<![CDATA[This study investigates the effectiveness of Piagetian scaffolding in AI-assisted Arabic speaking (maharah kalam) learning, with a focus on the cognitive transition from concrete to formal operational stages. Employing a quasi-experimental design with a pretest–posttest control group, the study involved first-semester students of the Islamic Education Department at Universitas Wahid Hasyim. Two classes were selected as samples: Class A1 as the experimental group and Class A2 as the control group, each consisting of 32 students. The experimental group received instruction through Piagetian scaffolding integrated with Artificial Intelligence (AI), while the control group was taught using conventional methods. Data were collected through speaking tests and analyzed using descriptive and inferential statistics, including independent sample t-tests and N-gain analysis. The findings indicate that the experimental group demonstrated a higher improvement in speaking ability compared to the control group. The results suggest that Piagetian scaffolding effectively facilitates students’ cognitive development, enabling them to construct meaning, organize ideas, and express arguments more coherently in Arabic. Furthermore, the integration of AI provides adaptive and continuous support, enhancing students’ engagement and learning experience. This study contributes to the development of cognitively informed and technology-enhanced approaches in Arabic language teaching, particularly in improving speaking skills at the higher education level.]]>
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