Volume 6 Number 2 .
July-December 2025
Page: 132-152
E-ISSN: 2722-6794
P-ISSN: 2722-6786
DOI: 10.
37680/aphorisme.
Development of Interactive Arabic Language Learning Modules Using Articulate Storyline 360 for 10th Grade Madrasah Aliyah Students Shilla Rahmi1.
Kholisin2.
Moh.
Ainin3 123Universitas Negeri Malang.
Indonesia Correspondence E-mail.
shillarahmi9@gmail.
Submitted: 05/07/2025 Revised: 10/09/2025 Accepted: 04/10/2025 Published: 15/12/2025 Abstract This study develops an Articulate Storyline 360-based Interactive Arabic Learning Module for 10th-grade students at MA Al-Kautsar Trenggalek and describes its validity and feasibility.
The research employs the R&D method, utilizing the ADDIE model, which encompasses the stages of analysis, design, development, implementation, and evaluation.
Researchers collected quantitative and qualitative data through needs observation, expert validation questionnaires, and trial questionnaires administered to students and teachers.
They used observation guidelines, material and media validation sheets, and feasibility questionnaires as data collection instruments.
Thirty-eight tenth-grade students at Madrasah Aliyah Al-Kautsar participated as research subjects.
Researchers analyzed quantitative data using a rating scale technique to obtain the percentage of validity and feasibility, and analyzed qualitative data descriptively.
The results show that researchers successfully developed the module as an interactive learning medium containing audio, video, dialogues, four language skill exercises, and multimedia Content expert validation scored 78.
5%, and media expert validation Field testing produced an 89% feasibility rating from teachers and 8% rating from students, indicating that the module is practical for use in These findings confirm that the Articulate Storyline 360-based interactive module is suitable for use as a supporting learning medium at MA Al-Kautsar and meets the need for more varied and interesting learning.
Researchers recommend further research to test the effectiveness of the module in improving learning Keywords Arabic Language.
Articulate Storyline 360.
Interactive Module.
A 2025 by the authors.
Submitted for open access publication under the terms and conditions of the Creative Commons Attribution-NonCommercial 4.
0 International License (CC BY NC) license .
ttps://creativecommons.
org/licenses/by-nc/4.
0/).
Published by Institut Agama Islam Sunan Giri (INSURI) Ponorogo.
Indonesia Accredited Sinta 3 Development of Interactive Arabic LanguageA .
(Shilla Rahmi, et al.
INTRODUCTION
The Arabic language in Indonesia has undergone significant development over the past few This growth is marked not only by an increase in the number of Arabic teachers and learners in various regions, but also by the widespread use of Arabic at all levels of education.
According to (Wekke, 2.
Arabic is now not only taught in religious educational institutions such as Islamic boarding schools and madrasas, but has also become an integral part of the curriculum in public schools from elementary to university levels.
In fact.
Arabic language learning has been introduced from an early age in various kindergartens and early childhood education institutions, reflecting the importance of this language in the context of education and culture in Indonesia.
This development has accelerated with the increasing interest of the public, who not only want to master the language in academic and religious contexts but also to expand their career opportunities in the era of globalization (Zainuri, 2.
On the other hand, learning Arabic as a foreign language has its own challenges that hinder the learning process of students.
According to (Mahgoub et al.
, 2.
, there are two main categories of problems in Arabic language learning, namely linguistic and non-linguistic problems.
Linguistic problems are directly related to linguistic aspects, such as grammar and vocabulary mastery, while non-linguistic problems include external factors, including student motivation, environmental support, and learning facilities.
Abdilah & Al Farisi .
emphasize that these non-linguistic factors often have a very significant influence on the success of Arabic language learning, especially since the language is not commonly used in the daily communication of most students.
To address these various issues, curriculum reform is one important solution.
A curriculum that is responsive to students' needs allows for the delivery of learning materials that are more proportionate and appropriate to their learning abilities.
In this context, the Merdeka Curriculum empowers teachers to tailor teaching methods to students' interests, talents, and abilities (Rufaiqoh et al.
, 2024.
