Pengembangan Aplikasi Edukasi Kuis Bahasa Arab sebagai Alternatif Media Belajar Siswa Kelas I Madrasah Ibtidaiyah

Firdhany Nur Azizah*  -  Universitas Islam Negeri Walisongo Semarang, Indonesia
Hamdan Husein Batubara  -  Universitas Islam Negeri Walisongo Semarang, Indonesia

(*) Corresponding Author
DOI: 10.21580/alsina.3.2.8432
Vocabulary is one of the most critical linguistic components that Arabic as a foreign language learners must master. Previous studies discovered that it was accurate that first-grade students struggled to recognize and master Arabic vocabularies since the learning process mainly consisted of lectures and homework. Students need external help or stimulation to increase their comprehension of Arabic. Educational games may encourage first-grade students since they like to play and explore electronic devices such as androids, laptops, and so on. This study aims to develop an educational application that contains acceptable Arabic vocabulary content for first grade (elementary school) students. The research employed the ADDIE (Analysis-Design-Development-Implementation-Evaluation) paradigm of research and development. This study involves developing an educational application called "Arabic Quiz", which utilizes the Articulate Storyline 360 software. According to feasibility tests conducted by a media expert, a material expert, and prospective consumers, this application has an "excellent" category. The program is suited for use as an alternative learning media for first-grade students.

Keywords: ADDIE; Arabic learning; Arabic language; Educational applications

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Alsina: Journal of Arabic Studies
Arabic Department, Fakultas Ilmu Tarbiyah dan Kependidikan
UIN Walisongo, Semarang, Indonesia
Jl. Prof. Dr. Hamka, Tambakaji, Kec. Ngaliyan, Kota Semarang, 50185
Central Java, Indonesia
Email: alsina@walisongo.ac.id

In collaboration with the Arabic Teachers Association of Indonesia (IMLA).

ISSN: 2622-6138 (Print)
ISSN: 2622-6146 (Online)

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License

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