THE USABILITY OF SMART-KQ TEACHING MODULE IN ISLAMIC KINDERGARTEN USING NOMINAL GROUP TECHNIQUE

This study aims to evaluate the usability of the SMART-KQ teaching module developed for Arabic vocabulary instruction through Quranic memorization at the kindergarten level. The module is a combination of three teaching models: Gagne's Model (1985), TABA Curriculum Model (1962), and Sidek Module Development Model (2005). The research methodology employed a modified Nominal Group Technique (NGT), involving 23 Islamic Education teachers as experts. Data was analyzed using the NGT Plus data analysis system. Findings showed that all main module constructs achieved high agreement levels (exceeding 70%) among experts. The highest agreement percentages were achieved by the color selection construct (88%) and image selection construct (86%). However, challenges were encountered in teaching the differences between nouns and verbs, with related items achieving only 77% agreement. The overall module usability evaluation involved eight items covering aspects of utility, efficiency, and suitability, with all items achieving agreement levels exceeding 85%. This study demonstrates that the SMART-KQ module has high usability and potential to enhance the quality of Arabic vocabulary teaching through Quranic memorization at the kindergarten level. Research implications suggest the potential for widespread module implementation in kindergartens and as a teacher professional development tool. Recommendations for future research include evaluating long-term impact, comparative studies with traditional approaches, and further research on effective teaching strategies for challenging grammatical aspects in the context of Arabic language teaching for children.