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JOURNAL OF ENGLISH EDUCATION AND TECHNOLOGY 

Vol. 03 No. 02, June 2022, pp. 201 - 213 

Available online at:  

http://jeet.fkdp.or.id/index.php/jeet/issue/current 

ISSN: 2721-3811 (media online) 

 

The Influence of The Lecture Method on The Learning Nahwu at PBA 

Students Of INKAFA Gresik 

Farid Qomaruddin 

Universitas Kiai Abdullah Faqih Gresik 

faridqomaruddin@gmail.com  

ABSTRACT 

Lectures are methods that can be applied in teaching, that is, how to carry out teaching by conveying 

information and knowledge to students. Student interest in learning in the Nahwu  course is  a sense of interest 

in the course without coercion from outside parties,  resulting in  changes in individual behavior. This study 

aimed to determine the influence of the lecture method on Nahwu's learning interest in PBA students in the 

second semester at Inkafa Gresik. This research method is a pre-experiment that uses a quantitative approach. 

The population of the researchers made respondents amounted 22 students. Tests and questionnaires were 

used for the data collection. The data analysis used the Likert scale formula and Product Moment. The results 

of the data analysis show that the application category of the lecture method is "Good.” This is evident from 

the results of the questionnaire, which was 61.92%, which is in the range of 61%–80%. The category of Nahwu 

students' learning interest is "High,”  as evidenced by the results of the questionnaire obtained, which was 

68.46%, which is in the range of 61%–80%.  The application of the lecture method influences interest in learning 

the nahwu of PBA students in the second semester at INKAFA Gresik.  This is evident from rxy = 0.765, which 

is greater than the significance level values of 1% = 0.388 and 5% = 0.496.  If the result r xy = 0.765 is consulted 

on the interpretation table "r" Product Moment which is between 0.60 – 0.799 which means strong. 

Keywords: Lecture Method, Interest, Nahwu, Arabic Language Education 

 

I. INTRODUCTION 
Education for every human being must 

be constantly preserved and maintained. 

Although formally a person is declared to 

have graduated  from a  higher education 

institution, this does not mean that the 

person must withdraw  from the process of 

http://jeet.fkdp.or.id/index.php/jeet/issue/current
http://u.lipi.go.id/1580741566


202 
 

seeking knowledge, adding insight, and 

sharpening knowledge.  In essence, humans 

are constantly educated (Wahyuddin, 2016) . 

Education can enable people to face all 

problems or challenges and be ready to 

adjust to new situations.  Education in life 

plays a very important and urgent role 

because without education (Aziz, 2020), we 

can be sure that humans today are no 

different from humans in previous 

generations who would not be able to 

progress and continue in ignorance. The 

scientific and technological advances 

achieved by nations in various parts of the 

world are the result of education. Law 

number 20 of 2003 concerning SISDIKNAS 

article 1 paragraph 1 explains that "Education 

is a conscious and planned effort  to create a 

learning atmosphere and learning process so 

that  students actively develop their 

potential to  have strength  religious 

spirituality, self-control, personality, 

intelligence, noble character, and skills 

needed by himself, society, nation, and state". 

Talking of education directly involves 

learning and learning. Education is 

synonymous with learning processes. 

Learning is an activity that must be done  and 

given to students, because learning is  the key 

to success in achieving a better and brighter 

future, preparing the nation's generation 

with insight  into vast science, which will 

ultimately be useful to religion, nation, and 

state (Aziz & Dewi, 2019). 

In the learning process, there is an 

interaction between educators and students.  

Educators  in the learning process have an 

important role, namely determining the 

achievement of learning goals (Aziz & 

Cahyani, 2022). Because in the learning 

process it is the educator who chooses the 

teaching material to be delivered, as well as 

designing, managing and evaluating it. 

Educators who are only armed with courage 

and experience, without being equipped 

with knowledge of teaching methods, will be 

able to reduce their interest in learning 

students. To anticipate the decline in student 

learning interest, it is appropriate for 

educators  to review  teaching methods that 

are in accordance with  the teaching material 

or  subjects to be delivered, as well as the 

purpose of the learning . 

