EFEKTIVITAS METODE BELAJAR FEYNMAN TERHADAP PENINGKATAN KOSAKATA BAHASA ARAB SISWA DI SMP MUHAMMADIYAH 6 MALANG

This study was motivated by the low level of Arabic vocabulary mastery among students, which is attributed to teaching methods that remain conventional. The aim of this study was to examine the application and effectiveness of the Feynman method in improving the Arabic vocabulary of students at SMP Muhammadiyah 6 Malang. This study employed a quantitative pre-experimental approach using a one-group pretest-posttest design. The results showed that the students’ average pretest score increased from 41.95 to 61.59 in the posttest. The T-test results indicated a significance value (Sig. (tailed-2) of 0.001 < 0.05, thus accepting the alternative hypothesis (Ha). Furthermore, the N-Gain result was 0.3065, which falls within the range 0.30 ≤ N-Gain < 0.70 and is classified as moderate. Data collection techniques included observation, tests, questionnaires and interviews. The research subjects comprised 22 pupils. The effectiveness of the Feynman method can be seen in the increase in pupils’ pre-test scores from 70 to 93 in the post-test. As for the average score, there was an increase from 42 in the pre-test to 62 in the post-test. Thus, the Feynman method is effective in improving pupils’ command of Arabic vocabulary. The implementation of the Feynman method involved selecting the vocabulary to be learnt, teaching the vocabulary to the pupils, providing examples of its usage, and visualising situations or images related to the vocabulary. Subsequently, the pupils were asked to explain the vocabulary in their own words, then to teach it to others, to self-assess their understanding, and to revise the vocabulary they had learnt.