Instructional Design of an AI-Assisted Interactive Digital Module Based on Meaningful Learning for Arabic Speaking Skills in an Urban living Context
Abstract
This study aimed to develop an instructional design framework for an artificial intelligence (AI)-assisted interactive digital module grounded in meaningful learning to support beginner Arabic speaking instruction in urban living contexts. Using Educational Design Research (EDR), the study focused on two phases: analysis and exploration, and design and construction. Participants included 50 first-year Arabic Language Education students enrolled in the Kalam lil Mubtadi course at Universitas Negeri Jakarta. Data were collected through questionnaires, classroom observations, semi-structured interviews with three lecturers and ten students, and instructional document analysis. Quantitative data were analyzed using frequencies and percentages, while qualitative data were examined through collaborative coding and source triangulation. Results revealed that 88% of students strongly reported difficulties expressing ideas orally, 84% required authentic speaking situations, and 82% expressed a need for AI-supported independent practice. These findings informed a seven-unit instructional blueprint integrating authentic urban communication contexts, interactive multimedia, AI-assisted speaking activities, and three meaningful learning strategies: advanced organizers, progressive differentiation, and integrative reconciliation. The proposed framework demonstrates how meaningful learning principles can systematically guide AI integration by connecting prior knowledge, contextual communication, guided practice, and reflective feedback. However, the study was limited to preliminary design phases within a single institution, and its instructional effectiveness remains untested. Future research should prioritize expert validation, classroom implementation, and empirical evaluation of students' Arabic speaking performance.
References
Abah, J. A., & Vilakazi, Z. F. (2026). The interactive learning revolution: A systematic review on balancing memorization and conceptual understanding in mathematics. International Journal of Educational Qualitative Quantitative Research, 5(1), 31–44. https://doi.org/10.58418/ijeqqr.v5i1.176
AlTwijri, L., & Alghizzi, T. M. (2024). Investigating the integration of artificial intelligence in English as foreign language classes for enhancing learners’ affective factors: A systematic review. Heliyon, 10(10), Article e31053. https://doi.org/10.1016/j.heliyon.2024.e31053
Alwakid, W. N., Dahri, N. A., Humayun, M., & Alwakid, G. N. (2025). Exploring the role of AI and teacher competencies on instructional planning and student performance in an outcome-based education system. Systems, 13(7), Article 517. https://doi.org/10.3390/systems13070517
Andayanie, L. M., Adhantoro, M. S., Purnomo, E., & Kurniaji, G. T. (2025). Implementation of deep learning in education: Towards mindful, meaningful, and joyful learning experiences. Journal of Deep Learning, 1(1), 47–56. https://doi.org/10.23917/jdl.v1i1.11157
Asy’ari, M., & Sharov, S. (2024). Transforming education with ChatGPT: Advancing personalized learning, accessibility, and ethical AI integration. International Journal of Essential Competencies in Education, 3(2), 119–157. https://doi.org/10.36312/ijece.v3i2.2424
Bolick, A. D., & da Silva, R. L. (2024). Exploring artificial intelligence tools and their potential impact to instructional design workflows and organizational systems. TechTrends, 68(1), 91–100. https://doi.org/10.1007/s11528-023-00894-2
Bryce, T. G. K., & Blown, E. J. (2024). Ausubel’s meaningful learning re-visited. Current Psychology, 43(5), 4579–4598. https://doi.org/10.1007/s12144-023-04440-4
Chai, D. S., Kim, H. S., Kim, K. N., Ha, Y., Shin, S. S. H., & Yoon, S. W. (2025). Generative artificial intelligence in instructional system design. Human Resource Development Review, 24(4), 388–417. https://doi.org/10.1177/15344843251320256
Chalkiadakis, A., Seremetaki, A., Kanellou, A., Kallishi, M., Morfopoulou, A., Moraitaki, M., & Mastrokoukou, S. (2024). Impact of artificial intelligence and virtual reality on educational inclusion: A systematic review of technologies supporting students with disabilities. Education Sciences, 14(11), Article 1223. https://doi.org/10.3390/educsci14111223
Chou, M. H. (2024). Communication strategies, difficulties, and speaking tasks in foreign language learning. SAGE Open, 14(3), 1–13. https://doi.org/10.1177/21582440241266324
