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Muhamad Abdul Muid
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INDONESIA
Jurnal Pendidikan Islam
Published by Universitas Islam Internasional Darullughah Wadda'wah
ISSN : 25810065     EISSN : 2654265X     DOI : https://doi.org/10.38073/jpidalwa
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
The journal focuses scope on specializes in Indonesian Islamic education in particular, and Southeast Asian Islamic education in general, and is intended to communicate original research and current issues on the subject. We invite scientists, scholars, researchers, as well as professionals in the field of Islamic Education in Southeast Asia to publish their researches in our Journal. The journal publishes medium quality empirical and theoretical research covering all aspects of Islamic Education in Indonesia and Southeast Asia.
Arjuna Subject : Ilmu Sosial - Pendidikan
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Search results for , issue "2026: article in press" : 1 Documents clear
Transforming Arabic Academic Writing Competence through ADDIE-Based Instructional Design: A Developmental Study Mirza, Aidha Zalidar; Zunairoh, Yuyun; Ahid, Nur
Jurnal Pendidikan Islam 2026: Article in Press
Publisher : Research Departement of Darullughah Wadda'wah International Islamic University Bangil, Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/jpi.4232

Abstract

Despite mastering foundational grammar, non-native Arabic learners in higher education frequently encounter severe cognitive and structural paralysis when attempting to produce peer-reviewed academic research articles. This study aims to develop, validate, and evaluate the empirical effectiveness of specialized ADDIE-based instructional materials tailored for Arabic academic writing. Employing a Research and Development (R&D) design, the study involved an exhaustive sample of 37 sixth-semester students at KH. Abdul Wahab Hasbullah University. The developmental phase produced a comprehensive seven-chapter module focusing on the anatomical structure of scientific papers, pre-writing operations, and academic metadiscourse. Instructional efficacy was measured using a one-group pretest-posttest experimental design. Inferential statistical analysis revealed a highly significant improvement in students’ academic writing competencies (p < 0.001), with mean scores surging from a baseline of 37.84 to 86.43 following the intervention. Furthermore, the Normalized Gain (N-Gain) analysis yielded a score of 0.77 (76.99%), definitively classifying the module’s pedagogical impact as “High.” In conclusion, the systematic scaffolding provided by the ADDIE framework successfully dismantles students’ writing apprehension, bridging the critical gap between mechanical language acquisition and rigorous academic knowledge production.

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