<![CDATA[The implementation of Independent Learning Activity Units in Grade XI at MAN 1 Bandung City for teaching fiʿil māḍī has not yet provided students with adequate conceptual understanding and has lacked integration with educational technology. Consequently, 78.9% of the 50 students encountered difficulties in comprehending the material, and 90% (45 out of 50 students) failed to achieve the Minimum Completeness Criteria. In response to these challenges, this study aimed to develop teaching materials, SAMIL, grounded in a multiliteracy learning approach and integrated with Augmented Reality technology for fiʿil māḍī instruction, and to examine their feasibility. This study employed a Research and Development (R&D) design using the ADDIE model. The data comprised both quantitative and qualitative types. Quantitative data were obtained from a needs analysis, expert validation results, and responses from teachers and students following the implementation of the teaching materials. Qualitative data were collected through observations and interviews addressing learning challenges, as well as feedback and recommendations from expert validators. Quantitative data were analysed using descriptive statistics, and qualitative data were analysed descriptively. The results of the study indicate that the multiliteracy-based teaching materials integrated with Augmented Reality technology were successfully developed through five stages: (1) needs analysis, (2) instructional and instrument design, (3) product development, (4) implementation through limited product trials, and (5) evaluation involving formative revisions. The validation results demonstrated that the material and media experts awarded scores of 84.45% and 91.47%, respectively. Furthermore, the readability test results based on student and teacher responses yielded scores of 90.33% and 90.28%, respectively. These findings suggest that the SAMIL teaching materials are feasible, valid, and practical for use in teaching fiʿil māḍī.]]>
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