The Efficacy of the Al-Miftah Method in Improving Yellow Book Reading Ability for Students with Learning Disabilities

Abdul Aziz Al-Wahedi; Muhammad Durrin Ni’am; Ahmad Rausyan Fikri; Hasan Baharun; Hefniy

doi:10.61987/ljce.v1i1.83

Authors

Abdul Aziz Al-Wahedi Universitas Nurul Jadid
Muhammad Durrin Ni’am Universitas Nurul Jadid
Ahmad Rausyan Fikri Universitas Nurul jadid
Hasan Baharun Universitas Nurul jadid
Hefniy Universitas Nurul jadid

DOI:

https://doi.org/10.61987/ljce.v1i1.83

Keywords:

Al-Miftah Method, Yellow-Book Learning, Learning Difficulties, Inclusive Education

Abstract

This study aims to examine the effectiveness of the Al-Miftah Method in improving the yellow-book reading and comprehension abilities of students with learning difficulties. A quasi-experimental design with a pretest-posttest approach was employed. Twelve students were divided into an experimental group receiving the Al-Miftah Method and a control group receiving conventional instruction. Data were collected through pretest and posttest assessments, N-Gain analysis, and participatory observations of student engagement during learning activities. The findings showed greater improvement in the experimental group than in the control group. The mean posttest score increased from 33.00 to 81.33 in the experimental group, compared with an increase from 32.17 to 65.33 in the control group. The experimental group obtained a mean N-Gain score of 0.736, categorized as high, whereas the control group obtained 0.494, categorized as medium. Observational findings also indicated increased participation, confidence, and willingness to ask questions among students receiving the Al-Miftah Method. The findings suggest that Al-Miftah has potential as a structured instructional approach for supporting inclusive yellow-book learning and accommodating students with diverse learning needs in Islamic boarding school education.

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