Peran Regulasi Emosi dalam Meningkatkan Keberanian Peserta Didik Berbicara Bahasa Arab
DOI:
https://doi.org/10.33096/j29tz646Keywords:
Regulasi Emosi,Keberanian Berbicara,Bahasa Arab,Mahārah Kalam,Peserta DidikAbstract
Penelitian ini bertujuan untuk menganalisis peran regulasi emosi dalam meningkatkan keberanian peserta didik berbicara Bahasa Arab dalam pembelajaran mahārah kalām. Regulasi emosi menjadi salah satu aspek psikologis yang penting karena peserta didik sering mengalami rasa malu, takut melakukan kesalahan, gugup, dan kecemasan ketika menggunakan Bahasa Arab secara lisan. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Data diperoleh melalui observasi terhadap proses pembelajaran dan wawancara dengan peserta didik serta guru Bahasa Arab. Data dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kemampuan peserta didik dalam mengenali, mengendalikan, dan mengelola emosi negatif berperan dalam meningkatkan keberanian untuk berbicara Bahasa Arab. Peserta didik yang mampu mengelola rasa takut, malu, dan gugup cenderung lebih aktif berpartisipasi dalam kegiatan mahārah kalām, berani mengemukakan pendapat, serta lebih percaya diri ketika melakukan percakapan dalam Bahasa Arab. Dukungan guru dan suasana pembelajaran yang tidak menghakimi juga membantu peserta didik mengembangkan regulasi emosi secara positif. Dengan demikian, regulasi emosi memiliki peran penting dalam membangun keberanian peserta didik untuk berbicara Bahasa Arab dan perlu diperhatikan sebagai bagian dari proses pembelajaran Bahasa Arab.
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