Usability Evaluation of a Braille Module for 22 Common Surahs Based on Tafsir al-Azhar for Visually Impaired Learners

Abstract

Visually impaired students face significant challenges in Islamic education, particularly in accessing Braille books, tafsir modules, and Quranic materials, as well as the limited availability of Braille-based Quran interpretation resources. These issues highlight a clear gap in the development of accessible teaching and learning materials. Therefore, this study aims to evaluate the usability of a Braille module for the interpretation of 22 common surahs based on Tafsir al-Azhar, which was previously developed to support visually impaired learners in tafsir studies. This study employs a quantitative research design as part of the Design and Development Research (DDR) model. The usability evaluation was conducted using a structured questionnaire measuring key constructs, namely Braille module content, Braille module design, usefulness of the Braille module, usability of the Braille module, ease of learning of the Braille module, compatibility with the Braille users, satisfaction with the use of Braille modules in teaching, motivation levels for learning and teaching tafsir al-Quran. A total of 70 visually impaired students were involved as respondents in this study. The findings reveal that the developed Braille module has a high level of usability, with students reporting positive responses in terms of accessibility, organisation of content, and overall learning experience. The module was also found to enhance independent learning among students in Quranic interpretation lessons. Therefore, the Braille module meets the required usability standards and is appropriate for implementation in Islamic education for visually impaired learners. The study provides important implications for improving inclusive educational resources and supports the wider use of Braille-based tafsir materials in teaching and learning contexts.