Ari Susandi, Oriza Zativalen, Khubby Mulyono, Viviana Nisful Laili, Rizka Novi Irmaningrum

VARK (Visual, Auditory, Read/Write and Kinesthetics) Model with Digital Scrapbook for Improving Al-Quran Reading Skills

Introduction

Vark (visual, auditory, read/write and kinesthetics) model with digital scrapbook for improving al-quran reading skills. Develop an effective VARK (Visual, Auditory, Read/Write, Kinesthetics) learning model with a Digital Scrapbook to significantly improve Al-Quran reading skills for primary school students.

Abstract

  This study uses a research design adapted from Plomp (1997), which is considered a general model that is easy to apply in the development of learning models. The stages in this research include: (1) Initial investigation or preliminary study; (2) Design; (3) Realisation/Construction; (4) Expert validation test, pilot test, evaluation, and revision; and (5) Implementation. The main purpose of this research is to develop a learning model for primary school students, especially grade V students. The developed learning model refers to VARK (Visual, Auditory, Read/Write, and Kinesthetic) based on Digital Scrapbook. This model aims to familiarise students in reading the Qur'an well and improve their skills. This approach incorporates a variety of learning styles to support a thorough mastery of Qur'ānic reading skills. Digital Scrapbook-based VARK is designed to suit students' needs and facilitate variations in their ways of learning. This research is expected to produce an innovative learning model that is effective and easy to implement in the context of Islamic values-based basic education. Highlights: Improved Reading Ability: Students taught using the PQRST-STAD method with short videos performed better than those using picture series. Method Effectiveness: Short videos enhance the effectiveness of integrated PQRST-STAD for reading narrative texts. Future Recommendations: Further development is needed in designing creative and detailed video/image content for learning. Keywords: Digital Scrapbook, Al-Quran, Reading Skills  

Review

The submitted abstract outlines a study focused on developing a learning model to improve Al-Quran reading skills for primary school, specifically Grade V students. The proposed model ingeniously integrates the VARK (Visual, Auditory, Read/Write, and Kinesthetic) learning styles with a Digital Scrapbook approach, aiming to provide a varied and engaging learning experience. The research adopts Plomp's (1997) developmental model, a recognized framework for designing and validating educational interventions, which appears appropriate for the stated goal of creating an effective and implementable learning model rooted in Islamic values-based basic education. A significant strength of this research lies in its conceptual framework, which seeks to cater to diverse learning styles through the VARK model and enhance engagement via a Digital Scrapbook. This combination holds promise for making Al-Quran reading more accessible and enjoyable for young learners. The structured developmental stages outlined by Plomp (initial investigation, design, realization, expert validation, pilot testing, evaluation, revision, and implementation) suggest a robust methodological approach for developing and testing the proposed learning model. However, a glaring inconsistency emerges in the "Highlights" section. This section discusses the "PQRST-STAD method with short videos" outperforming "picture series" for improving reading ability and enhancing method effectiveness. This specific methodology (PQRST-STAD and short videos) is not mentioned anywhere in the abstract's description of the VARK-Digital Scrapbook model, creating a significant disconnect. The discrepancy between the described VARK-Digital Scrapbook model and the "Highlights" referencing PQRST-STAD is a critical point that requires immediate clarification. It is unclear whether the highlights refer to an entirely different study, a previous phase, or if there's an error in the abstract's composition. For this paper to be considered, the abstract must accurately reflect the specific methodology and findings pertinent to the *VARK (Visual, Auditory, Read/Write and Kinesthetics) Model with Digital Scrapbook* as stated in the title. Furthermore, while the aim to familiarise students and improve skills is clear, the abstract would benefit from a more specific articulation of the expected *types* of improvements or outcomes directly attributable to the VARK-Digital Scrapbook integration. Assuming this clarification is made, the proposed model has the potential to offer a valuable and innovative contribution to Islamic education, but the current abstract presents a significant challenge to understanding the paper's actual content and findings.

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