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All Journal Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab ARABIYAT Shaut Al-'Arabiyah Abjadia, International Journal of Education Jurnal Penelitian Ilmiah INTAJ Al-Wijdan : Journal of Islamic Education Studies Arabi : Journal of Arabic Studies Arabiyatuna : Jurnal Bahasa Arab IJ-ATL (International Journal of Arabic Teaching and Learning) Al-Ma'rifah : Jurnal Budaya, Bahasa dan Sastra Arab Madinah: Jurnal Studi Islam alfazuna: Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Iqtishodia: Jurnal Ekonomi Syariah Ilmuna: Jurnal Studi Pendidikan Agama Islam Asatiza: Jurnal Pendidikan Aphorisme: Journal of Arabic Language, Literature, and Education Insyirah: Jurnal Ilmu Bahasa Arab dan Studi Islam MAQASHID : Jurnal Hukum Islam Tarbiyatuna: Jurnal Pendidikan Ilmiah Al-Lahjah : Jurnal Pendidikan, Bahasa Arab dan Kajian Linguistik Arab Asalibuna ANWARUL: Jurnal Pendidikan dan Dakwah Jurnal Penelitian Ilmu Pendidikan Indonesia Kitaba : Journal of Interdisciplinary Arabic Learning ARKHAS: Journal of Arabic Language Teaching Al-Wasil: Journal of Arabic Education Konstruktivisme : Jurnal Pendidikan dan Pembelajaran JURNAL PUSAKA: Media Kajian dan Pemikiran Islam
Qomari, Nur
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Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Journal : ARKHAS: Journal of Arabic Language Teaching

 1 
The Utilizing Suno.Ai Technology to Enhance Arabic Listening Skills in Foreign Language Education Sa'diyah, Khusnul Khotimah Halimatus; Muassomah, Muassomah; Qomari, Nur; Sulaiman, Sulaiman Hasan
Journal of Arabic Language Teaching Vol 5 No 1 (2025): ARKHAS ~ Journal of Arabic Language Teaching
Publisher : Postgraduate Study Programme of Universitas Islam Negeri KH. Achmad Siddiq Jember, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/arkhas.v5i1.2260

Abstract

This study explores using Suno.Ai, an AI-powered platform, to teach maharah istima' (listening comprehension) at Thursina International Islamic Boarding School (IIBS). While previous research on digital media has focused mainly on English instruction, few studies have explored the use of AI in Arabic listening education, particularly within Islamic boarding schools. This research addresses that gap by analyzing how Suno.Ai supports Arabic vocabulary acquisition and student engagement. This study employs a qualitative case study design; data were collected through classroom observations and teacher-student interviews and then analyzed thematically and interpretively. Findings show that Suno.Ai enhances students' motivation and comprehension with adequate facilities and teacher guidance, although challenges like internet instability and low digital literacy persist. The novelty of this study lies in its contextual application of AI tools in Arabic language pedagogy. It contributes theoretically by expanding discourse on AI in language learning and offering insights into AI's effective integration in Arabic listening instruction.
The Utilizing Suno.Ai Technology to Enhance Arabic Listening Skills in Foreign Language Education Sa'diyah, Khusnul Khotimah Halimatus; Muassomah, Muassomah; Qomari, Nur; Sulaiman, Sulaiman Hasan
Journal of Arabic Language Teaching Vol. 5 No. 1 (2025): ARKHAS ~ Journal of Arabic Language Teaching
Publisher : Postgraduate Study Programme of Universitas Islam Negeri KH. Achmad Siddiq Jember, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/arkhas.v5i1.2260

Abstract

This study explores using Suno.Ai, an AI-powered platform, to teach maharah istima' (listening comprehension) at Thursina International Islamic Boarding School (IIBS). While previous research on digital media has focused mainly on English instruction, few studies have explored the use of AI in Arabic listening education, particularly within Islamic boarding schools. This research addresses that gap by analyzing how Suno.Ai supports Arabic vocabulary acquisition and student engagement. This study employs a qualitative case study design; data were collected through classroom observations and teacher-student interviews and then analyzed thematically and interpretively. Findings show that Suno.Ai enhances students' motivation and comprehension with adequate facilities and teacher guidance, although challenges like internet instability and low digital literacy persist. The novelty of this study lies in its contextual application of AI tools in Arabic language pedagogy. It contributes theoretically by expanding discourse on AI in language learning and offering insights into AI's effective integration in Arabic listening instruction.
Teachers’ Perceptions, Knowledge, Attitudes, and Practices in Integrating Artificial Intelligence into Arabic Language Teaching Qomari, Nur; Sa'diyah, Khusnul Khotimah Halimatus; Makki, Ahmad; Habibullah, Moh. Rifqi; Babiker, Gareeb Allah Babiker Mustafa
Journal of Arabic Language Teaching Vol. 6 No. 1 (2026): ARKHAS ~ Journal of Arabic Language Teaching
Publisher : Postgraduate Study Programme of Universitas Islam Negeri KH. Achmad Siddiq Jember, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/arkhas.v6i1.2461