Azzahra & Muhajir, 2.
However, challenges remain in practice, especially the lack of student interest in learning Arabic.
One of the main causes is the lack of innovation in the use of media and learning tools that can attract students' attention and motivate them (AAoyun & Ammar.
Aladeemy et al.
, 2.
Learning media plays a very important role as a link between teachers and students.
Pratiwi, et al .
highlight the function of learning media in increasing learning motivation and accelerating the process of material absorption.
Teachers are required to stay up-to-date with Aphorisme: Journal of Arabic Language.
Literature, and Education technological developments and trends so that the learning media used can cater to the characteristics and preferences of today's students, ensuring that learning is engaging and not monotonous (Tang & Calafato, 2.
With the rapid advancement of information technology, the use of technology-based media, especially online media, has become highly relevant and effective.
Alsharbi, et al .
add that online learning media offer flexibility in terms of time and place, allowing students to learn anytime with easy access.
Research conducted by Makruf .
at the Sukoharjo madrasah shows that madrasahs that implement various information technology-based learning media tend to have better student performance in Arabic language competitions than madrasahs that make less use of technology.
This is also supported by Asmara, et al .
, who state that information technology can create a more varied and interesting learning atmosphere, thereby motivating students to actively engage in One of the learning media innovations that is emerging is website-based interactive These modules provide access to various multimedia content, such as text, images, videos, and animations, which enrich the students' learning experience.
The advantage of websites as a learning medium lies in their ability to provide two-way interaction between teachers and students, as well as easy accessibility anytime and anywhere, as long as an internet connection is available (Sari et al.
, 2019.
Aeni et al.
, 2.
This multimedia content is organized on web pages written in HTML format, providing a structure that is easy to access and use (Lestari & Jaya, 2.
Previous studies have also shown the feasibility and effectiveness of digital-based interactive learning media in Arabic language learning.
Firdausia, et al .
also found that offline CD-based digital media can be used effectively in classical or independent learning.
A similar study was conducted by Sholeh, et al .
, which showed that the use of interactive media is beneficial in terms of student independence and increased learning motivation.
Fadhilah .
study showed that website-based models are feasible for use as evaluation media for elementary school learning, with positive responses from students.
Mustafa, et al .
argued that digital interactive media has been proven to be feasible and effective in language learning.
Meanwhile, research by (Ilmiani et al.
suggests that the use of interactive multimedia can overcome linguistic and non-linguistic problems in Arabic language learning.
These findings show that digital media and interactive multimedia have proven to be feasible and effective in supporting learning.
However, previous studies still have limitations that leave room for new innovations.
Studies have utilized offline CD-based media, simple applications, or Development of Interactive Arabic LanguageA .
(Shilla Rahmi, et al.
static website platforms, so not many have integrated high-level interactive features such as branching scenarios, layer interactivity, and responsive design available in Articulate Storyline 360.
Therefore, my research on AuDevelopment of Interactive Learning Media Using Articulate Storyline 360Ay is an important contribution to filling this gap, as it presents learning media with more advanced content development technology, enabling dynamic learning design, automatic evaluation, and richer user interaction.
In addition to the research gap that needs to be filled, the empirical conditions at MA AlKautsar Trenggalek as the research location further reinforce the urgency of developing this media.
Based on initial observations, the Arabic language learning process at MA Al-Kautsar is still dominated by conventional methods such as lectures and the use of textbooks, so that student interaction with the material tends to be limited.
Students show fluctuating interest in learning, especially when the material is abstract or requires gradual understanding.
In addition, school policy is adequate because students are allowed to use electronic devices, but their use for interactive learning is not yet optimal due to the lack of learning media that truly supports students' needs.
Based on the survey results, students expressed the need for media that is more interesting, structured, and able to facilitate independent practice.
The main objective of Arabic language learning in schools is for students to understand, speak, and apply the language in their daily activities.
Learning outcomes are the main indicator of the extent to which this objective has been achieved, covering aspects of knowledge, attitude, skills, and changes in student behavior after participating in the learning process (Hubbabah et al.
, 2.
