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All Journal Al-Abshar: Journal of Islamic Education Management Al-Irfan: Journal Of Arabic Literature and Islamic Studies
Jiddah Hassan Muhammad
University of Maduigiri
Religion Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Other

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Artificial Intelligence Governance in Arabic Language Education: Developing a Sustainable Learning Management Framework Wiwik Prasetiyo Ningsih; Qur’ani Parang Wilwadikta; Jiddah Hassan Muhammad
Al-Abshar: Journal of Islamic Education Management Vol. 4 No. 2 (2025): December
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-abshar.v4i2.1039

Abstract

The rapid integration of Artificial Intelligence (AI) into education has transformed Arabic language teaching by enabling adaptive learning, intelligent assessment, automated feedback, and personalized instructional support. Despite these advancements, the adoption of AI in Arabic language education remains largely technology-oriented, while limited attention has been given to governance mechanisms that ensure ethical, transparent, and sustainable implementation. This study aims to develop a Sustainable Learning Management Framework grounded in Artificial Intelligence Governance to support effective and responsible Arabic language education. The research employed a qualitative approach using a library research method. Data were collected from recent scholarly publications, international policy documents, and reputable databases, including Scopus, Web of Science, ScienceDirect, SpringerLink, ERIC, and Google Scholar. The collected literature was analyzed using thematic analysis and qualitative content synthesis to identify recurring governance dimensions and construct an integrated conceptual framework. The findings reveal that sustainable AI implementation depends not merely on technological sophistication but on the integration of five interconnected governance dimensions: institutional governance, ethical governance, educational data management, digital competency development, and AI-supported sustainable assessment. A notable finding indicates that institutional governance, rather than technological capability, constitutes the primary determinant of sustainable AI adoption in Arabic language education. This study contributes by proposing an integrated governance-based learning management framework that bridges AI governance, educational sustainability, and Arabic language pedagogy, providing a theoretical foundation for future education.
Ta‘zīz Mahārat al-Kalām bi-Istikhdām Ādat Voicemaker al-Mu‘tamidah ‘alā Tiqniyāt al-Dhakā’ al-Iṣṭinā‘ī: Dirāsat Ḥālah ‘alā Ṭullāb al-Mustawā al-Ibtida‘ī Wiwik Prasetiyo Ningsih; Jiddah Hassan Muhammad
Al-Irfan : Journal of Arabic Literature and Islamic Studies Vol. 8 No. 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-irfan.v8i1.490

Abstract

This study explores the use of Artificial Intelligence technology, specifically Voicemaker applications, in improving speaking skills. The aims of this study are identifying the steps for using Voicemaker and identifying the challenges and solutions in utilizing AI Voicemaker during the teaching and learning speaking skills process. The research employs a qualitative approach using a case study method. Data were collected through interviews, documentation, and observations of participants engaging with the technology in various learning contexts. The data were analyzed using thematic analysis. Findings indicate that the use of AI Voicemaker in teaching Arabic speaking skills is carried out through six steps: sound presentation by AI as auditory input, pronunciation imitation by students, structured practice (question and answer, substitution, transformation), free practice through dialogue and simulation, reinforcement with audio-visual media, and pronunciation evaluation and correction. In its implementation, the use of AI Voicemaker in teaching Arabic speaking skills to beginner-level students faces several challenges, including difficulties in imitating complex Arabic phonemes such as ‘ain and ghain, the lack of interactivity in providing feedback, students’ low self-awareness of pronunciation errors, and boredom caused by passive listening activities. The applied solutions include phonetic guidance from the teacher, the use of peer correction, self-monitoring exercises, and varied methods to make learning more interactive and contextual. The contribution of this research lies in providing a practical model for integrating AI-based Voicemaker tools into Arabic speaking instruction, offering structured steps and adaptive solutions that can guide educators in developing more effective, interactive, and technology-supported language learning environments.
Co-Authors Qur’ani Parang Wilwadikta Wiwik Prasetiyo Ningsih Wiwik Prasetiyo Ningsih