تحليل التعليم الاستدراكي في اللغة العربية في الفصل السابع بالمدرسة المتوسطة الحكومية ٣ بنغكاليس
Remedial Analysis of Arabic Language Learning in Class VII MTsN 3 Bengkalis
DOI:
https://doi.org/10.56633/nun.v5i2.1315Keywords:
arabic language learning, kktp, merdeka curriculum, remedial teachingAbstract
This study analyzes the implementation of remedial teaching in Arabic language learning and the challenges faced by teachers in Grade VII at MTsN 3 Bengkalis. Remedial teaching aims to help students who have not meet the Learning Objectives Attainment Criteria (KKTP) achieve the required competencies. In the Merdeka Curriculum, remedial teaching is not only intended to improve grades but also to deepen students’ understanding of the material. Using a qualitative descriptive approach, data were collected through interviews, observations, and documentation. The findings show that remedial teaching is conducted after students fail to meet the KKTP in daily tests, involving reviewing the material and providing new test items. While the implementation follows principles such as adaptability, interactivity, flexibility, prompt feedback, continuity, and service availability, it has not run optimally. Challenges include limited time, low student motivation, differences in learning abilities, lack of learning resources, and insufficient teacher training on remedial teaching concepts within the Merdeka Curriculum. The study concludes that greater support from various stakeholders is needed to ensure remedial teaching is implemented effectively in line with the principles of the Merdeka Curriculum.
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