Educators use teaching methods to 

deliver courses to learners. The teaching 

method can also be interpreted as a way used 

by educators in establishing relationships 

with students during teaching. Of the many 

teaching methods that exist, there are several 

that are most often used in learning, 

including the lecture method, since long ago 

educators in an effort to channel their 



203 
 

knowledge were oral. Although not a few 

people think  that the lecture method cannot 

maintain information  that has been received 

by  students  for a long time, because the 

information they or students get is only 

verbal, then there is  In their memory are only 

words that have been conveyed by educators. 

Therefore, students need to  record materials  

that are considered important so that  at 

home they can  be studied again and  to find 

out the level of understanding  of students,  

educators need to ask questions about the 

material that has been  delivered.   

The lecture method is also monotonous; 

not infrequently, students feel bored when 

educators use the lecture method. Thus, 

students’ interest in learning also decreased. 

A person’s interest is a strong tendency 

towards something or activity, and the 

person will express it by following the 

activity. The essence of the learning process 

is the reciprocity or response of learners. So 

in the application of the lecture method, 

educators need certain skills, so that the 

presentation style is not boring and attracts 

the attention of students .  

The starting point in successful teaching 

is to arouse students' interest in learning, 

because sometimes students do not like a  

course; it is  necessary to have stimuli that 

bring students   pleasure to  the course and 

arouse   their enthusiasm for learning. If 

students already feel interested in following 

the course, then they will be able to 

understand easily and vice versa if students 

are not interested in carrying out the learning 

process, they will feel burdened in following  

the course because they  feel compelled to 

follow him.  

A person will not achieve the desired 

goal if there is no interest or desire from the 

soul to achieve the goal to which he aspires.  

Thus, the purpose of learning cannot be 

achieved.  Likewise, the interest in learning 

students in the Nahwu course is not innate 

from birth, but it arises due  to a need for  

students  and the interest  of students in  the 

Nahwu course  and the existence of external 

stimuli that can cause interest in learning 

students. In this case, interest is an 

important foundation for a person to perform 

their activities well. As a psychological 

aspect, interest can not only influence a 

person's behavior, but can   also encourage 

people to keep doing and getting things. 

The application of the lecture method to 

the delivery of Nahwu courses at INKAFA is 

often used, and the learning outcomes of the 

application of the lecture method are good. 

Even though according to what the author 

knows that the lecture method is boring, the 

learning outcomes of students are not as 



204 
 

good.  This underlies the author’s test of the 

lecture method on the learning interests of 

PBA students in the second semester at 

UNKAFA Gresik.  

II. LITERATURE REVIEW 

A. Lecture Method 

The lecture method consists of a series of 

two words: method and lecture.  Some 

experts argue that method is a term used to 

express the notion of "the most appropriate 

and fast way of doing something. This 

method was used to achieve a predetermined 

goal.  Method in general is everything that is 

contained in every teaching process. Method 

can also be understood as a general 

systematics for the selection, preparation 

and presentation of linguistic material 

(Hamid, n.d.). 

What is meant by the lecture in the 

learning method here is the delivery of 

subject matter directly through oral 

narration or verbal communication, which 

uses language and is also called speech.  In 

English it is termed Lecture Method which 

comes from Latin Lacture, Lecturu, Legu 

which means reading aloud. This refers to 

history, the origin of the use of this method 

that emerged and was widely used starting in 

the 5th century by the Greeks, who then 

adopted its widespread use by Middle 

Easterners and Europeans in the Middle 

Ages when writing was very rarely used. And 

what is meant by this method when it is the 

reading of information aloud is similar to the 

reading of announcements that are usually 

done when  this is done.(Wirabumi, 2020). 

