Implementation of The Couple Card Media to Increase Activeness and Score of Class 5

Students for Arabic Subject in Madrasah Ibtidaiyah Muhammadiyah Bloran, Central Java
Academic Year 2021-2022

Ifa Rodifah Nur

Universitas Darussalam Gontor
Ifarodifah609@gmail.com
Isna Nur Aini Khasanah
Universitas Darussalam Gontor
Isnanur626@gmail.com

Abstract
MI Muhammadiyah Bloran is one of the private elementary schools, in which the curriculum used in this
madrasa followed issued by the ministry of religion curriculum, Arabic is one of the compulsory materials in class 1
to 6, but students' attention to Arabic material is still very weak. The subject is taught once in a week for class five,
there were several problems that occurded the teaching and learning process: the lack of using of media in learning
that caused a lack of enthusiasm in learning proved by students who are less active in learning, sleepy in class and
pay less attention to the teacher in the learning process, which has had an impact and also resulted lack of learning
outcomes. So the researcher is going to provide a solution by using the couple card media to increase student
activeness and have a good feedback on student learning outcomes.
Based on the learning problems above, the objectives of study: 1) to increase the learning activeness of class
5 students by using the couple card media in Arabic language subject at MI Muhammadiyah Bloran. 2) to improve
the result of class 5 students by using the couple card media in Arabic language subject at MI Muhammadiyah
Bloran.
The study used the type of classroom action research model by Kemmis and Mc Taggart, consisting of four
stages, namely planning, implementation, observation, and reflection, which were held in two cycles to determine the
increase in student activeness and learning outcomes. The subject used in this study were class 5, which consisted of
27 students. And the object of this research is an increase student activeness and learning outcomes.
The results of this study are as follows: 1) Implementation of the couple card media in learning Arabic
language subject for class 5 at MI Muhammadiyah Bloran is able to increase activeness in learning, with evidence in
the first cycle of student activeness reaching 85% of 27 students. In the second cycle, student activeness reached
94% of 27 students. 2) Implementation of the couple card media in learning Arabic language subject for class 5 at MI
Muhammadiyah Bloran is able to improve the average in learning outcomes, with evidence in the first cycle that the
students score reached 78% with an average score of 6.0 out of 27 students. In the second cycle, the students' scores
reached 96% with an average score of 8.4 out of 27 students.
Based on the research results conducted, the researcher would like to provide suggestions as follows 1) for
students it is recommended to pay attention to the lessons explained by the teacher and be active in the learning
process. 2) for teachers to utilize and apply the couple card media in learning Arabic language subjects. 3) for the
following researchers to make this give benefits research and become a reference for their researchs.
Keywords: Activeness, Learning Outcome, Arabic language subject, Couple Card media
 Implementation of The Couple Card Media to Increase Activeness and Score of Class 5
Students for Arabic Subject in Madrasah Ibtidaiyah Muhammadiyah Bloran, Central Java
Academic Year 2021-2022

A. Introduction
In modern era, information and communication technology greatly affect all
aspects of life, including the education. Information and communication technology have
many benefits in a practical plan that they can change to achieve the best education.1
The media used in learning Arabic must prioritize students’ active learning in the
classroom so that the teaching and learning process becomes more effective and efficient.
Effective learning is needed to determine the success or failure of learning Arabic. The
teacher's role is not enough to teach, but he must be an expert and proficient in the
language.2
In addition to the teacher's role, the media is a helpful tool to facilitate the teaching
process for teachers and make it easier for students to receive and understand subjects.
Especially in teaching Arabic, the use of educational aids is necessary to learn Arabic.3
There are several problems found in class 5 Madrasah Ibtidaiyah Muhammadiyah
Bloran. Students tend to feel sleepy and bored during lessons, which causes many
students did not to understand the lessons being taught entirely. Most of them are not
excited yet, so they often sleep in class when learning takes place. This is because those
who do not understand will be sleepy, and in asking only a few students who ask, many of
them are shy and do not dare to give opinions and ask questions. Students' abilities are
different, some students do not understand and have not mastered the subject matter,
which causes the resultof some students to be below and makes class decrease.
It is difficult for students to understand. After all, they do not pay attention to the
teacher's explanation because they feel bored, cause sleepiness in class, and make the
class inactive. They only use the whiteboard, or the media limitedly, and in the end, the
student feels bored, especially with Arabic, which they didn’t use in their daily life, and

