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Implementing Joyful Learning Using Arabic Domino Cards to Improve Students' Motivation and Language Understanding
Abstract
This research aims to assess the efficacy of the joyful learning method, enhanced through the use of domino cards as a teaching aid, in fostering students’ motivation and understanding in Arabic language instruction. Adopting a quantitative approach, the study employed a quasi-experimental design namely, a one-group pretest-posttest format featuring a cohort of 31 eighth-grade students from MTsN 2 Surabaya. Data were gathered through the administration of pretests and posttests, complemented by classroom observations during the learning process. The statistical findings revealed a marked improvement in student outcomes, with mean scores increasing from 29.42 on the pretest to 74.74 on the posttest. The Paired Sample T-Test yielded a significance value of 0.000 (p < 0.05), indicating that the improvements were statistically significant rather than due to chance. These findings underscore the effectiveness of incorporating game-based elements into instruction, as they help foster a more dynamic, enjoyable, and productive learning environment. As such, the joyful learning approach utilizing domino cards proves to be an innovative and effective pedagogical option for Arabic language education.
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DOI: http://dx.doi.org/10.35931/am.v8i2.5509
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Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.