Model Kognitif Psikolinguistik Terkini dalam Menunjang Pembelajaran Struktur Bahasa Arab

Abstrak

Psycholinguistic understanding helps teachers to detail teaching strategies that take into account how students process Arabic information, understand sentence structure, and overcome potential learning difficulties. Cognitive theory emphasizes aspects of understanding, mental processes, and organization in language acquisition. This view states that the stages of students' cognitive development influence their language development. In this research, the effectiveness of the cognitive model in learning Arabic becomes a benchmark in determining whether the teacher's role is fulfilled in applying psycholinguistic tests to students. So that the latest alternative for learning Arabic has emerged based on its new understanding. In this research, the researcher limited it to language structure material or often referred to as nahwu (syntax). Because learning nahwu holds great urgency in developing Arabic language skills. This research uses a qualitative descriptive approach, as well as the use of metasynthesis techniques for SLR (systematic literature review) research. With the systematic literature review method, research will be carried out using systematic, explicit and reproducible steps to synthesize (identify, evaluate, interpret) a number of research works and ideas that have been produced by researchers. The results of this research, in the cognitive aspect, researchers found that structural learning of Arabic (Nahwu) with the TBL (Task Based Learning) and PBL (Problem Based Learning) models is a learning model that can provide significant learning results in improving students' cognitive abilities, because both This model provides stimulus to students. Thus making cognitive abilities develop efficiently and effectively. This makes PBL and TBL alternative options in learning Arabic which is based on psycholinguistic cognitive models