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All Journal Hukum Islam Al-Muyassar: Journal of Arabic Education Alsinatuna
Nurhadi Nurhadi
Sunan Kalijaga State Islamic University Yogyakarta
Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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CHILDFREE AND THE POSITION OF CHILDREN FROM AN ISLAMIC PERSPECTIVE IN INDONESIA Semaun Al Usman; Maksudin Maksudin; Nurhadi Nurhadi; Thonthowi Thonthowi; Muhammad Alfreda Daib Insan Labib
Hukum Islam Vol 23, No 1 (2023): HUKUM ISLAM
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jhi.v1i23.20360

Abstract

Having children is the hope of every couple, children are the dream of the couple themselves, because children are very important in the sustainability of life. This is because children have important roles and positions, both in family and community life, and children are the next generation of a generation. Some cases in this country make some people have a special view in understanding the meaning of Childfree. The method in this study uses descriptive qualitative, this research is certainly present as a response to the phenomena that are around. With a phenomenological approach, researchers try to capture various problems that exist in society and reveal the meaning contained in them. This study explains that in the context of human life, humans will be faced with two elements of life, namely personal affairs (personality) and environmental or social affairs (Society), and these two elements are interconnected, and there needs to be communal agreement about social life. In marriage, it is human nature to run a home life, and the fulfillment of the fiitrah of a household is to have children.
Technological Pedagogical and Content Knowledge (TPACK) Based Language Immersion as a New Trend in Arabic Language Learning at Indonesian Pesantren Jauhar Ali; Tulus Musthofa; Nurhadi Nurhadi
ALSINATUNA Vol 11 No 1 (2025): December 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v11i1.13138

Abstract

The rapid development of information technology demands adjustments to established pedagogical models, particularly in language acquisition environments such as Islamic boarding schools (pesantren). This study aims to investigate the implementation model and efficacy of the Technological Pedagogical and Content Knowledge framework in enhancing the culture of active, 24-hour Arabic language immersion that characterises Islamic boarding schools (pesantren) in Indonesia. This study uses a qualitative case study design, collecting extensive data through semi-structured interviews with teachers and students based on the TPACK construct, non-participant observation of formal instructional activities and informal digital use by students and non-teaching students, and analysis of curriculum documents. The findings confirm that although teachers' competencies in traditional Content Knowledge (CK) and Pedagogical Knowledge (PK) are high, effective technology integration (Technological Pedagogical Knowledge, TPK) remains inconsistent, often limited to introductory presentation tools. However, successful TPACK applications are identified when technologies such as authentic video platforms (e.g., istimā’ or kalām learning utilising Al Jazeera channels) and narrative creation applications are strategically employed to facilitate functional communication, ensuring contextual expansion of L2 use beyond the formal classroom. In conclusion, the implementation of TPACK aligns traditional language learning methods with modern technology, thereby significantly increasing students’ engagement and productive Arabic language skills.
Artificial Intelligence in Arabic Language Education: Opportunities, Challenges and Future Directions Hujaifa Muhammad Ibrahim; Nailul Izzah; Herdah Herdah; Nurhadi Nurhadi; Hamzah Hamzah; Rizka Widayanti
Al-Muyassar: Journal of Arabic Education Vol 5 No 3 (2026): Al-Muyassar: Journal of Arabic Education (In Progress)
Publisher : Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/bz9nh005

Abstract

Artificial Intelligence (AI) is increasingly reshaping language education through adaptive learning, intelligent tutoring, automated assessment, speech technologies, natural language processing, and generative AI. This narrative review examines how these developments are being applied to Arabic language education, with particular attention to educational opportunities, Arabic-specific constraints, implementation conditions, and future research needs. The review used an iterative narrative search of academic databases and supplementary scholarly sources, focusing primarily on publications from 2019 to 2026 and retaining earlier foundational works where conceptually necessary. A structured literature-extraction matrix was used to record study focus, context, AI application, educational purpose, principal findings, limitations, and implications. The final synthesis comprised 28 sources and was analysed through thematic comparison and mapping to four research questions. The evidence shows that AI can support personalization, feedback, writing, pronunciation, assessment, learner autonomy, and teacher productivity, but its educational value is conditional on teacher competence, Arabic linguistic resources, infrastructure, cultural responsiveness, and ethical governance. The review's principal conceptual contribution is the Human-Centered AI for Arabic Language Education (HCAI-ALE) framework, which integrates six mutually dependent dimensions: human-centered pedagogy, Arabic linguistic intelligence, personalized learning, ethical AI governance, teacher and learner AI literacy, and continuous evaluation. The review argues that responsible Arabic AI education should be understood not as technology adoption alone but as the alignment of AI affordances with pedagogical purpose, linguistic context, human agency, and institutional safeguards.
Co-Authors Hamzah Hamzah Herdah Herdah Hujaifa Muhammad Ibrahim Jauhar Ali Maksudin Maksudin Muhammad Alfreda Daib Insan Labib Nailul Izzah Rizka Widayanti Semaun Al Usman Thonthowi Thonthowi Tulus Musthofa