Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal Abjadia, International Journal of Education Indonesian Journal of Arabic Education and Learning
Habsi, Syifa Pauzia
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Embracing The Digital Era: A Literature Review On Digital Technologies For Arabic Language Learning Among Young Learners Dalimunthe, Singgar Mantahari; Asmaniah, Neli; Habsi, Syifa Pauzia; Nopriansyah, Beri; Mela, Desriliwa Ade
Abjadia : International Journal of Education Vol 10, No 4 (2025): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v10i4.37094

Abstract

The rapid development of digital technology has had a significant impact on the world of education, including Arabic language learning. Arabic, which plays an important role in education and religion, is now increasingly in demand among young people who are familiar with digital technology. This study uses a qualitative approach with library research methods to explore various technologies that can improve the effectiveness of Arabic language learning for young people. The inclusion criteria in this study include academic literature published between 2015 and 2024 that discusses the application of digital technology in Arabic language learning, while studies that are not relevant to the context of language education or are not technology-based are excluded. The results show that the use of mobile applications such as Duolingo and Memrise, online learning platforms such as Coursera and EdX, and interactive technologies such as Augmented Reality (AR) and Virtual Reality (VR) not only increase learning flexibility but also strengthen students' immersive and participatory experiences. In addition, the use of educational games, Artificial Intelligence (AI), and social media contributes to increased motivation and independence in learning. Critically, this study highlights that the success of technology implementation is greatly influenced by the readiness of digital infrastructure, teacher competence, and the learning culture in Indonesia, which still tends to be conventional. Thus, the integration of technology in Arabic language learning needs to be accompanied by teacher training, curriculum adaptation, and supporting policies in order to be implemented effectively and sustainably.
Deep Learning as a Pedagogical Paradigm for Arabic Grammar Learning: A Critical Conceptual Review Asmaniah, Neli; Habsi, Syifa Pauzia; Singgar Mantahari Dalimunthe
Indonesian Journal of Arabic Education and Learning Vol. 2 No. 1 (2026): February
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58363/ijael.v2i1.622

Abstract

The transformation of Indonesia’s education curriculum in the digital era and the Industrial Revolution 5.0 requires Arabic language instruction particularly grammatical studies to shift toward a deeper and more meaningful learning approach at the senior secondary school level. This study aims to analyze the implementation of a deep learning approach in Arabic grammar instruction based on conceptual analysis and recent scholarly literature. The research adopts a qualitative descriptive approach using a literature review method, conducted through stages of identifying, selecting, and analyzing relevant sources drawn from academic books and peer-reviewed journal articles. The findings indicate that the deep learning approach in Arabic grammar instruction is grounded in in-depth conceptual understanding, the interconnectedness of linguistic structures, and the application of authentic learning contexts. Its implementation is supported by digital technology-based learning strategies, collaboration, problem-solving activities, and continuous evaluation. These conceptual findings affirm that the deep learning approach not only enhances the effectiveness of Arabic grammar learning but also contributes to the development of students’ higher-order thinking skills, including critical, creative, collaborative, and communicative abilities. Therefore, this approach is considered a relevant pedagogical alternative for Arabic grammar instruction in the era of modern education.
Co-Authors Asmaniah, Neli Dalimunthe, Singgar Mantahari Mela, Desriliwa Ade Nopriansyah, Beri Singgar Mantahari Dalimunthe