PENGUASAAN MAʿĀNĪ ḤURŪF AL-JARR DALAM KALANGAN PELAJAR: CABARAN DAN FAKTOR
MASTERY OF MAʿĀNĪ ḤURŪF AL-JARR AMONG STUDENTS: CHALLENGES AND CONTRIBUTING FACTORS
Keywords:
Maʿānī Hurūf al-Jarr, Cabaran, Kesukaran Penguasaan, Minat Pelajar, kurikulum, pendidikan ibu bapa, status sosioekonomi, Maʿānī Hurūf al-Jarr, Challenges, Mastery Difficulty, Students’ Interest, Curriculum, Parental Education, Socioeconomic StatusAbstract
ABSTRAK
Aspek penguasaan maʿānī ḥurūf al-jarr merupakan salah satu elemen kritikal dalam pembelajaran bahasa Arab kerana ia memainkan peranan penting dalam penentuan makna dan struktur ayat. Namun begitu, pelbagai cabaran telah dikenal pasti yang menghalang penguasaan aspek ini dalam kalangan pelajar. Kajian ini menggunakan pendekatan analisis literatur untuk meneliti tiga cabaran utama yang sering dihadapi, iaitu kesukaran umum dalam penguasaan nahu Arab, kelemahan pelajar dari segi sikap dan kemahiran asas, serta ketidakteraturan dalam susunan silibus atau struktur kurikulum yang tidak memfokuskan pembelajaran hurūf al-jarr secara sistematik. Selain itu, artikel ini juga membincangkan empat faktor utama yang dipercayai mempengaruhi tahap penguasaan pelajar terhadap maʿānī ḥurūf al-jarr, iaitu minat pelajar terhadap bahasa Arab, keberkesanan strategi pengajaran guru, latar belakang pendidikan ibu bapa, dan tahap sosioekonomi keluarga. Dapatan daripada kajian-kajian lepas menunjukkan bahawa faktor dalaman dan luaran pelajar saling berinteraksi dalam mempengaruhi kecekapan mereka memahami aspek pembelajaran bahasa. Oleh itu, artikel ini mencadangkan supaya pengajaran maʿānī ḥurūf al-jarr ditangani secara lebih menyeluruh dengan mengambil kira cabaran pedagogi dan konteks sosioekonomi pelajar agar pembelajaran bahasa Arab menjadi lebih berkesan dan berdaya saing.
ABSTRACT
The mastery of maʿānī ḥurūf al-jarr (meanings of prepositions) is a critical element in Arabic language learning, as it plays a significant role in determining sentence meaning and structure. However, various challenges have been identified that hinder students' mastery of this aspect. This study adopts a literature analysis approach to examine three main challenges commonly faced by learners: general difficulties in mastering Arabic grammar, students’ weaknesses in attitude and foundational skills, and disorganisation in syllabus sequencing or curriculum structures that fail to systematically emphasise the learning of ḥurūf al-jarr. In addition, the article discusses four key contributing factors believed to influence students’ proficiency in maʿānī ḥurūf al-jarr: students’ interest in the Arabic language, the effectiveness of teaching strategies used by teachers, parents’ educational background, and the family's socioeconomic status. Findings from previous studies indicate that both internal and external factors interact to shape students’ competence in understanding language learning components. Therefore, this article suggests that the teaching of maʿānī ḥurūf al-jarr should be addressed more holistically by considering pedagogical challenges and the students’ socioeconomic contexts, in order to make Arabic language learning more effective and competitive.
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