The Effect Of Problem-Based Learning (Pbl) Model On Improving Arabic Writing Skills Of Class 1e Students At As-Sa'diyah Dormitory Language Program, Sunan Drajat Islamic Boarding School, Lamongan

Abstract

The research questions of this study are: 1) How is the implementation of the Problem Based Learning (PBL) model in improving the Arabic writing skills of class 1E students of the Language Program at As-Sa’diyah Dormitory, Sunan Drajat Islamic Boarding School Lamongan? 2) What is the effect of the Problem Based Learning (PBL) model on enhancing the Arabic writing skills of class 1E students of the Language Program at As-Sa’diyah Dormitory, Sunan Drajat Islamic Boarding School Lamongan? This study employed a quantitative approach with a quasi-experimental design. The sample consisted of class 1E (experimental group) and class 1D (control group), with a primary focus on analyzing the influence of the PBL model on improving writing skills. Data were collected through observation, interviews, documentation, tests, and questionnaires, and analyzed using a t-test. The findings revealed that: (1) The implementation of the Problem Based Learning (PBL) model was carried out through five core stages: problem orientation, task organization, group investigation, result presentation, and final reflection. These stages encouraged students to be more active, collaborative, and skilled in composing Arabic texts in a structured and contextual manner. (2) The PBL model had a significant impact on improving Arabic writing skills, as evidenced by the increase in the experimental group's average pretest score from 69.00 to 78.65 in the posttest, with a gain of 9.65 points. The t-test result showed a t-count value of 9.443, which was greater than the t-table value of 2.110 at a 0.05 significance level, and a p-value of 0.000 < 0.05