Validity of Alternative Arabic Module for Level Two Primary School
- Zarima Mohd Zakaria
- Mohammad Taufiq Abdul Ghani
- Nazri Atoh
- Suo Yan Mei
- Taj Rijal Muhamad Romli
- Saipolbarin Ramli
- Nurul Anisa Abdul Aziz
- 8019-8025
- Nov 4, 2025
- Education
Validity of Alternative Arabic Module for Level Two Primary School
Zarima Mohd Zakaria*, Mohammad Taufiq Abdul Ghani, Nazri Atoh, Suo Yan Mei, Taj Rijal Muhamad Romli, Saipolbarin Ramli, Nurul Anisa Abdul Aziz
Department of Modern Language, Faculty of Languages and Communication, Universiti Pendidikan Sultan Idris, Tanjung Malim, 35900 Perak Darul, Ridzuan, Malaysia
*Corresponding Author
DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0600
Received: 28 September 2025; Accepted: 04 October 2025; Published: 04 November 2025
ABSTRACT
The 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.
Keywords: validity, alternative Arabic module, level two, primary school
INTRODUCTION
The 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).
As 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 delivering Arabic lessons is also a critical factor that can influence students’ learning behavior towards a more positive and effective learning experience. Thus, this study aims to develop an alternative Arabic language module for Level Two primary school to assist teachers in conducting effective lessons.
An alternative learning module is a supplementary teaching resource systematically designed to serve as a guide for teachers and to support student learning in alignment with the constructivist approach, which emphasizes active learning and practical experiences. This module not only aims to enhance students’ understanding of Arabic language content but also stimulates their interest through interactive activities such as language games, conversations, and creative exercises. However, before the module can be used by teachers and students, its validity must be assessed to ensure that it meets high-quality standards and achieves the objectives outlined in the Arabic Language Standard Curriculum and Assessment Document for Year 4, 5, and 6 (Shahimi & Che Kob, 2023). This evaluation process involves expert panels consisting of experienced Arabic language teachers who assess the module’s content. The findings of this study are expected to make a meaningful contribution to the field of Arabic language education and offer solutions to the challenges faced by teachers and students in learning Arabic.
RESEARCH OBJECTIVE
The objective of this study is to determine the validity of an alternative Arabic language learning module for Year 4, 5, and 6 primary school students based on the assessment of a panel of experts comprising Arabic language teachers with over 10 years of experience.
METHODOLOGY
The developed module must be validated before being used by the target group, which consists of Arabic language teachers and level two primary school students. The validity of the alternative Arabic language learning module for Year 4, 5, and 6 primary school students is determined using a module validity assessment form provided by the Neoteric Education Initiatives Centre, Sultan Idris Education University (UPSI). The form employs a five-point rating scale: very weak (0-20), weak (30-40), moderate (50-60), good (70-80), and very good (90-100). The module is assessed based on several aspects, including module content, module presentation, reinforcement and assessment, language and grammar used in the module, briefing and illustrations, as well as values embedded in the module. Descriptive statistical analysis is used to calculate the experts’ agreement percentage to determine the module’s validity score.
The Year 4, 5, and 6 modules were evaluated by three experts for each grade level, consisting of educators with over 10 years of experience teaching Arabic at the primary school level. The profile of the evaluation panel is presented in Table 1 below:
Table 1. Profile of Module Validity Evaluation Panel
| No. | Brief Profile of Panel | Module | School | Teaching Experience |
| 1 | Head of Arabic Language Panel | Year 4 Module Evaluator
|
SK Proton City | 16 years |
| 2 | Arabic Language Teacher | SK Proton City | 18 years | |
| 3 | Arabic Language Teacher | SK Proton City | 19 years | |
| 4 | Head of Arabic Language Panel | Year 5 Module Evaluator
|
SK Sg Behrang | 17 years |
| 5 | Arabic Language Teacher | SK Tg Malim | 19 years | |
| 6 | Arabic Language Teacher | SK Behrang 2020 | 18 years | |
| 7 | Lead Arabic Language Trainer, Muallim District | Year 6 Module Evaluator | SK Ulu Slim | 19 years |
| 8 | Lead Arabic Language Trainer, Muallim District | SK Besout 4 | 18 years | |
| 9 | Head of Arabic Language Panel | SK Besout 5 | 14 years |
The selection of expert panelists was based on their experience in teaching Arabic at the primary school level, particularly those with expertise in teaching Year 4, 5, and 6 students. The validity of the module was determined based on the percentage of expert agreement. A module is considered to have high content validity if it achieves 70 percent and is regarded as having a high level of mastery or achievement (Noah & Ahmad, 2005). The validity level of the module is determined based on the average score for each assessed aspect, as evaluated by the three experts for each academic year.
