Enhancing Arabic Reading Skills: A Prezi Program-Based Learning Material Development for Integrated Islamic Elementary Schools in Indonesia

This study addresses the challenge of enhancing Arabic language learning through the development of engaging learning materials using Prezi software. Combining qualitative and quantitative approaches within the Research and Development (R&D) methodology, the study progresses through stages including needs identification, expert consultations, and model development. Implemented in a fifth-grade class, the model underwent testing using a pretest-posttest Control Group design, demonstrating significant improvements in students' reading comprehension (t0=4.6, exceeding critical t-value at 99% confidence level). Recommendations highlight the importance of Arabic language schools embracing technology, with tailored training for teachers and the utilization of programs like Breasy for material development. Emphasis is placed on optimizing learning media to foster student engagement, with implementation strategies focused on enhancing teacher proficiency and promoting active student participation in elementary Arabic language instruction.

In the process of teaching reading skills, the use of instructional media becomes imperative.Instructional media can include various objects within the classroom used to motivate effective learning, either by direct teaching or through computers and screens, with the condition that the teacher prepares all media before teaching and agrees to use them according to specific objectives (Alobaid, 2020;Ilmiani et al., 2020;
In the modern era, the majority of teachers integrate technology into the learning process.According to data released by Microsoft on February 18, 2016, 95% of teachers are aware of the importance of technology in the learning process (Center, 2016).They believe that technology is highly beneficial in enhancing the learning experience, improving the efficiency of teaching hours, and enabling better communication between teachers and students.
Technology is evidence of human knowledge advancement, involving the development of machines and devices that aid in overcoming various problems (Abdallah & Mansour, 2015;Bakar et al., 2019;Bedenlier et al., 2020;Smaldino et al., 2014).In the context of Arabic language education, technology becomes a tool that can enhance the quality of teaching (Albantani, 2019;Armawi, 2018;Ilmiani et al., 2020), especially in the development of reading skills.
The effectiveness of current education is often hindered by various issues, including lack of teacher preparation, student motivation, low enthusiasm for learning, and other problems (Bariyah, 2020;Falah, 2017;Munawwaroh, 2021;Nurtresnaningsih, 2018;Rahmawati & Febriani, 2021).The utilization of technology-based instructional media during the learning process can be a step to overcome these challenges, as instructional media can be a crucial element in making learning more engaging, especially when teachers can use technology to design appropriate instructional media.
Barisan Indah Integrated Islamic Elementary School in Sampang (SD IT Al-Faizin Barisan Indah Sampang), Madura, Indonesia is one of the elementary schools located in the city center.The majority of students come from families with a good reputation, and most of them reside in the Barisan Indah Sampang housing complex, indicating an educated family background.However, preliminary data obtained by the researcher from observations and interviews indicate that students' learning outcomes in Arabic language subjects do not meet expectations.Although their performance in other subjects such as English, science, and mathematics is excellent, their Arabic language learning outcomes are not proportional.Further research involving interviews with Arabic language teachers at this school indicates that students tend to be lazy in learning Arabic due to a lack of interest.
In fact, the journey of teaching Arabic language skills at this school tends to be successful, especially in teaching speaking skills.The school uses game-based language teaching methods and dramatization mentioned in speaking skill learning.In this way, students enjoy the learning process, as the school successfully overcomes their boredom with dramatization, making them take the learning process seriously.An example is in teaching listening skills.The school utilizes Arabic language videos and sounds, as well as language games.When it comes time to teach listening skills, students are excited.Thus, students can achieve listening skill outcomes as expected by the school.
However, challenges arise in teaching reading skills.Students tend to be lazy when facing reading learning because the school does not successfully utilize instructional media.
Learning materials are presented as they appear in the book without decoration or modification using computer programs.However, reading skills learning materials written in the book require decoration to make them interesting and create an engaging learning process.This is an area where the school has not succeeded in utilizing instructional media effectively.
Therefore, the researcher intends to address this issue by developing learning materials using software called Prezi.Prezi is a computer program designed by the Prezi company and can be accessed through the link http://www.prezi.com(Presentations and Videos with Engaging Visuals for Hybrid Teams | Prezi Present, n.d.).The researcher wants to try to develop reading skills learning materials to be more interesting using Prezi.By doing this, the researcher hopes to increase students' interest in learning Arabic and improve their learning outcomes.
Based on the background of the research explained above, the researcher formulates the problems as follows: 1.How to develop reading skills learning materials using the Prezi program at SD IT Al-Faizin Barisan Indah Sampang, Madura, Indonesia?, 2. To what extent is the effectiveness of developing reading skills learning materials using the Prezi program at SD IT Al-Faizin Barisan Indah Sampang, Madura, Indonesia?.
The previous studies examined by the researcher encompass various approaches to enhancing Arabic language teaching methods: first, Jatmiko et al research in 2013 explores the development of Arabic language teaching methods utilizing Flash 8 multimedia software, with a focus on overlay lessons.Jatmiko et al employs five development procedures: analysis, planning, production, implementation, and evaluation (Jatmiko et al., 2013).The novelty of the upcoming study lies in the utilization of different software and research location compared to Jatmiko's work.Second, Tajuddin's study in 2017 centers on the development of Arabic language teaching methods for fifth-grade elementary school students, incorporating multimedia elements to enhance listening, speaking, reading, and writing skills (Tajuddin, 2017).Despite providing comprehensive multimedia methods, specific details regarding the research location are lacking.The novelty of the forthcoming research will be highlighted through the exploration of a different educational setting and the introduction of a new multimedia tool, Prezi.Third, Sirojuddin's investigation in 2014 investigates the use of the 3D Aurora program as a teaching aid for Arabic language instruction in a public high school in Al-Yasini, Pasuruan.Targeting seventh-grade students, Tutor's research demonstrates the suitability of the 3D Aurora program for teaching Arabic language, particularly in the "family" subject area (Sirojuddin, 2014).The novelty of the upcoming study will stem from the introduction of a distinct teaching tool, Prezi, and its application in Arabic language education.

