Strategi Metakognitif sebagai Jembatan antara Nahwu–Sharaf dan Pemahaman Teks Arab Akademik Mahasiswa PBA Universitas Ibrahimy

Ahmadi M; Hasanah Hasanah

doi:10.36668/jih.v8i02.1681

Authors

Ahmadi M Universitas Ibrahimy, Indonesia
Hasanah Hasanah Universitas Ibrahimy, Indonesia

DOI:

https://doi.org/10.36668/jih.v8i02.1681

Keywords:

Pemahaman bacaan, strategi metakognitif, teks Arab akademik, qir?’ah

Abstract

Kemampuan memahami teks Arab akademik merupakan kompetensi kunci bagi calon guru bahasa Arab, namun di banyak kelas qir?’ah mahasiswa masih menunjukkan kebuntuan meskipun telah menempuh mata kuliah nahwu sharaf secara memadai. Penelitian ini bertujuan (1) memetakan profil strategi metakognitif membaca mahasiswa Program Studi Pendidikan Bahasa Arab Universitas Ibrahimy ketika berhadapan dengan teks Arab akademik dan (2) menganalisis sejauh mana strategi tersebut berkontribusi terhadap pemahaman bacaan. Penelitian menggunakan pendekatan kuantitatif korelasional dengan dukungan data think aloud (embedded mixed methods). Populasi penelitian adalah seluruh 96 mahasiswa PBA semester V–VII yang diambil dengan teknik total sampling. Data dikumpulkan menggunakan angket strategi metakognitif yang diadaptasi dari MARSI (mencakup global, problem-solving, dan support strategies) dan tes pemahaman teks Arab akademik, serta think aloud pada sub-sampel terpilih. Analisis data meliputi statistik deskriptif, uji asumsi (normalitas, linearitas, multikolinearitas), korelasi Pearson, dan regresi linear berganda dengan GRS, PSS, dan SRS sebagai prediktor, serta lama belajar bahasa Arab dan indeks prestasi mata kuliah qir?’ah sebagai kovariat. Hasil menunjukkan bahwa problem-solving strategies berada pada kategori tinggi, sedangkan global dan support strategies berada pada kategori sedang hingga sedang–tinggi. Strategi metakognitif total berkorelasi positif signifikan dengan pemahaman teks Arab akademik, dengan problem solving sebagai prediktor paling kuat, disusul global, sementara support dan kovariat menunjukkan kontribusi yang lebih lemah dan tidak selalu signifikan. Temuan think aloud mengonfirmasi bahwa pembaca mahir secara aktif merencanakan, memantau, dan mengevaluasi proses membaca, sedangkan pembaca lemah lebih terjebak pada penerjemahan kata demi kata.

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