Dhahi, R. M., Kebria, B. S., Mukhlif, M. H., & Khorasghani, N. S. (2025). Providing a model for teaching rhetoric to Arabic language students in Iraqi universities based on Ausubel’s theory. Assessment and Practice in Educational Sciences, 3(2), 1–15. https://doi.org/10.61838/japes.3.2.6
Ejjami, R. (2024). The future of learning: AI-based curriculum development. International Journal for Multidisciplinary Research, 6(4), 1–31. https://doi.org/10.36948/ijfmr.2024.v06i04.24441
Gusma, A. J., Yul, W., Oktavera, H., & Ulya, A. S. (2025). Exploring project-based learning’s role in the development of Arabic students’ speaking skills through experiential learning theory. Mantiqu Tayr: Journal of Arabic Language, 5(2), 161–182. https://doi.org/10.25217/mantiqutayr.v5i2.5792
Jaramillo, N. (2021). Leveraging asynchronous speaking tasks to promote willingness and confidence to speak in Spanish: A qualitative study. Australasian Journal of Educational Technology, 38(2), 1–14. https://doi.org/10.14742/ajet.6657
Jaramillo Cherrez, N., & Nadolny, L. (2023). Willingness to communicate and oral communicative performance through asynchronous video discussions. Language Learning & Technology, 27(1), 1–23. https://doi.org/10.64152/10125/73521
Kayal, A. (2024). Transformative pedagogy: A comprehensive framework for AI integration in education. In T. Singh, S. Dutta, S. Vyas, & Á. Rocha (Eds.), Explainable AI for education: Recent trends and challenges (pp. 247–270). Springer. https://doi.org/10.1007/978-3-031-72410-7_14
Kazimova, D., Tazhigulova, G., Shraimanova, G., Zatyneyko, A., & Sharzadin, A. (2025). Transforming university education with AI: A systematic review of technologies, applications, and implications. International Journal of Engineering Pedagogy, 15(1), 4–24. https://doi.org/10.3991/ijep.v15i1.50773
Kibar, P. N., & Ilgaz, H. (2026). The intersection of artificial intelligence and instructional design practice: A systematic review. Educational Technology Research and Development, 74(4), 1989–2015. https://doi.org/10.1007/s11423-026-10624-z
Kong, S. C., & Yang, Y. (2024). A human-centered learning and teaching framework using generative artificial intelligence for self-regulated learning development through domain knowledge learning in K–12 settings. IEEE Transactions on Learning Technologies, 17, 1562–1573. https://doi.org/10.1109/TLT.2024.3392830
Lutfiyatun, E., Haniefa, R., & Rohman, K. S. (2023). Developing project-based learning using Canva internalized with religious moderation. Penamas, 36(1), 34–54. https://doi.org/10.31330/penamas.v36i1.660
Mahendri, R. P., Amanda, M., Latifah, U., & Rawas, S. (2023). Development of interactive flipbook-based e-module for teaching algorithms and basic programming in higher education. Journal of Hypermedia & Technology-Enhanced Learning, 1(1), 1–17. https://doi.org/10.58536/j-hytel.v1i1.18
McKenney, S., & Brand-Gruwel, S. (2023). Roles and competencies of educational design researchers: One framework and seven guidelines. In J. M. Spector, B. B. Lockee, & M. D. Childress (Eds.), Learning, design, and technology: An international compendium of theory, research, practice, and policy (pp. 403–428). Springer. https://doi.org/10.1007/978-3-319-17461-7_123
McKenney, S., & Reeves, T. C. (2025). Educational design research for relevant & robust scholarship. Journal of Computing in Higher Education, 37(2), 614–638. https://doi.org/10.1007/s12528-025-09456-2
Mehraliyeva, Z. (2025). Enhancing communicative competence: The role of collocations in foreign language programs. Cherkasy University Bulletin: Pedagogical Sciences, (2), 59–65. https://doi.org/10.31651/2524-2660-2025-2-59-65
Mohebbi, A. (2025). Enabling learner independence and self-regulation in language education using AI tools: A systematic review. Cogent Education, 12(1), Article 2433814. https://doi.org/10.1080/2331186X.2024.2433814
Nuraini, Sumaryanti, L., Hunainah, & Alribdi, N. I. (2026). The integration of meaningful learning in enhancing students’ speaking skills (Maharah al-Kalam) in Islamic elementary schools. Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab, 18(1), 352–370. https://doi.org/10.24042/s7k2jy73
Nurhasanah, A., Ramadhanti, S., Utami, S., & Putri, F. A. (2022). Improving elementary school students’ understanding of the concept through meaningful learning in David Ausbel’s perspective. Jurnal Basicedu, 6(4), 5728–5734. https://doi.org/10.31004/basicedu.v6i4.2935
Nurpadilah, N. Y., Mulyawan, S., & Sumiarni, N. (2026). Patterns, challenges, and implications of communicative language teaching (CLT) in Arabic speaking instruction at MI, MTs, and MA levels: A systematic literature review. Alibbaa’: Jurnal Pendidikan Bahasa Arab, 7(1), 392–416. https://doi.org/10.19105/ajpba.v7i1.23885
