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All Journal Southeast Asian Journal of Islamic Education Journal of Arabic Language Learning and Teaching
Edy Murdani Z
Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Artificial Intelligence and the Zone of Proximal Development: Investigating ChatGPT as Digital Scaffolding in Arabic Language Learning Nur Fuadi Rahman; Devi Rafika Sari; Edy Murdani Z; Muhammad Ainur Roziqi
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 4 No. 2 (2026): Journal of Arabic Language Learning and Teaching (JALLT)
Publisher : Universitas Islam Negeri Palangka Raya Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jallt.v4i2.524

Abstract

Learning Arabic as a foreign language is frequently characterized by episodes of regression, in which learners temporarily struggle to perform skills that were previously acquired. Within Vygotsky’s Zone of Proximal Development (ZPD), such regression may signal the need for scaffolding that enables learners to progress beyond their current level of competence. While recent studies have highlighted the growing use of artificial intelligence in language education, limited research has examined how ChatGPT functions as a form of digital scaffolding in supporting learners during periods of regression. This study investigates the role of ChatGPT as digital scaffolding in Arabic language learning among non-native speakers. Employing a descriptive qualitative exploratory design, the study involved 28 university students from different regions of Indonesia. Data were collected through semi-structured interviews and classroom observations and analyzed thematically. The findings indicate that ChatGPT operates as an adaptive, responsive, and dialogic scaffolding tool that assists learners in overcoming temporary learning difficulties, facilitating self-regulated learning, and promoting reflective engagement with Arabic language tasks. However, its support remains transitional rather than fully substitutive, as meaningful learning development continues to depend on authentic social interaction with teachers and peers. The study contributes to the emerging discourse on AI-mediated learning by conceptualizing ChatGPT as transitional digital scaffolding that supports learners’ progression from assisted performance toward greater autonomy within the ZPD framework.
The Influence of Internal and External Factors on Students’ Interest in Learning Arabic at UINSI Samarinda Chikanti Fajriani Amanda; Edy Murdani Z; Yulam Qoriah Salsabila; Luluk Humairoh Pimada; Muhammad Khotibul Umam; Nazwa Apriant Hidayah; Cahya Khairani
Southeast Asian Journal of Islamic Education Vol. 6 No. 1 (2023): Southeast Asian Journal of Islamic Education, December 2023
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/66ngxx62

Abstract

Learning the Arabic language presents unique challenges in higher education, particularly for students in the Arabic Language Education Department at UINSI Samarinda (Saepudin, 2012). This research aims to analyze the partial and simultaneous effects of internal factors ( ) and external factors ( ) on students' interest in learning Arabic ( ). This study employed a quantitative research design utilizing multiple linear regression analysis and a purposive sampling technique. A sample of 75 third-semester students from the Arabic Language Education Study Program participated in this study (Arikunto, 2000). Data were collected using questionnaires, observations, surveys, interviews, and documentation. Data analysis revealed that internal factors had a significant positive partial effect on learning interest ( ). In contrast, quantitative testing showed that external factors had a significant negative partial impact ( ). However, qualitative interview findings confirmed that external factors, such as teaching techniques and peer interactions, positively supported student motivation (Purwanto, 2014). Furthermore, simultaneous regression testing demonstrated that internal and external factors together did not exert a positive simultaneous effect ( ). These findings emphasize the dominant role of internal factors, particularly student motivation, readiness, and cognitive engagement in sustaining interest in learning Arabic.
Co-Authors Cahya Khairani Chikanti Fajriani Amanda Devi Rafika Sari Luluk Humairoh Pimada Muhammad Ainur Roziqi Muhammad Khotibul Umam Nazwa Apriant Hidayah Nur Fuadi Rahman Yulam Qoriah Salsabila