The use of learning media has been proven to be closely correlated with improved learning outcomes because the right media can increase student engagement and motivation, thereby making learning more effective (Fazel & Sayaf, 2.
The use of appropriate learning media has a significant effect on student learning outcomes, including knowledge, attitudes, and skills (Safitri et al.
, 2025.
Fazel & Sayaf, 2.
This study aims to describe the development of interactive Arabic learning modules using Articulate Storyline 360 for 10th grade students at MA Al-Kautsar Trenggalek.
It also aims to describe the validity and feasibility of interactive Arabic learning modules using Articulate Storyline 360 for 10th grade students at MA Al-Kautsar Trenggalek.
Aphorisme: Journal of Arabic Language.
Literature, and Education METHOD This research method uses research and development (R&D) with the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation.
This model was chosen because its steps are systematic and commonly used in the development of multimedia learning (Syahid et al.
, 2.
Figure 1.
ADDIE Model Development Steps (Cahyadi, 2.
In the analysis stage, researchers conducted literature reviews and observations of Arabic language learning to identify product development needs and theoretical foundations.
The design stage included designing learning objectives, materials, competencies, and learning strategies in accordance with the Indonesian Ministry of Religious Affairs curriculum, as well as selecting the research environment.
The development stage included compiling materials, designing modules using Canva, developing interactive website-based modules using the Articulate Storyline 360 application, and reviewing and revising based on input from the supervising lecturer.
In the implementation stage, the product was validated by subject matter and media experts before being tested on 10th grade students at MA Al-Kautsar Trenggalek.
The evaluation stage was conducted formatively at the end of each stage and summatively at the end of the process to assess the effectiveness of the product and make improvements based on the evaluation results.
The data collected is qualitative in the form of suggestions and comments, as well as quantitative data from validation questionnaires and trials.
Quantitative data is analyzed using a rating scale technique to determine the validity and feasibility of the product.
The data sources in this study were taken from the results of expert validation questionnaires on materials and media, as well as the results of pilot questionnaires administered to students and teachers at MA Al-Kautsar Trenggalek.
The population consisted of all MA Al-Kautsar students who took Arabic language classes in the odd semester.
The research sample was taken using purposive sampling technique, which is selecting the group that is most suitable for the product development objectives.
In the field Development of Interactive Arabic LanguageA .
(Shilla Rahmi, et al.
trial stage, the sample consisted of 38 tenth grade students.
The data collection techniques were observation and questionnaires with a Likert scale.
Observations were conducted to fulfill the needs analysis stage in the development process.
Questionnaires were conducted to obtain validity and feasibility scores for interactive learning media using Articulate Storyline 360.
The data obtained was then analyzed to find the validity and feasibility percentages using the following formula:
ycE= ycu ycu1 Explanation:
P= percentage, x= total respondent scores, and x1 : total highest score.
Then, the percentage obtained from the calculation using the above formula will show the validity and feasibility of the product based on the following table:
Table 1.
Validity Percentage (Ayuka et al.
, 2.
Percentage 80% - 100% 60% - 79% 45% - 59% < 45% Description Valid/ Feasible Sufficiently Valid/ Feasible Less Valid/ Not Feasible Not Valid/ Not Feasible FINDINGS AND DISCUSSION Findings Results of Interactive Learning Module Development The results of this research and development are in the form of an Interactive Arabic Learning Module, which was created using professional Articulate Storyline 360 software.
The development of this media went through five systematic stages .
nalysis, design, development, implementation, and evaluatio.
Analysis The results of the needs analysis questionnaire distributed to 38 tenth-grade students showed that the majority of students .
%) stated the need for more interesting and relevant teaching materials, and 92% of respondents agreed that the integration of multimedia .
udio, video, and interactive quizze.
in learning media would help them understand the material and increase their motivation to learn.
The questionnaire also confirmed that the use of devices such as projectors or Aphorisme: Journal of Arabic Language.
Literature, and Education digital media showed an increase in student interest.
Design The results of the analysis formed the basis for designing the module, namely the compilation of learning materials and the design of interactive module templates.