Research Design
The research method applied in this article combines qualitative and quantitative approaches, utilizing the Research and Development (R&D) methodology (Winarni, 2021).The study focuses on developing reading skills learning materials based on the Prezi program, with the primary objective of creating and testing the effectiveness of the materials in the fifth-grade class of the SD IT Al-Faizin Barisan Indah Sampang, Madura, Indonesia.

Data Collection Techniques
The research and development approach involves a series of stages.The initial stage includes the identification of needs and an analysis of reading learning, followed by discussions with computer and learning material experts.Subsequently, the development of the reading skills learning model using the Prezi program takes place, with iterations through correction and revision stages.The model is implemented in the fifth-grade class, followed by effectiveness testing using a pretest-posttest Control Group design.
The research steps encompass observing reading learning, analyzing needs, and discussions with Arabic language teachers, as well as developing the learning model and revisions.Questionnaires are distributed to analyze student needs before the research, and the implementation of the model is followed by the collection of pretest-posttest data (Winarni, 2021).

Research instruments involve observing learning activities, conducting interviews with
Arabic language teachers, distributing questionnaires to measure student needs, and administering pretest-posttest exams to measure student learning outcomes.Primary data are obtained through observations of the Arabic language learning process at SD IT Al-Faizin Barisan Indah Sampang, Madura, Indonesia, supported by additional data from documents such as schedules, attendance records, and the curriculum.

Data Analysis Techniques
Data analysis is conducted holistically by combining qualitative and quantitative data.
Descriptive statistics are used for pretest-posttest results, while content analysis is employed for qualitative data from observations and interviews.Through this method, the research aims to make a significant contribution to the development of innovative reading skills learning materials using the Prezi program.The research stages, from problem identification to data analysis, are elaborated in detail to ensure clarity and transparency in this research methodology.

Result
In this research, the researcher will present the research findings on the development of reading skills learning materials using the Prezi program (PREZI).Therefore, the researcher will present the research data and analyze it, then discuss it until the researcher can achieve the expected research results.This research is divided into two parts: (1) How to develop reading skills learning materials using the Prezi program (PREZI), and (2) How effective is the development of reading skills learning materials using the Prezi program (PREZI).Furthermore, the researcher will present the data from observations, interviews, and questionnaires.
The researcher observed the process of teaching reading skills on September 13, 2017, and obtained the following data:  Facilities and Infrastructure The school provides various facilities and infrastructure, such as computers, buildings for learning, libraries, laboratories, and student residences.

