cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Ainul Yaqin
Contact Email
ayaqin28@gmail.com
Phone
+6281358860589
Journal Mail Official
lmtae.unikhamsjember@gmail.com
Editorial Address
Jl. Manggar No. 139-A, Gebang Poreng, Gebang, Kec. Patrang, Kabupaten Jember, Jawa Timur
Location
Kab. jember,
Jawa timur
INDONESIA
LMTAE
Published by Universitas Islam KH. Achmad Muzakki Syah Jember
ISSN : -     EISSN : 3110598X     DOI : https://doi.org/10.53515/y69p1585
Core Subject : Education,
Languange, Linguistic, Communication & Media
Learning, Media and Technology in Arabic Education to stimulate debate on digital media, digital technology and digital cultures in arabic education. The journal seeks to include submissions that take a critical approach towards all aspects of education and learning, digital media and digital technology in Arabic education - primarily from the perspective of the social sciences, humanities and the art of learning Arabic. The journal has a long heritage in the areas of media education, media and cultural studies, Arabic language learning methods, Arabic language skills, design studies and general arabic education studies. As such, Learning, Media and Technology in Arabic Education is not a generic ‘Ed Tech’ journal. We are not looking to publish context-free studies of individual technologies in individual institutional settings, ‘how-to’ guides for the practical use of technologies in the classroom, or speculation on the future potential of technology in arabic education. Instead we invite submissions which build on contemporary debates such as: The ways in which digital media interact with learning environments, educational institutions and Arabic educational cultures The changing nature of knowledge, learning and pedagogy in the digital age Digital media production, consumption and creativity in educational contexts How digital media are shaping (and being shaped by) educational practices in local, national and global contexts The ways in which digital media in education interact with issues of democracy and equity, social justice and public good
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 15 Documents
 1   2 
Bridging Arabic NLP and Language Learning: A Critical Review of LLM-Based Approaches, Challenges, and Pedagogical Opportunities Rosyad Muh. Sabilar; Laila Farah Fitria
Learning, Media and Technology in Arabic Education Vol. 2 No. 1 (2026): Learning, Media and Technology in Arabic Education
Publisher : https://unikhams.ac.id/

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/ts5p7j52

Abstract

Recent advances in Arabic Natural Language Processing (NLP) have been largely driven by transformer-based architectures and Large Language Models (LLMs), which outperform traditional approaches across tasks such as sentiment analysis, machine translation, text classification, and question answering. Nevertheless, Arabic NLP research remains predominantly technocentric and insufficiently connected to Second Language Acquisition (SLA) theories and pedagogical frameworks, thereby limiting its educational applicability. This study aims to systematically synthesize recent developments in LLM-based Arabic NLP and critically examine their potential integration into Arabic language learning, particularly within SLA and Computer-Assisted Language Learning (CALL) frameworks. A Systematic Literature Review guided by the PRISMA framework was conducted using Scopus-indexed studies published between 2025 and 2026. The selected studies were analyzed through thematic synthesis across five dimensions: model architecture, task domain, data strategies, linguistic focus, and pedagogical relevance. The findings demonstrate the growing dominance of LLMs, including AraBERT, AraGPT2, and ALLAM, alongside increased reliance on data augmentation, synthetic corpus generation, and dialect-specific adaptation. Evaluation practices are also beginning to extend beyond conventional performance metrics toward trustworthiness, safety, reasoning, and robustness. However, the review identifies a near absence of SLA-informed applications, Arabic LLM-based CALL systems, and human-centered evaluation involving usability, learner engagement, trust, and cognitive load. Despite this gap, LLMs offer substantial pedagogical potential through adaptive feedback, contextualized input, interactive dialogue, and personalized learning support. The study concludes that Arabic NLP requires stronger interdisciplinary integration with SLA and CALL to transform technological capabilities into learner-centered, pedagogically grounded, and empirically validated language-learning applications.
Pengembangan Bahan Ajar Berbasis 3D Augmented Reality (3D AR) Menggunakan Model Contextual Teaching and Learning (CTL) untuk Meningkatkan Keterampilan Menyimak Siswa Kelas 8 di MTsN 3 Mojokerto. Syofia Fadila Nesti; Diana Fitri Aimmah; Ammar Zainuddin
Learning, Media and Technology in Arabic Education Vol. 2 No. 1 (2026): Learning, Media and Technology in Arabic Education
Publisher : https://unikhams.ac.id/

