Collaborative-Based Tashrif Lughowy in Qiroatul Kutub Learning Using the Reverso

: The large number of grammatical explanations in learning Qiroatul Kutub made students increasingly slow in understanding Arabic texts, especially in Tashrif Lughowy, which demanded many changes. In order to speed up students' understanding in short meetings, this research was important to carry out. This study aimed to develop Tashrif Lughowy learning in the project-based learning Qiroatul Kutub course using the Reverso web application and tested its feasibility. It was designed with research and development research with the ADDIE approach. Expert and product tests were conducted to assess the feasibility of the product being developed. Respondents in the product test were 36 Islamic studies students at the Indonesian Islamic University. This research was developed with an emphasis on collaborative learning. Lessons were designed with projects in the analysis of the Arabic text provided. The results of the study indicated that this product development was very feasible to use, with an expert test score of 82.6% and a product test score of 89.4%. An increase in ability was also obtained by 24.3%. Collaborative learning in Tashrif Lughowy was very helpful in accelerating student understanding and maximizing lecturers in providing feedback, accelerating student understanding in a short time. In its application, lecturers checked student project work intensively every week to get maximum feedback. Digitalization of education could accelerate the transformation of quality education, so the results of this research really needed to be applied in teaching Tashrif Lughowy in learning Qiroatul Polar with very short meetings.


Introduction
One of the principles in learning qiroatul Kutub is not to overdo the explanation of existing grammar and focus on the grammar in the text. 1 But the fact is that there is still a lot of Kutub Qiroatul learning that is still grammatically based in every meeting.This is a problem of students' delays in understanding existing Arabic texts.Due to the length of grammatical learning, students will increasingly be distracted by learning that is directed more into the science of nahwu, making them slow in analyzing existing Arabic texts. 2 On the other hand, a teacher's grammatical skills are also very much needed to learn Qiroatul Kutub with students.Teachers' grammatical abilities that are not optimal will also cause failure in learning the ability to read Arabic texts (Qiroatul Kutub) 3 because Arabic is a very complex language and requires tools to analyze the text successfully. 4Of the several problems that occur related to grammar in analyzing Arabic texts, this is tashrif lughowy or better known as morphology.The knowledge that must be carried out regarding the formation of meaning that must be analyzed in an Arabic text. 5Several studies state that tashrif lughowy is a challenge in learning Arabic compared to learning other second languages for Indonesian learners because of the many changes that occur and requires very strong memorization. 6So students must be willing to always open the dictionary to look for changes in words if they find difficult words in analyzing Arabic texts.
In learning Qiroatul Pole, students must be able to master the Tashrif Lughowy.
Achieving meaning is very necessary with this study in sentence structure by considering and paying attention to the applicable formulas.Because, the desired meaning will change with the change of one letter, for example at the beginning of the Arabic word itself.Tashrif lughowy learning in Indonesia seems stagnant because the learning method cannot be developed other than memorizing existing formulas and the number of changes is very large.One of the causes for this to happen is that the model/learning used by the teacher is not appropriate, which will later determine the success of students' achievement in reading Arabic texts. 7Several methods that are considered successful in overcoming this problem, one of which is project based learning. 8Because this method prioritizes collaboration between students and skills used.Student creativity, thinking skills, communication skills, collaborative skills, independence and lifelong learning skills in students will also be awakened.
Several studies related to project based learning in Qiroatul Kutub learning say that student performance in analyzing texts using projects is faster than task-based individual performance. 988% accuracy which is very good to help students' understanding in Qiroatul Kutub learning. 10This method can also improve students' abilities in learning Arabic speaking skills. 11In Arabic writing skills, this method can also increase students' creativity. 12Research related to morphology in project based learning is very authentic and collaborative in solving problems. 13Some of the research above focuses on grammar in general.This research focuses on grammar which lies in morphology or tashrif lughowy which is included in the grammatical part of the Arabic language.Some of the research above is still limited to the work of students who depend on formulas that must be memorized, but this research is more focused on the collaborative work of students who are assisted by using the Reverso web application.This web application helps users search for words that are already contained in the Arabic text into the original words to make it easier to find meanings that match the Arabic text that is being analyzed automatically.Even though this application only helps with part of the learning process, at least the author hopes to be able to make a contribution in making learning easier in Qiroatul Kutub.The digital Arabic language learning base is still very minimal compared to English and its accuracy is still in doubt. 14So this research aims to develop qiroatul pole learning in analyzing Arabic texts in the aspect of changing existing verbs (tashrif lughowy) based on a group project assisted by the Reverso web application.The novelty in this research can be seen in the web application which is used to make it easier for students to look for changes in verbs  The data collection technique used a questionnaire distributed to learning method experts.To collect data more comprehensively, questionnaires were also distributed to students to gather insights into the learning experiences from the methods employed. 13Akhyaruddin Akhyaruddin, "Implementasi Project Based Learning-Case Method (PjBL-CM) dalam Pembelajaran Morfologi Bahasa Indonesia," Jurnal Ilmiah Dikdaya 12, no. 1 (2022): 1-6.
14 Mehdi Srifi, Oussous, A., Ait Lahcen, A., and Mouline, S., "Evaluation of Recent Advances in Recommender Systems on Arabic Content," Journal of Big Data 8, no. 1 (2021): 1-19.Documentation was also utilized by researchers to collect data and assess the progress of students based on pre-post test results in the conducted learning sessions.The data collection instrument comprised one type, namely the learning method aspect.The aspects of learning methods employed by researchers included positive dependency, individual accountability, face-to-face interaction, collaboration skills, group projects, and collaborative evaluation.The respondents selected as data collection participants were 36 students at the Universitas Islam Indonesia in the first semester of the Islamic education study program, using random sampling techniques.All instruments were tested twice by researchers to ensure the validity of the data related to this research.The first usage aimed to identify weaknesses in the conducted learning, while the second usage was intended to assign revision scores for the identified weaknesses that had been addressed.
In carrying out data analysis, researchers used qualitative descriptive analysis techniques, specifically by examining the results of the data obtained in comparison to the expected data.They then created a narrative from these results to generate analysis outcomes based on the existing factors.The criteria used by researchers to justify eligibility were as follows.From the table 1, it is used to justify expert assessments and field tests from students.In providing justification it is given very well for an average score between 81-100 and so on.Several scores were given by experts and students and then an average conclusion was drawn and justified based on the table.

