Development of the “Miftah An-Najah” Textbook for Grade XI Qira'ah Learning Based on the 5E Inquiry Model

Abstract

Teaching reading skills at MAN Bontang predominantly relies on passive text reception, literal translation, and rote memorization, which hinders students' independent analytical skills. The research gap stems from the fact that existing instructional materials fail to integrate constructivist activities, the 5E inquiry model, and digital media into reading instruction. To address this gap, this study aimed to develop the "Miftah An-Najah" reading textbook and to evaluate its validity and usability. Constructivist theory serves as the theoretical foundation for this textbook, whereas the 5E inquiry model is the practical application of this theory. The study employed a Research and Development methodology following the ADDIE model. The study sample comprised 31 eleventh-grade students at MAN Bontang, selected through purposive sampling. Data were collected through observations, interviews, expert validation forms, and a student response questionnaire. Observation and interview data were analyzed qualitatively, whereas the validation scores and student responses were analyzed using percentage formulas. The results demonstrated that the textbook achieved validity scores of 96% from the material expert and 97% from the media expert. Furthermore, student feedback reached 93.3%, confirming high acceptance and ease of use. The study’s primary novelty lies in synthesizing constructivist theory, 5E inquiry, inductive learning, and digital media within a printed reading textbook.