<![CDATA[Although digital resources are increasingly used in Arabic instruction, evidence on their pedagogically integrated use with printed materials and authentic pesantren practices remains limited. This study developed and evaluated print–digital Arabic instructional materials designed to support communicative performance among eighth-grade learners in Persis pesantren, Tasikmalaya, Indonesia. Using an ADDIE-based research-and-development design, data were collected from 12 Arabic teachers, 34 students, and five expert validators; limited and field trials involved 15 and 19 students, respectively. Printed units were linked through QR codes to audio, video, interactive exercises, and assessments grounded in familiar pesantren activities. Expert appraisal averaged 4.00/5 (80%), while practicality scores from the limited and field trials were 89 and 87, exceeding the stipulated threshold of 84. Among 34 students assessed before and after implementation, mean scores increased from 63.24 to 96.18, t(33) = 7.228, p < .001, with a large paired-samples effect size (d_z = 1.24). The findings suggest that integrating printed instruction, multimodal resources, and situated communicative tasks is feasible and associated with improved assessed performance.]]>
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