Results and Discussion
From the research carried out by the author, several things are explained as follows according to the model used.
In analyzing the problems that exist in learning, it was found that several students were still very weak in analyzing words in Arabic texts in the form of verbs (fi'il).From this, it was found that 65% of students did not change the verb in Arabic texts.In studying this Kutub qiroatul course, students are required to be able to master it the first (CPMK 1), analyze isim, fi'il, and huruf in Arabic texts, second (CPMK 2), specifications of the analysis that have been found in Arabic texts from isim, fi'il, and huruf then third (CPMK 3), accurate translation of the specifications that have been carried out in the second activity.The second activity really needs to be done because it is related to the tashrif lughowy which really determines the translation of the verb specifications in the Arabic text.
The output of these three activities is in the form of mutually sustainable products.The product is arranged on a project scale with groups in the class.In arranging the learning flow, the lecturer wants to arrange it sequentially.
Starting from composing word by word, sentence by sentence, leading to a complete paragraph translation.This really supports students in accelerating understanding of the processed Arabic text.In line with Molham's research, processing in Arabic text analysis requires deep neural networks.This can be overcome with a sequence-by-sequence method to speed up the skill. 17However, in this case the author has not proven the students' ability to read the text directly without a sequence-by-sequence method process.
As is usually done in yellow book reading competitions, in which case it is not possible to carry out the method taught by the lecturer.
In carrying out project-based learning, the researcher provides an essential question in the form of the Arabic text 'gundulan' which has no harakat and translation, then students will then carry out work with their group to meet the learning objectives in accordance with the existing CPMK.At the end of each lesson from CPMK, researcher carry out an evaluation as progress monitoring of student work by creating a jigsawbased discussion forum to evaluate student projects.Finally, the researcher carried out a product test in the form of an analysis of Arabic text in the form of a tarkib and its translation using comprehensive discussions from each group and the researcher will provide an assessment of the lowest score from the results of the existing group discussions.
This was also done in previous group discussions.With this treatment, students are very enthusiastic about participating in existing group work to catch up on skills they have not yet acquired.From this method, several studies are very supportive to be carried out in increasing student motivation in group-based learning with existing projects. 18In verb-based learning in Arabic, students use the help of the Reverso application in analyzing verbs so that it makes it very easy for them to analyze existing verbs without matching existing formulas.The learning flow and methods that have been explained are seen in the following picture.From the picture 1, you can see the application of project based learning that has been explained.Among them, there are 3 important points that must be done by lecturers, namely giving essential questions, then progress monitoring, and finally assessing the outcome.In fact, in the picture, progress monitoring must be carried out routinely by lecturers to provide maximum feedback to students.In what has been done, researchers carry out progress monitoring once a week with students, but lecturers also always monitor via Google Classroom to see group performance.In group learning, lecturers must also evaluate how their learning works by providing a trigger in the form of an interactive video made by the lecturer regarding the material being explained.
From the learning development that had been carried out, the researchers provided instruments in the form of questionnaires to experts to test the feasibility of the learning methods that had been used by the researchers before mass dissemination.The first test was carried out on learning method experts who obtained the following results.From the results of the expert test, there are still several things that need to be improved in the aspects of individual accountability (learning methods to make students afraid of their own mistakes in groups), face-to-face interaction, group projects (projects that require active participation), and collaborative evaluation.From the data obtained, researchers changed several things related to the existing learning flow.First, in terms of individual accountability, researchers create a learning method in which the group must be responsible for mistakes that occur in the group.For example, in the first product test, one student in the group makes a mistake, then all group members must be able to help from the mistake until it becomes the correct answer.If this cannot be done, there will be consequences that must be accepted by the group in the form of a reduction in assessment points for one existing group.
Second, in the face-to-face interaction aspect, the research uses the Google Classroom channel in the form of slides which must be filled in by the group leader to update face-to-face discussions that occur in the group.This really supports students to always be active in discussing wherever and whenever with their group members. 19ird, the group project used by researchers in accordance with input from experts was given several assignment tasks to motivate students to actively carry out discussions.
This was created by researchers by giving structured assignments to each individual in each group.This work is carried out by individuals in groups according to their respective duties.This is in line with Zaharul's research that competition-based assessments are very supportive of group participatory abilities.The process of providing feedback is also not only given in the existing Google Classroom so students cannot provide active participation in receiving feedback from lecturers.Researchers provide additions by using real feedback, namely participatory feedback with the learning group.The researcher provided several important things related to the main problems in the Arabic text, then students responded to the feedback.