1
Muhajir Afandi, Teknologi Informasi Dan Komunikasi Dalam Pendidikan (Yogyakarta: Penerbit YNHW,
2018), p. 7.
2
M.ag. Drs. H. Ahmad Izzan, Metodologi Pembelajaran Bahasa Arab (Bandung: Humaniora, 2011), p. 77.
3
Mustofa Abi Hamid, Media Pembelajaran (Yasasan Kita Menulis, 2020), p. 7.
 they don't understand and interested to the Arabic language subject with a monotonous
whiteboard.
The researcher chose Madrasah Ibtidaiyah Muhammadiyah as the subject of this
research is because the educational institution is close to the University of Darussalam
Gontor. The object of research was be class 5, because, for class 1 to 4, they are still
difficult to be managed and directly are not yet a little mature, even for class 6, they are
more focused on facing the national exam, and for class 5, they already understand
learning.
The researcher needs to use the couple card media to make it easier for students in
the learning process and increase activeness and learning outcomes. Because the couple
card media is a suitable medium for students in elementary school, the couple card media
is a learning media while playing, which is ideal for early ages, and the couple card media
contains a variety of images and colors that are attractive to students. They are still
children, so illustrated or colored learning media are more attractive than a whiteboard.
The advantages of the couple card learning media are the various card colors and images
that are suitable for learning Arabic that is interesting for children.
In this study, the researcher intended to provide a solution to the obstacles found
by the Arabic language teacher. The solution was to use a couple of card media for
learning Arabic language subject in class 5. Learning couple cards is a learning media that
contains paired cards, with question cards and answer cards that complement each other,
the goal is that students can find the available answer cards. This media is very suitable
for hyperactive students, especially for students of elementary school. Most hyperactive
children like the game learning media because children are motivated to learn with
games.4
From the problems mentioned above, as well as the solutions offered by the
researcher, the researcher wants to conduct a research entitled "Implementation of the
couple card media to increase activeness and score of class 5 students for Arabic subject
in Madrasah Ibtidaiyah Muhammadiyah Bloran, Central Java academic year 2021-2022."
B. Theoretical Support

4
Siti Zulaikha, Pembelajaran Dengan Metode Couple Card Untuk Meningkatkan Motivasi dan Hasil
Belajar Siswa Madrasah Ibtidaiyah di MI NU Miftahul Huda IV Beji Pasuruan, (Jurnal Review Pendidikan Islam,
2014), p. 221.
 1. Implementation
Understanding implementation, it can be said that implementation is the actions
taken by the authorities and interested parties, both government and private, which
aimed to realize the goals and objectives that have been set. Implementation relates to
various actions taken to implement and learn the programs that have been prepared to
achieve the purposes of the planned programs because basically, every plan that is set
has a goal or target to be completed.5
2. Learning Media
The term media came from Latin, the plural form of "medium", which means
intermediary or introduction. The general meaning is everything that can transfer
information from the source of information to the recipient. The term media is
prevalent in the field of communication. The teaching and learning process is also a
communication process, so the media used in learning is called learning media.6
3. Couple Card Learning Media
According to Arsyad (2011). "Media a couple card as all forms and channels used
to deliver messages or information." According to Sanaky (2009), learning media is a
means that can be used as an intermediary in the learning process to produce effective
and efficient learning in achieving teaching goals.7
4. Learning Activeness

One of the importance of the teaching and learning process is to see how active
students are in the teaching and learning process. This has an effects educational
activeness, such as:

a. Students ask;
b. Students answer questions;
c. Students are interested in the teacher’s explanation;
d. Participation in task completion.8

5
Solichin Abdul Wahab, Analisis Kebijakan dari Formulasi ke Implementasi Kebijaksanaan Negara,
(2001), p. 65.
6
Iwan Falahudin, Pemanfaatan Media dalam Pembelajaran, (Peer-reviewed journal, 2014), p. 108.
7
Alfina Dwi Aryani Rambu Lokat, Pengembangan Media Pembelajaran Rumah Permainan Couple Card
pada Materi, (Yogyakarta, 2020), p. 9.
8
Hamdani, Strategi Belajar Mengajar (Bandung: CV. Pustaka Setia, 2011), p. 15.
 Eri Sujana stated that there is evidence of student activeness in the teaching and
learning process, and the evidences as follows:

a. Intervention in solving problems;

b. Ask other students or teachers if they do not understand the problem they are
facing;
c. Efforts to research various information needed to solve problems;
d. Train themselves to solve problems;
e. Participate in the implementation of self-learning;
f. Assess the same ability throughout the teaching process.9
5. Score
Score are seen from changes in student behavior after the teaching and learning
process by teaching objectives which tend to stay from the cognitive and psychomotor
domains. After the learning process, students expect the achievement of learning
objectives which are also known as learning outcomes.10
6. Arabic Subject
The Arabic book for Muhammadiyah Madrasah Ibtidaiyah is generalized and
nooted according to the government from class one to class six, and the researcher
insisted to take the subject for class five, where there are lessons about an Arabic-
speaking community, for example, professions, animals-animals in the zoo, classroom
items, learning materials, etc. A researcher took a chapter on professions for the first
cycle and took a chapter on animals in the zoo for the second cycle. Moreover, in
Arabic language books, there are various new vocabularies regarding specific
chapters, such as chickens for animals or police for professions and others.
C. Method
1. Data Collection Techniques and Instruments
The data collection techniques in this study were carried out using observations,
interviews, documentation, and field notes. By seeing that the study aims to measure
students' abilities, the instrument used in data collection is a test. The test is a tool to