RESULTS
Validity of the Alternative Arabic Language Module for Year Four Primary School
Table 2 presents the findings on module validity based on six evaluation aspects. The percentage of expert agreement on the validity of the alternative Arabic language module for Year Four primary school is reported in the following table.
Table 2. Validity of the Alternative Arabic Language Module for Year Four Primary School
| No | Year 4 Module | Expert Score (%) | Expert Agreement (%) | ||
| 1 | 2 | 3 | |||
| 1 | Module Content | 87.5 | 90 | 88.75 | 88.75 |
| 2 | Module Presentation | 80 | 80 | 82.5 | 80.83 |
| 3 | Reinforcement and Assessment | 80 | 80 | 94 | 84.67 |
| 4 | Language Used in the Module | 85 | 81.67 | 81.67 | 82.78 |
| 5 | Briefing and Illustrations | 82.5 | 81.25 | 81.25 | 81.67 |
| 6 | Values Embedded in the Module | 90 | 87.5 | 92.5 | 90 |
| Average | 84.78 | ||||
Based on Table 2, the validity of the alternative Arabic language module for Year Four primary school shows high expert agreement percentages in several aspects: values (90%), module content (88.75%), reinforcement and assessment (84.67%), language (82.78%), briefing and illustrations (81.67%), and module presentation (80.83%). Overall, the alternative Arabic language module for Year Four primary school has good validity, with a high expert agreement percentage of 84.78%. According to (Nordin, 1995), a module is considered to have good validity if the expert agreement percentage exceeds 70%.
Additionally, the appointed experts provided written comments regarding the module for improvements and corrections, as shown in Table 3.
Table 3: Feedback and Suggestions for Improvement of the Module from the Panel of Experts.
| Panel Reviewer | Feedback |
| Reviewer 1 | • Some words are missing in the module’s writing.
• Some words are hidden behind illustrations (font is unclear). • The QR code links are not aligned with the titles. • Focused words are not properly underlined. • Image emphasis is not consistent. • Suggested hands-on activities such as cutting, pasting, and coloring. • Suggested including online quiz links, like Quizizz. • Suggested including additional exercises in the QR code link for revision or reinforcement. • Suggested including a word index. • The module is too thick (150 pages). |
| Reviewer 2 | • More images are needed to attract students’ interest and enhance their memory of the focused words.
• More hands-on activities, such as Tarsia and Puzzle, are needed. • Suggested adding a word index at the back of the book for student reference. • Overall, the module is good. |
| Reviewer 3 | • There is a misunderstanding in the sentence structure (jumal mutanasiqah).
• Objectives need to be concise and clear; no need to include activities. • Some words are inappropriate for the title. • Exercises in the module are insufficient and difficult to check and evaluate. • Images and illustrations are too bright, making the text unreadable. |
This table summarizes the feedback and suggestions for improvements provided by the expert panel, which can be used to refine and enhance the module for better effectiveness.
