Developing a Web-Based Interactive E-Learning Ecosystem for Arabic Vocabulary Mastery

Muhammad A'inul Haq; Kinnatul ‘Ashriyyah; Annisa Ainurrohmah; Ulya Mahfudhotun Najwa; Ahmad Wafiyyun Ni'am; Moh. Dhofir Ali Akbar; Muhammad Khabibullah

doi:10.51214/jicalls.v4i1.1977

Muhammad A'inul Haq Universitas Kiai Abdullah Faqih Gresik, Indonesia
Kinnatul ‘Ashriyyah Universitas Kiai Abdullah Faqih Gresik, Indonesia
Annisa Ainurrohmah Universitas Kiai Abdullah Faqih Gresik, Indonesia
Ulya Mahfudhotun Najwa Universitas Kiai Abdullah Faqih Gresik, Indonesia
Ahmad Wafiyyun Ni'am Universitas Kiai Abdullah Faqih Gresik, Indonesia
Moh. Dhofir Ali Akbar Universitas Kiai Abdullah Faqih Gresik, Indonesia
Muhammad Khabibullah Universitas Kiai Abdullah Faqih Gresik, Indonesia

DOI: https://doi.org/10.51214/jicalls.v4i1.1977

Keywords: E-Learning, Interactive Media, Mufradāt, Web-Based Learning

Abstract

Arabic vocabulary (mufradāt) learning often suffers from traditional, rote-memorization methods, resulting in low student motivation and passive classroom engagement. To address this, this study aims to design, develop, and evaluate a web-based, interactive e-learning ecosystem specifically for mufradāt instruction. The research employed a Research and Development (R&D) approach based on the ADDIE instructional design framework. A pre-experimental One-Group Pretest-Posttest design was conducted with 30 seventh-grade students at Islamic Junior High School ‘Madrasah Tsanawiyah’ (MTs) Assa’idiyah Manyar, Gresik. The developed platform integrated Google Sites and Wordwall to provide adaptive content, interactive game-based exercises, and real-time feedback. Data were collected through expert validation sheets, practicality questionnaires, and objective vocabulary tests, which were analyzed using quantitative descriptive statistics and N-Gain calculations. The findings revealed that the developed media is highly feasible, achieving validation scores of 80% for material and 90% for media design. Field trials demonstrated a High Practicality score of 88.33%, proving that the platform successfully stimulates student autonomy and minimizes latency. Furthermore, the intervention yielded a moderate but significant improvement in students' vocabulary mastery, evidenced by an N-Gain score of 0.45. In conclusion, the web-based interactive e-learning ecosystem is a valid, practical, and effective tool that significantly bridges pedagogical gaps in Arabic vocabulary learning. Integrating this technology-driven approach as a continuous pedagogical routine holds substantial potential for maximizing language acquisition.

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