Implementasi Pembelajaran Ekstrakulikuler Kaligrafi Di Madrasah Tsanawiyah Darusalam Sengkubang Kec. Mempawah Hilir Kab. Mempawah Tahun Ajaran 2025/2026

Abstract

This study was motivated by the importance of Arabic writing skills for students, particularly in the form of calligraphy art. The calligraphy extracurricular program at Madrasah Tsanawiyah Darusalam Sengkubang aims to describe its implementation process and to identify supporting and inhibiting factors in its practice. This research employed a qualitative method, with data collected through interviews, observation, and documentation. Data were analyzed descriptively using three stages: data reduction, data presentation, and conclusion drawing. The findings show that calligraphy learning is implemented in three stages: planning, implementation, and evaluation. In the planning stage, teachers prepare learning materials (mufrodat). During implementation, activities include an introduction, core session, and closing, applying demonstration methods with khat naskhi style as it is easier for students to understand. Evaluation is conducted at the end of each session through direct assessment of students’ writing results, accompanied by motivation to enhance their learning spirit. Supporting factors include school support in providing training space, sufficient facilities, the selection of accessible calligraphy materials, and teacher motivation that fosters student enthusiasm. Inhibiting factors involve low interest among some students leading to distractions, differences in Arabic writing abilities, and limited practice time held only once a week, often clashing with other schedules.