For the Arabic language, several terms 

were used: 

 أسلوب أو طريقة احملاضرة 

Uslub or Thariqah Muhadharah. It is 

just that some distinguish between uslub 

and thariqah. Uslub refers more to a model or 

style, whereas thariqah is a way. Therefore, 

uslub is more specific than thariqah, where 

someone can teach the same thariqah but 

with a different uslub or style. Like the two 

teachers who use the lecture method, one 

with a standing style and the other just 

sitting. 

According to some experts, the 

understanding of the lecture method in the 

teaching and learning process is: 

a. The lecture method is a teaching method 

by conveying information and 

knowledge orally to a number of students 

who generally follow passively 

(Fathurrohman, 2009). 

b. The lecture method is a way of carrying 

out teaching carried out by educators in 



205 
 

monologues and one-way relationships 

(Syah, 2010). 

c. According to Surakhmad in the book The 

Process of Teaching and Learning in 

Schools, lectures as a teaching method 

are enlightenment and oral narration by 

educators  to their classes  

(Suryosubroto, 2009). 

So, the lecture method is a way of 

carrying out teaching by conveying 

information and knowledge orally by an 

educator to his students who generally 

follow passively. 

In this method, educators provide 

descriptions or explanations to learners at 

certain times and locations. Carried out with 

spoken language to provide an 

understanding of the problem. On campus, 

this method is often called the lecture 

method (Nasih, 2009). 

The lecture method is very popular 

among educators. This method is most often 

used and is the most economical method for 

conveying information. In addition, this 

method is also considered the most effective 

in overcoming the scarcity of literature or 

references that are in accordance with the 

range of purchasing power   of students, 

because simple learning materials can be 

processed in such a way as to match what 

educators know. 

In teaching using the lecture method, 

student activities only listen while 

occasionally recording the points of 

discussion delivered by the educator, and the 

attention of students is only focused on the 

educator. Therefore, it is not uncommon for 

people to assume that this method will create 

students who are passive in the teaching and 

learning processes. This is because they only 

accept what is conveyed by the educators. In 

the learning process at school, the purpose  of 

the lecture method  is to  deliver material that 

is a lot of information and broad (Majid, 

2009). 

B. Advantages and Disadvantages of the 
Lecture Method 

Every learning method has advantages 

and disadvantages. Therefore, all methods 

cannot stand alone without other methods 

(Hisyam Zaini, 2008). Some of the 

advantages of the lecture method are as 

follows: 

a. Practical in terms of preparation and 

media used. 

b. Time and cost efficient. 

c. Can deliver a lot of material. 

d. Encourage lecturers to master the 

material. 

e. Easier to control classes. 

f. Learners don't need preparation. 



206 
 

g. Students can immediately receive the 

materials. 

h. Can be followed by students in large 

numbers. 

i. Educators easily explain  large  

amounts of course material (Bukhori 

Alma, 2009). 

There are several weaknesses in the 

lecture method, experts try to express some 

of the disadvantages of the lecture method, 

including: 

a. The formulation of appropriate 

instructional objectives is only up to 

the level of comprehension. 

b. Hanya cocok untuk kemampuan 

kognitif. 

c. Communication tends to be one-way. 

d. Depends heavily on the verbal 

communication skills of the 

presenter. 

e. Lectures that are less inspirational 

will reduce participants' enthusiasm 

for learning (Gintings, 2008). 

f. It is difficult to control the extent of 

learning acquisition of students. 

g. When it's too long boring (Bukhori 

Alma, 2009). 

h. Easily distracted by visual things and 

prone to noise. 

i. Brain factors that quickly forget the 

information obtained. 

j. Attention is centered only on 

educators, and educators are always 

considered learners right. Here it 

appears that educators are more 

active while students are passive 

only. 

In the lecture method there is an element 

of coercion, because the educator  speaks 

(actively) while  the learners only hear, see 

and quote what the educator is talking about  

(Hisyam Zaini, 2008). 