Validity of the Alternative Arabic Language Module for Year Five Primary School
Table 4. Validity of the Alternative Arabic Language Module for Year Five Primary School
| No | Year 5 Module | Expert Score (%) | Expert Agreement (%) | ||
| 1 | 2 | 3 | |||
| 1 | Module Content | 90 | 87.5 | 86.25 | 87.92 |
| 2 | Module Presentation | 80 | 80 | 80 | 80 |
| 3 | Reinforcement and Assessment | 76 | 76 | 74 | 75.33 |
| 4 | Language Used in the Module | 81.67 | 76.67 | 80 | 79.45 |
| 5 | Briefing and Illustrations | 88.75 | 86.25 | 86.25 | 87.08 |
| 6 | Values Embedded in the Module | 90 | 90 | 90 | 90 |
| Average | 83.30 | ||||
Based on Table 4, the validity of the alternative Arabic language module for Year Five primary school shows high expert agreement percentages in several aspects: values (90%), module content (87.92%), briefing and illustrations (87.08%), module presentation (80%), language (79.45%), and reinforcement and assessment (75.33%). Overall, the alternative Arabic language module for Year Five primary school has good validity, with a high expert agreement percentage of 83.30%.
Additionally, the appointed experts have provided written comments regarding the module for improvements, as shown in Table 5.
Table 5: Feedback and Suggestions for Improvement of the Module from the Panel of Experts.
| Panel Reviewer | Feedback |
| Reviewer 1 | • The introduction (initial question) must be accurate.
• Grammar should be emphasized. • A more appealing song selection is needed. • Activity instructions should be aligned. • Language style, especially in activities, needs improvement. • Check and correct misaligned words. |
| Reviewer 2 | • Overall, the module is satisfactory but needs improvement in terms of grammar, word usage, and sentence structure.
• Illustrations are attractive and the color usage is appropriate. • More engaging activities and exercises should be included. |
| Reviewer 3 | • The language used is difficult to understand due to lengthy instructions.
• Grammar corrections are needed. • The sentence structure in activities needs improvement; use simpler sentences to make them easier to understand. |
This table highlights the feedback and suggestions from the panel of experts for refining and improving the module’s content and presentation.
Validity of the Alternative Arabic Language Module for Year Six Primary School
Table 6. Validity of the Alternative Arabic Language Module for Year Six Primary School
| No | Year 6 Module | Expert Score (%) | Expert Agreement (%) | ||
| 1 | 2 | 3 | |||
| 1 | Module Content | 82.5 | 85 | 80 | 82.5 |
| 2 | Module Presentation | 83.75 | 100 | 100 | 94.58 |
| 3 | Reinforcement and Assessment | 76 | 84 | 84 | 81.33 |
| 4 | Language Used in the Module | 85 | 95 | 95 | 91.67 |
| 5 | Briefing and Illustrations | 88.75 | 100 | 100 | 96.25 |
| 6 | Values Embedded in the Module | 82.5 | 100 | 100 | 94.17 |
| Average | 90.08 | ||||
Based on Table 6, the validity of the alternative Arabic language module for Year Six primary school shows high expert agreement percentages in several aspects: briefing and illustrations (96.25%), module presentation (94.58%), values (94.17%), language (91.67%), module content (82.5%), and reinforcement and assessment (81.33%). Overall, the alternative Arabic language module for Year Six primary school has excellent validity, with a very high expert agreement percentage of 90.08%.
Additionally, the appointed experts have provided written comments regarding the module for improvements, as shown in Table 7.
Table 7: Feedback and Suggestions for Improvement of the Module from the Panel of Experts.
| Panel Reviewer | Feedback |
| Reviewer 1 | • Some questions are not aligned with the DSKP (Standard Curriculum Document).
• Some questions are too easy and simplistic for Year Six students. • The module presentation is appealing with bright colors and fresh images. • The scale of the questions should be smaller to allow for more appropriate questions for Year Six students. • Reinforcement and assessment: Questions need to be categorized into easy, medium, and difficult levels. • There are language errors and incorrect question instructions that could confuse students. • Use simple, clear language that students can understand. • Briefing and illustrations are attractive. • The module still lacks the value to be considered a reference book or textbook. It feels more like an activity book for students, requiring additional support from teachers to complete the tasks in the module. |
| Reviewer 2 | • Overall, the module is very interesting and can help both teachers and students in the teaching and learning activities. However, there are a few areas that need improvement or refinement based on students’ abilities and different intelligences.
