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All Journal Jurnal Ilmu Pendidikan Dasar Indonesia
Kasmudi Kasmudi
Institut Agama Islam Darul Fattah Lampung
Education Languange, Linguistic, Communication & Media Mathematics Other

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Utilization of Technology in Arabic Language Learning to Support Qur'anic Understanding in Islamic Elementary Schools Kasmudi Kasmudi; Munawaroh Munawaroh; Amanda Eka; Natasya Natasya
Jurnal Ilmu Pendidikan Dasar Indonesia Vol 5 No 1 (2025): Jurnal Ilmu Pendidikan Dasar Indonesia
Publisher : Pusat Pengembangan Pendidikan dan Bakat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/judikdas.v5i1.5775

Abstract

The development of digital technology provides opportunities for Arabic language learning, but its use in Islamic elementary schools still needs to be studied, especially in supporting the understanding of the Qur'an. This study aims to describe the forms and purposes of technology utilization in Arabic language learning, the opportunities and obstacles to its use, and its role in supporting the understanding of the Qur'an at SDIT Nurul Ilmi Aini. The study used a qualitative approach with a case study design. Subjects were selected purposively, involving Arabic language teachers, students, and school officials. Data were collected through semi-structured interviews, observation, and documentation, then analyzed using the Miles, Huberman, and Saldaña model. The results show that learning videos, audio, digital dictionaries, and Qur'an applications are used to deliver material, practice listening and pronunciation skills, enrich vocabulary, provide learning resources, and review material. Audio specifically supports Arabic listening and pronunciation practice, while the Qur'an application helps students find and understand vocabulary in the context of verses. Technology helps connect Arabic vocabulary with Qur'anic verses through activities of finding vocabulary, searching for meaning, and understanding the context of verses. Barriers include limited devices, internet networks, digital competencies, and the suitability of learning resources.
Co-Authors Amanda Eka Munawaroh Munawaroh Natasya Natasya