Implementation of Guided Discovery with Scaffolding in Grade XI Nahwu Instruction at MAN Sanggau

Abstract

Arabic grammar (nahwu) is still commonly taught in Indonesian madrasahs by explaining rules first and drilling them afterwards, which leaves students little room to reason about language for themselves. Discovery learning offers an alternative, but how it can be carried out in a nahwu classroom, and what guidance students need along the way, has rarely been described in detail. This study aimed to describe the implementation of constructivist guided discovery learning in teaching definite (isim ma'rifah) and indefinite (isim nakirah) nouns. The study used a descriptive qualitative approach. The subjects were one Arabic teacher and 20 eleventh-grade students of a state Islamic senior high school in Sanggau, West Kalimantan, across two meetings. Data were collected through structured observation with a six-indicator sheet for each meeting and documentation of lesson plans, worksheets, student work, and photographs, and were analysed through data condensation, data display, and conclusion drawing. The results show that the six stages of stimulation, problem statement, data collection, data processing, verification, and generalisation were all carried out, and that implementation improved from good (mean 3.83) to very good (mean 4.33). Six forms of scaffolding were identified, ranging from contrasting example sets to counter-questions, and they were gradually withdrawn as students became more independent. The main obstacles were students' unfamiliarity with posing their own questions and limited lesson time for correcting misconceptions indirectly. These findings provide Arabic teachers with a concrete, replicable sequence for teaching grammar through guided discovery.