Design of MABBAR (Mari Belajar Bahasa Arab): A Web-Based Evaluation System for Enhancing Arabic Listening Competency (Mahārah al-Istimā’) in Junior High Schools
DOI:
https://doi.org/10.21111/lisanudhad.v13i1.22Keywords:
Arabic Linguistics, Arabic Teaching, Mahārah al-Istimā’, MABBAR (Mari Belajar Bahasa Arab), Web-based EvaluationAbstract
mited classroom exposure, non-interactive audio media, and conventional evaluation practices that do not provide immediate feedback. This study developed and evaluated MABBAR (Mari Belajar Bahasa Arab), a web-based evaluation system designed to support mahārah al-istimā’ through structured audio input, Text-to-Speech (TTS) support, automated scoring, and teacher-oriented learning analytics. The study employed a Research and Development (R&D) design by adapting the five-stage MANTAP model and aligning it with Borg and Gall’s development procedures. The empirical trial involved 39 eighth-grade students at SMP IT Yasalam Bogor, while product feasibility was assessed by material, media, and phonetics experts. Data were collected through expert validation rubrics, pre-test and post-test instruments, student response questionnaires, and field observations. The validation results indicate that MABBAR is highly feasible, with material validation reaching 5.00/5.00, media validation 4.87/5.00, and phonetic validation 92%. Descriptive statistics show an increase in mean listening scores from 74.64 to 84.26, with a lower standard deviation after the intervention. The paired-sample t-test further indicates a significant difference between pre-test and post-test scores. Students also gave positive responses to the system, particularly regarding ease of use, content clarity, and learning motivation. These findings suggest that MABBAR can serve as a practical digital evaluation model for Arabic listening instruction, although broader trials and offline access are recommended for future development.
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