Visual Fatigue and Student Engagement: Needs Analysis and Design of Animation-Based Muhadatsah Learning Media in a Boarding School Context
Learning speaking skills (muhadatsah) in a boarding school environment often faces challenges in the form of students’ learning boredom due to the use of monotonous printed teaching materials with minimal visual stimulation. This condition triggers visual fatigue, which negatively affects students’ engagement. This study aims to diagnose students’ visual needs profiles and to develop a prototype design of animation-based video learning media grounded in Contextual Modeling as an intervention solution. Employing a Research and Development (R&D) approach using the ADDIE model, limited to the Analysis and Design stages, this study involved 28 seventh-grade students and one Arabic language teacher at SMP IBS Al-Hamra. Data were collected through participatory observation, in-depth interviews, and expert validation. The findings reveal that: (1) students exhibited behavioral resistance toward textbooks, indicated by physical damage to textbooks reaching 70% due to text-heavy design; (2) the developed media specifications adopted animated characters with santri attributes and boarding school settings to foster emotional relevance; and (3) feasibility evaluations conducted by subject-matter, media, and language experts yielded an average score of 92.1%, categorized as “Highly Feasible.” This study concludes that the contextual animation media design is theoretically valid for addressing students’ visual fatigue prior to large-scale production.
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