Arabic Listening Media in Indonesian Boarding Schools: A Needs Analysis for an AI-Enhanced 3D-Audiovisual and Kahoot!-Supported Design Framework
DOI:
https://doi.org/10.17977/um065.v7.i5.2027.8Keywords:
AI-enhanced media, Arabic listening, Audiovisual design, Boarding school, Needs analysisAbstract
Arabic listening instruction in Indonesian boarding schools remains limited by a mismatch between technology-oriented educational expectations and classroom practices that rely on textbooks, isolated audio recordings, and generic online videos. This study aimed to analyse the needs of Arabic listening instruction (mahārah al-istimā') as an empirical basis for designing AI-enhanced audiovisual media with contextual visualisation, clear oral input, segmented materials, and Kahoot!-based gamified evaluation. A qualitative-descriptive needs analysis design with simple quantitative data was used at SMA Daarut Tauhiid Boarding School Putra Bandung. Participants included tenth-grade students and an Arabic teacher involved in Arabic listening instruction. Data were collected through classroom observations, semi-structured interviews, student questionnaires, and document analysis of textbooks and supporting listening materials. The data were analysed thematically, while questionnaire responses were summarised using percentages. The results show that Arabic listening instruction was constrained by limited face-to-face learning time, heterogeneous prior proficiency, restricted access to personal devices, classroom acoustic disturbances, inaccessible textbook audio resources, limited contextual visualisation, and minimal interactive formative assessment. Questionnaire data showed student support for media that provides contextual visualisation (80.4%), 3D animation (82.3%), AI support (62.8%), Kahoot!-based evaluation (74.5%), and flexible access (80.4%). These results show that AI-enhanced audiovisual media for Arabic listening should be driven by field-based pedagogical needs rather than by technical innovation. The study recommends prioritising intelligible oral input, relevant visual context, material segmentation, accessible implementation pathways, and formative feedback procedures to support contextual and interactive istimā' learning.References
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