Arabic Language Teacher Empowerment at Islamic Boarding Schools through Ispring Suite Digital Media Development Training
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Background. The rapid development of educational technology in the 21st century has significantly influenced the pedagogical approach of language teaching, including Arabic instruction in Islamic boarding schools (pesantren). Despite the availability of digital tools, many Arabic language teachers in pesantren lack sufficient training to utilize them effectively in instructional design. This study responds to the need for teacher empowerment by conducting digital media development training using iSpring Suite, a tool known for creating interactive learning modules.
Purpose. The primary objective of this research is to enhance the instructional competence of Arabic language teachers through practical training focused on developing digital learning materials tailored to pesantren contexts.
Method. This study employed a qualitative participatory action research (PAR) design, involving a series of workshops, mentoring sessions, and evaluations with Arabic teachers from selected Islamic boarding schools in West Sumatra, Indonesia.
Results. The results indicate a significant improvement in teachers’ ability to design, develop, and implement multimedia-based teaching materials after participating in the training. Participants demonstrated increased confidence in applying digital learning principles and integrating them with traditional Islamic educational values.
Conclusion. The study concludes that targeted professional development programs using iSpring Suite are effective in empowering Arabic language teachers, fostering innovation in teaching practices, and bridging the gap between traditional and modern instructional methods in pesantren. Future research is recommended to explore the long-term impact of such training on students’ engagement and language proficiency.
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