The learning material design includes learning objectives, vocabulary, dialogues, story texts, and four types of exercises tailored to the needs of 10th-grade MA students in the odd semester.
Meanwhile, the template design contains the module display design, such as the cover, color scheme, font type, and ornaments used in the module.
Development During the development stage, the Interactive Learning Module was created based on the design developed in the previous stage.
The researchers integrated interactivity using the Audio Editor and Articulate Storyline 360 applications to convert and add interactive elements to the designed material, resulting in the Interactive Learning Module.
Multimedia elements, including audio, video, external links, and interactive quizzes, were also added according to the design.
this stage, the researcher conducted an internal review with the supervising lecturer and revised the module based on suggestions and input from the internal review.
The results of this module development are accessed online via a web link and were developed based on the Indonesian Ministry of Religious Affairs' Arabic Language Curriculum for Grade X Odd Semester, covering three main chapters: A E OEOA,AEO OEAA, and AEIA.
The Interactive Module begins with an Initial Display with a AustartAy button that contains the Main Menu, namely the module identity, instructions for use, materials, learning videos, developer profiles, and a bibliography.
Each chapter begins with the presentation of Learning Objectives, followed by interactive vocabulary integrated with audio pronunciation, conversations presented as simulated dialogues, and reinforcement through Learning Videos.
All chapters are equipped with Practice Questions that test all language skills .
istening, speaking, reading, and writin.
Below is a preview of the interactive learning module developed using Articulate Storyline 360:
Development of Interactive Arabic LanguageA .
(Shilla Rahmi, et al.
Figure 1.
Initial Display The initial display is the main interface that welcomes users.
This section aims to create a professional and attractive first impression.
The Start button serves as the primary access point to initiate the learning session.
After clicking "Start," students are immediately directed to the Main Menu page to select their materials.
The X button serves to end the session or exit the learning Figure 2.
Menu Section The Main Menu serves as the navigation center and framework for the module.
The Profile contains basic information about the module .
ee Figure .
The Material is the core of the module, where all 3 chapters of learning content are presented .
ee Figures 6 to .
The learning videos provide direct access to supporting audiovisual resources .
ee Figure .
The bibliography presents the scientific references used in the development of the material .
ee Figure .
Figure 3.
Module Identity Aphorisme: Journal of Arabic Language.
Literature, and Education This section provides context and credibility for the module.
The module identity briefly describes: the subject (Arabi.
, the education level, and the main advantages, namely that it is interactive and website-based.
This helps students and teachers understand the function and scope of the module.
Figure 4.
Instructions for Use The user manual contains operational instructions that users must learn as it covers navigation procedures, interaction with multimedia elements, and other important procedures related to the use of interactive modules.
Figure 5.
Material The material section is the core of the learning process.
The content is divided into three chapters that are structured systematically, ensuring that the learning process progresses from basic concepts to application.
CHAPTER 1 presents and CHAPTER 3 presents AEO OEAA.
CHAPTER 2 presents A E OEOA.
AIEA.
These three themes constitute the Arabic language learning material for 10th grade in the odd semester in accordance with the Ministry of Religious Affairs Development of Interactive Arabic LanguageA .
(Shilla Rahmi, et al.
Figure 6.
Chapter Home Page and Chapter Contents Menu After clicking on one of the chapters, the opening page will appear as shown in the image above, displaying the theme of the material presented.
This is done to make it easier for users to select the theme they wish to study.
The material menu in each chapter functions as a roadmap, allowing users to jump .
ia hyperlin.
to specific sections of the material they wish to review or Figure 7.
Introduction Each chapter begins with an Introduction that serves to prepare students cognitively before entering the core content.
Learning objectives serve as guidelines for determining expected outcomes, so students know what they need to achieve.
Meaningful understanding provides relevance to real life or a broader context, answering the question AuWhy should I learn this?Ay Spark questions are concise, thought-provoking questions designed to engage students' prior knowledge and spark their curiosity.
Figure 8.
Content Components Aphorisme: Journal of Arabic Language.
