PENERAPAN METODE COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) DALAM PEMBELAJARAN BAHASA ARAB PADA SISWA INKLUSI DI KELAS VII-C SMP MUHAMMADIYAH 31 JAKARTA

NASHWA ASYAFANI, . (2026) PENERAPAN METODE COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) DALAM PEMBELAJARAN BAHASA ARAB PADA SISWA INKLUSI DI KELAS VII-C SMP MUHAMMADIYAH 31 JAKARTA. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini dilatarbelakangi oleh pentingnya menciptakan ekosistem pembelajaran bahasa Arab yang inklusif guna menekan kecemasan berbahasa (language anxiety) pada siswa berkebutuhan khusus. Tujuan penelitian ini adalah untuk mendeskripsikan proses perencanaan, penerapan, interaksi sosial, serta hambatan yang muncul dalam implementasi metode Cooperative Integrated Reading and Composition (CIRC) pada pembelajaran bahasa Arab, khususnya keterampilan membaca dan menulis, bagi siswa inklusi kelas VII-C di SMP Muhammadiyah 31 Jakarta. Penelitian ini menggunakan pendekatan deskriptif kualitatif melalui tindakan lapangan. Subjek penelitian terdiri dari siswa reguler dan siswa inklusi dengan karakteristik slow learner serta tunagrahita ringan yang terbagi ke dalam lima kelompok belajar heterogen. Data penelitian dikumpulkan melalui metode pengamatan objektif di lapangan serta wawancara terstruktur, yang kemudian dianalisis menggunakan teknik analisis data naratif. Implementasi tindakan ini berlangsung selama tiga pertemuan tatap muka dengan alokasi durasi bersih 40 menit per pekan. Hasil penelitian menunjukkan bahwa perencanaan metode CIRC dilakukan secara adaptif dengan menyiapkan naskah cerita bahasa Arab kontekstual dari buku paket siswa untuk menciptakan ruang kolaborasi yang aman secara psikologis. Pada aspek penerapan, modifikasi sintaks berupa perputaran peran (role rotation) secara mikro melalui skema tutor sebaya sukses meningkatkan partisipasi dan rasa percaya diri siswa inklusi untuk membaca nyaring di depan kelas. Metode ini juga terbukti efektif membangun ekosistem interaksi sosial yang positif dan suportif tanpa adanya sekat pemisahan atau segregasi. Namun, terdapat beberapa hambatan di lapangan, seperti keterbatasan manajemen waktu (40 menit), kecenderungan awal siswa inklusi yang menarik diri, serta ketidakcocokan metode CIRC untuk menyampaikan materi rumus gramatikal kompleks seperti mubtada' khabar, sehingga menuntut adanya penyesuaian penurunan standar KKM khusus bagi siswa inklusi. ***** This research is motivated by the importance of creating an inclusive Arabic learning ecosystem to reduce language anxiety in students with special needs. The purpose of this study is to describe the process of planning, implementation, social interaction, and emerging barriers in the implementation of the Cooperative Integrated Reading and Composition (CIRC) method in Arabic learning, specifically reading skills and writing skills, for inclusive students of class VII-C at SMP Muhammadiyah 31 Jakarta. This study employed a descriptive qualitative approach through field action research. The research subjects consisted of regular students and inclusive students characterized as slow learners and mild intellectual disabilities, who were divided into five heterogeneous learning groups. Data were collected through objective field observations and structured interviews, which were then analyzed using narrative data analysis techniques. The implementation of this action took place over three face-to-face meetings with a net time allocation of 40 minutes per week. The results indicated that the planning of the CIRC method was carried out adaptively by preparing contextual Arabic story scripts from the student textbook to create a psychologically safe collaboration space. In the implementation aspect, syntax modification in the form of micro role rotation through a peer tutoring scheme successfully increased the participation and self-confidence of inclusive students to read aloud in front of the class. This method also proved effective in building a positive and supportive social interaction ecosystem without segregation. However, several field barriers emerged, such as time management constraints (40 minutes), the initial tendency of inclusive students to withdraw, and the mismatch of the CIRC method for delivering complex grammatical formulas such as mubtada' khabar, which required an adjustment by lowering the minimum criteria for mastery learning (KKM) specifically for inclusive students.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dr. Fatwa Arifah, M.A.Pd. ; 2). Prof. Dr. Nuruddin, M.A.
Subjects:	Pendidikan > Penelitian Tindakan Kelas > Metode Belajar Mengajar Bahasa dan Kesusastraan > Sistem Penulisan dan Ejaan Bahasa dan Kesusastraan > Bahasa Arab
Divisions:	FBS > S1 Pendidikan Bahasa Arab
Depositing User:	Nashwa Asyafani .
Date Deposited:	20 Aug 2026 08:21
Last Modified:	20 Aug 2026 08:21
URI:	http://repository.unj.ac.id/id/eprint/72567

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