C. Steps to Use the Lecture Method 

To organize learning with the lecture 

method effectively, the steps of the expected 

lecture method are as follows: 

a. Preparatory stage, meaning the 

educator's stage to create good 

learning conditions before teaching 

begins. 

b. Presentation stage, meaning that 

each educator delivers lecture 

material. 

c. The association stage (comparison) 

provides opportunities for students 

to connect and compare the lecture 

material they have received. For this 

reason, at this stage, questions and 

answers and discussions are 

provided. 

d. Stage of generalization or conclusion. 

At this stage students conclude the 



207 
 

results of the lecture, generally 

students record the material that has 

been lectured. 

e. Application/evaluation stage. This 

last stage is an assessment of 

students' understanding of the 

material provided by the educators. 

Evaluation can be in the form of oral, 

written, assignments and others 

(Sudjana, 2005) 

If the educator has tried to carry out the 

various steps above, another important 

factor that must be considered by educators   

in implementing the lecture method is the 

ability to behave and carry themselves in 

class. The lecture method was based on 

certain conditions of the educator. Good 

sound, nice to hear, clear. Educators with 

speech disorders are advised not to use this 

lecture method. 

To increase the level of effectiveness in 

giving explanations, things that need to be 

considered are: 

a. Clarity of language, both in choosing 

words, sentence structure, and 

avoiding vagueness limits the 

understanding of the term "new". 

b. Use examples adequately and 

relevant to the ideas, concepts or 

generalizations of what is described. 

also adjusted to the level of ability of 

the learners who are given an 

explanation. 

c. Emphasis on certain forms of 

information. For example, by 

repeating explanations, looking for 

other words or expressions that are 

the same, and using images.  The 

purpose of this emphasis is to draw 

the attention of learners to what is 

being explained. 

d. The preparation of the learning 

material described must be logical 

and clear. 

e. Use feedback (Asra, 2007). 

A thing that needs to be considered by 

educators when teaching using the lecture 

method are as follows: 

a. The educator will be the sole center 

of attention. Therefore, before 

starting the lecture, it is necessary to 

correct yourself, among others, 

related to clothing, how to dress, 

make up and others. 

b. To direct the attention of students, 

lectures should begin by conveying 

teaching objectives to be achieved 

after learning activities. 

c. Present an outline of teaching 

materials, both orally and in writing. 



208 
 

d. Connect the course material to be 

delivered with the knowledge and 

experience that students have gained. 

e. Start from the general to the 

particular, from the simple to the 

complicated. 

f. Intersperse with examples that are 

closely related to the lives of 

students, occasionally do humor that 

supports learning. 

g. Direct attention to all students and 

do not do movements that can 

interfere with smooth learning. 

h. Use props/media that are in 

accordance with the material being 

lectured. 

i. Control, so that the conversation is 

not monotonous, emphasizes certain 

materials. (Mulyasa, 2010) 

D. The steps to explain a learning  
material include:: 

1. Planning as preparation: 

a. Regarding the content of the 

explanation to be conveyed 

(understanding or subject matter to 

be explained). 

b. Based to whom the explanation will 

be given. 

2. Implementation of course materials or 

teaching materials, namely how and 

techniques  to convey explanations that 

have been prepared (Marno, 2008). 

The implementation of course materials 

that can be presented using the lecture 

method is: 

a. Asa useful course for attitude 

formation, the use of the lecture 

method is very effective. 

b. A number of courses that intend to 

increase attention. 

c. There are important subjects that are 

not contained in the course book, as 

well as the unity of difficult material, 

even though it is contained in the 

course book. 

E. Learning Interest 

Interest in learning is the combination of 

two words: interest and learning. Interest is 

the high tendency of the heart towards 

something (KBBI, 2003:744). Some experts 

argue that: 

a. Interest is an involuntary concentration 

of attention that is born willingly and 

depends on talent and the environment. 

b. Interest is a sense of preference and 

attachment to something or activity, 

without anyone telling you to. 

c. Interest is the tendency of a sedentary 

subject to feel interested in a particular 

field of study or subject matter, and to 

feel good about studying that material. 



