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Development and Implementation of Digital Teaching Materials for Fable Texts in Junior High Schools Laely Syaudah; Yusida Gloriani; Dede Endang Mascita
International Journal of Educational Research Excellence (IJERE) Vol. 3 No. 2 (2024): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v3i2.939

This study aims to elucidate the design, feasibility, and implementation of digital teaching materials for fable texts intended for junior high school (SMP/MTs) students, utilizing the ADDIE model (Analyze, Design, Develop, Implement, Evaluate). Data were collected through classroom observations and questionnaires during fable text lessons. The questionnaires revealed that students disliked assignments related to fable text learning. In response, the author developed digital teaching materials for fable texts accessible via YouTube and live worksheet applications. Validation by subject matter and media experts indicated high feasibility, with scores of 91.43% and 90%, respectively. Implementation with students resulted in a comprehension rate of 90%, demonstrating that these digital teaching materials enhance student engagement and facilitate completion of fable text assignments. Consequently, these materials are recommended as supplementary resources for learning fable texts.

Development and Implementation of Digital Teaching Materials for Fable Texts in Junior High Schools Syaudah, Laely; Gloriani, Yusida; Mascita, Dede Endang
International Journal of Educational Research Excellence (IJERE) Vol. 3 No. 2 (2024): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v3i2.939

This study aims to elucidate the design, feasibility, and implementation of digital teaching materials for fable texts intended for junior high school (SMP/MTs) students, utilizing the ADDIE model (Analyze, Design, Develop, Implement, Evaluate). Data were collected through classroom observations and questionnaires during fable text lessons. The questionnaires revealed that students disliked assignments related to fable text learning. In response, the author developed digital teaching materials for fable texts accessible via YouTube and live worksheet applications. Validation by subject matter and media experts indicated high feasibility, with scores of 91.43% and 90%, respectively. Implementation with students resulted in a comprehension rate of 90%, demonstrating that these digital teaching materials enhance student engagement and facilitate completion of fable text assignments. Consequently, these materials are recommended as supplementary resources for learning fable texts.

RECONSTRUCTING ARABIC LANGUAGE EDUCATION FOR THE REVIVAL OF ISLAMIC CIVILIZATION IN THE DIGITAL AGE Syaudah, Laely; Susiawati, Iis; Manalu, Samsiah
MIMBAR PENDIDIKAN Vol 10, No 4 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/mimbardik.v10i4.92504

Arabic has historically served not only as the language of the Qur’an and Islamic sciences but also as a civilizational medium sustaining intellectual and cultural cohesion across the Muslim world. In the digital era, however, Arabic language education faces persistent challenges: grammar-centric curricula, limited relevance to learners’ contexts, and insufficient integration of technology with Islamic values. This conceptual study—grounded in Islamic educational philosophy and critical literature synthesis (2022–2025)—reconstructs Arabic pedagogy through a civilizational lens and proposes the Madrasah of Civilization model. The framework integrates three interdependent dimensions: turāth-based and communicative Arabic proficiency, adab-centered ethical formation, and technology-enhanced global literacy. Findings argue for bridging traditional instruction with digital innovation and moral-spiritual formation via blended learning, value-rich digital platforms, and curriculum redesign that embeds the ontological and epistemological roles of Arabic in Islam. Operational indicators include teacher capacity building in value-based digital pedagogy, cross-institutional collaboration, and assessments that capture linguistic, ethical, and collaborative outcomes. Ultimately, Arabic education should evolve from a discrete subject into a strategic platform for cultivating ethically grounded, globally competent Muslim learners capable of contributing to the renewal of Islamic civilization.

PENGEMBANGAN KEMAMPUAN BERBAHASA ARAB MAHASISWA DALAM PRAKTIK PENGALAMAN LAPANGAN DI MADRASAH ALIYAH: STUDI PENGEMBANGAN KEMAMPUAN BERBAHASA ARAB MAHASISWA DALAM PRAKTIK PENGALAMAN LAPANGAN Umar; Laely Syaudah; Aceng Cahyani; Abdul Rosyid; Ajironi; Sugito; Yusron Alhariqazhar; Ibnu Hanif Almadani; Mustaji; Agus ikhsannudin; Asep Parida
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.36102

The Teaching Practice Program (PPL) is an essential stage in developing pre-service teachers’ professional competence. This study aims to describe the challenges faced by students of the Arabic Language Education Department of IAI AL-AZIS during their PPL at Ma’had Al-Zaytun Islamic Senior High School and to explore the strategies they used to overcome them. This research employed a qualitative descriptive approach using data derived from student reports, field observations, and reflections. The results indicate that the main challenges include classroom management, limited preparation time, adaptation to the school environment, and choosing appropriate Arabic teaching methods. The strategies adopted involved collaboration with supervising teachers, creative use of instructional media, reflective practice, and implementation of hiwār and istimā‘ methods. The PPL experience was proven to be an effective medium to develop students’ pedagogical, professional, and social competence as future Arabic language teachers.

From Rule-Based Nahwu to Adaptive Learning Systems: Reconceptualizing Arabic Grammar Instruction in the AI Era Laely Syaudah; Dadan Mardani; Muhammad Faiz Alhaq
Proceeding of the International Conference on Global Education and Learning Vol. 2 No. 2 (2025): December : Proceeding of the International Conference on Global Education and L
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/icgel.v2i2.188

Arabic grammar (nahwu) instruction has long been dominated by rule-based approaches that emphasize memorization and formal analysis, often resulting in rigid learning structures and limited responsiveness to learners’ cognitive diversity. While such approaches play an important role in preserving grammatical accuracy, they frequently overlook individual learning trajectories, cognitive readiness, and adaptive instructional needs. In the era of artificial intelligence (AI), language education is increasingly shaped by adaptive learning systems that personalize content, pacing, and instructional strategies based on learners’ profiles. This study aims to reconceptualize Arabic grammar instruction by proposing a conceptual framework that integrates traditional nahwu principles with adaptive learning systems informed by AI. Using a qualitative conceptual analysis, this paper synthesizes classical Arabic grammar pedagogy, contemporary theories of adaptive learning, and recent developments in AI-supported language instruction. The proposed framework highlights key components, including learner profiling, cognitive-level alignment, hierarchical nahwu content structuring, and AI-assisted scaffolding mechanisms. The findings suggest that adaptive learning systems offer significant pedagogical potential to transform nahwu instruction from a static, rule-centered model into a flexible, learner-centered process. This reconceptualization is expected to enhance grammatical comprehension, reduce cognitive overload, and promote learner autonomy in Arabic language education, particularly in Islamic higher education contexts. The study concludes by discussing pedagogical implications and directions for future empirical research on AI-assisted Arabic grammar learning.

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