9
Nana sudjana, Penilaian Hasil Proses Belajar Mengajar. (Bandung: Remaja Rosdakarya, 2009), p. 111.
10
Rio Ariyanto, “Penggunaan Media Untuk Meningkatkan Minat Dan Hasil Belajar Siswa Pada
Kompetensi Dasar Mendeskripsikan Pelaku-Pelaku Ekonomi Dalam Sistem Perekonomian Indonesia”, (Jurnal
Pendidikan Ekonomi: Jurnal Ilmiah Ilmu Pendidikan, Ilmu Ekonomi Dan Ilmu Sosial 12 no. 1, 2018), p. 122.
 measure students’ abilities in cognitive aspects or in mastering the material. The test
that will be given is a written test in the form of an essay in which students are asked
to answer questions openly, which is to explain or describe in their sentences.11
a. Interview
According to Habees (1993), interview is a way of knowing some cases.
The interview comes from questions that are put to people who are considered and
able to provide clear and desirable information.12 The researcher used the
interview to collect data about the problems in the classroom, how to learn Arabic
language subjects, the state of instruction and students, and the state of the school
in the Arabic language subject.
b. Observation
Observation is called monitoring activeness or data collection to know the
effectiveness of the actions taken, and it is to collect data effectively. 13 The data to
be collected is the data obtained from observational activeness during the learning
process to know how active the students are in the learning process.
c. Test
A test is several questions given to students to know the level and
development of many aspects of psychology. Psychological factors includes
achievement or learning outcomes, interests, talents, traits, and intelligence. 14 The
researcher used a test to find out the other data about the student’s results from the
assessment of the written test.
2. Data Analysis Techniques
a. Qualitative Descriptive
Analysis with qualitative descriptive techniques is used to describe the
situation in the classroom, about the process of applying the couple card learning
media, the teacher’s condition, and the state of the students during the learning
process.

11
Daryanto, penelitian tindakan kelas, p. 3-4.
12
Kunandar, Langkah Mudah Penelitian Tindakan Kelas Sebagai Pengembangan Profesi Guru (Jakarta:
Rajawali Pres, 2008), p. 157.
13
Ibid,. p. 143.

14
Ibid,. p. 186.
 b. Quantitative Descriptive
Analysis with quantitative descriptive techniques is used to analyze the
achievement of student learning outcomes. The analysis is carried out by bringing
up the average result of students in the Arabic language subject to determine
students’ abilities and improvement in Arabic language subject outcomes after
counducting learning with the couple card learning media.
In this research, that the researcher uses the media to analyze the total and
quantitative data in this scientific research. This is based on Rovudin (1998) stated
that macroanalysis is linear (flowing) and circular. Moreover, data analysis works
during the learning process. After collecting the required data, the researcher
analyzed the data, reduced and collects ed data for each research cycle.15 Data
analysis steps are based on the opinion of Rovudin (1998). As follows:16
1) Review all collected data
2) Data Reduction
3) Summarize and verifying data

After the end of data collection, the researcher began to analyze the data,
which were collected from the test results for each role to see the progression of
the student’s results and from observation to know the students’ activeness when
learning by using the “couple card” learning media in an Arabic language subject.

3. Research Procedures
Classroom action research typically involves the use of qualitative, interpretive
modes of enquiry and data collection by teachers (often with help from academic
partners) with a view to teachers making judgements about how to improve their own
practices. The practice of classroom action research has a long tradition, but has
swung in and out of favour, principally because the theoretical work which justified it
lagged behind the progressive educational movements which breathed life into it at
certain historical moments.17