209 
 

d. Interest is a high inclination and passion 

or a great desire for something(Slameto, 

2010). 

As with interest, the Big Indonesian 

Dictionary also found the notion of learning, 

namely trying to gain intelligence or 

knowledge and changing behavior or 

responses caused by experience. While some 

experts also expressed their opinion that: 

a. Learning is a process of effort made by a 

person to obtain a new change in 

behavior as a whole, as a result of his own 

experience in interaction with the 

environment. 

b. Learning is a relatively sedentary stage of 

change in an individual’s behavior as a 

result of experience and interaction with 

the environment involving cognitive 

processes. 

c. Learning is the process of changing an 

individual’s behavior through 

interactions with the environment. 

d. Learning is a series of mental activities to 

obtain  a change in behavior as a result of 

individual experiences in interaction 

with the environment that concern 

cognitive, affective, and psychomotor 

(Hamalik, 2008). 

From some expert opinions about 

interest and learning stated above, it can be 

concluded that interest in learning is a sense 

of preference and attachment to a particular 

field of study or subject without anyone 

telling and feeling happy to learn it resulting 

in changes in individual behavior. 

Great interest has influenced learning 

activities. Students who are interested in a 

course will study it seriously because it 

attracts them. Students can easily memorize 

courses that interest them. The learning 

process runs smoothly when accompanied 

by interest. 

III. METHOD 
This study uses a pre-experimental 

research design, in which there are still 

external variables that affect the formation of 

dependent variables.  The population 

involved in this study is the Second Semester 

Students of Arabic Language Education 

Study Program (PBA) INKAFA Gresik 

Academic Year 202 1/2022 with a population 

of 22 students. This study uses two variables:  

the lecture method as variable X and 

Nahwu's interest in learning as variable Y. 

The design used in this research method was 

a one-group pre-test and post-test with 

research instruments in the form of tests and 

questionnaires.  T es was used to measure 

their Nahwu ability, while questionnaires 

were used to measure the level of perception 

and interest in the use of the lecture method. 

To analyze the test data, the researchers used 



210 
 

product moment analysis techniques with 

the help of the SPSS 2 5 application. Provide 

data from the results of the analysis 

researcher questionnaire using Likert scale 

measurements. 

The researchers used a selected (closed) 

questionnaire. The choice questionnaire 

asked the respondent to choose one of the 

answers from a statement provided by the 

researcher. To make it easier for researchers 

to make questionnaires, they need to use 

grids. The grids were as follows: 

No. Variable Indicator 
No 

Item 

1. Lecture 

method 

- Interest in 

learning 

- Learning process 

- Understanding 

- Attitude  

- Learning 

outcomes 

1,2, and 

3 

4,5,6, 

and 7 

8 

9 

10 

2. Nahwu 

students' 

interest 

in 

learning 

- Interest in 

learning 

- Liveliness  

- Order  

- Learning 

outcomes 

1, 2, 

and 3 

4,5,6,7, 

and 8  

9 

10 

Picture 1. PBA student questionnaire grid in 

the second semester. 

IV. RESULT AND DISCUSSION 

The Influence of the Lecture Method on 

the Learning Interest of PBA Students in 

the Second Semester of Nahwu Course 

The results of the analysis conducted by 

the researcher show that the category of 

using the lecture method in the Nahwu 

course at INKAFA Gresik is "Good.” This is 

evident from the value of the questionnaire 

results obtained by the researcher, which 

was 61.92% for the 22 students. Which is at 

a standard value percentage between 61% - 

80%. 

The learning process includes various 

components that interact with one another. 

In particular, the interaction between 

educators and students, where the 

interaction intermediary tool is the learning 

method used by educators to deliver material 

to students. Therefore, educators must 

master and understand learning methods. 

The method that is most often used is the 

lecture method, where in every delivery of 

material, the use or application of the lecture 

method must be present.  

