Content Validation and Teacher Perspectives on an Interactive Module for the Arabic Language in Primary Education

Abstract

The integration of interactive multimedia in Arabic language education remains limited, particularly at the primary school level in Malaysia, resulting in gaps in student engagement and content accessibility. To address this challenge, this study aimed to design, develop, and validate the TAALIM-EDU interactive Arabic language module tailored for Malaysian primary education. Employing a Design and Development Research (DDR) approach, the study was conducted in three phases: (1) needs analysis to identify critical deficiencies in existing Arabic learning resources; (2) systematic design and development guided by Mayer’s Cognitive Theory of Multimedia Learning (CTML); and (3) evaluation through expert validation and teacher feedback. Content validity was established via Content Validity Index (CVI) analysis involving five educational experts, achieving an average Scale-level CVI (S-CVI) of 1.00, which indicates excellent content relevance and clarity. Complementary qualitative data from semi-structured interviews with five primary Arabic teachers, analyzed using the Technology-Usability-Pedagogy (TUP) framework, revealed strong usability, effective multimedia integration, and alignment with best pedagogical practices. Teachers also recommended future enhancements through gamification and emerging technologies. This study contributes to Arabic language education by offering a validated, theory-driven interactive module model, with practical implications for curriculum designers, policymakers, and educators seeking to elevate Arabic language instruction in primary education.