<![CDATA[This study aims to investigate the effectiveness of the Nearpod platform in improving the Arabic reading skills of tenth-grade students at Madrasah Aliyah Darul Hikmah Jepara amid the persistent challenges of Arabic language instruction, which remains largely dominated by traditional teacher-centered methods and limited integration of interactive technology. The study employed a quantitative approach using a one-group pre-test–post-test quasi-experimental design. The sample consisted of 37 students selected through purposive sampling. Data were collected through a 20-item multiple-choice achievement test that had been confirmed to be valid and reliable. Data analysis was conducted using the Shapiro–Wilk test, paired-samples t-test, N-gain analysis, and Cohen’s d effect size with IBM SPSS Statistics. The findings revealed a statistically significant difference between the pre-test and post-test scores (p < 0.001), with a mean N-gain score of 0.6209, which falls into the moderate category. In addition, the Cohen’s d effect size of 3.689 indicated a strong effect on the improvement of students’ reading skills. These findings suggest that Nearpod contributes to enhancing classroom interaction and students’ comprehension of Arabic texts. This study extends the empirical evidence on the effectiveness of Nearpod in teaching maharah qirā’ah within the context of Madrasah Aliyah, not only in terms of improving learning outcomes but also in relation to the magnitude of its impact on the quality of the learning process. Therefore, Nearpod has the potential to serve as a relevant instructional medium for strengthening technology-based Arabic reading instruction.]]>
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