<![CDATA[This study examines the strategic use of TikTok as a digital pedagogical medium for Arabic learning and Islamic education among students in Kedah, Malaysia. A convergent mixed-methods design was employed, combining survey data from 300 students with classroom observations, semi-structured interviews involving 12 Arabic teachers, three curriculum coordinators, and 20 student content creators purposively selected for their experience in producing or participating in Arabic-language TikTok content, as well as an analysis of selected TikTok content from two Islamic educational institutions. The findings indicate that 72% of students frequently used TikTok to learn Arabic vocabulary, 69% followed accounts integrating Arabic and Islamic educational content, 58% had created or participated in Arabic-language videos, and 71% perceived a positive impact on their learning experience. Qualitative findings further indicated that selected content from accounts such as @mmynofficial, @mmyn_lughah.tv, and @baitul.musthofa provided opportunities for contextualized Arabic vocabulary exposure, reflection on Islamic values, speaking practice, and student participation in digital da’wah. However, 28% of respondents reported difficulties maintaining focus because of algorithmically recommended entertainment content. Teachers also raised concerns regarding linguistic errors, theological oversimplification, limited digital literacy, and unequal access to digital infrastructure. The study concludes that TikTok can support Arabic learning and Tarbiyyah Islamiyyah when used as a carefully curated, teacher-guided supplement rather than a replacement for structured classroom instruction.]]>
