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All Journal Journal of Education and Learning (EduLearn) Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab UIN Palangka Raya Ijaz Arabi Journal of Arabic Learning International Journal of Pedagogy and Learning Community (IJPLC) Arabia: Jurnal Pendidikan Bahasa Arab
Mohammad Taufiq Abdul Ghani
Universiti Pendidikan Sultan Idris
Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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The Role Of Teaching Aids In Supporting Differentiated Pedagogy Among Arabic Language Teachers Muhamad Iman Wedad Dawod; Mohammad Taufiq Abdul Ghani
Ijaz Arabi Journal of Arabic Learning Vol 9, No 2 (2026): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v9i2.39958

Abstract

21st-century education demands that educators cater to the diversity of student potential, particularly following the abolition of the class streaming system in 2019, which created mixed-ability classes. However, the unreadiness of Arabic language teachers, who often remain bound by traditional methods, has been found to hinder the student learning process. Therefore, this study aims to explore the role and integration of Teaching Aids in supporting the implementation of Differentiated Pedagogy among Arabic language teachers. This qualitative study employs a case study design using semi-structured interviews with experienced Arabic language teachers at Jawahir Al-Ulum Religious High School, Johor. The data analysis outlined four main themes: selection strategies for Teaching Aids based on student inclination and cognitive levels; effective characteristics of Teaching Aids encompassing real materials and multimedia; suitability measurement mechanisms through teacher reflection; and implementation challenges involving resource, time, and training constraints. Overall, the study concludes that Teaching Aids function as a critical strategic instrument, not merely a support tool, in bridging student cognitive gaps. The implications suggest that teacher training programs should be empowered with innovations in Teaching Aid development to ensure a more effective and inclusive implementation of Differentiated Pedagogy in Arabic language education.
Innovating Arabic Language Module Design in Higher Education through a Content-Driven Integrated Model Meliza Budiarti; Mohammad Taufiq Abdul Ghani
International Journal of Pedagogy and Learning Community (IJPLC) Vol. 3 No. 1 (2026): International Journal of Pedagogy and Learning Community (IJPLC)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijplc.v3i1.36

Abstract

This study aims to examine the effectiveness of an e-module developed for the Ilm al-Bayan course at UIN Imam Bonjol Padang through a series of systematic empirical evaluations involving experimental and control groups. The development of the e-module was guided by the ADDIE instructional design model, encompassing five structured stages: needs analysis, design, development, implementation, and evaluation. Prior to hypothesis testing, data normality was assessed using the Kolmogorov–Smirnov and Shapiro–Wilk tests, while data homogeneity was examined using Levene’s test. Inferential statistical analyses included Paired Samples t-Tests to evaluate within-group learning improvements and Independent Samples t-Tests to compare post-test performance between groups. The results indicated that the data from both the experimental and control groups were normally distributed and homogeneous, fulfilling the assumptions required for parametric testing. The Paired Samples t-Test revealed statistically significant improvements in learning outcomes for both groups; however, the experimental group demonstrated a higher mean difference (–7.036, p < 0.05) compared to the control group (–4.673, p < 0.05). The study underscores the potential of e-modules as effective, student-centered pedagogical tools that support interactive learning and contribute to the digital transformation of Arabic language education in higher education.
Design and Development of an Arabic Language Online Learning Module Based on the ADDIE Instructional Design Model Mohammad Taufiq Abdul Ghani; Nazri Atoh; Zarima Mohd Zakaria; Taj Rijal Muhammad Romli; Saipolbarin Ramli; Elsayed Makki Elbishr Ali Hassan
Ijaz Arabi Journal of Arabic Learning Vol 9, No 3 (2026): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v9i3.36445

Abstract

Arabic language education is increasingly transitioning into digital spaces to meet the demands of modern learners and expand accessibility. However, many existing online Arabic learning modules lack structured instructional design, resulting in limited learner engagement and effectiveness. This paper addresses this gap by proposing a systematic approach for developing an Arabic-language online learning module using the ADDIE instructional design model, which comprises five phases: Analysis, Design, Development, Implementation, and Evaluation. The study presents a conceptual application of each ADDIE phase tailored to Arabic language instruction, incorporating needs analysis, learning objectives, content creation, digital tools, and formative assessments. The proposed design framework is expected to result in a more coherent, interactive, and learner-centered module that improves student outcomes in language acquisition. This research contributes to Arabic language pedagogy by offering a replicable model for educators and designers to develop high-quality digital learning materials aligned with pedagogical and technological best practices.
From Need to Action: Developing an E-Module for Teaching Arabic Rhetoric (Ilm al-Bayan) through the CLIL Approach Meliza Budiarti; Mohammad taufiq Abdul Ghani
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 13 No 2 (2025)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v13i2.10534

