Selection of Arabic Language Learning Strategies by Madrasah Aliyah Teachers Based on Students’ Varied Learning Styles
Keywords:
Arabic Language, Madrasah Aliyah, Learning Strategies, Learning StylesAbstract
This study aims to identify the variations in students’ learning styles in Arabic language learning at Madrasah Aliyah, the learning strategies used by Arabic teachers, the alignment between the strategies selected by teachers and students’ diverse learning styles, and the factors that influence teachers’ selection of Arabic learning strategies based on students’ learning styles. The research employs a descriptive qualitative approach to understand Arabic learning strategies in relation to students’ learning preferences. Data were obtained from teachers, students, and the school principal through observations, interviews, and documentation, complemented by secondary sources such as lesson plans and textbooks. Data analysis followed the Miles and Huberman model through stages of data reduction, presentation, and verification using triangulation to maintain the validity of the findings. The results show that students in Madrasah Aliyah possess diverse learning styles, including visual, auditory, kinesthetic, and mixed types, with visual learning being the most dominant. Teachers implement direct, communicative, contextual, and cooperative learning strategies that are adapted to students’ characteristics. The alignment between strategies and learning styles is proven to enhance students’ motivation, participation, and Arabic learning outcomes. The selection of strategies is influenced by student characteristics, teacher competence, available facilities, and school policies.
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