After making several revisions to the input from the expert test, the researcher then applied it according to what was in the learning flow with students.From the data obtained by researchers from students as their learning experience in learning aspects related to the Sharf learning method in the Qiroatul Kutub course, it can be said to have met the very appropriate category according to what the students did.This data can be seen in the following table with the average results, the indicators are as in the previous table.From the results above, it can be seen that the average for each aspect is strongly agreed, which indicates that there is a correlation between the learning process that occurs and student improvement in the Kutub Qiroatul course.Several things related to the table above can be seen in more detail in the aspect of positive dependence.From several aspects made by researchers, students feel that study groups play a very important role in implementing learning.This is in line with research on the aspect of speaking Arabic in improving students' abilities. 22As for the accountability aspect, students are greatly helped by using the Reverso application to be more creative in developing the learning that occurs with their group.Interactive applications in learning Arabic, especially Qiroatul Kutub, really help students in solving the Arabic text that is being analyzed. 23e interaction used by the lecturer requires students to always interact with their group using Google Classroom, where students have to fill in the activities carried out with their group via a sheet provided by the lecturer.This interaction in learning really supports students to always discuss projects being worked on by the group. 24In terms of evaluation, students also feel more challenged to deepen the learning taught by lecturers on an ongoing basis because the collaborative-based evaluation supports the curriculum in the 21st century. 25Regarding providing feedback in evaluating student assignments, lecturers provide feedback synchronously via Google Classroom.However, this is felt to be less than optimal because students only see the evaluation of feedback given by the lecturer without providing awareness regarding work that is still wrong.In Harrasi's research, he said that feedback in foreign language writing must involve students directly 26 and indirectly the lecturer does this in the next meeting.The results show that students' work is gradually getting better than before.
Apart from expert-based feasibility tests and learning product tests, the author saw that from the students' learning experience, post-test results were also obtained which showed that there was a significant increase from the existing baseline which was then targeted by the lecturer to achieve an increase.
From several aspects that have been conveyed by researchers, based on the learning outcomes of the first course (CPMK), which has a baseline of 80%, it has increased to 98.2% of the learning that has been carried out using the methods and media that are being developed.This is reflected in the analysis of Arabic texts in relation to finding and distinguishing words in Arabic, including isim, fi'il, and huruf, which have been carried out by students well recorded in the portfolio of group projects they have worked on.There is not much feedback given by lecturers to students.This indicates that students' understanding of the Kutub Qiroatul learning material has been well absorbed.
There are several studies on Kutub qiroatul that use project based learning but there are still several shortcomings related to students' difficulties in understanding the material independently 27 meanwhile, this learning is assisted by the Reverso application which makes it easier for students to access Arabic text analysis independently.
In observing the second learning outcomes (CPMK) related to the analysis of the findings of the first project, the lecturer provided several guidelines to see the improvements that occurred.Among them are the specifications of the isim, fi'il sentences and huruf themselves.If in the first project a student finds an isim sentence in an Arabic text then he must look for which isim sentence it falls into, or what fi'il sentence, is it fi' il madhi, or mujarrod, or lazim and so on.This supports the accuracy of translation in the Arabic text being analyzed.In this learning outcome (CPMK), the student baseline was 65.7% and after taking action it increased to 97.2%.
In this case, students' creativity in specifying sentences is very diverse.Four groups have reached the complete stage and two groups have reached the very complete stage.This means that students have reached a more advanced stage in making projects assigned by the lecturer so that students' critical thinking is well developed.This is in line with research conducted by Anazifa that project-based learning can improve students' critical thinking.Although actually consistency in the project is also needed in this learning.explained by the lecturer previously.The student baseline in this CPMK is 75.4% greater than the second.
The reason that can be attributed to the larger baseline is because some students are already familiar with the Arabic speaking skills they have.So this slightly supports the translation of the Arabic text being analyzed.Even so, the average student still has difficulty in determining the correct grammatical position in Arabic texts.On a group basis they gave great results with an increase to 98.7%.From the research results found, several important points can be given that this collaborative learning really supports students to be able to solve problems that occur within themselves related to the ability to understand the context in Arabic texts that occur.The findings of this research also say that the collaborative method is able to accelerate students' understanding of performance in their groups.But on the other hand, Amalia's research states that group-based learning seems rushed in terms of student time commitment. 28The emphasis on collaborative learning only occurs in the classroom, so it is natural that time is rushed because it must be completed within the specified credit period.This is different from this research, where researchers really emphasize group learning that occurs outside the classroom.The learning that occurs in the classroom is only limited to providing feedback to students more intensively.So the researcher suggests that more group learning carried out by students be applied outside the classroom without eliminating progress monitoring by the lecturer himself by updating project performance data with his group in Google Classroom.Some deficiencies may occur with groups whose average individual abilities are at a low level.Routine discussions may be lacking in such groups.So, pre-test treatment is very important to carry out at the beginning to organize study groups to obtain heterogeneous levels of ability.Performance results are always evaluated to become a percentage of the final score given to groups, not individuals.This has a great influence on improving students' abilities in the Qiroatul Kutub course, especially in analyzing changes in verbs/tashrif lughowy that occur in Arabic texts.