Abstract

Arabic Rhetoric (Ilm al-Bayan) is often perceived as challenging by university students due to its abstract concepts and reliance on traditional, teacher-centered instruction. Despite its linguistic and cultural importance, efforts to modernize its teaching through pedagogically sound, technology-enhanced methods remain limited. This study addresses this gap by integrating the ADDIE instructional design model with the Content and Language Integrated Learning (CLIL) approach to develop an interactive e-module tailored specifically for Ilm al-Bayan instruction. Employing a quasi-experimental design, the research involved 110 undergraduate students from the Arabic Language Department at State Islamic University in Padang. Data collected through expert validation, questionnaires, pre-tests, and post-tests were analyzed both statistically and thematically. The findings reveal that while students acknowledge the value of Ilm al-Bayan for developing linguistic, aesthetic, and critical skills, they face significant challenges due to outdated resources, teacher-centered approaches, and limited interactivity. Students expressed a strong preference for flexible, autonomous, and interactive learning tools, particularly digital platforms. Results demonstrate that the CLIL-based e-module effectively addresses these needs by combining meaningful content with language learning through multimedia, interactive exercises, and instant feedback, thereby enhancing comprehension, motivation, and self-directed learning. This need analysis confirms the timeliness and necessity of developing a CLIL-integrated e-module for Ilm al-Bayan, offering a transformative approach that makes Arabic Rhetoric education more engaging, accessible, and effective in higher education contexts.
Effectiveness of 21st Century Learning Implementation Among Arabic Language Trainee Teachers in Malaysia Nurul Izzah Ez Zailani; Mohammad Taufiq Abdul Ghani
Arabia Vol 18, No 1 (2026): JURNAL ARABIA
Publisher : Program Studi Pendidikan Bahasa Arab Fakultas Tarbiyah dan Ilmu Keguruan UIN Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/arabia.v18i1.31641

Abstract

This study aims to evaluate the effectiveness of implementing 21st Century Learning (PAK21) among trainee teachers enrolled in the Bachelor of Education in Arabic Language program at a public higher education institution in Malaysia. The focus centres on three key dimensions: the extent of PAK21 element integration in teaching, the readiness of practicum school facilities, and the contributing factors in cultivating 21st-century skills among trainee teachers. Employing a quantitative approach, data were collected via questionnaires distributed to 103 final-semester trainee teachers who had completed Teaching Practicum I. The findings indicate that, despite a general awareness and basic application of PAK21 principles, implementation remains constrained by infrastructure limitations, lack of continuous training, and insufficient mastery of appropriate pedagogical strategies. Identified barriers include inadequate educational technology, non-conducive physical learning environments, and challenges in designing activities that promote higher-order thinking skills. The study recommends strengthening teacher training programmes through practice-based approaches, upgrading practicum school infrastructure, and integrating sustained professional development aimed at equipping educators with 21st-century competencies. These insights are intended to contribute to the improvement of teacher education programmes and to inform educational policies that promote learner-centred pedagogical transformation.
Augmented reality framework for Arabic literacy in special needs learners Saipolbarin Ramli; Mohd Zawawi Awang Hamat; Mohammad Taufiq Abdul Ghani; Nur Hanim Hassan; Siti Rahmah Borham
Journal of Education and Learning (EduLearn) Vol 20, No 4: November 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i4.24978

Abstract

This study develops and evaluates an augmented reality (AR) instructional framework designed to improve Arabic reading literacy among murid berkeperluan khas or students with special educational needs (MBK). These learners, particularly those with mild cognitive and processing difficulties, face challenges in recognizing Hijaiyyah or Arabic alphabet letters, producing accurate makhraj, and decoding basic vowels due to limited access to structured and accessible Arabic literacy instruction. The framework was developed using multimodal AR components that combine visual, auditory, and kinaesthetic interactions to support foundational Arabic reading skills. Usability evaluation was conducted with five experts in Arabic language pedagogy, special education, and educational technology using the validated usefulness, satisfaction, and ease of use (USE) questionnaire. Results show strong expert agreement across all dimensions: usefulness (93.2%), ease of use (89.4%), ease of learning (87.9%), and satisfaction (92.7%). The framework was considered practical, easy to implement, and capable of enhancing teacher support for MBK learners. The findings indicate that the AR framework has the potential to increase learner engagement, strengthen instructional effectiveness, and promote more inclusive Arabic literacy practices in special education classrooms.
Co-Authors Elsayed Makki Elbishr Ali Hassan Meliza Budiarti Meliza Budiarti Mohd Zawawi Awang Hamat Muhamad Iman Wedad Dawod Nazri Atoh Nur Hanim Hassan Nurul Izzah Ez Zailani Saipolbarin Ramli Siti Rahmah Borham Taj Rijal Muhammad Romli Zarima Mohd Zakaria