Pengaruh Model Think Talk Write (TTW) dan Self-Help terhadap Hasil Belajar Bahasa Arab Peserta Didik/The Effect of the Think Talk Write (TTW) Model and Students’ Self-Help on Arabic Language Learning Outcomes

Rifki Alwi Okta Dinata, M. Afif Amrullah

Abstract


This study aims to analyze the effect of the Think Talk Write (TTW) learning model on Arabic language learning outcomes by considering students’ levels of self-help at SMK Muhammadiyah 2 Bandar Lampung. The main problems identified are the low academic achievement in Arabic and the lack of learner autonomy. The research employed a quantitative approach using a quasi-experimental design. Data were collected through an Arabic learning achievement test and a self-help questionnaire, both of which were validated for reliability and validity. Data were analyzed using Two-Way ANOVA to determine the main effects and possible interaction between the learning model and students' self-help on learning outcomes. The results showed that both the TTW model and self-help levels had significant independent effects on learning outcomes (p < 0.05), but no significant interaction was found between them (p = 0.173). The study recommends the broader implementation of the TTW model along with learning strategies that foster students’ self-regulated learning.

Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran Think Talk Write (TTW) terhadap hasil belajar bahasa Arab dengan mempertimbangkan tingkat kemandirian belajar siswa di SMK Muhammadiyah 2 Bandar Lampung. Masalah utama yang diidentifikasi adalah rendahnya prestasi akademik dalam bahasa Arab dan kurangnya otonomi belajar siswa. Penelitian ini menggunakan pendekatan kuantitatif dengan desain kuasi-eksperimental. Data dikumpulkan melalui tes prestasi belajar bahasa Arab dan kuesioner kemandirian belajar, yang keduanya telah divalidasi reliabilitas dan validitasnya. Data dianalisis menggunakan Two-Way ANOVA untuk menentukan pengaruh utama dan kemungkinan interaksi antara model pembelajaran dan kemandirian belajar siswa terhadap hasil belajar. Hasil penelitian menunjukkan bahwa baik model TTW maupun tingkat kemandirian belajar memiliki pengaruh independen yang signifikan terhadap hasil belajar (p < 0,05), tetapi tidak ditemukan interaksi yang signifikan di antara keduanya (p = 0,173). Penelitian ini merekomendasikan penerapan model TTW yang lebih luas bersama dengan strategi pembelajaran yang mendorong pembelajaran mandiri siswa.


Keywords


Learning Outcome; Learning Model; Think Talk Write Learning Model

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References


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DOI: https://doi.org/10.36915/la.v6i2.501

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