The lecture method is monotonous and 

boring. To overcome these weaknesses in the 

application of the lecture method, educators 

must master students and materials to 

achieve learning objectives. In addition, 

educators must know how to make the 



211 
 

lecture method more effective.  Because not 

only the lecture method, but all of these 

methods have weaknesses and advantages. 

For this reason, educators must explore 

and integrate the skills contained in 

themselves in order to apply the lecture 

method as much as possible and students do 

not feel bored when the learning process 

takes place. 

Learning Interest of PBA students in the 

second semester of Nahwu course at 

INKAFA Gresik 

The results of the analysis conducted by 

researchers show that the category of 

learning interest of PBA students in the 

second semester of the Nahwu course at 

INKAFA Gresik is "High.” This is evident 

from the value of the questionnaire results 

obtained by the researcher, which were 

68.46% of the 22 students. Which is at the 

standard value of percentage between 61% - 

80%.  

In essence, the interest in learning grows 

within students, but sometimes the interest 

in learning grows because of encouragement 

or motivation from outside that can grow 

their interest in learning. Therefore, an 

educator must know the character of each 

student to increase their interest in learning. 

So that they can be enthusiastic in following 

the learning process that will produce better 

grades. 

A person's interest can be said to be "like 

something,” while it can be reflected in how 

they pay attention, explore,  and actively 

participate in their learning process of what 

they like.  However, if these three behaviors 

decline, interest in them is reduced.  

Therefore, to maintain the interest of 

students, educators must know how to 

process the learning process as interesting as 

possible.  To keep students focused on the 

material. 

Pengaruh Metode Ceramah Terhadap 

Minat Belajar Mahasiswa PBA pada Mata 

kuliah Nahwu di INKAFA Gresik 

From the results of the previous analysis, 

it can be observed that the calculation result 

of rxy is 0.765. After consultation with the 

Product Moment "r" price, which is at a 

significant level of 1% is 0.388 and at a 

significant level of 5% is 0.496. 

From the results mentioned above, it can 

be seen that the application of the lecture 

method affects the interest in learning 

Nahwu PBA students in the second semester 

at INKAFA Gresik.  

If the result rxy = 0.765 is consulted on 

the Product Moment "r" interpretation  table, 

which is between 0.60 – 0.799 (strong). So it 



212 
 

can be seen that the influence of the 

application of the lecture method on the 

learning interest of Nahwu PBA students in 

the second semester  at INKAFA Gresik is  

"Strong". 

The use of the lecture method in the 

learning process can affect the students’ 

understanding when the material is 

delivered. Therefore, when applying the 

lecture method, educators must be good at 

processing the words to be delivered so that 

students do not misinterpret them.  

Educators must also pay attention to the way 

or style of delivery of learning materials used.  

V. CONCLUSION 

Departing from the series of things 

described by the author, some content can be 

obtained. First, the implementation of the 

lecture method at INKAFA Gresik is good. 

This is evident from the percentage of the 

questionnaire results on the lecture method, 

which is 61.92%, which is in the range of 

standard percentage values between 61% and 

80%.   Second, the study rate of Nahwu PBA 

students in the second semester of INKAFA 

Gresik was high. This is evident from the 

percentage results of the questionnaire about 

the learning interest  of PBA students in the 

second semester of the Nahwu course at 

INKAFA Gresik, which is 68.46%, which is 

in the range of  standard percentage values 

between 61% and 80. Third, the application 

of the lecture method influences  the learning  

interest  of Nahwu PBA students in the 

second semester at INKAFA Gresik. Because 

the value of rxy = 0.765 ≥ the value of "r" at the 

level of significance of 1% = 0.388 and 5% =  

0.496. Meanwhile, the influence of the 

application of the lecture method on the 

interest of PBA students in the second 

semester of the Nahwu course at INKAFA 

Gresik is  classified as "Strong" because the 

value of rxy = 0.765 is located in the  range of 

0.60  – 0.799 (strong). 

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