Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Journal of Arabic Language Learning and Teaching Mosaic: Jurnal Pengabdian Kepada Masyarakat
Yusuf Arisandi
Universitas Islam Internasional Darullughah Wadda’wah
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Pendampingan Pembelajaran Bahasa Arab dengan Active Learning Melalui Buku Chibi Nur Hanifansyah; Kholili Hasib; Yusuf Arisandi; Muhamad Solehudin; Masnun; Rifqi Muzaki Husni
Mosaic: Jurnal Pengabdian Kepada Masyarakat Vol 2, No 1 (2025): April 2025
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/mosaic.v2i1.524

Abstract

Pembelajaran bahasa Arab di lingkungan pesantren dan madrasah sering menghadapi tantangan, terutama dalam penguasaan maharah kalam yang rendah akibat metode konvensional yang kurang interaktif. Program pendampingan ini dilaksanakan pada November 2024 di PP At-Taqwa Depok dan Madrasah Assunnah Pandaan, bertujuan meningkatkan keterampilan berbicara santri melalui pendekatan Active Learning berbasis buku ajar Chibi. Buku ini dirancang secara visual dan komunikatif dengan pendekatan psikolinguistik, menggabungkan unsur bahasa Arab dan Inggris untuk memudahkan pemahaman struktur bahasa. Pelaksanaan program mencakup analisis kebutuhan, pelatihan guru, workshop santri, serta pendampingan di kelas. Evaluasi dilakukan menggunakan rubrik penilaian keterampilan berbicara, angket persepsi, dan wawancara dengan guru. Hasil program menunjukkan peningkatan signifikan dalam kemampuan berbicara santri, dari skor rata-rata 65,2 menjadi 83,6. Selain itu, motivasi belajar, partisipasi aktif, dan kepercayaan diri santri juga meningkat. Kehadiran buku Chibi secara gratis menambah semangat dan memberikan pengalaman belajar yang membekas, memperkuat kecintaan mereka terhadap bahasa Arab. Program ini membuktikan bahwa pendekatan Active Learning dengan media inovatif efektif dalam meningkatkan kompetensi berbahasa Arab di lingkungan pesantren dan madrasah.
Integrating Artificial Intelligence into Arabic Language Education: Socio-Technical Perspectives from Islamic Institutions in Southeast Asia Ridha Darmawaty; Nur Aina Faqihah; Asep Sunarko; Yusuf Arisandi
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.v4i2.536

Abstract

This study examines the integration of artificial intelligence (AI) into Arabic language education in Islamic institutions through a multi-site mixed-methods design across Indonesia and Malaysia. Addressing the limited empirical attention to socio-technical, cultural, and religious dimensions of AI-mediated Arabic learning, the study investigates how AI shapes linguistic development, pedagogical practice, learner autonomy, and institutional decision-making. Data were collected from five educational settings: pesantren in Wonosobo and Bangil, UIN Antasari Banjarmasin, UII Darullughah Wadda’wah Pasuruan, and an Islamic institution in Kedah, Malaysia. Classroom observations, interviews, focus group discussions, surveys, digital artifacts, and learning documents were analyzed through triangulation. The findings show that AI supports Arabic learning most effectively as a micro-scaffolding tool for grammar feedback, vocabulary practice, pronunciation support, error detection, and guided interaction. However, its effectiveness depends on teacher mediation, clear learning objectives, and ethical-pedagogical boundaries. Three main constraints emerged: goal diffusion and over-reliance when AI tasks lack guardrails; uneven digital readiness and infrastructure; and persistent inaccuracies in literary, poetic, and classical Arabic texts requiring dzawq lughawī, rhetorical nuance, and religious interpretation. Comparative findings indicate that Indonesian sites adopted AI more progressively through pesantren-based filters, whereas Kedah applied a selective, needs-based approach grounded in traditional learning preferences. Theoretically, this study proposes a socio-technical model that positions AI as a cognitive accelerator within a teacher-led, value-anchored Arabic learning ecosystem. Practically, it offers principles for guardrailed prompting, ethical AI use, teacher capacity-building, and institutionally grounded AI integration.
Co-Authors Asep Sunarko Kholili Hasib, Kholili Masnun Muhamad Solehudin Nur Aina Faqihah Nur Hanifansyah Ridha Darmawaty Rifqi Muzaki Husni