Arabic grammar is a complex yet essential branch of the Arabic language that must be learned. The difficulty in understanding information presented in traditional texts often used in Arabic language learning makes mastering this knowledge even more challenging. In the post-pandemic era, the use of digital modules such as websites has become increasingly important to support flexible and interactive self-directed learning. Therefore, this study aims to obtain expert consensus in determining the appropriate elements and components for the development of an interactive Arabic grammar module using a website platform. An interactive approach based on constructivist theory is applied through elements such as quizzes, games, and multimedia to enhance students’ motivation and comprehension. Overall, the use of websites in the teaching and learning (TnL) of Arabic grammar has great potential to improve learning effectiveness through active student engagement in a fun and flexible digital environment. The Fuzzy Delphi Method was used in this study, involving ten experts from the fields of Arabic language TnL, educational technology, and curriculum development. All experts were given a fuzzy questionnaire consisting of six sections: respondent demographics, module objectives, module content, module design, learning activities, and assessment. The data collected were analyzed using Triangular Fuzzy Numbers and the ranking of each variable was obtained through the Defuzzification Process. The Fuzzy Delphi analysis showed that expert feedback on the main components of the module was acceptable, reaching consensus with a threshold value of less than 0.2 (d<0.2) and an agreement percentage starting from 90%. Additionally, all module elements were accepted by the experts. The findings are expected to assist researchers in designing and developing a module capable of empowering Arabic grammar learning through the innovation developed, namely the Interactive Nahu Hadis Module (iN-Hadis).
Ubaidillah et al. (Wed,) studied this question.