Learning Arabic through virtual classroom (LAVC) for year six students

Arabic education in Malaysian schools has taken a systematic turn to keep up with the need to comprehend the fundamental sources of Islam: the Quran, prophetic sayings, and other Islamic Sciences. Today, the Program Jawi, Quran, Arabic, and Fardhu Ain (JQAF) has substantially contributed to Malaysia's consolidation of Arabic education. From being an option, it was later declared mandatory for all Malaysian students in national primary schools and secondary schools. In observation, teaching Arabic language can be challenging as there is a lack of online sources related to Arabic language that is based on syllabus taught in Malaysia schools. Hence, this study is conducted in response to the issue. Through this study, a virtual classroom (LAVC) is proposed aimed at addressing the challenges faced by year 6 students in Sekolah Kebangsaan Dato' Yahya Subban, Perak as the focus group. LAVC is a platform that consists of teaching materials, activities, assessments, and others. LAVC is developed using the Universal Design for Learning (UDL) theory and the Adapted System Development Life Cycle (SDLC) method. UDL has been chosen as it is comprised of three theory components which are (i)engagement, (ii)representation, and (iii)action and expressions. The phases in the adapted SDLC are Planning, Analysis, Design, Development, Implementation, and Report. The virtual classroom was evaluated through a collaborative effort involving a supervisor, IT experts, Arabic specialists, and 30 respondents. The evaluation results showed that the virtual classroom developed meets the requirements and provides a positive learning experience for students.