[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-316638-105":3,"doc-detail-316638-en":81,"detail-sidebar-cat-0-en-105":99},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","validity-of-alternative-arabic-module-for-level-two-primary-school","Validity of Alternative Arabic Module for Level Two Primary School","","The alternative Arabic language module for level two primary school was developed as an instructional guide for teachers, aiming to make teaching and learning more engaging, enjoyable, and effective. The design followed three phases: needs analysis, design and development, and usability evaluation, while this study evaluates validity only in the design and development phase. Nine experienced Arabic language teachers served as expert validators and assessed content, presentation, reinforcement and evaluation, language and grammar, briefing and illustrations, and embedded values. Results show high agreement of 84.78% for Year Four, 83.30% for Year Five, and 90.08% for Year Six. The module is concluded suitable to support effective Arabic learning and improve student motivation, with future work proposing empirical usability and effectiveness testing via performance data and pre/post assessments.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/validity-of-alternative-arabic-module-for-level-two-primary-school/316638/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/validity-of-alternative-arabic-module-for-level-two-primary-school/316638.png","ImageObject",300,407,{"name":42,"@type":43},"\tWilliam","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-09-20",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the purpose of the alternative Arabic language module?","Question",{"text":63,"@type":64},"It is designed to help teachers conduct more engaging, enjoyable, and effective Arabic teaching and learning for level two primary school students.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the module validity assessed in this study?",{"text":68,"@type":64},"Validity was evaluated during the design and development phase using expert validators, with assessment based on content, presentation, reinforcement and evaluation, language and grammar, briefing and illustrations, and embedded values.",{"name":70,"@type":61,"acceptedAnswer":71},"What validity results were reported for the different school years?",{"text":72,"@type":64},"The expert evaluation indicated high agreement scores: 84.78% for Year Four, 83.30% for Year Five, and 90.08% for Year Six.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},316638,1791452840,{"code":4,"msg":82,"data":83},"success",{"doc_id":79,"user_id":84,"nickname":42,"user_avatar":85,"doc_module":4,"category_id":86,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":87,"file_id":88,"file_url":89,"file_type":90,"file_size":91,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":92,"language":93,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":94,"faqs":95,"seo_title":96,"seo_description":12,"update_tm":97,"read_time":98,"preview_page_count":4},5909887254083,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c",8,"Validity of Alternative Arabic Module for Level Two Primary School  \nZarima Mohd Zakaria*, Mohammad Taufiq Abdul Ghani, Nazri Atoh, Suo Yan Mei, Taj Rijal Muhamad Romli, Saipolbarin Ramli, Nurul Anisa Abdul Aziz  \nDepartment of Modern Language, Faculty of Languages and Communication, Universiti Pendidikan Sultan Idris, Tanjung Malim, 35900 Perak Darul, Ridzuan, Malaysia  \n*Corresponding Author  \nDOI: [https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0600](https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0600)  \nReceived: 28 September 2025; Accepted: 04 October 2025; Published: 04 November 2025 ABSTRACT  \nThe alternative Arabic language module for level two primary school was developed as a guide for teachers to implement more engaging, enjoyable, and effective teaching and learning. This module was designed based on three phases: needs analysis, design and development, and usability evaluation. However, this study focuses only on the module’s validity in the design and development phase. A total of nine experienced Arabic language teachers, each with over ten years of teaching experience, served as expert validators for the module’s validity. The module was assessed based on content, presentation, reinforcement and evaluation, language and grammar, briefing and illustrations, as well as the values embedded in the module. The expert evaluation results indicated that the alternative Arabic language module for Year Four, Five, and Six met the outlined criteria and achieved high agreement scores of 84.78%, 83.30%, and 90.08%, respectively. In conclusion, this module is suitable for assisting teachers and students in effectively teaching and learning the Arabic language. The implication is that using this module has the potential to enhance teaching and learning effectiveness as well as students' motivation towards learning Arabic. The researcher’s suggestion for future studies is to conduct an empirical study on the usability and effectiveness of the alternative Arabic language module for level two by analyzing students' performance data, teacher feedback, and pre-and post-module tests for continuous improvement.  \nKeywords: validity, alternative Arabic module, level two, primary school  \nINTRODUCTION  \nThe study of the Arabic language is crucial at all levels of education, from primary to secondary and higher education. Therefore, Arabic has been established as a compulsory foreign language subject starting from primary school. In 2003, Arabic was officially introduced into the national education system through the j-QAF program, which was implemented for primary school students. Compared to Malay and English, Arabic is still relatively new in the national education system and requires deeper exploration in terms of teaching and learning strategies, as well as access to teaching aids and resources (Mohamad et al., 2017) . Teachers must strive to ensure that the teaching and learning process of Arabic is conducted optimally so that learning objectives can be successfully achieved. They must also be prepared to carry out Arabic language lessons using the latest teaching aids and materials (Yusoff & Zakaria, 2024) .  \nAs stated in the objectives of Arabic language learning, listening, speaking, reading, and writing are essential skills that must be taught by teachers and mastered by students. This means that each skill must be taught in detail in class. For example, in a teaching session, listening and speaking skills should be taught simultaneously, while reading and writing skills should be conducted in parallel. Therefore, effective teaching practices can help students acquire these four skills more easily and quickly in mastering Arabic (Che Mat et al., 2023) . Furthermore, according to Arsyad (2019) in Ismail et al. (2024), improving teachers’ proficiency in  \ndelivering Arabic lessons is also a critical factor that can influence students’ learning behavior towards a more positive and effective learning experience. Thus, this study","cbCairFyXThuDiEo","https://ap.wps.com/l/cbCairFyXThuDiEo","pdf",263729,7,"English","# Abstract\n# Introduction\n# Research Objective\n# Methodology","[{\"question\":\"What is the purpose of the alternative Arabic language module?\",\"answer\":\"It is designed to help teachers conduct more engaging, enjoyable, and effective Arabic teaching and learning for level two primary school students.\"},{\"question\":\"How was the module validity assessed in this study?\",\"answer\":\"Validity was evaluated during the design and development phase using expert validators, with assessment based on content, presentation, reinforcement and evaluation, language and grammar, briefing and illustrations, and embedded values.\"},{\"question\":\"What validity results were reported for the different school years?\",\"answer\":\"The expert evaluation indicated high agreement scores: 84.78% for Year Four, 83.30% for Year Five, and 90.08% for Year Six.\"}]","Validity of Alternative Arabic Module for Level Two Primary School | PDF",1789920377,18,{"code":4,"msg":82,"data":100},[101,105,109,113,118,123,127,130,134,137,141],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},"Exam",70,"exam",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},5,"Comic",60,"comic",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},6,"Technology",50,"technology",{"id":92,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":125,"slug":126},"Healthcare",40,"healthcare",{"id":86,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":128,"slug":129},30,"research-report",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":131,"show_sort_weight":132,"slug":133},"Religion & Spirituality",20,"religion-spirituality",{"id":132,"doc_module":4,"doc_module_name":25,"category_name":135,"show_sort_weight":132,"slug":136},"World Cup","world-cup",{"id":138,"doc_module":4,"doc_module_name":25,"category_name":139,"show_sort_weight":138,"slug":140},10,"Lifestyle","lifestyle",{"id":142,"doc_module":4,"doc_module_name":25,"category_name":143,"show_sort_weight":114,"slug":144},19,"General","general"]