15
Zainal Aqib, PTK Penelitian Tindakan Kelas Teori Dan Aplikasi Penelitian, p. 109.
16
Ibid,. p. 109-110.
17
Stephen Kemmis & Robin McTaggart, The Action Research Planner, (Springer Science & Business Media,
2013), p. 11.
 In conducting the research, the procedural was conducted using the research
designed by Kemmis and McTaggart, and it contained four elements: planning,
implementation, observation, and reflection. Furthermore, to decide promote and
improve their activeness and steps in the role after it.18
The types of learning media, only make it easier for teachers to choose a media
according to the strategy choosen as for the steps of research as follows:
a. Planning
Planning is preparing for the implementation of scientific research and the
investigation of the procedural:19
1) Teaching preparation compiling.
2) Making and arranging the steps of the learning process.
3) Designing an educational medium for implementation when conducting
scientific research.
4) Make some question sheets to evaluate students.
5) Creating educational tools used for each role when conducting scientific
research.
6) Developing assessment tools.
b. Implementation
The implementation stage is an essential step in determining the success of
the research. This stage will implement the plan that has been arranged. Then
teach well and as it is. Implementation of the research is the description of the
required action and its implementation and planning of efforts to correct and
improve the learning process and the implementation of action plans.20
c. Observation
Observation is the activeness of recording data related to the process and
implementation of the procedures for which it was designed and use the tools such
as teaching aids that have been prepared.21 In the observation phase, this process
includes data and data analysis. The analysis is carried out in a single operation

18
Desak Putu Eka Nilakusmawati, Panduan Penelitian TIndakan Kelas, (Universitas Udayana, 2015), p. 37.
19
Kunandar, Langkah Mudah Penelitian…, p. 128-129.
20
Ibid,. p. 129.
21
Ibid,. p. 129.
 that has taken place since the data collection process by monitoring student
activeness during the learning process by using the prepared observation sheet.
At the observation stage, there are two things that must be observed,
student learning activeness and teaching activeness. It monitors student learning
activeness during the learning process. Meanwhile, other collaborators can
monitor teaching activeness can be watched by other people (collaborators), such
as fellow teachers, who can monitor teaching activeness.
d. Reflection
The researcher reflected on the implementation of the teaching process in
the second cycle. Researcher drew a deduction for the education process, which
was share of deterioration in the first cycle. And if the education results in the
second cycle live up to their goals and the education is implemented in the cycle.
And if it does not achieve its goals, the implementation will be reduced to the third
cycle if needed.
4. Result and Discussion
a. Is the implementation of the couple card media in Arabic subject able to increase
the learning activeness of class 5 students of Madrasah Ibtidaiyah Muhammadiyah
Bloran for the academic year 2021-2022. As we know in learning activeness There
are several indicators as follows: Active students in the learning process, Student
give a questions, Students who pay attention to the teacher's explanation, The
energetic students, The students who do not sleep in class, Students who listen to
the opinions of their classmates, Students who participate in completing
assignments. And result criteria data as follows: 00,00-25,00: Very Weak, 25,01-
50,00: Weak, 50,01-75,00: Acceptable, 75,01-100,00: Good. The activeness of the
students increased in each session, it can be seen that the percentage of activeness
of the students in the second cycle increased than the percentage in the first cycle,
and this is what the researcher wanted in this study about the activeness of these
students. Their activeness reached 85% in the first cycle and in the second cycle
94%.
b. Is the implementation of the couple card media able to increase the result of the
Arabic subject for class 5 students of Madrasah Ibtidaiyah Muhammadiyah Bloran
 for the academic year 2021-2022. As we know in result criteria data as follows: 0-
39: Very Weak, 40-49: Weak, 50-69: Acceptable, 70-84: Good, 85-100: Very
Good. The result of the students increased in each session, it can be seen that the
percentage of result of the students in the second cycle increased than the
percentage in the first cycle, and this is what the researcher wanted in this study
about the result of these students. In the first cycle obtained 78% with a value of
6.0, and in the second cycle obtained 96% with a value of 8.4.

Comparison of Students Activeness

Observing the activeness of the students Adjusted result

First Cycle 85%
Second Cycle 94%

Comparison of Students Activeness

Comparison of Students Activeness

94

92

90

88

86

84

82

80
1 2

Comparison of Students Result

Determining the resultof

Modified results from students
successful students
First Cycle Second Cycle First Cycle Second Cycle
6,0 8,4 21 26
 78% 96%

Comparison of Students Result

Comparison of Students Result

100
90
80
70
60
50
40
30
20
10
0
1 2

5. Conclusion
a. Implementation of the "couple card" media to increase the learning activeness of
class 5 students in Arabic subject at Madrasah Ibtidaiyah Muhammadiyah Bloran
for the 2021-2022 academic year. Evidence of results in the first cycle of student
activeness to get 85% of 27 students. The results of student activeness increased in
the second cycle to get 94% of 27 students.
b. Implementation of the "couple card" media to increase the result of class 5
students in Arabic subject at Madrasah Ibtidaiyah Muhammadiyah Bloran for the
2021-2022 academic year. Evidence of students result in the first cycle has
reached 78% with a score of 6.0. Students result in the second cycle increased,
reaching 96% with a score of 8.4.
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