Conclusion
The findings from the results of this research say that collaborative learning can improve students' abilities in the tashrif lughawy aspect of learning qiroatul kutub.
Students are able to solve their ability problems that occur in projects with their groups.
The short time spent in learning can be overcome with a group learning model with existing projects by maximizing group learning outside the classroom, which is emphasized in progress monitoring via Google Classroom.This states that this learning development is very suitable for use.This learning process uses the same text in the project carried out by students.It is possible that the goal of reading ability is the differences in texts that occur so that students are better able to analyze all types of Arabic texts.Future researchers must pay close attention to the selection of individuals in the group by paying attention to the results of the pre-test that was carried out at the beginning to obtain heterogeneity in the study group.

in
Arabic texts without the help of many formulas.As well as collaborative work that occurs in the aspect of Arabic text analysis, this research aims to (a) develop Tashrif Lughowy learning in Qiroatul Kutub based on project based learning using the Reverso web application and (b) test the feasibility of the development product.Methods This research uses a development research approach.The output of this research is a product of the Sharf learning method in the Qiroatul Kutub course with the help of the Reverso application.The development model used is the Analysis, Design, Development, Implementation, and Evaluation model or better known as ADDIE.The stages used are as follows.

Figure 2 .
Figure 2. Flow of Learning Stages

Fulfilling
the third learning outcome (CPMK) is the most important in learning Qiroatul Kutub.Students can translate the text being analyzed and understand it in their own language.From the previous CPMK process, students were able to provide accurate translations according to the specifications carried out in the second project.And in this final CPMK, students must be able to compose a translation that suits what is desired by the text being analyzed.Word by word, sentence by sentence, and paragraph by paragraph are arranged neatly without ignoring the grammatical rules that have been 27 Alexsander Loi, "Applying The Problem-Based Learning Model in Improving Reading Skill at Eight Grade of SMP PGRI 3 Denpasar," International Linguistics and TESOL Journal 1, no. 2 (2023): 22-26.

Table 2 .
Experts Feasibility Results