• The content does not clearly state the standards, such as the specific words, phrases, or sentences being focused on. Simple and easy exercises should be added for Year Six students (especially for earlier topics). • The module lacks clear guidelines and input for both teachers and students. Some exercises do not align with the DSKP. • The presentation, briefing, illustrations, language, and values are all fine and meet the DSKP standards. |
| Reviewer 3 | • Overall, the module is complete and appealing, but it requires minor improvements.
• Information and guidance for each topic, as well as the start of each topic, are unclear. Adding images for each word mentioned by the teacher would be beneficial – for example, when the teacher says ملك (king), including a picture of a king for reference for both the teacher and students. • Some exercises do not align with the DSKP. • There are spelling errors in the module. |
This table outlines the feedback and recommendations from the panel of experts for improving the module’s content, structure, and alignment with educational standards.
DISCUSSION
According to Saper et al. (2016), the validity of a module refers to the accuracy of its concepts and content. Furthermore, Noah (1997) emphasizes that the content validity of a module involves the effort to measure the content or items in the measurement, which depends on the scope and objectives of the field being studied by the researcher. This provides information related to the content of each activity, the accuracy of the activities, and their alignment with the objectives. The alternative Arabic language module for Level Two primary schools developed by the researcher has been proven through module validity. The average expert agreement score for all aspects of module validity is high, indicating a high level of validity.
The findings from the content validity assessment by the experts reveal that the content of the alternative Arabic language module for Level Two primary schools includes appropriate content, is suitable for the target population, meets the outlined objectives, and aligns with the allocated time. This aligns with Rusell (1974) view in Saper et al. (2016), which states that a module’s validity assessment should cover five key points: a) It must target the correct population; b) The teaching situation or method of implementation must be appropriate; c) The allocated time for carrying out or implementing the module must be sufficient; d) The module must lead to improvements in student achievement in the targeted areas; and e) The module must succeed in changing students’ attitudes towards excellence.
The developed module meets these criteria but requires some improvements to achieve a higher-quality module. It is clear that the validity of the module has exceeded the acceptable validity threshold, with Year 4 achieving 84.78%, Year 5 achieving 83.30%, and Year 6 achieving 90.08%. These results show that the alternative Arabic language module for Level Two primary schools successfully received high validity from three expert panel members for each year, who were selected from among experienced Arabic language teachers for this study. The panelists also provided suggestions for improvement, allowing the researcher to refine the module for greater strength (Raman et al., 2023).
CONCLUSION
In conclusion, through this study, the researcher was able to observe the effectiveness of the developed learning module in terms of its validity across the six constructs evaluated by the panel. The development of teaching and learning materials at the primary school level must consider the needs and interests of students to continue learning through various approaches used by teachers. Therefore, the development of modules at the primary level must be relevant, engaging, and motivating for students to maintain their interest in learning. This study demonstrates that the development of an alternative module in Arabic language learning for Level Two primary schools can provide students with meaningful learning experiences. To produce students with 21st-century skills, teaching patterns in the classroom must align with the development of today’s generation, where students should be exposed to teaching methods that foster creative and critical thinking. The use of games in Arabic language learning can help students develop a better understanding of language concepts and applications. Therefore, teachers are encouraged to use the alternative learning module in their teaching to ensure that the goals and objectives of Arabic language teaching and learning are achieved. The alternative Arabic language module is much needed by teachers as a guide for effective and interactive teaching and learning. The implications of this development are highly significant for teachers in assisting them to facilitate Arabic language teaching for students. The researcher suggests that future studies involve the implementation of pre- and post-tests using the module in the classroom to assess its effectiveness for Level Two primary school students.
