Peer Tutor Method As A Strategy To Increase Arabic Learning Activity In Tahfidz Institution

Abstract

This study was motivated by the low level of student engagement and learning mastery in Arabic language instruction at Lembaga Tahfidz Al-Fatah Natar. The main cause of this issue was the use of lecture-based methods, which are one-way and tend to make students passive. The purpose of this study was to improve student learning activity and mastery through the implementation of the peer tutoring method. This research employed Classroom Action Research (CAR) conducted in two cycles, using a mixed-methods approach: descriptive qualitative to describe the learning process, and descriptive quantitative to analyze observation results. Data were collected through observation, interviews, and documentation. The results showed a significant improvement in student learning mastery, from 36% in the pre-cycle (average score of 67.5), to 57% in Cycle I (average score of 75.4), and further increased to 79% in Cycle II (average score of 80.5). Overall, learning mastery increased by 43%. Student learning activities also improved in each observed indicator: visual activity increased from 57% to 64%, oral activity from 64% to 79%, listening from 64% to 71%, writing from 50% to 64%, and mental activity from 36% to 50%. In conclusion, the peer tutoring method was effective in enhancing both student learning activity and mastery in a gradual and sustainable manner.