Literature, and Education Arabic material is presented in an integrated manner, covering four language skills .
istening, speaking, reading, writin.
, which are presented through the following components:
Vocabulary: This component serves as the lexical foundation of learning.
New vocabulary is presented with transliteration and translation.
Each word is accompanied by a sound button that allows students to listen to the correct and authentic pronunciation of the word.
This feature is crucial for practising listening skills and ensuring accurate pronunciation, which is an important prerequisite for speaking.
Conversations: Conversations are functional contexts in which vocabulary and grammar are applied in real life.
Dialogues are presented that place newly learned words in everyday communicative situations.
All dialogues are also equipped with audio buttons.
This feature explicitly trains listening and speaking skills by imitating the correct intonation, rhythm, and expression of the Arabic language.
Students can listen to conversations repeatedly to improve their contextual understanding.
Story Texts: This section presents narrative or descriptive readings.
The main focus is on comprehensively training reading .
Story texts provide a broader context, allowing students to analyse sentence structure and understand the flow of ideas.
Grammar Material: This component provides the structural framework of the language.
In-depth explanations of language rules are presented with clear examples relevant to the previous text and conversation.
The main function of this component is to practice writing skills .
pplication of rule.
Development of Interactive Arabic LanguageA .
(Shilla Rahmi, et al.
Figure 9.
Practice Questions Practice questions serve as formative assessments to measure overall mastery of the material.
The questions are designed to cover 4 Skills: answering questions based on the conversation heard, answering questions according to the text, determining the structure of words in sentences according to grammar rules, and filling in the blanks in sentences with the available words to test students' understanding and application.
Figure 10.
Learning Videos This section is a key multimedia element designed to support and enrich textual material.
The module provides an integrated connection to the YouTube platform, which serves as an external The main function of this feature is to facilitate diversity in student learning styles .
articularly auditory and visua.
Relevant and up-to-date learning videos ensure that students can access audiovisual content that can strengthen their understanding of abstract material or material that requires visualization, thereby complementing the limitations of text-based material.
This feature effectively improves students' auditory and visual comprehension.
Aphorisme: Journal of Arabic Language.
Literature, and Education Figure 11.
Bibliography The Bibliography provides scientific accountability for the module.
The inclusion of reference sources shows that the material presented has been developed based on valid literature and theory, so that the module is academically accountable.
Implementation The product development results will undergo an implementation stage consisting of two phases: expert validation and field testing.
In the expert validation phase, researchers conduct a validation process with subject matter experts and media experts to obtain product validity before testing it on research subjects.
This process aims to identify deficiencies in the product, which will then be corrected according to the input and suggestions provided by the validators.
The Interactive Learning Module is validated by competent validators, namely Arabic Language Lecturers.
The revised module product, which has undergone expert validation, will then be tested for feasibility by research subjects.
The research subjects used are 38 students in grade X at MA Al-Kautsar and Arabic language teachers at the school.
At this stage, researchers conduct the teaching and learning process using the Interactive Learning Module that has been developed and revised in accordance with the criticism and suggestions of the validation experts.
Evaluation At the evaluation stage, researchers obtain formative and summative evaluations.
Formative evaluations are obtained at the end of each development stage, namely during guidance sessions with the supervising lecturer.
Summative evaluations are obtained when researchers conduct validation tests by subject matter and media experts, as well as product trials by teachers and students in the field.
Validation and Feasibility Results of the Articulate Storyline 360 Interactive Module The product validity and feasibility testing phase is an important stage in research and The aim is to verify and ensure that the developed Website-Based Interactive Learning Module meets academic quality standards, material relevance, and technical practicality before Development of Interactive Arabic LanguageA .
(Shilla Rahmi, et al.
being implemented widely.
Results of material and media validation tests The data from the material validation experts consists of assessment scores for the material presented in the module in accordance with the instruments that have been created.
In addition to the scores, the researchers also obtained suggestions and input for improvements to the developed The assessment of the material and media validation was conducted by Arabic Language Education Lecturers who are experts in their respective fields.
