Implementation of a Microlearning Strategy Using Flashcards in Arabic Vocabulary Instruction at Islamic Junior Secondary School

Abstract

 

This study aims to describe the implementation of a microlearning strategy using flashcards in the teaching of vocabulary at MTsN 2 Pasuruan and to analyze its impact on students’ vocabulary comprehension. This study is important because mastery of vocabulary is a fundamental basis for learning Arabic, whereas conventional teaching methods often result in students being less active and easily bored. This study employs a descriptive qualitative approach. The research subjects consisted of Arabic language teachers and eighth-grade students at MTsN 2 Pasuruan. Data collection techniques included observation, interviews, and documentation, followed by analysis using data reduction, data presentation, and conclusion-drawing techniques. The results of the study indicate that: (1) the microlearning strategy using flashcards was implemented in vocabulary instruction through the presentation of material that was brief, gradual, and interactive, thereby making it easier for students to learn Arabic vocabulary; and (2) the application of this strategy had a positive impact on student engagement and improved their understanding of vocabulary, as evidenced by increased participation, enthusiasm, and students’ ability to understand and remember Arabic vocabulary. Thus, the microlearning strategy using flashcards can serve as an innovative and effective learning alternative to enhance students’ vocabulary comprehension and create a more interactive Arabic language learning environment.