contained in all examples, example by example according to the topic
being studied. In presenting examples, the researcher tries to select
interesting literary texts that are commonly used by students. This is meant to
make it easier to memorize and understand.
f.
��Practice
and practice
Training
and practice are also considered as important elements of its existence,
especially in the module there should be no training and practice. Because to
measure the success of learning and increase students' understanding to
understand the real appreciation of literature. Researchers use various types
of exercises and practices, including analyzing literary texts, making words
that match the topic, filling in the blanks with words that match the needs
that match the topic, explaining by determining the type of words needed,
completing sentences. lost, and other things that can help the development of
literary appreciation.
3.
Assessment from experts
a.
Questionnaire results from material experts balaghah
a)
In terms of content truth
The truth
of the contents of the book got a value of 90% with a very good score so that
it did not require many revisions. The truth of the contents there are 6
elements, namely:
1)
the level of correctness of the text
assessment gets a value of 5.
2)
the level of truth and suitability of Badi
science theory gets a value of 4.
3)
the level of correctness of the selection of
examples gets a value of 4.
4)
the level of correctness of the exercise
selection gets a value of 5.
5)
the level of conformity of the material with
social values gets a value of 4.
6)
the level of suitability of the material with
life gets a value of 4
b)
In terms of the depth of the book
The depth
of the book's content gets a score of 100% with a perfect score so it doesn't
require many revisions. The depth of the book contains 4 elements, namely:
1)
the depth of the material and its suitability
for the age of the student gets a score of 5.
2)
the breadth of the material and its suitability
for the level of students scored 5.
3)
the suitability and depth of the material with
the learning objectives scored 5.
4)
and the suitability of the exercise with the
learning objectives and learning factors scored 5
c)
�In
terms of the features of the book content
The
specialty of the contents of the book is that it gets a score of 95% with a
perfect score so that it does not require many revisions. The specialty of the
contents of the book there are 4 elements, namely:
1)
the suitability of the content of the material
with the development of literature gets a score of 5.
2)
the suitability of the content of the material
with the reference gets a score of 4.
3)
and the content of the material can help
understand the content of the other material gets a score of 5.
4)
and the content of the material can help
contain moral values to get a score of 4
b.
Questionnaire results from material design
experts
a)
In terms of material readability
The
readability of the article content of the book got a score of 92% with a
perfect score so that it did not require many revisions. There are 5 elements
in the readability of the book's contents, namely:
1)
arrange the material from difficult to easy
gets a score of 4.
2)
arrange the material inductively and
deductively get a score of 4.
3)
material coherence scores 5.
4)
showing an example of making students understand
the lesson gets a score of 5.
5)
the breadth of the material presentation
pattern gets a score of 5
b)
In terms of presentation of the material
content of the book
the presentation
of the book content material got a score of 93% with a perfect score so that it
did not require many revisions. The presentation of the material in the book
contains 3 elements, namely:
1)
the suitability of the order of learning
objectives gets a value of 4.
2)
the suitability of the rules with the learning
objectives gets a score of 5.
3)
the suitability of the exercise with the
learning objectives gets a score of 5
c)
In terms of book print
The
assessment of the developed module printout got a score of 93% with a perfect
score so it did not require many revisions. There are 3 elements in the
evaluation of the module template, namely:
1)
interestingly the outside of the book gets a
score of 5.
2)
the selection of writing fonts in the module
gets a value of 4.
3)
the suitability of the use of the font type
with the writing model gets a value of 5
d)
In terms of continuity of material
presentation
The
assessment of the continuity of the presentation of the material gets a score
of 87% with a perfect score so that it does not require many revisions. There
are 3 elements in the evaluation of the module template, namely:
1)
Preliminary use in the module gets a score of
4.
2)
the depth of the content order gets a value of
5.
3)
the suitability of the type of exercise with
the pattern gets a value of 4.
c.
Questionnaire results from Arabic language
experts
a)
In terms of language suitability with student
development
Assessment
of the suitability of language with student development gets a score of 80%
with a perfect score so that it does not require many revisions. There are 3
elements in the evaluation of the module template, namely:
1)
the use of language with the development of
scientific culture gets a score of 4.
2)
the use of language with the development of
the student's sense of language gets a score of 4.
3)
the use of language with critical standards
students get a score of 4
b)
In terms of language continuity
Assessment
of language continuity gets a score of 83% with a perfect score so it does not
require many revisions. Assessment of language continuity there are 8 elements,
namely:
1)
The depth of vocabulary selection gets a value
of 4.
2)
The arrangement of sentences to facilitate
understanding gets a score of 4.
