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All Journal Arabiyatuna : Jurnal Bahasa Arab Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Aulia Rahmi
UIN Sunan Gunung Djati Bandung
Religion Education Languange, Linguistic, Communication & Media Social Sciences

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Readiness of Arabic Language Teachers to Integrate Large Language Models (LLMs) in their Teaching Practices: Challenges and Opportunities Harmanto Raharjo; Naih Nurjanah; Ghufran Akbar; Mulyadi Mulyadi; Uus Ruswandi; Mohamad Erihadiana; Aulia Rahmi
Arabiyatuna: Jurnal Bahasa Arab Vol. 10 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v10i1.15202

Abstract

This study examines Arabic language teachers’ readiness to integrate Large Language Models (LLMs) into instructional practices, identifies key challenges, and explores strategic opportunities for pedagogical use. A qualitative library research design was applied using descriptive-analytical and comparative methods based on peer-reviewed literature (2019–2025) on artificial intelligence, language education, and teacher readiness. Findings indicate that teacher readiness remains at an early, uneven stage, shaped by a socio-technical configuration comprising digital literacy, pedagogical competence, psychological disposition, and institutional support. From a TPACK perspective, technological knowledge is less developed than pedagogical and content knowledge, limiting effective integration of AI in Arabic language learning. Psychological barriers such as technological anxiety and low self-efficacy, along with unequal infrastructure and policy support, further constrain adoption. However, gradual exposure to AI tools fosters experiential learning and incremental development of readiness. Despite challenges, LLMs offer opportunities for improved learning effectiveness, personalized instruction, the development of higher-order thinking, and the integration of Islamic educational values. The study conceptualizes teacher readiness as a socio-technical and developmental construct. It highlights the need for AI literacy development, curriculum redesign, and institutional policy support to ensure ethical and sustainable integration of LLMs in Arabic language education.
Project-Based Learning dan Collaborative Learning dalam Pembelajaran Bahasa Arab: Kajian Pedagogis Harmanto Raharjo; Isop Syafei; Ade Nandang; Aulia Rahmi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.17235

Abstract

This study examines Project-Based Learning (PBL) and Collaborative Learning (CL) in Arabic language learning from a pedagogical perspective, focusing in particular on the conceptual relationship between the two approaches, which have thus far tended to be studied separately. The study employs a qualitative approach in the form of descriptive-analytical library research. Data were drawn from relevant journal articles, books, and prior studies, and were then analyzed through content analysis and thematic analysis. The findings point to three main conclusions. First, PBL positions Arabic as a communicative tool within authentic tasks—such as thematic dialogues, presentations, and text production—so that language skills become functionally integrated. Second, CL strengthens the dimension of social interaction that renders the use of Arabic active through discussion, peer learning, and group work. Third, the integration of the two forms a mutually complementary pedagogical framework: PBL supplies the structure of project-based tasks, whereas CL sustains the interactional process, so that learning becomes more communicative, participatory, and learner-centered while also reinforcing twenty-first-century skills. Nevertheless, its implementation faces challenges in the form of teacher readiness, time constraints, the heterogeneity of learners’ abilities, and the scarcity of a language-rich environment. Because these findings are conceptual in nature, empirical research is needed to test the effectiveness of this integrative model within broader contexts of Arabic language learning.
Co-Authors Ade Nandang Ghufran Akbar Harmanto Raharjo Mohamad Erihadiana, Mohamad Mulyadi Mulyadi Naih Nurjanah Ruswandi, Uus Syafei, Isop