The Effect of Personalized Sorogan-Based Learning on Nahwu Learning Outcomes at Pondok Pesantren KH. Syamsuddin Durisawo Ponorogo: (Sorogan sebagai Pedagogi Personalisasi Islam: Pengaruhnya terhadap Hasil Belajar Nahwu di Pondok Pesantren KH. Syamsuddin Durisawo Ponorogo)

Muhammad Ainur Rohman; Retno Widyaningrum

doi:10.37304/jied.v2i02.26061

Penulis

Muhammad Ainur Rohman UIN Kiai Ageng Muhammad Besari Ponorogo, Indonesia
Retno Widyaningrum UIN Kiai Ageng Muhammad Besari Ponorogo, Indonesia

DOI:

https://doi.org/10.37304/jied.v2i02.26061

Kata Kunci:

Islamic personalized pedagogy; Sorogan; Nahwu learning outcomes; pesantren education; Arabic grammar learning; Islamic education

Abstrak

Purpose: This study examines the effect of Personalized Sorogan-Based Learning (PPS) on santri Nahwu learning outcomes at Pondok Pesantren KH. Syamsuddin Durisawo Ponorogo and positions sorogan as a measurable form of Islamic personalized pedagogy. Method: The study employed a quantitative correlational design with an ex post facto orientation. PPS was measured using a 25-item Likert-scale questionnaire covering learning pace adjustment, material and example adjustment, repetition and correction, individual handling of grammatical errors, and direct ustaz guidance. Nahwu learning outcomes were measured through documented examination scores. The sample consisted of 53 santri selected from an accessible population of 110 through Slovin formula and proportionate stratified random sampling. The data were analyzed through validity and reliability testing, descriptive statistics, residual normality and linearity tests, Pearson correlation, and simple linear regression. Findings: The PPS instrument showed excellent internal consistency with Cronbach’s Alpha = 0.990. Simple linear regression indicated that PPS had a significant positive effect on Nahwu learning outcomes, B = 0.642, t = 14.368, p < 0.001. The model produced R Square = 0.802, meaning that PPS statistically explained 80.2% of the variance in documented Nahwu scores within the sample. Future Research: Future studies should examine prior Arabic competence, learning motivation, feedback intensity, frequency of sorogan sessions, teacher-student ratio, pesantren routines, and longitudinal achievement data. Implications: The findings indicate that sorogan can be strengthened as a pesantren-based pedagogical practice through paced progression, repeated reading, individual correction, and direct grammatical guidance. Novelty: The study contributes to Islamic education scholarship by reframing sorogan as an empirically measurable Islamic personalized pedagogy rooted in talaqqi, muraja’ah, adab, and ustaz-santri mentorship.

Tujuan: Penelitian ini bertujuan untuk menguji pengaruh Personalisasi Pembelajaran Berbasis Sorogan (PPS) terhadap hasil belajar Nahwu santri di Pondok Pesantren KH. Syamsuddin Durisawo Ponorogo dan menempatkan sorogan sebagai bentuk pedagogi personalisasi Islam yang dapat diukur secara empiris. Metode: Penelitian ini menggunakan desain kuantitatif korelasional dengan orientasi ex post facto. PPS diukur melalui angket skala Likert yang terdiri atas 25 butir, mencakup penyesuaian tempo belajar, penyesuaian materi dan contoh, pengulangan dan koreksi, penanganan kesalahan gramatikal secara individual, serta bimbingan langsung ustaz. Hasil belajar Nahwu diukur melalui dokumentasi nilai ujian. Sampel berjumlah 53 santri yang dipilih dari populasi terjangkau sebanyak 110 santri melalui rumus Slovin dan proportionate stratified random sampling. Data dianalisis melalui uji validitas dan reliabilitas, statistik deskriptif, uji normalitas residual dan linearitas, korelasi Pearson, serta regresi linear sederhana. Hasil: Instrumen PPS menunjukkan konsistensi internal sangat tinggi dengan Cronbach’s Alpha = 0,990. Regresi linear sederhana menunjukkan bahwa PPS berpengaruh positif dan signifikan terhadap hasil belajar Nahwu, B = 0,642, t = 14,368, p < 0,001. Model menghasilkan R Square = 0,802, yang berarti PPS secara statistik menjelaskan 80,2% variasi dokumentasi nilai Nahwu pada sampel penelitian. Penelitian Selanjutnya: Penelitian mendatang perlu menguji kompetensi awal bahasa Arab, motivasi belajar, intensitas umpan balik, frekuensi sorogan, rasio ustaz-santri, rutinitas pesantren, dan data capaian longitudinal. Implikasi: Temuan ini menunjukkan bahwa sorogan dapat diperkuat sebagai praktik pedagogis pesantren melalui pengaturan tempo belajar, pembacaan berulang, koreksi individual, dan bimbingan gramatikal langsung. Kebaruan: Penelitian ini berkontribusi pada kajian pendidikan Islam dengan membingkai sorogan sebagai pedagogi personalisasi Islam yang terukur dan berakar pada talaqqi, muraja’ah, adab, serta pendampingan ustaz-santri

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