Learning Media
The teacher uses the whiteboard as the main medium and large paper and a dictionary as teaching materials.Does not use electronic media such as computers due to resource limitations.
The researcher conducted interviews with the school principal and Arabic language teacher on September 25, 2017, and obtained the following data: In fact, the Arabic language school does not have difficulties in the teaching process, except in teaching reading skills.The school receives reading skill teaching materials as written in the prescribed book.

Learning Media
The school uses the book as the primary source, and sometimes the whiteboard to write words.

Student Proficiency in Reading Learning
A few students have the ability to read correctly, while most students have difficulty reading correctly.

4
Difficulties in Reading Learning The teacher faces difficulties in teaching reading skills, such as difficulty making students focus on what has been explained so that they do not understand the material (2) difficulty in multiplying attractive teaching methods and learning media for the process of teaching reading skills (3) difficulty in utilizing the screen, meaning she feels difficult to decorate the material.
The researcher gave questionnaires to 40 fifth-grade students on October 2, 2017.The questionnaire consists of ten questions with five choices of answers: strongly agree, agree, unsure, disagree, and strongly disagree.The following is the data obtained by the researcher: Therefore, based on the results of the student questionnaire, the researcher concluded that the main problem in the process of learning reading skills lies in the instructional material, as many students find it difficult to read the text in Arabic language lesson books.Therefore, the researcher developed reading skills learning materials using the Prezi program.

Characteristics of the Reading Skills Teaching Material Using Prezi (PREZI)
The researcher conducted observations and interviews with the Arabic language teacher to analyze the problems in teaching reading skills for the fifth grade at the SD IT Al-Faizin Barisan Indah Sampang, Madura, Indonesia.The findings include: (1) More students show enthusiasm for learning reading skills using educational tools displayed on the screen, presenting educational materials in an attractive manner, utilizing auditory and visual methods, and a direct teaching approach.
(2) Students do not feel bored in the process of learning reading skills when using appropriate educational tools such as the presentation of decorated educational materials.
The researcher develops a reading skills teaching material using Prezi (PREZI) with the following characteristics: (1) The researcher develops the reading skills teaching material using Prezi (PREZI) on various topics, including:
For example, the researcher breaks down the long text into several segments from the text "My name is Fawzan, and I am a student at the elementary school.This is my friend, his name is Mukhlis.He is an active student and a good boy.His father is a doctor, and his mother is a teacher."The researcher divides this text into multiple segments: "My name is Fawzan," "and I am a student at the elementary school," "This is my friend, his name is Mukhlis," "He is an active student," "and a good boy," "His father is a doctor," "and his mother is a teacher."(5) Identifying clear topics for each slide.(10) The researcher utilizes Nvidia graphics for running the Prezi program.

Quality of Reading Skills Teaching Material Using Prezi (PREZI)
This research falls under the category of developmental study, where the researcher is developing a reading skills teaching material using Prezi (PREZI).The researcher, an expert in computer programs, and specialists in reading skills education, namely Dr. Hajj Tawfiq Al-Rahman, with a master's degree, and Dr. Hajj Aurel Baharuddin, with a master's degree, collaborate to achieve results in verifying and improving the developed reading skills teaching material using the Prezi (PREZI) program for fifth-grade students at the SD IT Al-Faizin Barisan Indah Sampang, Madura, Indonesia.The results are as follows: Ease of understanding the material by students ✓ The researcher received a very good score of 7, indicating excellence in aspects such as image attractiveness, suitability of images for segmented reading, appropriateness of animated graphics, font type suitability, presenting reading skills material clarity in the Prezi canvas, and text clarity in Prezi.The researcher also achieved a good score of 2 in terms of the effectiveness of the Prezi program in teaching reading skills and the ease of use of the Prezi program.Overall, the indicators were met at a rate of 77.77%.
From the expert in reading skills education, the researcher received a very good score of 5, indicating excellence in aspects such as the attractiveness of the material presented in Prezi, clarity of material content, clarity of material presentation, suitability of vocabulary in educational material, and ease of understanding the material by students.The researcher also received a good score of 3 in terms of the accuracy of vocabulary writing, suitability of questions in the material, and diversity in question formats, achieving an overall rate of 72.5%.
Based on the previous scores, the experts unanimously agreed on the verification and improvement of the developed reading skills teaching material using the Prezi (PREZI) program, earning a very good rating for fifth-grade students at the SD IT Al-Faizin Barisan Indah Sampang, Madura, Indonesia.

