Designing instructional materials for teaching vocabulary to visually impaired students using the braille method

The development of Arabic vocabulary learning materials in Braille is urgently needed to address the limited educational access for visually impaired beginner students in Islamic boarding schools (pesantren). The lack of instructional resources tailored to their specific needs has impeded their ability to acquire vocabulary, a key foundation for reading skills and Arabic literacy. This study employed a Research and Development (R&D) approach using the ADDIE instructional design model, which includes five phases: Analysis, Design, Development, Implementation, and Evaluation. Thematic vocabulary content was created based on students’ daily life contexts—such as body parts, school facilities, daily routines, and food—and formatted in Arabic Braille. The materials were supplemented with interactive exercises including letter arrangement, word matching, multiple-choice questions, and structured reading tasks. Expert validation confirmed high content and technical quality. A limited trial involving four visually impaired students at Pondok Pesantren Nurul Qur’an in Probolinggo showed marked improvements in Braille reading, vocabulary comprehension, and independent learning skills. This research contributes a practical, inclusive solution that bridges the educational gap for visually impaired students in Islamic contexts. It highlights the significance of accessible learning materials and supports the advancement of inclusive education practices in Arabic language teaching.