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All Journal Al-Muyassar: Journal of Arabic Education Journal of Arabic Language Learning and Teaching
Rizka Widayanti
Universitas Islam Negeri Mahmud Yunus Batusangkar
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Enhancing Arabic Vocabulary Learning through ActiveInspire Interactive Media: A Quasi-Experimental Study in Islamic Secondary Education: تحسين تعلم المفردات العربية من خلال الوسائط التفاعلية أكتيف إنسباير: دراسة شبه تجريبية في التعليم الثانوي الإسلامي Kamaluddin Kamaluddin; Septika Rudiamon; Achmad Yani; Olivia Levan's; Nurlaila Nurlaila; Rizka Widayanti
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 4 No. 2 (2026): Journal of Arabic Language Learning and Teaching (JALLT)
Publisher : Universitas Islam Negeri Palangka Raya Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jallt.v4i2.533

Abstract

Vocabulary mastery constitutes a fundamental component of Arabic language learning, yet conventional instructional approaches often fail to foster active student engagement and effective vocabulary retention. This study investigated the effectiveness of ActiveInspire as an interactive digital learning medium for improving Arabic vocabulary mastery among junior secondary students. A quantitative approach with a quasi-experimental, non-equivalent control group design was employed. The participants comprised 20 ninth-grade students at Madrasah Tsanawiyah Negeri 17 Tanah Datar, assigned to an experimental group and a control group. Data were collected through classroom observations, interviews, documentation, and vocabulary achievement tests, and analyzed using normality, homogeneity, and independent t-tests. The findings revealed a statistically significant difference between the two groups, with the calculated t-value (3.27) exceeding the critical t-value (2.10), confirming the positive effect of ActiveInspire on students' vocabulary mastery. Students exposed to ActiveInspire demonstrated greater vocabulary acquisition, retention, and contextual use than those receiving conventional instruction. These findings provide empirical evidence that interactive digital media can enhance vocabulary learning outcomes while promoting classroom engagement, suggesting that ActiveInspire represents a promising pedagogical tool for technology-enhanced Arabic language instruction.
Artificial Intelligence in Arabic Language Education: Opportunities, Challenges and Future Directions Hujaifa Muhammad Ibrahim; Nailul Izzah; Herdah Herdah; Nurhadi Nurhadi; Hamzah Hamzah; Rizka Widayanti
Al-Muyassar: Journal of Arabic Education Vol 5 No 3 (2026): Al-Muyassar: Journal of Arabic Education
Publisher : Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/bz9nh005

Abstract

Artificial Intelligence (AI) is increasingly reshaping language education through adaptive learning, intelligent tutoring, automated assessment, speech technologies, natural language processing, and generative AI. This narrative review examines how these developments are being applied to Arabic language education, with particular attention to educational opportunities, Arabic-specific constraints, implementation conditions, and future research needs. The review used an iterative narrative search of academic databases and supplementary scholarly sources, focusing primarily on publications from 2019 to 2026 and retaining earlier foundational works where conceptually necessary. A structured literature-extraction matrix was used to record study focus, context, AI application, educational purpose, principal findings, limitations, and implications. The final synthesis comprised 28 sources and was analysed through thematic comparison and mapping to four research questions. The evidence shows that AI can support personalization, feedback, writing, pronunciation, assessment, learner autonomy, and teacher productivity, but its educational value is conditional on teacher competence, Arabic linguistic resources, infrastructure, cultural responsiveness, and ethical governance. The review's principal conceptual contribution is the Human-Centered AI for Arabic Language Education (HCAI-ALE) framework, which integrates six mutually dependent dimensions: human-centered pedagogy, Arabic linguistic intelligence, personalized learning, ethical AI governance, teacher and learner AI literacy, and continuous evaluation. The review argues that responsible Arabic AI education should be understood not as technology adoption alone but as the alignment of AI affordances with pedagogical purpose, linguistic context, human agency, and institutional safeguards.
Co-Authors Achmad Yani Hamzah Hamzah Herdah Herdah Hujaifa Muhammad Ibrahim Kamaluddin Kamaluddin Nailul Izzah Nurhadi Nurhadi Nurlaila Nurlaila Olivia Levan's Septika Rudiamon