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All Journal Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab UIN Palangka Raya Islamic Guidance and Counseling Journal Bulletin of Counseling and Psychotherapy Journal of Innovation in Educational and Cultural Research Journal of English Education and Linguistics INTERNATIONAL JOURNAL OF HIGH INFORMATION, COMPUTERIZATION, ENGINEERING, AND APPLIED SCIENCE (JHICE) Alfuad: Jurnal Sosial Keagamaan Ta'dib Alfuad: Jurnal Sosial Keagamaan
Elvina Gusman
STAIN Mandailing Natal
Religion Arts Humanities Computer Science & IT Education Engineering Health Professions Languange, Linguistic, Communication & Media Library & Information Science Public Health Social Sciences Other

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AI-Assisted Learning in Arabic Grammar: Investigating the Use of ChatGPT and Digital Platforms in Arabic Learning Rani Ismil Hakim; Isra Hayati Darman; Ade Destri Deviana; Lailatul Qomariyah; Usfiyatur Rusuly; Elvina Gusman
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 14 No 1 (2026)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v14i1.11513

Abstract

Artificial intelligence (AI) technologies are increasingly being integrated into language learning; however, empirical evidence regarding their use in Arabic grammar and translation (Nahwu wa Tarjamah/I‘rab) learning remains limited, particularly in Islamic higher education contexts. Existing studies have predominantly focused on general language learning applications, leaving insufficient understanding of how AI-supported platforms facilitate the learning of complex grammatical analysis and translation skills. This study aims to identify the AI-based platforms employed in I‘rab learning and examine their impact on students’ learning experiences and outcomes. A quasi-qualitative design was employed involving 30 fifth-semester students enrolled in the Nahwu course at STAIN Mandailing Natal. Data were collected through classroom observations, questionnaires, and in-depth interviews and analyzed using the Miles and Huberman interactive model. The findings reveal that students utilized four categories of AI-supported resources: digital learning repositories, generative AI applications, machine translation tools, and Arabic grammar support websites. The integration of these technologies enhanced students’ awareness of digital learning resources, promoted autonomous learning practices, increased learning motivation, and received positive instructional support from lecturers. Furthermore, students demonstrated strong academic performance, achieving a mean final course score of 88.2 (A). This study contributes to the growing literature on AI-assisted Arabic language learning by providing empirical evidence of AI’s role as a digital scaffolding tool in facilitating the acquisition of advanced Arabic grammatical and translation competencies.
Investigating the Use of Artificial Intelligence and Digital Technology in English Language Teaching in Higher Education Elvina Gusman; Muhammad Habibi Syauqi; Dina Dwi Putri N
Journal of English Education and Linguistics Vol. 6 No. 2 (2025): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/vhs3pw77

Abstract

This study explores the implementation and integration of artificial intelligence (AI) and digital technology in English language teaching (ELT) in higher education. English language teaching systems have undergone a significant transformation from traditional to digital media settings. This transformation has expanded dramatically since the COVID-19 Pandemic in 2019. Integrating AI and digital media into ELT results in many changes to the media used for teaching and learning, as well as to adaptive learning. The changes include the media and resources that they use in the teaching and learning process. It also changes how lecturers teach and how students learn. These changes are experienced not only by the lecturers as facilitators but also by students as language learners. This study is important in improving students' ability to utilise AI and digital technology to enhance their English language proficiency. This study employs a qualitative approach, using a systematic literature review, to investigate the integration of artificial intelligence and digital technology in English teaching and learning in higher education. It is found that AI and digital technology provide significant impact on English language teaching and learning. Furthermore, this study can improve understanding and insight into implementing and integrating digital technology and artificial intelligence in English language teaching and learning in higher education by optimising their use in ELT and addressing the issues encountered when utilising them.
AI-Assisted Learning in Arabic Grammar: Investigating the Use of ChatGPT and Digital Platforms in Arabic Learning Rani Ismil Hakim; Isra Hayati Darman; Ade Destri Deviana; Lailatul Qomariyah; Usfiyatur Rusuly; Elvina Gusman
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 14 No 1 (2026)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v14i1.11513

Abstract

Artificial intelligence (AI) technologies are increasingly being integrated into language learning; however, empirical evidence regarding their use in Arabic grammar and translation (Nahwu wa Tarjamah/I‘rab) learning remains limited, particularly in Islamic higher education contexts. Existing studies have predominantly focused on general language learning applications, leaving insufficient understanding of how AI-supported platforms facilitate the learning of complex grammatical analysis and translation skills. This study aims to identify the AI-based platforms employed in I‘rab learning and examine their impact on students’ learning experiences and outcomes. A quasi-qualitative design was employed involving 30 fifth-semester students enrolled in the Nahwu course at STAIN Mandailing Natal. Data were collected through classroom observations, questionnaires, and in-depth interviews and analyzed using the Miles and Huberman interactive model. The findings reveal that students utilized four categories of AI-supported resources: digital learning repositories, generative AI applications, machine translation tools, and Arabic grammar support websites. The integration of these technologies enhanced students’ awareness of digital learning resources, promoted autonomous learning practices, increased learning motivation, and received positive instructional support from lecturers. Furthermore, students demonstrated strong academic performance, achieving a mean final course score of 88.2 (A). This study contributes to the growing literature on AI-assisted Arabic language learning by providing empirical evidence of AI’s role as a digital scaffolding tool in facilitating the acquisition of advanced Arabic grammatical and translation competencies.
Co-Authors Ade Destri Deviana Ahmad Rofi Suryahadikusumah Ardini, Fadhila Malasari Deni Iriyadi Dina Dwi Putri N Dolla Mulyana Harnas Fadila Gusman Fifi Khoirul Fitriyah Halida Halida Isra Hayati Darman Isramil Husna Khairat, Imalatul Lailatul Qomariyah Monalisa Muhammad Habibi Syauqi Nurbaiti Nurbaiti Nurul Indah Peni Ramanda, Peni Randi Saputra Rani Ismil Hakim Setia Erlila Refman Adrus Syahrial Syahrial Syaputra, Yogi Damai Syawaluddin Syawaluddin Usfiyatur Rusuly Widiatmoko, Mualwi Wirasyid Hafizul Lathief Wisma Yunita Yayat Supriyadi Yogi Damai Syaputra