A Digital Innovation in Arabic Rhetoric Education: Developing an E-Module for Teaching Arabic Rhetoric with Content and Language Integrated Learning

Abstract

This study aims to analyze the effectiveness of an e-module developed for the Ilm al- Bayan course at UIN Imam Bonjol Padang through a series of empirical tests involving experimental and control groups. The research followed the ADDIE development model, beginning with a needs analysis, followed by module design, expert validation, and implementation among students. Quantitative methods were employed to evaluate learning outcomes, motivation, and user acceptance of the e- module. Data analysis was conducted using the Kolmogorov–Smirnov and Shapiro– Wilk test for normality. Levane’s test for homogeneity, Paired Samples t-Tests, and Independent Samples t-Tests. The results demonstrated that the data for both the experimental and control groups were normally distributed and homogeneous. The Paired Sample t-Test revealed a significant improvement in learning outcomes for both groups, with the experimental class showing a greater mean difference (– 7.036, p < 0.05) than to the control class (–4.673, p < 0.05). Furthermore, the Independent Samples t-Test confirmed a significant difference between the post-test scores of the two groups (t = 5.571, p = 0.000), indicating the effectiveness of the e- module intervention in enhancing students’ learning performance. Overall, the study concludes that the integration of the e-module, designed using the ADDIE model and informed by the CLIL and ARCS motivational frameworks, significantly improves students’ learning outcomes, motivation, and engagement. These findings suggest that e-modules can serve as an effective pedagogical tool for Arabic language education, providing a more interactive, student-centered learning experience that supports digital transformation in higher education.