Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal Journal International of Lingua and Technology Journal International Inspire Education Technology (JIIET)
Hassan Ali
Sultan Sharif Ali Islamic University (UNISSA)
Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences

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TECHNOLOGY FOR INCLUSIVE ARABIC LANGUAGE EDUCATION: ADDRESSING THE NEEDS OF SPECIAL EDUCATION ARABIC LEARNERS Wahyuni; Hassan Ali; Adam Idris
Journal International of Lingua and Technology Vol. 5 No. 2 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiltech.v5i2.1247

Abstract

Inclusive education has gained increasing attention as a critical factor in ensuring all students, including those with special educational needs, have access to quality learning experiences. Arabic language education, in particular, presents unique challenges for special education learners due to its complex script, grammar, and phonology. Technology has been suggested as a solution to support these learners by providing tailored, adaptive learning experiences. This study investigates the role of technology in enhancing Arabic language learning for special education students. The research aims to identify how assistive technologies, such as text-to-speech tools, interactive apps, and gamified learning environments, can improve both student engagement and language proficiency. A mixed-methods approach was employed, including pre- and post-test assessments of language proficiency, a student engagement survey, and qualitative interviews with students and teachers. The findings indicate that the experimental group, which utilized technology-enhanced tools, showed significant improvements in language proficiency and higher levels of engagement compared to the control group using traditional methods. This study concludes that technology offers substantial benefits in creating more inclusive and effective Arabic language education environments for special education learners. The integration of adaptive learning technologies is essential for supporting students with disabilities and fostering their academic success.
CYBER WELLBEING IN THE PESANTREN ENVIRONMENT: STRATEGIES TO PREVENT CYBERBULLYING AND GADGET ADDICTION AMONG SANTRI Sutipyo Ru'iya; Fatima Malik; Hassan Ali
Journal International Inspire Education Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v4i3.1103

Abstract

The rapid expansion of digital technology has reshaped communication and learning practices in pesantren, creating both opportunities and risks for santri. Increasing access to smartphones and social media exposes students to cyberbullying, excessive screen time, and gadget dependency, which threaten their psychological wellbeing and disrupt the pesantren’s disciplined learning culture. These challenges highlight the urgent need for a culturally appropriate cyber-wellbeing framework tailored to Islamic boarding schools. This study aims to identify effective strategies for preventing cyberbullying and gadget addiction among santri through a holistic approach that integrates digital literacy, moral education, and behavioral regulation. A mixed-methods design was employed, combining surveys of 312 santri from three pesantren, focus group discussions with ustadz/ustadzah, and observational analysis of daily digital practices. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were thematically coded to capture contextual nuances. The findings reveal that cyberbullying incidents primarily occur through group-chat interactions and anonymous messaging channels, often triggered by peer conflicts and lack of digital etiquette. Gadget addiction was strongly associated with unrestricted device use and absence of structured digital routines. Implementation of three core strategies—digital adab training, gadget-use time management, and monitoring systems involving peer mentors—significantly reduced risky online behaviors. The study concludes that cyber-wellbeing efforts in pesantren must be grounded in Islamic values, community discipline, and collaborative monitoring between teachers and peers. These culturally embedded strategies offer a comprehensive model for strengthening digital resilience among santri in the evolving digital era.
Co-Authors Adam Idris Fatima Malik Ru'iya, Sutipyo Wahyuni