Based on the results of the questionnaire from the material and media validation that has been carried out, a percentage of 5% was obtained, indicating that the interactive learning module is valid enough to be used in Arabic language learning.
Meanwhile, the percentage for the media validation results is 97.
indicating that the interactive learning module is valid for use in Arabic language learning.
Criticism and suggestions from subject matter experts include: .
Align learning objectives with the material and practice questions.
Sentence patterns still follow Indonesian patterns and need to be adjusted to Arabic sentence patterns.
Pay attention to grammar .
awa'i.
, such as the use of Idhafah sentence structure.
Pay attention to the continuity of the story in the dialogue text.
Pay attention to the correctness of letters in vocabulary.
Meanwhile, criticism and suggestions from media experts include: .
The main menu needs to be revised to suit the main needs of users when they first open the interactive learning module.
Change the module profile to the module identity and profile intended for the developer profile.
The use of images needs to be adjusted to be more Islamic.
Add forward and back buttons on each page.
Adjust the home button in each chapter and subchapter.
The improvements made are as follows:
Table 2.
Interactive Module Improvements Before Revision The Arabic numeral for four is written incorrectly as AA.
After Revision The correct Arabic numeral for four is:
The letter used in the vocabulary is AA.
Lack of navigation buttons to advance to the next slide and return to the previous AA.
Addition of AunextAy and AubackAy navigation buttons to facilitate user Aphorisme: Journal of Arabic Language.
Literature, and Education Product trial results The product trial results data consists of assessment scores for the use of interactive modules in the learning process.
The questionnaire results from the trial with teachers showed a percentage of 89%, while the results from the trial with students showed a percentage of 81.
8%, indicating that interactive learning modules are suitable for use in Arabic language learning.
When using the module, students appeared interested and very enthusiastic about learning Arabic using the interactive learning module.
In addition to the scores, the researchers also received suggestions and input for improving the use of interactive modules in the learning process.
Several aspects need improvement to maximize the use of media during the learning process.
The suggestions and input from the Arabic language teachers emphasize the importance of paying attention to the participation of each student as a whole.
During the learning process, there are moments when several students come forward to practice, it is best to condition the other students by giving them other tasks or activities.
This is important so that no students are left idle or without Discussion The development of Interactive Arabic Language Learning Modules using Articulate Storyline 360 in this study demonstrates that each stage of the ADDIE model contributes significantly to the final quality of the product.
Findings from the analysis stage reveal that students have a strong need for media that is attractive, multimodal, and easy to use.
This situation is in line with the results of research by (Hasanuddin, 2024.
Hidayah et al.
, 2.
, which indicate that motivation to learn Arabic increases significantly when students utilize digital materials that incorporate audio-visual and interactive exercises.
Thus, the needs found in the analysis stage can be understood as a general reflection of changes in the learning styles of digital natives in the era of modern learning.
Development of Interactive Arabic LanguageA .
(Shilla Rahmi, et al.
The design and development stage produced an integrated and systematic module structure, covering learning objectives, presentation of four maharah materials, audio vocabulary, dialogues, texts, learning videos, and interactive evaluations.
Multimedia integration through Articulate Storyline 360 enabled the formation of an adaptive and responsive learning pathway.
This is in line with the findings of (Haryadi et al.
, 2023.
Rogti, 2.
, who stated that interactive multimedia-based learning increases engagement and understanding of foreign languages because it provides a nonlinear and user-friendly learning experience.
In addition, flexible navigation features, automatic feedback, and consistent visual elements are important aspects that also improve the usability of the Research by (Tegar & Alaika, 2024.
Imamuddin et al.
, 2.
shows that the quality of interface design has a direct impact on the effectiveness of digital module use, especially when used by high school students.
During the development stage, the use of Articulate Storyline 360 proved to facilitate the integration of various media elements that were previously difficult to accommodate through simple print or digital learning media.
The results of this study are in line with the findings of (Fitria et al.
, 2024.
Pratama et al.
, 2.
, which confirm that Storyline 360 is an effective platform for building interactive learning modules because it supports branching scenarios, layer interactivity, and responsive layouts that can enhance the personal learning experience.
