<![CDATA[This study investigates the impact of the Rosetta Stone on students’ mastery of Arabic vocabulary in an Islamic school context. The method used in this study is a quasi-experimental design with a Nonequivalent Control Group Design. The researcher divided into two groups, namely the experimental class and the control class, each consisting of 24 students. The data collection technique was carried out through tests in the form of pretests and posttests to measure the level of vocabulary mastery of students before and after treatment. The results of the study showed that the use of the Rosetta Stone application had a positive and significant effect on increasing Arabic vocabulary mastery in middle-level students. There was a change in student learning behavior marked by activeness, independence, and enthusiasm in the learning process, while the teacher acted as a facilitator who encouraged the optimal use of technology to support learning effectiveness. This study emphasizes the importance of technology integration in teaching Arabic in Islamic school environments as a response to pedagogical challenges in the digital era. The results of this study contribute to innovation in technology-based Arabic learning that can be widely applied in Islamic educational institutions.]]>
Copyrights © 2025