Effectiveness of Teaching Reading Skills Using Prezi (PREZI) for Fifth Grade Students at SD IT Al-Faizin Barisan Indah Sampang, Madura, Indonesia
To assess the effectiveness of teaching reading skills using Prezi (PREZI), the researcher conducted an analysis of the pre-test results for both the control and experimental groups in teaching reading skills for the fifth grade at SD IT Al-Faizin Barisan Indah Sampang, Madura, Indonesia.To explain the distribution of results from the pre-test for students in the control group, as presented by the researcher, it is evident that students' abilities in the reading material are 10% at a very good level, 60% at a good level, and 30% at a passable level.To determine the adjusted result, the researcher used the following formula: Adjusted Score: (Total Scores) / (Total Students) X 100% = 1315 / 20 X 100% = 6.57.
From the result of the equation above, according to the standard used in this research, we know that the ability of students in the control group in the reading skills subject in the pretest is at a "Pass" level because their average score is 6.57.To explain the distribution of results from the pre-test for students in the experimental group, as presented by the researcher, it is evident that students' abilities in the reading material are 5% at an excellent level, 25% at a very good level, 35% at a good level, and 40% at a passable level.To determine the adjusted result, the researcher used the following formula: Adjusted Score: (Total Scores) / (Total Students) X 100% = 1345 / 20 X 100% = 6.72 From the result of the equation above, according to the standard used in this research, we know that the ability of students in the experimental group in the reading skills subject in the pre-test is at a "Pass" level because their average score is 6.72.Results of the Post-Test for Students in the Control and Experimental Groups in Teaching Reading Skills for the Fifth Grade at SD IT Al-Faizin Barisan Indah Sampang, Madura, Indonesia.To explain the distribution of results from the post-test for students in the control group, as presented by the researcher, it is evident that students' abilities in the reading material are 35% at a very good level and 65% at a good level.To determine the adjusted result, the researcher used the following formula: Adjusted Score: (Total Scores) / (Total Students) X 100% = / 20 X 100% = 6.85.
From the result of the equation above, according to the standard used in this research, we know that the ability of students in the control group in the reading skills subject in the posttest is at a "Good" level because their average score is 6.85.To explain the distribution of results from the post-test for students in the experimental group, as presented by the researcher, it is evident that students' abilities in the reading material are 5% at an excellent level, 70% at a very good level, and 25% at a good level.To determine the adjusted result, the researcher used the following formula: Adjusted Score: (Total Scores) / (Total Students) X 100% = 1690 / 20 X 100% = 8.45.
From the result of the equation above, according to the standard used in this research, we know that the ability of students in the experimental group in the reading skills subject in the post-test is at a "Very Good" level because their average score is 8.45.After the researcher completed the analysis using the t-test, the researcher obtained the result of 4.6.Subsequently, the researcher searched for the degrees of freedom (df) using the formula df=n−1df=n−1 before interpreting the result.So, df=40−1=39df=40−1=39.
Afterward, the researcher focused on the result of df=39df=39 in the t- Based on the results obtained from the posttest, the researcher found that the calculated t-value (to=4.6to=4.6) in this study was greater than the critical t-value at the 99% level (tt=2.83tt=2.83).Thus, the researcher concluded that the null hypothesis was accepted.
This means that the materials for teaching advanced reading skills using Breezi are effective in the process of teaching reading skills and are suitable to be used as educational materials for students at SD IT Al-Faizin Barisan Indah Sampang, Madura, Indonesia.