Abstract

The rapid integration of Artificial Intelligence (AI) in language education holds transformative potential but faces significant implementation gaps, particularly in Arabic language teaching at the secondary level. This study investigates how teachers’ perceptions, knowledge, attitudes, and gender influence AI adoption in Arabic instruction, addressing a critical gap in which Arabic’s unique linguistic characteristics remain underexplored. Using a quantitative design with total sampling, data were collected from 46 senior high school Arabic teachers through validated instruments measuring four core constructs. The findings reveal that perceptions are the strongest determinant of AI-based teaching practices, outweighing knowledge and attitudes alone. Although teachers demonstrate strong conceptual AI knowledge and generally positive attitudes, practical implementation remains limited due to psychological concerns, insufficient training, and uneven technological access. Notably, gender-based patterns show that female teachers report higher confidence but lower actual AI usage than male teachers, who report greater access to facilities. The study concludes that effective AI integration requires targeted professional development that addresses affective and structural barriers, equitable institutional support, and gender-responsive strategies to translate positive perceptions into sustained classroom practice. Integrasi kecerdasan buatan (AI) dalam pembelajaran bahasa memiliki potensi transformatif namun menghadapi kesenjangan implementasi yang signifikan, terutama dalam pengajaran bahasa Arab di tingkat menengah. Penelitian ini menyelidiki bagaimana persepsi, pengetahuan, sikap, dan gender guru mempengaruhi adopsi AI dalam pembelajaran bahasa Arab, mengatasi kesenjangan kritis di mana karakteristik linguistik bahasa Arab yang unik masih kurang dieksplorasi. Menggunakan desain kuantitatif dengan total sampling, data dikumpulkan dari 46 guru bahasa Arab SMA melalui instrumen tervalidasi yang mengukur empat konstruk inti. Temuan menunjukkan bahwa persepsi muncul sebagai penentu terkuat praktik pengajaran berbasis AI, melampaui pengetahuan dan sikap saja. Meskipun guru menunjukkan pengetahuan konseptual AI yang kuat dan sikap umumnya positif, implementasi praktis tetap terbatas karena kekhawatiran psikologis, pelatihan yang tidak memadai, dan akses teknologi yang tidak merata. Secara mencolok, pola berbasis gender menunjukkan bahwa guru perempuan melaporkan kepercayaan diri lebih tinggi tetapi penggunaan AI aktual lebih rendah dibandingkan guru laki-laki yang melaporkan akses fasilitas lebih besar. Penelitian menyimpulkan bahwa integrasi AI yang efektif memerlukan pengembangan profesional terarah yang mengatasi hambatan afektif dan struktural, dukungan institusional yang adil, serta strategi responsif gender untuk menerjemahkan persepsi positif ke dalam praktik kelas berkelanjutan.
Co-Authors Abdul Hamid Abdullahi, Zakariyya Muhammad Adib, Muhammad Agustin, Berlian Nestya Al Haddad , Ali Al Haqiqy, Muhammad Syihabul Ihsan Al-Husna, Alif Saida Amalia, Jessica Noer Amrina Rosyada Anshori, Muhammad Ridho Anwar, Mohammad Sofi Anwar, Zaky Aprilia, Risda Azzahro, Vivia Salma Babiker, Gareeb Allah Babiker Mustafa Bahrun, Muhammad Farhan Bahtiyar, Fadhli Hakim Bakheet Ahmed, Bakri Mohammed Bakhiet, Bakri Mohommed Dahlan, Ahmad Zaini Dasuki, Moh. Dwi Dinanti, Syintia Fajri, Shafrul Fatimatur Rohmah, Siti Fatimatuz Zahro Fithtriyah, Aidah Fitri Amelia Habibullah, Moh. Rifqi Hamid, M Abdul Hamidah, Husnul Hasbi, Muharam Huda, Mokhammad Miftakhul Ibrahim, Fikri Haikal Istiqomah, Dhia Kasuwi Saiban Khoirul Musthofa Kholilulloh, Habib khusnul khotimah KIROM, MAKHIULIL Langkau, Mifta Huljannah M. Abdullah Charis Makki, Ahmad Mizan, Khairul Muassomah Muassomah Mubin, Ufuqil Mudhofar Mufidha, Ulfatul Muhammad Ardiansyah Muhammad Husni Muhammad Ihsan Naziha, Sakinah Ngarifah, Imroatul Nidhomillah, Abd Rofi Fathoni Nur Ila Ifawati Nur, Hilwa Wafin Nurhadi Nurul Ainiy Prasetya Utama, Panji R. Rusli Rahmat Iswanto, Rahmat Razida, Mirdawati Risna Wardani Roihanah Roihanah Roihanah, Roihanah Sa'diyah, Khusnul Khotimah Halimatus Saputa, Prayoga Sari, Devi Rafika Shidiq, Fauzie Muhammad Shofura, Syifa Sholehuddin, Hilman Soleha, Siti Suaibi, Andini Nuur Janah Sulaiman, Sulaiman Hasan Syamsiar, Syamsiar Tsaminah, Durrotus Ubaidillah , Moch Uril Bahruddin, Uril Wadi , Namlul Wahhab, Abdul