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/g1brzw30

Abstract

The limited availability of interactive listening materials and the continued reliance on printed worksheets and teacher-centered instruction have constrained the development of Arabic listening skills among junior secondary students. This study aimed to develop 3D Augmented Reality-based Arabic instructional materials through the Contextual Teaching and Learning approach, examine their feasibility, evaluate changes in students’ maharah istima’ achievement, and identify students’ responses to their use. The study employed a Research and Development design using the ADDIE model, comprising analysis, design, development, implementation, and evaluation, and incorporated a one-group pretest-posttest design. The participants were Grade 8-E students at MTsN 3 Mojokerto, selected through purposive sampling. Data were collected using expert-validation sheets, listening achievement tests, student-response questionnaires, and implementation documentation, and were analyzed through descriptive statistics, paired-samples testing, the Wilcoxon signed-rank test, and normalized gain analysis. The developed materials were judged feasible for classroom use after revisions based on expert feedback. The paired-samples test showed a statistically significant difference between pretest and posttest scores, t(26) = −2.450, p = .021, while the Wilcoxon test also indicated a significant difference, Z = −2.100, p = .036. The mean N-Gain score was .6315, equivalent to 63.15%, and was classified as moderate, while students responded positively to the materials in terms of interactivity, visual appeal, and learning engagement. These findings indicate that integrating 3D AR with contextual pedagogy can provide a feasible and meaningful alternative for supporting Arabic listening instruction, although broader controlled studies are needed to confirm its effectiveness.
Kecerdasan Buatan sebagai Ruang Aman untuk Ekspresi Linguistik: Studi Fenomenologi tentang Mahasiswa Introvert dalam Pembelajaran Bahasa Arab pada Program Studi Pendidikan Matematika di Universitas Islam Zainul Hasan Genggong Shobirin; Sahlani; Ahmad Muzammil; M. Inzah; Bahruddin Zaini
Learning, Media and Technology in Arabic Education Vol. 2 No. 1 (2026): Learning, Media and Technology in Arabic Education
Publisher : https://unikhams.ac.id/

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/tv3g5g11

Abstract

Arabic language education in Indonesia has continued to evolve in response to changing pedagogical demands and the rapid expansion of digital technology. This study aimed to map the development of Arabic language teaching methods in Indonesia from 2010 to 2024 and to identify shifts in research attention across six categories: Traditional Methods associated with pesantren education, Grammar–Translation Methods, Audio-Lingual Methods, Communicative Methods, Integrated Approaches, and Technology-Based Learning. A descriptive bibliometric mapping design was employed using publications retrieved from Google Scholar through Publish or Perish. From an initial pool of 500 records, 71 publications met the inclusion criteria and were classified according to publication year and dominant instructional orientation. The results showed that Traditional Methods had the broadest temporal presence, while Grammar–Translation, Audio-Lingual, Communicative, and Integrated Approaches appeared more intermittently. The most notable pattern was the rapid growth of Technology-Based Learning after 2020, culminating in 18 publications in 2024, which represented the highest annual count in the dataset. These findings indicate that Arabic language teaching in Indonesia is not shifting through the complete replacement of traditional approaches, but through their gradual coexistence with communicative, integrated, and digitally mediated practices. The study concludes that future development should emphasize context-sensitive integration between established pedagogical foundations and emerging technologies to support more flexible, interactive, and sustainable Arabic language learning.
Technology-Enhanced Arabic Listening Instruction and Its Learning Challenges: A Qualitative Study of Undergraduate Students Achmad Muzammil; Nuril Mufidah
Learning, Media and Technology in Arabic Education Vol. 2 No. 1 (2026): Learning, Media and Technology in Arabic Education
Publisher : https://unikhams.ac.id/