Pang, S., Nol, E., & Heng, K. (2026). Generative AI as a personal tutor for English language learning: A review of benefits and concerns. International Journal of Changes in Education, 3(3), 295–304. https://doi.org/10.47852/bonviewIJCE52023724
Qian, Y., & Hassan, R. (2025). AI-integrated instructional design in higher education: A systematic exploration of tools, roles, and challenges. Contemporary Issues in Technology and Teacher Education, 25(4), 736–761. https://citejournal.org/volume-25/issue-4-25/general/ai-integrated-instructional-design-in-higher-education-a-systematic-exploration-of-tools-roles-and-challenges
Qomaruddin, Q., & Sa’diyah, H. (2024). Kajian teoritis tentang teknik analisis data dalam penelitian kualitatif: Perspektif Spradley, Miles dan Huberman. Journal of Management, Accounting, and Administration, 1(2), 77–84. https://doi.org/10.52620/jomaa.v1i2.93
Qureshi, M., Mahdiyyah, D., Mohamed, Y., & Ardchir, M. (2022). Scale for measuring Arabic speaking skills in early children’s education. Journal International of Lingua and Technology, 1(2), 114–130. https://doi.org/10.55849/jiltech.v1i2.81
Rahadi, I. W. S., Astawa, I. W. P., & Suweken, G. (2025). Interactive e-module based on PQ4R on e-learning platform to improve conceptual understanding of 12th grade students. Indonesian Journal of Educational Development, 6(1), 41–54. https://doi.org/10.59672/ijed.v6i1.4622
Rosyad, M. S., & Kabir, M. S. (2025). Towards deep Arabic language learning: Designing materials that are mindful, meaningful, and joyful. LUGHATI: Jurnal Pendidikan Bahasa Arab, 3(1), 63–75. https://doi.org/10.33754/lughati.v3i01.1613
Saleh, S. R., Sholihah, A., Hula, I. R. N., & Doni, C. P. (2025). Design and development of Arabic language style for the needs of beginner-level speaking proficiency materials. Arabiyatuna: Jurnal Bahasa Arab, 9(1), 205–226. https://doi.org/10.29240/jba.v9i1.11618
Sarbaini, A., & Rahmi, N. (2024). Enhancing Arabic speaking skills: A study on instructional design, implementation, and assessment. Arabiyatuna: Jurnal Bahasa Arab, 8(2), 641–662. https://doi.org/10.29240/jba.v8i2.10828
Spatioti, A. G., Kazanidis, I., & Pange, J. (2022). A comparative study of the ADDIE instructional design model in distance education. Information, 13(9), Article 402. https://doi.org/10.3390/info13090402
Syaikhudin, M., & Laili, M. I. (2024). Development of AI-based Arabic learning model to improve non-native speaker Arabic speaking skills. Syaikhuna: Jurnal Pendidikan dan Pranata Islam, 15(1), 25–33. https://doi.org/10.62730/syaikhuna.v15i01.7295
Tapalova, O., & Zhiyenbayeva, N. (2022). Artificial intelligence in education: AIEd for personalised learning pathways. Electronic Journal of E-Learning, 20(5), 639–653. https://doi.org/10.34190/ejel.20.5.2597
Wang, J., & Li, Y. (2026). AI and the future of educational technology: A systematic review of pedagogical innovations and challenges. Cogent Education, 13(1), 1–22. https://doi.org/10.1080/2331186X.2026.2691562
Weng, X., Ye, H., Dai, Y., & Ng, O. L. (2024). Integrating artificial intelligence and computational thinking in educational contexts: A systematic review of instructional design and student learning outcomes. Journal of Educational Computing Research, 62(6), 1420–1450. https://doi.org/10.1177/07356331241248686
Windriya, S. D. R., Wajdi, M., Dizon, R. P., Jr., Hasan, M. K., & Idri, N. (2025). Exploring the role of speaking in second language acquisition: Key challenges learners face and effective strategies applied. Journal of Language and Pragmatics Studies, 4(1), 26–37. https://doi.org/10.58881/jlps.v4i1.49
Yan, W., Li, B., & Lowell, V. L. (2025). Integrating artificial intelligence and extended reality in language education: A systematic literature review (2017–2024). Education Sciences, 15(8), Article 1066. https://doi.org/10.3390/educsci15081066
Zega, Y. S. (2025). Effective strategies for enhancing English speaking competence among learners in English education study programs. Journal of Education, Social & Communication Studies, 2(2), 88–100. https://doi.org/10.71028/jescs.v2i2.27
Zou, D., Xie, H., & Kohnke, L. (2025). Navigating the future: Establishing a framework for educators’ pedagogic artificial intelligence competence. European Journal of Education, 60(2), Article e70117. https://doi.org/10.1111/ejed.70117
Copyright (c) 2026 Rifda Haniefa, Eka Lutfiyatun, Siti Masyitoh, Syahira Banu Ahmad, Siti Yuhanza Ibtizah
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with JPI: Jurnal Pustaka Indonesia journal agree to the following terms:
- Authors retain copyright and grant the JPI: Jurnal Pustaka Indonesia journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
1.png)
_(3).png){kind=small}