3)
The suitability of using language with nahwu rules gets a score of 4.
4)
The suitability of using language with shorof rules gets a value of 4.
5)
The depth of use of the term gets a value of 5.
6)
The use of language by the study of Arabic
literature gets a score of 4.
7)
The suitability of writing rules gets a score
of 5.
8)
Conformity in numbering gets a value of 3
c)
From the point of view of the unity of the
idea
The
assessment of the unity of ideas gets a score of 73% with a perfect score so
that it does not require many revisions. There are 3 elements in the assessment
of the unity of ideas, namely:
1)
The unity of the theme gets a score of 3.
2)
The unity of the main idea gets a score of 4.
3)
The unity of each sentence gets a value of 4
4.
Revision from the expert
After going
through the validation process by experts, namely balaghoh
experts, module design experts, and Arabic language experts. Then after that, a
revision process was carried out from the inputs that had been given by the
experts. This step is done to modify the advantages and cover the shortcomings
of the balaghoh learning module so that it is ready
to be used in real learning.
5.
Product trial
This
experiment was carried out after modifying the developed balaghoh
learning module. This experiment was carried out at the Madrasah diniyah "Al-Musthofa"
Islamic boarding school Adnan Al-Charis Kendal-Bojonegoro.
This experiment was conducted to determine the suitability of the material
being taught with the level of competence of students. In this experiment, the
researcher did not find any negative interventions and observations regarding
the content of the book and the teaching process.
6.
Finalize the learning module
In this
last step, the researcher prepares a learning module, as suitable teaching
material for use. Therefore, this module can be published and recommended for
the needs of any Salafi Islamic educational institution, considering that this
module is simplistic.
B.
The Effectiveness of the Balaghoh
Learning Module Developed to Improve Academic Achievement.
Before the
process of implementing the module, the researcher held a pre-test and
post-test in the experimental group. The experimental group in this study aims
to determine the validity and effectiveness of the module for learning balaghoh. Both tests are intended to determine the
effectiveness of the product. Because the effectiveness of the module can be
known through the results of student achievement, through their answers before
and after the experimental process.
It is clear
from the graph that each student has different results, some get special marks,
some get very good grades and quite good results. To test the comparison
between the results of student academic achievement, by using the t-pendant
test through apps.
The
researcher compared the students' pre-test results and post-test results
through the Paired Sample t-test. With the formula: if the t-count result is
< (greater than) t-table or the significant result is > (less than) alpha
0.005, it means that there is a big difference between the students' pre-test
results and the students' post-test results. And if the result of t-count >
(less than) t-table or the result of significance (significance) < (greater
than) alpha 0.005, this means that there is no significant difference between
the students' pre-test results and their post-test results.
Based on
the previous table, it is known that there is a difference between the results
of the pre-test of students who did not use the developed Balaghoh
learning module and the results of the post-test of students who used the
module, namely the degree of t-count : (9,000) <
(greater than) t table : ( 2),101), and the results of the significance:
(0.000) > (less than) alpha (0.005).
Based on
this, it becomes clear between the results of the pre-test and post-test before
the process of implementing the balaghoh learning
module and after its implementation. Or in other words, the use of the balaghoh learning module has proven to be effective for the
academic development of the "Al-Musthofa"
madrasah students at Adnan Al-Charis. The effectiveness of the use of this
module is also known by comparing the students' average pre-test and post-test
scores. Their level of academic achievement can be shown in the following
graph:
Based on
what is shown in the previous graph, the researcher knows that the level of student
achievement before using the developed module got a score of 69, and student
achievement after using the developed education model got a score of 80. This
means that the use of assignment-based balaghah
learning module is proven to be effective in increasing appreciation literature
on the students of the Adnan al-Charis Kendal Islamic boarding school Bojonegoro
Conclusion
The research here concludes on two things,
namely about the steps in the preparation of the module, as a means ff knowing
the characteristics 0f the module being developed. And about the results of
measuring the effectiveness of using the assignment-based balaghah
learning module. This shows that the level of student learning achievement
after using the assignment-based balaghah learning
module obtains a greater degree than the student's learning achievement level
before using the balaghah learning module. This means
that the use of the balaghah learning module is
effective in developing literary appreciation. And concludes that the use of
the assignment-based balaghah learning model to
develop literary appreciation has proven to be effective and has a major
influence on learning and improving academic achievement among students of the
madrasah diniyah "al-Mustafa" Adnan al-Charis
Islamic boarding school, especially the third-grade aliyah.
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Assignment-Based Balaghah Learning
Module Application to Increase Literary Appreciation