Discussion
In this research, the author discusses the data obtained during the study, comprising three components: (1) the process of developing reading skills material using Prezi, (2) specifications of the enhanced reading skills material with Prezi, and (3) the reading skills material enhanced with Prezi.
The researcher utilized the Prezi program to develop the reading skills material for the fifth grade at SD IT Al-Faizin Barisan Indah Sampang, Madura, Indonesia.The research proceeded through five stages: observing the teaching of reading skills and analyzing needs, discussing with the Arabic language teacher, planning and designing production, developing the production and obtaining expert validation, application and model, and final correction and production.The needs analysis involved collecting information on the teaching of reading skills and its challenges from various sources, including the school principal, Arabic language teacher, and fifth-grade students at SD IT Al-Faizin Barisan Indah Sampang, Madura, Indonesia.Data were gathered through observation, interviews, and distributing questionnaires to the three sources.
The obtained data revealed that students showed reluctance in learning reading skills due to the school's reliance on traditional methods.The school directed students to read books directly without embellishing the written reading materials in the books, neglecting the need for engaging educational content.Despite this, students were capable of achieving good educational results.The main problem lay in the instructional materials provided in the prescribed textbooks.The school could benefit from utilizing educational resources like screens, but the issue was presenting the material without making it engaging (Falah, 2017;Nurtresnaningsih, 2018).The researcher aimed to address this problem by developing educational materials using the Prezi program.Indonesia, dividing the class into control and experimental groups.As indicated in the data analysis, the researcher found that the t-value (to = 4.6) was greater than the critical t-value (tt = 2.83) at the 99% level.This result indicated the effectiveness of the enhanced reading skills materials using Prezi.Therefore, this study validates previous researches (Duffy et al., 2015;Hartini et al., 2017;Strasser, 2014), recommending the use of Prezi as an effective learning media.

Conclusion
This research focuses on developing reading skills teaching materials using the Breasy program for fifth-grade students at SD IT Al-Faizin Barisan Indah Sampang, Madura, Indonesia.The study outlines a five-step procedure for material development, encompassing needs analysis, production planning, design, validation by experts, implementation, modeling, correction, and final production.Test results indicate the effectiveness of these materials, with a calculated t-value (t0) of 4.6 surpassing the critical t-value at a 99% confidence level (2.83), signifying a significant improvement in students' reading comprehension.
Research recommendations emphasize the importance of Arabic language schools understanding and utilizing technology, particularly computer software, in instruction.Teachers should receive training to implement technology effectively.Schools are encouraged to develop materials, especially for reading skills, using programs like Breasy, tailored to students' needs and teachers' abilities.Moreover, optimizing learning media is crucial to prevent student boredom during the learning process.Implementation suggestions focus on enhancing teacher skills, promoting active student participation, and serving as a practical reference for integrating computer programs like Breasy into Arabic language instruction for elementary school students. 4 (6) Zooming in and out of the canvas to display segmented reading skills texts.(7) The researcher uses the "Traditional Arabic" font for text writing.(8) The images match the content of the material for each topic.(9) The researcher utilizes local save for computer storage.
After analyzing the problem and needs, the researcher sought relevant references and focused on developing reading skills materials using the Prezi program.The development involved transforming the reading material into interactive texts to facilitate students in comprehending the content.Upon completing the development, the researcher presented the enhanced reading skills materials to experts for validation.The materials were presented to Dr. Hajj Aurel Berhadin for the validation of reading skills materials and to Dr. Tawfiq Al-Rahman for the validation of the Prezi program.The validation results were 72.5% for reading skills materials and 77.77% for the Prezi program.Following validation, the researcher implemented the developed materials in the fifth grade at SD IT Al-Faizin Barisan Indah Sampang, Madura,

Table 4
Based on the results of the above questionnaire, the researcher identified students' needs related to the process of learning reading skills.(A) 48% of students agreed that teaching methods used in reading skills are varied.(B) 76.5% of students agreed that the teacher did not use learning media when teaching reading skills.(C) 41% of students agreed that assessment is done every lesson.(D) 39% of students agreed that Arabic language lesson books are interesting.(E) 76.5% of students feel difficulty in reading the text for teaching reading skills in Arabic language lesson books.(F) 100% of students stated that they like learning Arabic.(G) 88.5% of students feel excited when learning speaking skills.(H) 93.5% of students feel excited when learning listening skills.(I) 89% of students feel excited when learning writing skills.(J) 46.5% of students feel excited when learning reading skills.