Needs Analysis of Sharf Learning for Interactive Digital Media in an Indonesian Islamic Boarding School

Abstract

This study analyzes the learning conditions, existing media use, and interactive-media needs in Sharf (Arabic morphology) instruction at an Indonesian Islamic boarding school. An exploratory descriptive needs-analysis design combined a 15-item four-point Likert questionnaire completed by 17 students with guided interviews involving the Sharf teacher, vice principal for curriculum, and headmaster. Questionnaire scores were normalized into percentages and examined at item and dimension levels; the negatively worded difficulty item was reverse-scored only for the composite learning-condition index. The results show that the learning-condition dimension reached 77.65% (high), current media use 74.12% (high), and the need for interactive media 83.82% (very high). The strongest needs concerned attractive learning media (89.71%), more interactive learning (88.24%), and visual support through images or mind maps (85.29%). Interview data confirmed persistent difficulties with wazn changes, tashrif, weak verbs, and other abstract morphological processes. The Sharf teacher reported no prior use of PowerPoint or dedicated interactive Sharf media, while school leaders described technology use as supported but still uneven because devices are shared and teacher development time is limited. Across the interviews, desired features included stepwise visualization, easy navigation, interactive exercises, immediate feedback, audio, short explanatory video, and evaluation. The findings suggest that Sharf media should be designed around these pedagogical functions rather than treating a particular platform as the solution itself.