Contextual Teaching and Learning Model in Durusu-l-Lugoh Subject for Grade 1 at TMI Pondok Pesantren Al-Basyariyah Bandung

• Published in: Journal of Learning and Development Studies Vol. 3; no. 2; pp. 86 - 98
• Main Authors: Basyari, Zen Anwar Saeful, Tarsono, Furqon, Zenal, Sunarya, Ujang, Saputra, Wahyu Andi
• Format: Journal Article
• Language: English
• Published: 02.08.2023
• ISSN: 2752-9541; 2752-9541
• DOI: 10.32996/jlds.2023.3.2.8

This article aims to describe the implementation of the Contextual Teaching and Learning (CTL) approach in Durusu-l-lugoh learning in grade 1 TMI Pondok Pesantren Al-Basyariyah Bandung; Durusu-l-lugoh subjects as Arabic lessons for beginners. In teaching the subject Durusu-l-lugoh, students are required to memorize some Arabic vocabulary and arrange it in a sentence. The CTL learning model is a learning model that demands teacher creativity in connecting vocabulary with Arabic sentences to help more easily understand the material. Descriptive qualitative research methods were used in this study. Data collecting techniques included interviews, field notes, and written records. Mathew Miles and A. Michael Hubermen's approaches for data analysis consist of three stages: information reduction, information presentation, and information drawing and checking (verification). The results of this study revealed that mahfudzot learning using the Contextual Teaching and Learning (CTL) model was good enough to be carried out from the provision of material to the application of Arabic as the daily language of students.