<![CDATA[The development of digital technology, particularly Artificial Intelligence (AI), has significantly transformed learning processes in higher education, including Arabic language learning. Applications such as ChatGPT and DeepL are utilized to understand learning materials, translate texts, and complete academic assignments, resulting in various perceptions regarding their use. This study aims to examine the perceptions of female students in the Arabic Language Education Program (PBA) at STIT Madani Yogyakarta toward the use of ChatGPT and DeepL, as well as the factors influencing these perceptions within the framework of the Technology Acceptance Model (TAM). This research employed a qualitative approach with a phenomenological design. Data were collected through observation, in-depth interviews, and documentation, and analyzed using the Miles and Huberman model. The findings indicate that students generally have positive perceptions based on the two main TAM constructs, namely perceived ease of use and perceived usefulness. Both applications were considered easy to use and helpful in understanding Arabic texts, improving assignments, and practicing mufrodat pronunciation. These perceptions were influenced by academic needs, prior experience with AI, learning motivation, and attitudes toward potential technological dependence. In addition, external factors such as limited internet access and data quotas, application usage restrictions, academic environments, and ethical considerations also affected how students interpreted the use of technology in Arabic language learning. This study contributes to strengthening discussions on AI acceptance in Arabic language learning in Islamic higher education institutions and may serve as a reference for developing more effective, critical, and pedagogical AI utilization in Arabic language learning.]]>
