Application of Contextual Teaching Learning Model for the Mastery of Mufradat of Min 3 Metro Students

ABSTRACT This study aims to test the effectiveness of the Contextual Teaching and Learning (CTL) model in improving students' mastery of mufradat in MIN 3 Metro. The research method used was quasi-experimental design with a pretest-posttest control group design approach. The research sample consisted of two groups, namely the experimental group taught with the CTL model and the control group taught with conventional methods. The research instruments include pretest and posttest tests, observations, interviews, and learning motivation questionnaires. Data analysis was carried out by validity, reliability, normality, homogeneity, and t-test tests to see the difference in learning outcomes between the two groups. The results of the study showed that the CTL model significantly improved students' mastery of mufradat compared to conventional methods. The pretest results showed that both groups had relatively similar initial abilities, but the posttest results revealed a greater improvement in the experimental group. In addition, observations and interviews show that students who study with the CTL model are more active, motivated, and better understand the meaning and use of vocabulary in relevant contexts. Thus, the CTL model can be used as an effective alternative in learning Arabic in madrasas. Purpose of the Study: this study aims to fill the gap in the literature by exploring the application of CTL in mufradat learning in MIN 3 Metro. This study aims to examine the effectiveness of the Contextual Teaching and Learning model in improving the mastery of MIN 3 Metro students. Design/Methodology: The methodology of this study is designed to test the effectiveness of the CTL model in improving students' mastery of mufradat in MIN 3 Metro. This study uses a mixed methods approach with a quasi-experimental design, namely pretest-posttest control group design. The research sample consisted of two groups, namely the experimental group taught with the CTL model and the control group taught with conventional methods. Samples were selected using purposive samplingtechniques by considering the uniformity of the student's ability level before treatment. Findings: This research shows that CTL model can be an effective solution in improving students' mastery of mufradat. By connecting learning with real-life experiences and using a more interactive approach, this model can assist students in understanding and remembering Arabic vocabulary better. Therefore, the application of CTL in language learning in madrasas should be considered as a more effective alternative compared to conventional methods that are still widely used today. Research Limitations/Implications: In addition to challenges in preparation, time constraints are also one of the obstacles in the implementation of the CTL model. Because this model involves a lot of discussion, simulation, and project activities, learning often takes longer than the lecture or memorization method. Therefore, good time management is needed so that all material can be delivered effectively without compromising the quality of learning. To overcome these challenges, teachers can develop more flexible learning strategies and adapt the CTL approach to classroom conditions. Originality/Value: From the results of this study, there are several important implications for the world of education, especially in learning Arabic in madrasas. First, contextual approaches such as CTL should be applied more widely in language learning, as they have been proven to improve students' understanding and memory of mufradat. Second, training for teachers on the application of the CTL model needs to be further expanded so that they can develop more effective learning strategies that are in accordance with the needs of students. Third, schools and madrassas should support the application of innovative methods in learning by providing adequate facilities and infrastructure, such as interactive media, varied learning resources, and a learning environment that supports active student engagement.