With these features, students can explore the material independently, at their own learning pace, so that the developed modules meet the criteria for learner-centered material.
The implementation and evaluation stages provide an empirical picture of how the module was received by end users.
The high level of feasibility from teachers .
%) and students .
indicates that the module is not only functional but also practical for use in a real learning context.
These findings are in line with research by (Auliya et al.
, 2025.
Uqba et al.
, 2.
, which states that interactive media that provides interactive drills and instant feedback can increase student focus and reduce boredom in Arabic language learning.
The students in this study showed high enthusiasm, which was also reflected in the teachers' comments that the media made the class more lively and helped increase participation.
From an academic quality perspective, the results of the subject matter expert validation .
5%) were in the fairly valid category, indicating that the module was substantively feasible but required some refinement, especially in terms of grammar and consistency of Arabic sentence This input is in line with the research by Syafei, et al .
, which shows that linguistic Aphorisme: Journal of Arabic Language.
Literature, and Education accuracy in Arabic teaching materials is a fundamental factor in developing student competence.
Meanwhile, media expert validation .
3%), which is in the highly valid category, shows that the module excels in terms of visual design, navigation, and interactivity.
The high scores for this media are consistent with the findings of (Abertho et al.
, 2025.
Zhang et al.
, 2.
, which prove that learning media with high interface quality has a positive correlation with learning comfort and time efficiency in understanding.
Overall, these results show that the interactive modules developed are able to meet the needs of students and teachers at MA Al-Kautsar, while filling a gap in previous research that did not integrate advanced content development technology.
Another study by Depita .
emphasizes the importance of digital media that not only provides material but also allows students to actively interact with the content, as embodied in this Articulate Storyline-based module.
Thus, the contribution of this research is evident in two aspects: .
presenting learning media that is more technologically advanced than previous studies that still use interactive CDs.
PowerPoint, or static and .
providing learning products that are in line with the empirical needs of madrasah students, especially in the context of classes with fluctuating learning interests.
Given the high level of media validity and usability, it can be concluded that this module has met quality standards from both a pedagogical and technical perspective.
However, several improvements, such as increasing the accuracy of qawAAoid and refining sentence patterns, need to be considered for further development.
In addition, this study leaves room for effectiveness testing to measure the extent to which this module can improve learning outcomes, as suggested by Murdianti .
, who states that new digital media must be tested not only in terms of validity and feasibility, but also in terms of their impact on student learning performance.
CONCLUSION
This study aims to produce an Interactive Arabic Language Learning Module using Articulate Storyline 360 and to describe its validity and suitability for 10th-grade Madrasah Aliyah Through a systematic research and development (R&D) method using the ADDIE model, this product was successfully developed as a self-contained, multimedia-rich, web-based learning medium designed to facilitate the mastery of four language skills.
The validation test results show that this module achieved a media validity level of 97.
3% (Valid categor.
and material validity of 5% (Sufficiently Valid categor.
Furthermore, limited trials with end users .
eachers and Development of Interactive Arabic LanguageA .
(Shilla Rahmi, et al.
resulted in a practicality percentage of 89% from teachers and 81.
8% from students, categorizing this module as suitable for use in Arabic language learning.
Based on these findings, it can be concluded that the Interactive Arabic Learning Module, developed using Articulate Storyline 360, has been proven to be a valid and feasible medium for supporting the learning process.
Although the module has been proven feasible, several important suggestions for product optimization and sustainability remain.
First, for module developers, it is recommended to conduct a thorough review and improvement of grammar .
awAAoi.
and sentence patterns to ensure complete linguistic accuracy.
Second, for Arabic language teachers, it is recommended to integrate this module with conducive learning strategies, particularly by ensuring that students who are not practicing in front of the class are still engaged with other tasks or activities to guarantee the participation of all students.
This recommendation emphasizes that the effectiveness of digital media greatly depends on how teachers facilitate their students' learning.
Third, for future researchers, it is recommended to continue this research by conducting an effectiveness test to measure the extent to which the use of this interactive module can significantly improve students' learning outcomes and mastery of the four language skills.
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