Development and Validation of the Technology-Integrated Sirah Teaching Model (PInTar Model) for Malaysian Primary Schools Using the Fuzzy Delphi Method
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Abstract
The integration of digital technology has become increasingly important in contemporary education, including Islamic Education. However, Sirah instruction in Malaysian primary schools continues to rely largely on conventional teaching approaches, with limited guidance for systematic technology integration. This study aimed to develop and validate the PInTar Model, a technology-integrated instructional model designed to support Sirah teaching in primary schools. The study employed the Design and Development Research (DDR) approach, focusing on the design and development phase. The Fuzzy Delphi Method (FDM) was utilised to obtain expert consensus on the proposed model components and instructional elements. A panel of experts representing Islamic Education, Sirah Education, Educational Technology, Curriculum and Instruction, and Teacher Education participated in the validation process. Data were analysed using threshold value, percentage of expert consensus, and defuzzification value criteria. The findings confirmed the validity of six main components, namely Learner Analysis, Instructional Objectives, Selection of Methods, Media and Teaching Aids, Utilisation of Media and Teaching Aids, Active Student Engagement, and Integrated Assessment. Of the 95 proposed instructional elements, 91 were retained following expert validation. The findings indicate that the PInTar Model possesses strong content validity and provides a comprehensive framework for integrating technology into Sirah instruction. The study contributes to the advancement of Islamic Education by offering an empirically validated instructional model that integrates pedagogical, technological, and content dimensions to support meaningful technology-enhanced learning in primary school Sirah education.
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