ABSTRACT Ibnu Mu’thi. 2021. Nahwus Learning in the Perspective of Vygotskys Social Constructivism Theory at Madrasah Diniyah Takmiliyah Al-Badriyyah Bandar Kidul Mojoroto Kediri. Thesis, Department of Arabic Language Education, Post Graduate of the Kediri State Islamic Institute. Advisor Dr. Hj. Nurul Hanani, M.HI., Dr. Jamaludin Acmad Kholik, MA. Keywords: Nahwu Learning, Vygotskys Social Constructivism Theory. Learning at Madrasah Diniyah Takmiliyyah Al-Badriyyah uses the methods of the salaf madrasah in general. On the other hand, student-centred learning methods are also applied, where students are required to be more active in learning in several disciplines. Among them in learning nahwu science. In Vygotskys theory of social constructivism, it is stated that knowledge is built through social interaction, social interaction can be established between two or more people, be it between teachers and students or students with other students. This research is a qualitative research with a case study method in teaching nahwu in terms of Vygotskys social constructivist theory at Madrasah Islamiyah Takmiliyah Al-Badriyah. The data collection methods are interviews, observation and documentation. And data analysis by identifying, displaying, and inferring. The validity of the data through intense participation, in-depth observation and triangulation. The results of this study are (1) The nahwu learning process in the perspective of Vygotskys theory of social constructivism there are three strategies applied in Madrasah Dinayah Takmiliyah Al-Badriyyah, namely, a) Cooperative learning, its application includes conveying goals and preparing students, presenting information, organizing students to in learning teams, assisting group work in learning, and evaluation. b) Problem-based learning by exposing students to a problem, organizing students in learning, intense guidance, developing and delivering problem solving and evaluation. c) Practice, in its implementation is divided into two, namely in the classroom and outside the classroom. (2) The supporting factors in learning nahwu in Madrasah Diniyah Takmiliyyah AlBadriyyah are an active environment, consistency in practice, rewards and punishments, good control. (3) The inhibiting factors in learning nahwu at Madrasah Diniyah Takmiliyyah Al-Badriyyah are limited time and differences in student activities.

Muthi , Ibnu .   (2023). (Vygotsky) تعليم النحو على ضوء النظرية البنائية الاجتماعية لفيجوتسكي بالمدرسة الدينية التكميلية البدرية بانداركيدول موجوراطا كديري. IAIN Kediri