IMPLEMENTATION OF MUSICAL DRAMA METHODS IN ARABIC VOCABULARY LEARNING AT MADRASAH IBTIDAIYAH
Keywords:
Musical Drama, Arabic Vocabulary, Mufrodat Learning, Elementary Islamic Education, Innovative PedagogyAbstract
This study investigates the implementation of musical drama methods in Arabic vocabulary (mufrodat) learning at elementary Islamic schools. A qualitative descriptive approach was employed to examine the teaching process, student responses, and learning outcomes. Data were collected through classroom observations, teacher interviews, and student assessment tests over a three-month period involving 26 fifth-grade students. The research utilized musical drama techniques incorporating Arabic songs, role-playing, and movement activities to teach 100 basic Arabic vocabulary words across five thematic units. Results indicate significant improvements in vocabulary retention (from 48% to 87%), student engagement levels, and oral communication confidence. Students demonstrated enhanced memorization capacity through rhythmic patterns and kinesthetic learning approaches. Teachers reported increased classroom participation and reduced learning anxiety among students. The musical drama method proved effective in creating joyful learning environments while maintaining academic rigor. Implementation challenges included time management, teacher preparation requirements, and resource allocation. The study concludes that musical drama represents a viable pedagogical innovation for Arabic vocabulary instruction in elementary Islamic education settings. Recommendations include comprehensive teacher training programs, curriculum integration strategies, and institutional support systems to facilitate widespread implementation.
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