Mastering Mufradat with The Concept Of Self-Regulation for Elementary School Students

Abstract

This study explores the application of self-regulation strategies in mastering Arabic vocabulary among elementary school students at MIS Darussalam Martapura. Self-regulated learning (SRL) involves students independently managing, monitoring, and evaluating their learning process. The research employs a qualitative approach with case study methods, including in-depth interviews, participatory observation, and document analysis. The findings reveal that effective vocabulary mastery is supported by five key aspects of self-regulation: learning planning, cognitive strategies, motivation regulation, learning environment regulation, and evaluation and reflection. Students with clear learning plans and appropriate cognitive strategies tend to have better vocabulary retention. Intrinsic motivation and a supportive learning environment significantly enhance learning consistency. Regular evaluation and reflection help students adjust their strategies and improve learning outcomes. The study concludes that integrating these self-regulation aspects can significantly enhance students' vocabulary mastery and promote independent learning. Future research should focus on developing specific interventions to support self-regulation in diverse educational settings.