مقاله‌های فارسی

This study aims to find out the effect of using mind maps in teaching grammar on sentence construction skills among tenth-grade students at Imam Al-Shatibi Institute for Quran Memorization in the Islamic Unit, South Sulawesi. The problem is that some students struggle to understand grammar rules and apply them correctly when forming Arabic sentences. The researcher used a quantitative method with a quasi-experimental design. The study sample consisted of an experimental group of 27 students and a control group of 24 students. Data were collected using pre-tests and post-tests and analyzed using IBM SPSS through normality and homogeneity tests and the independent-samples t-test. The results showed that the average score of the experimental group rose from 66.51 in the pre-test to 79.29 in the post-test, while the average score of the control group was 72.62 in the post-test. The statistical significance (Sig. 2-tailed) was 0.001, which is less than the 0.05 significance level, indicating a statistically significant effect of using mind maps in teaching grammar to improve students' Arabic sentence construction skills.

This research explores the pedagogical methods in the Quranic discourse through qualitative analysis of some of the verses. It identifies six major pedagogical methods: narration, questioning, dialogue, examples, repetition and reflection. It also discusses the pedagogical role of these strategies and their connection with contemporary learning theories such as constructivism, cognitive and communicative learning. The findings reveal that Quranic pedagogy promotes critical thinking, participation and moral learning, which demonstrates its survival in the modern world.