This research is the development of a digital-based e-book with the kvisoft flipbook maker application as an alternative medium for learning Arabic. This study uses a 4D development model: define, design, develop and disseminate. The instrument used to analyze student responses was a Guttman scale questionnaire consisting of agreeing or disagree. The data analysis technique used is qualitative and quantitative. The results of this study are the use of the kvisoft flipbook maker application as a medium for developing e-books. Language is in the excellent category. The result of the score of the Arabic language teacher is 3.81, the material expert is 3.87, and the media expert is 3.93. The limited field trial response results with an ideal score of 85.71% and are included in the category agreement. The results of the comprehensive field trial reached an ideal score of 97.80% and were included in the agreed category. This e-book contains Arabic learning materials, including videos, audios, and GIFs, to facilitate students' understanding of Arabic material while supporting students' listening and speaking skills training.

Language learning is a complex process and requires extra effort. The limited allocation of learning duration is the root of the problem; At the beginner level, the naḥwu rules are considered very difficult, especially for students from public schools and have never studied Arabic previously. Making videos based on the Camtasia Studio 8 application is one of the ways to encourage students to comprehend, leading to mastery of the naḥwu rules. This study used the waterfall method, which consisted of requirements and analysis, design, implementation and unit testing, system testing, operation, and maintenance. This research aims to create learning media that is relevant to the era, effective, and efficient. The result indicates that video media is quite efficient and effective in supporting students' understanding of naḥwu rules. This three-minute video can contain materials and examples within a short duration. Hence, the students do not get bored quickly and can focus on listening to it.

The background of this research is the low value of istima' maharah scores and kalam in Arabic lessons at MTs Nurul Ummah related to the creativity of teachers' creativity in teaching, there is no training on four language proficiency, teacher development, and methods used by conventional method teachers. The purpose of this study was to study the increase in the value of maharah istima' and kalam with serial whisper games and the difference in values ​​between the experimental class and the control class. This research is field research using quantitative research and experimental methods. The results of this study prove an increase in istima' maharah scores and kalam in the experimental class from pre-action and post-action. Measurement results of istima' maharah pretest and posttest 'Increase the average value of 25.83. On increasing, maharah kalam increased by 25. The results of the analysis can be concluded from the whisper chain game can increase maharah istima' and kalam. Based on the results of the t-test, the value (maharah istima') sig. (2-tailed) = 0.008 so the value of sig. (2-tailed) <0.050 and the value of kalam maharah based on 0,000, so the value of sig (2-tailed) <0.050, which means that it is meant by significant for istima' maharah and kalam maharah after giving assistance with serial whisper media.

Abstrak Tujuan tulisan ini menyajikan tentang pengembangan kurikulum pembelajaran bahasa Arab dengan berbasis teknologi digital. Metodologi atau pendekatan - yang digunakan dalam tulisan ini menggunakan metode atau pendekatan kepustakaan (Library research), sedangkan pengumpulan data dilakukan dengan menelaah dan mengeksplorasi beberapa jurnal, buku, dan beberapa sumber data atu informasi lainnya yang dianggap relevan dengan kajian. Berdasarkan kajian yang telah dilakukan, pendekatann teknologi digital dalam pengembangan kurikulum bahasa Arab bisa menjadi salah satu cara untuk melakukan pembelajarn tanpa dibatasi tempat dan waktu. Salah satu bentuk pembelajarannya adalah menggunakan media video. Sebagaimana yang telah dilakukan dibeberapa negara maju yaitu pembelajaran di dalam kelas. Guru melakukan rekaman dan syuting sebelum di mulainya tahun ajaran baru, kemudian ketika dimulainya pembelajaran guru memutar video yang telah direkam,  siswa menyimak dan memperhatikan video tersebut dengan didampingi oleh guru. Adapun teknik yang digunakan dalam pendekatan ini adalah student center dengan startegi pembelajaran Cooperatif Learning. Kata kunci : Pengembangan Kurikulum bahasa Arab, Media video, Teknologi digital.

The background of this study is the lack of creativity of teachers in using media in learning Arabic at MAN 3 Bantul, Yogyakarta. This study aims to determine the learning process of mufradât with picture media and find out the differences in learning outcomes of students in learning mufradât between experimental classes that use image media and control classes that do not use image media. This research is quantitative research and the type of research is experiment. Data collection is done by the method of testing, observation, and documentation. This experimental research was conducted with a pretest, posttest control group design model. The object used is class X IPS 1 as an experimental class and class X IPS 2 as a control class. While the data analysis technique uses independent samples t-test. The results of this study indicate that, there are significant differences between the experimental class and the control class. This difference can be seen from the average value of the control class posttest 66.312 while the posttest value of the experimental class is 90.125. Whereas the "t" Test of the experimental class and the control class posttest produced a Sig. (2-tailed) value of 0,000 <0.05, which means that there was a significant difference in mastery of the mufradât between the experimental class and the control class, it can be concluded that Ha was accepted. The results of this analysis indicate that image media can be used as an alternative solution to improve the learning outcomes of students in grade 10 social studies.