@phdthesis{digilib63689,
           month = {January},
           title = {TAHLIL AL 'AWAMIL AL MUTHBITAH FI QIRA'AH AL NUSUS AL'ARABIYYAH LI TULAB AL FASL AL THAMIN FI MADRASAH RAUDHATUS SALAM AL MUTAWASITAH AL ISLAMIYYAH AL MUTAKAMILAH YOGYAKARTA (TAHLIL MADKHAL ILM AL NAFS AL TARBAWY) LI AL 'AM AL DIRASY 2023/2024 M},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM.: 20104020066 Stephany Azzahra Gusva Putri},
            year = {2024},
            note = {Pembimbing: Dr. Hj. R Umi Baroroh, S.Ag, M.Ag},
        keywords = {Mmembaca Bahasa Arab, Sekolah Menengah Pertama, Psikologi Pendidikan},
             url = {https://digilib.uin-suka.ac.id/id/eprint/63689/},
        abstract = {This study explores the inhibiting factors of reading Arabic texts in 8th grade students of
SMPIT Raudhatus Salaam, Yogyakarta, with a focus on aspects of Educational Psychology.
The aim is to identify the psychological factors that affect students in reading Arabic texts
as well as knowing the teacher's efforts in overcoming the obstacles of reading difficulties.
This research is expected to provide insights to improve learning strategies and students'
reading skills. This research is a qualitative research. Data collection was done through
observation, interview, and documentation techniques. Data analysis used domain analysis.
The results showed that the factors inhibiting reading Arabic text in grade 8 SMPIT
Raudhatus Salaam were individual psychological factors, student motivation, and social
support. Teachers' efforts in overcoming students' psychological barriers in reading Arabic
texts are by applying strategies-incentives, moral support, and learning adjustments.
Interaction between teachers and psychological support are also important aspects. The
novelty of this study illustrates that psychological aspects such as student motivation and
social support play a significant role in Arabic reading skills. The findings highlight the
need for a more personalized learning approach, including more intensive psychological
support, the use of interactive technology, and an emphasis on collaboration between
students.}
}