This study aims to determine the effectiveness of using the mnemonic technique in improving year 1 pupils’ achievement in learning Arabic hijaiyyah letters. Mnemonics is a teaching and learning technique to improve pupils' memory by connecting new knowledge with pupils' existing knowledge. This study adopted the quasi-experimental research design by using a post-test for two groups, namely the control and the control group. The study’s respondents consisted of 73 first-year pupils in two primary schools. The treatment group consisted of 35 pupils, while 38 pupils were in the control group. Frequency and percentage were used to examine pupils’ achievement level in learning Arabic hijaiyyah letters using the mnemonic and conventional techniques. The t-test was used to determine the differences between pupils’ achievement in learning Arabic hijaiyyah letters. Pupils in the treatment group demonstrated an excellent level of achievement, while the achievement of pupils in the control group as a whole was at a satisfactory level. Moreover, the analysis of the paired sample t-test showed a significant difference between the mean score of pupils in the treatment and the control group in the post-test for their achievement in learning the hijaiyyah letter. This finding shows that the mnemonic technique contributes to the improvement of pupils’ achievement in learning hijaiyyah letters.
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(Rahimi & Yusop, 2024)
Rahimi, N. M., & Yusop, H. (2024). The Mnemonik Technique in Learning Arabic Hijaiyyah Letters. International Journal of Academic Research in Business and Social Sciences, 14(7), 1657–1664.
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