Designing Digital Arabic Grammar Teaching Materials Through Interactive Multimedia and Self-Regulated Learning for Beginners

Siti Masyitoh; Rifda Haniefa; Samsi Setiadi; Ihwan Rahman Bahtiar; Puti Zulharby; Wafa Menasri

doi:10.15575/ta.v5i2.58370

Authors

Siti Masyitoh Universitas Negeri Jakarta, Indonesia
Rifda Haniefa Universitas Negeri Jakarta, Indonesia
Samsi Setiadi Universitas Negeri Jakarta, Indonesia
Ihwan Rahman Bahtiar Universitas Negeri Jakarta, Indonesia
Puti Zulharby Universitas Negeri Jakarta, Indonesia
Wafa Menasri Nour Bachir University Center of El Bayadh, Algeria

DOI:

https://doi.org/10.15575/ta.v5i2.58370

Keywords:

Arabic Grammar, digital teaching materials, interactive multimedia, Self-Regulated Learning, beginner students

Abstract

Teaching Arabic grammar to beginner-level university students can be challenging because grammatical concepts are often abstract, and learners may struggle to apply rules in context. This study aimed to develop a preliminary conceptual design for interactive, multimedia-based digital Arabic grammar teaching materials oriented toward Self-Regulated Learning (SRL). Using an Educational Design Research (EDR) approach, the study focused on needs analysis and preliminary design. Data were collected from 55 first-semester students in the Arabic Language Education Study Program at Universitas Negeri Jakarta through classroom observations, interviews, and a 20-item questionnaire using a five-point response scale. Questionnaire data were analyzed descriptively, while observation and interview findings were used to contextualize students’ reported needs. The findings indicated three main design requirements: simplified, systematic grammar explanations supported by formulas, keywords, contextual examples, and varied exercises; accessible digital materials with purposeful multimedia, interactive quizzes, and immediate feedback; and features that support self-assessment and progress monitoring. These findings informed the proposed content structure, multimedia features, and six preliminary design principles: simplification with conceptual accuracy, sequential and contextualized learning, purposeful visualization, interactive application and feedback, embedded SRL opportunities, and accessible and consistent navigation. The principles were formulated by synthesizing the identified learner needs with corresponding instructional design responses; however, they have not yet undergone expert validation or empirical testing. The study therefore offers a needs-informed design proposal for developing digital Arabic grammar teaching materials, rather than a validated or demonstrably transferable design framework. Further research is needed to develop the proposed materials, assess their content and instructional quality, and evaluate their usability and learning outcomes.

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