ACKNOWLEDGEMENT
The authors acknowledge the financial and technical support for this University Research Grant project provided by Sultan Idris Education University (UPSI) under the grant (2022-0014-107-01) entitled “Development of the Standard Curriculum Document for the Neoteric Approach to Arabic Language at the Primary School KSSR Level Two”. The researcher would also like to record an appreciation to nine experts willing to spend their time and energy assessing the Arabic learning module’s validity
REFERENCES
- Arsyad, M. H. (2019). Metode-Metode Pembelajaran Bahasa Arab Berdasarkan Pendekatan Komunikatif Untuk Meningkatkan Kecakapan Berbahasa. Jurnal Shaut Al-Arabiyah, 7(1), 13–30.
- Che Mat, A., Abdul Rahman, S. A., Awang, A., & Ramli, N. A. (2023). Amalan Pengajaran Bahasa Arab di Sekolah Rendah pada Tahap Satu. Borneo Akademika (BA), 7(2), 1–12. https://doi.org/10.24191/ba/v7i2/89614
- Ismail, M. R., Ghazali, A. R., & Abdul Latif, K. A. (2024). Faktor-Faktor Keberkesanan Pengajaran Bahasa Arab: Satu Sorotan Literatur Berdasarkan Kajian-Kajian Lepas. Jurnal Afaq Lughawiyah, 2(1), 306–322. https://journal.unisza.edu.my/afaqlughawiyyah/index.php/afaqlughawiyyah/article/download/105/61/360
- Mohamad, N., Yusoff, S. Z., Abdullah, N. H., & Syed Azmy, S. N. M. (2017). Pengajaran dan Pembelajaran Bahasa Arab: Tinjauan Awal Peringkat Sekolah Rendah Terengganu. Seminar Kebangsaan Bahasa Dan Kesusasteraan Arab, October, 4–6.
- Noah, S. M. (1997). Modul penilaian dalam kaunseling ideal. Universiti Putra Malaysia.
- Noah, S. M., & Ahmad, J. (2005). Pembinaan Modul: Bagaimana Membina Modul Latihan dan Modul Akademik. Penerbit Universiti Putra Malaysia.
- Nordin, A. B. (1995). Penilaian Afektif. Masa Enterprise.
- Raman, S., Zainal, M. Z., & Amzah, F. (2023). Pembinaan, Kesahan dan Kebolehpercayaan Modul Penulisan Karangan Bahasa Melayu Tingkatan Dua. Malaysian Journal of Social Sciences and Humanities (MJSSH), 8(1), 1–19. https://doi.org/https://doi.org/10.47405/mjssh.v8i1.2031
- Rusell, J. D. (1974). Modular Instruction: A Guide to the Design, Selection, Utilization and Evaluation of Modular Materials. Publishing Company.
- Saper, M. N., Daud, N. A. M., & Ahmad, N. (2016). Kesahan dan Kebolehpercayaan Modul I-Sc (Islamic Spiritual Counseling) ke atas Pelajar Bermasalah Tingkah Laku. International Journal of Islamic Thought, 9, 32–43.
- Shahimi, I. I., & Che Kob, C. G. (2023). Kesahan Modul Pengajaran dan Pembelajaran Topik Aplikasi Teknologi Bagi Mata Pelajaran RBT Tingkatan 3. Malaysian Journal of Social Sciences and Humanities (MJSSH), 8(11), e002548. https://doi.org/10.47405/mjssh.v8i11.2548
- Yusoff, N. F. A., & Zakaria, Z. M. (2024). Pembelajaran Interaktif dalam Pengajaran Bahasa Arab Tahun 1 Kelas Al-Quran dan Fardhu Ain (KAFA): Satu Tinjauan Literatur Interactive Learning for Teaching Arabic Language of Year 1 in Al- Quran and Fardhu Ain (KAFA) class : A literature review. Al-Azkiyaa – International Journal of Language and Education, 3(2).