<![CDATA[Arabic instruction at the primary level must address differences in pupils’ readiness, interests, prior language experience, and learning preferences; however, available worksheets often provide uniform activities. Previous studies have rarely integrated differentiated instruction with early Arabic reading and writing through visual, contextual, and progressively structured tasks. This study developed differentiation-based Arabic language worksheets and conducted a preliminary evaluation of their feasibility, user acceptance, and associated changes in learning outcomes. The study employed research and development using the ADDIE model and an exploratory sequential mixed-methods design. Qualitative data were collected first through observation, interviews, and documentation, followed by quantitative data from expert validation, user-response questionnaires, and pre- and post-tests. Participants were 34 second-grade pupils aged 7-8 years, comprising 17 pupils from the Tahfiz stream and 17 from the Language stream; none had prior formal Arabic-learning experience. Product assessments used a five-point Likert scale, while pre- and post-test scores were compared using a paired-samples t-test. The developed worksheets incorporated differentiated content, processes, and tasks through visual, contextual, and progressively challenging activities. Material and media feasibility scores reached 93.00% and 91.00%, respectively. Teacher responses reached 95.00%, while pupil responses were 88.16% in the small-scale trial and 90.66% in the large-scale trial. Pre- and post-test scores differed significantly (p < .001), with a mean increase of 42.118 points. These findings indicate that the worksheets were feasible, well accepted, and showed preliminary potential to support early Arabic learning. Further controlled studies with larger samples are required.]]>
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