Integrating Problem-Based Learning and Spinning Wheel Media to Improve Arabic Grammar Mastery an Indonesian Islamic Boarding School: A Quasi-Experimental Study
Integrasi Model Problem-Based Learning dan Media Roda Putar dalam Meningkatkan Penguasaan Tata Bahasa Arab di Pesantren: Studi Kuasi-Eksperimental
Abstract
Purpose - This study examines how Problem-Based Learning (PBL) combined with Spinning Wheel media operates in classical Arabic grammar (nahwu) instruction, and whether this combination is associated with improved qawāʿid nahwu mastery among ninth-grade students in an Islamic boarding school.
Design/methodology/approach - A quasi-experimental pretest–posttest nonequivalent control-group design was conducted with 50 ninth-grade students at Al-Hikmah Islamic Boarding School, West Pasaman. Class IX-1 (n = 25, female) was the experimental group; Class IX-2 (n = 25, male) the control. The gender-based class split is a school-level structural constraint and is treated as a major internal validity limitation. Instruments were expert-validated (CVR ≥ .62), pilot-tested (Cronbach’s α = .84), and short-answer items were scored with an analytic rubric verified for inter-rater reliability (κ = .82). Statistical analysis included Shapiro–Wilk, Levene’s test, independent-samples t-test, and ANCOVA with homogeneity-of-regression-slopes verification. The treatment ran across eight 70-minute sessions over four weeks.
Findings/results – Pretest means were statistically comparable (t(48) = 1.73, p = .091). Posttest comparison yielded t(48) = 8.14, p < .001, Cohen’s d = 2.01; ANCOVA F(1, 47) = 66.3, p < .001, partial η² = .585; N-Gain = .61 (medium–high) versus .17 (low) for the control. Qualitative themes corroborated higher engagement and metalanguage use in the experimental group. These results suggest a strong association between the model and improved mastery; causal attribution remains limited by the quasi-experimental design.
Originality/value - This study offers preliminary evidence that embedding the Spinning Wheel as a randomised problem-trigger within PBL’s initiation phase may lower affective and cognitive barriers to grammar engagement in classical Arabic contexts — a pedagogical pairing not previously examined under quasi-experimental classroom conditions in Islamic boarding schools.
Paper type – Research paper
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Copyright (c) 2026 Muhammad Fadhli Alkhoiri, Asrina Asrina, Hanomi Hanomi, Fathi Hisyam Panagara (Author)
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