تحسين فهم القراءة باللغة العربية من خلال طريقة التدريس بالأقران: دراسة نوعية في تعليم القراءة الميسرة في التعليم العالي
DOI:
https://doi.org/10.38073/lahjatuna.v6i1.4812Keywords:
Peer Teaching, Easy Reading, Collaborative Learning, Reading Comprehension, Higher EducationAbstract
This study aims to examine the implementation of the peer teaching method in improving Arabic reading comprehension in the teaching of Al-Qirāʾah Al-Muyassarah (Facilitated Reading) at higher education institutions, highlighting its effectiveness as an interactive alternative to prevailing individual learning approaches. The novelty of this research lies in its exploration of peer teaching in the context of Arabic reading instruction at the university level as a strategy that promotes collaborative learning and learner-centered instruction. The study employed a descriptive qualitative approach involving lecturers and students from the Arabic Language Education Program at UIN Palangka Raya. Data were collected through observation, semi-structured interviews, and documentation, and subsequently analyzed through data reduction, categorization, and thematic interpretation. Triangulation was employed to ensure the credibility of the findings. The results revealed that peer teaching significantly contributed to improving students’ comprehension of Arabic texts, increasing their active participation, and fostering collaborative interaction and self-confidence. Furthermore, the findings indicated that successful implementation depends on the competence of peer tutors, effective task organization, and continuous academic supervision. The study concludes that peer teaching represents a promising strategy for enhancing Arabic reading instruction in higher education.
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