Asia Fitriyani Kosim, Kristina imron, Kemas Muhammad, Bella Novia Ramadhani, Chyntia Wulandari

INNOVATION OF DIGITAL-BASED ARABIC TEACHING MATERIALS WITH CONTEXTUAL TEACHING AND LEARNING APPROACH

Introduction

Innovation of digital-based arabic teaching materials with contextual teaching and learning approach. Explore innovative digital Arabic teaching materials using the Contextual Teaching and Learning (CTL) approach. This R&D study develops and proves the high effectiveness of dynamic digital resources, enhancing Arabic language learning outcomes.

Abstract

The background of this research is the condition in the field that there is still a lack of digital teaching materials for Arabic language learning. So far, teachers only use textbooks that are still monotonous in their implementation, not dynamic enough to see the development of technology which is currently very rapid. The objectives in this study are (1) to determine the development of digital-based Arabic teaching materials with the Contextual Teaching and Learning approach, (2) to determine the effectiveness of using digital-based Arabic teaching materials with the Contextual Teaching and Learning approach. This research method is mixed method with Research and Development (R&D) design using Borg and Gall model. The results of this study showed a difference, the average pretest score was 38.9 and the average posttest score was 86.4. From the results of the pretest and posttest, the results of the normality test were pretest 0.088>0.05 and posttest 0.151>0.05, so the pretest and posttest data were normally distributed. Then the results of the homogeneity test show the sig value> 0.05, namely 0.571> 0.05, so the data variance is homogeneous data. From the paired t test it is known that the sig value. (2-tailed) < than 0.05, namely 0.000 < 0.05, so there is a real difference and influence between learning outcomes on pretest and posttest data. N-Gain Score test results are >78.6108 then the product development of digital-based Arabic language materials with contextual teaching and learning approach gets a very effective category.

Review

This paper addresses a pertinent and timely issue in language education: the scarcity of dynamic digital teaching materials for Arabic, which often lags behind other subjects in adopting technological advancements. The stated objective to develop and assess the effectiveness of digital-based Arabic teaching materials using a Contextual Teaching and Learning (CTL) approach is highly relevant given the rapid pace of technological development and the need for more engaging pedagogical methods. The abstract clearly outlines a mixed-method Research and Development (R&D) design, which is an appropriate framework for this type of innovation and evaluation. The preliminary quantitative results presented are encouraging, indicating a substantial improvement in student scores from pre-test to post-test, thus suggesting the developed materials are indeed effective. While the abstract effectively presents the quantitative evidence for the material's effectiveness, there is a notable gap in detailing the "innovation" itself. The core of an R&D project lies in the specifics of the developed product; however, the abstract provides no description of what these digital materials entail, how they integrate the CTL approach, or what makes them distinct from traditional resources. Furthermore, despite explicitly stating a mixed-method design, the results section focuses exclusively on statistical tests (normality, homogeneity, paired t-test, N-Gain Score), leaving the qualitative aspect of the research unaddressed. Information on how the qualitative data contributed to understanding the development process or the nuances of the material's impact would significantly strengthen the summary of findings. Overall, this study appears to make a valuable contribution to the field of Arabic language pedagogy by attempting to bridge the gap between traditional teaching methods and the demands of the digital age. The quantitative results strongly support the potential of the developed digital materials to significantly enhance learning outcomes. To further enhance the impact and clarity of the full paper, it would be beneficial to elaborate on the specific features and pedagogical design of the digital materials, explicitly showcasing how the CTL approach is embedded within them. Additionally, integrating insights from the qualitative data would provide a more holistic understanding of the material's effectiveness and its implications for both teachers and learners. The findings hold promise for providing a more dynamic and effective learning experience for Arabic language students.

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