The Development of Arabic Learning Media Based on Android for Senior High School Students

This research applies the Research and Development design that aims to develop a valid, effective and practical Arabic Learning Media android-based Arabic learning media to increas e students’ interest in learning Arabic. This research use Borg and Gall procedure. The instrument used in this research is a questionnaire to obtain qualitative and quantitative data which is then analyzed using the assessment category criteria guidelines to determine product quality. Based on the material expert's assessment, the percentage of 93% was obtained, the media expert's assessment obtained a percentage of 94% and the high school Arabic teacher's assessment obtained a percentage of 96%, while the high school students' responses obtained a percentage of 91.62%. This study shows that android-based Arabic learning media on isim dhamir material is feasible to use in the learning process. It can be concluded that the development of android-based Arabic learning media for high school students is very effective in helping Arabic language learning process.


Introduction
Learning is a process that every person goes through from the time he is born until the end of his life. It can occur anytime and anywhere (Gemilang and Listiana 2020;Kadariah, Thohari, and Riwinoto 2020;Syibromilisi 2020;Ulfa, Asikin, and Dwidayati 2019). It can be seen from the change in their behavior, knowledge, skills, or attitudes. In improving students' knowledge and skills, creative teachers are needed (Hs and Suriningsih 2021;Umar 2018). There are many ways to be a creative teacher in the learning process, one of which is by utilizing learning media in the learning process.
Learning media has such an important role in supporting the teaching and learning process in the classroom and independently (Gemilang and Listiana 2020;Omojola, Oyekan, and Zacchaeus 2021;Smirnova et al. 2019). Learning media really helps deliver learning materials to students (Asti and  use smartphones not only to send messages, but to access the internet, especially social networks, video calls, and also play games (Hartiyani and Ghufron 2020;Mahuda, Meilisa, and Nasrullah 2021;Mubarok 2021). Therefore, many students prefer to use their smartphones for fun rather than learning. Misuse of technology will become a boomerang and also a terrible threat, especially in the field of education (Royani 2020;Tafonao 2018;Wan Daud et al. 2021).
With the development of information technology, Arabic language learning is required to keep updated in methodology, development of teaching materials. Nowadays, some teachers are less creative in creating learning media, for example, teachers only use one of the many media available. They only use books in learning, even though teachers are required to be able to develop skills in making creative and innovative learning media so that students will be more interested and enthusiast in learning Arabic. Because basically, learning through books is a very monotonous thing, because most of the students today prefer to use their cellphones rather than reading books. Moreover, Arabic lessons are perceived as the least attractive course to the students.
The changes in technology and learning must be integrated to improve the learning quality. Therefore, researchers want to develop an Android-based learning media by optimizing smartphones features so that students will be more interested in learning. In addition, researchers also want to know the feasibility of this media. This Android-based learning media will help students a lot in Arabic lessons, and can create interesting and fun learning.

Methods
The research was conducted at SMAS Taman Siswa Teluk Betung Lampung, because the school has not used Android-based learning media. The data was collected thhrough observation, interviews, and documentation. The instruments in this study were a product feasibility validity questionnaire for media experts and material experts, also questionnaire for students. The data was then analyzed using the percentage formula with Likert scale guidelines.
The study employed the research and development design using Borg and Gall model, which consists of 10 steps (Sugiyono 2018). However, the author limited the steps of development research from ten to eight steps considering the availability of time and limited costs. The procedures carried out are described as follows: While the interview result showed that many of the students are less enthusiastic in learning Arabic. They considered Arabic language learning as a difficult and boring lesson. not a few of the students admitted that they were bored learning Arabic because the way of learning and the learning media used did not vary.
Next, based on the data on the potential and problems of teaching and learning Arabic activities, researchers analyzed the needs of teachers and students, namely the need for learning media that are interesting and help make it easier for students to learn Arabic. Therefore, researchers designed an android-based Arabic learning media to boost students' interest and help them learning Arabic. This media is designed using the android studio application and also other applications, such as Microsoft Word and Photoshop to design the layout. The material in this application refers to the Arabic language book used in teaching and learning activities. However, researchers developed in terms of appearance as well as content by adding additional images and examples.
The material consists of qirâ`ah, qawâ'id, as well as mufradât. This media also has a quiz feature for the enrichment of students who are able to show the correct or incorrect answers directly. The following is the design of the media:

Student Response to Android-based Arabic Learning Media
After that, researchers conducted three stages of trials to see whether or not the media can attract the students' attentions. The stages consisted of: 1) One to One Evaluation; (2) small group trial; and (3) large group trial. This trial was conducted to obtain students' responses on the use of Android-based Arabic learning media.
One to one evaluation, as a whole got a score of 223, with a maximum score of 250 so that Android-based learning media media got a percentage of attractiveness of 89.2%. The results of the small group trial (small group), based on the results of the oneon-one test reach a score of 363, with a maximum score of 400 which accounted for 90.75%. The results of the large group trial (field trial), based on the results of the broad trial as a whole get a score of 1466, with a maximum score of 1600, which means that it got 91.62%. In summary, the Arabic learning media based on Android isim dhamîr material is very interesting to use.

Conclusion
Android-based interactive learning media is developed using Android Studio as well as other software such as adobe photoshop and coreldraw to edit images, and Microsoft word for the material processing system. After that, all the materials are ready to be put together on one software namely Android Studio. Based on validation from material experts, media experts and Arabic language material experts, it is shown that interactive learning media with Android-based applications are very feasible to use.
Additionally, the students' responses revealed that the media is also interesting to be used. Based on the trial phase of learning media with Android-based applications, it showed that students are interested in using Android-based learning media in the learning process.