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/55092522

Abstract

Technology-enhanced instruction has expanded opportunities for Arabic listening practice through authentic audiovisual materials, repeated exposure, collaborative learning, and digital assessment; however, students may continue to experience difficulties when technological resources are not aligned with their linguistic and cognitive readiness. This study aimed to analyze the implementation of technology-enhanced Arabic listening instruction and identify the linguistic, phonological, technical, cognitive, and affective challenges experienced by undergraduate students in an Arabic Language Education program. A descriptive qualitative design was employed in Class C at Maulana Malik Ibrahim State Islamic University of Malang. Data were collected through classroom observations, semi-structured interviews with students and the course lecturer, and analysis of instructional documents, including learning materials, video links, and assessment records. The data were analyzed through condensation, coding, categorization, thematic development, data display, and conclusion verification. The findings showed that listening instruction was organized through pre-class YouTube exposure, group presentations, classroom discussions, question-and-answer activities, and Quizizz-based formative assessment. Despite this structured integration, students encountered limited vocabulary, difficulty distinguishing Arabic phonemes with similar places of articulation, rapid native-speaker speech, dialect variation, unclear word boundaries, poor audio quality, anxiety, boredom, and reduced concentration. These challenges interacted and frequently disrupted students’ ability to process spoken Arabic continuously and construct coherent meaning. The study concludes that digital technology alone is insufficient to improve Arabic listening proficiency. Effective instruction requires graded listening materials, explicit phonological training, vocabulary preparation, reliable audio resources, supportive classroom interaction, and diagnostic assessment aligned with learners’ actual proficiency.
The Evolution of Arabic Language Teaching Methods in Indonesia: A Bibliometric Analysis of Research Publications over the Last Fifteen Years Faruq Abdul Muid; Taufik Siraj; Hasyim Asyari; Wahidiyat Nur Laduni
Learning, Media and Technology in Arabic Education Vol. 2 No. 1 (2026): Learning, Media and Technology in Arabic Education
Publisher : https://unikhams.ac.id/

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/bzbczx43

Abstract

Arabic language education in Indonesia has continued to evolve in response to changing pedagogical demands and the rapid expansion of digital technology. This study aimed to map the development of Arabic language teaching methods in Indonesia from 2010 to 2024 and to identify shifts in research attention across six categories: Traditional Methods associated with pesantren education, Grammar–Translation Methods, Audio-Lingual Methods, Communicative Methods, Integrated Approaches, and Technology-Based Learning. A descriptive bibliometric mapping design was employed using publications retrieved from Google Scholar through Publish or Perish. From an initial pool of 500 records, 71 publications met the inclusion criteria and were classified according to publication year and dominant instructional orientation. The results showed that Traditional Methods had the broadest temporal presence, while Grammar–Translation, Audio-Lingual, Communicative, and Integrated Approaches appeared more intermittently. The most notable pattern was the rapid growth of Technology-Based Learning after 2020, culminating in 18 publications in 2024, which represented the highest annual count in the dataset. These findings indicate that Arabic language teaching in Indonesia is not shifting through the complete replacement of traditional approaches, but through their gradual coexistence with communicative, integrated, and digitally mediated practices. The study concludes that future development should emphasize context-sensitive integration between established pedagogical foundations and emerging technologies to support more flexible, interactive, and sustainable Arabic language learning.

Page 2 of 2 | Total Record : 15

 1   2 

Filter by Year

2025 2026


Reset
Filter By Issues
All Issue Vol. 2 No. 1 (2026): Learning, Media and Technology in Arabic Education Vol. 1 No. 2 (2025): Learning, Media and Technology in Arabic Education Vol. 1 No. 1 (2025): Learning, Media and Technology in Arabic Education