This study aimed to develop and validate a Data-Driven Constructivist Framework for integrating Deep Learning (DL) into Arabic Second Language Acquisition. Using a phenomenological approach, the research explored the lived experiences of 12 stakeholders at Islamic Junior and Senior high school Mambaus Sholihin Gresik, Indonesia. Data were collected through interviews, observations, and reflective documentation. The findings validated a five-stage pedagogical model (Orientation, Identification, Discussion, Decision, and Implementation) and showed that DL-enabled scaffolding transformed Project-Based Learning into a reflective, iterative process. The integration significantly enhanced learner autonomy and intrinsic motivation by fulfilling needs for competence and relatedness, supporting Self-Determination Theory in Semitic language education. However, sustainability depended on addressing the digital divide and improving teacher readiness through Professional Learning Communities. In conclusion, aligning adaptive DL algorithms with Islamic cultural values offers a scalable precision-education model that reconciles AI integration with linguistic and cultural preservation.

This study aimed to analyze the influence of internal and external factors on students’ cumulative achievement index (CGPA) in the Nahwu course at Universiti Teknologi MARA (Shah Alam), Malaysia. Employing a quantitative descriptive approach, data were collected from 58 students of the Arabic Language for Professional Communication program using questionnaires and academic documentation. Multiple linear regression analysis was conducted using SPSS 25 to examine the relationships among variables. The results indicate that internal and external factors are jointly associated with students’ CGPA, although their simultaneous contribution is relatively low. Partially, internal factors show a positive but insignificant effect, while external factors demonstrate a negative and insignificant influence on CGPA. These findings suggest that students’ achievement in Nahwu is influenced by a complex interaction of academic, psychological, and pedagogical dimensions beyond the examined variables. In conclusion, improving Nahwu learning outcomes requires integrative instructional strategies that address both internal student characteristics and the external learning environment.

The purpose of this study is to explore the phenomenological impacts experienced by teachers and students in the implementation of Arabic language learning under the Merdeka Curriculum at MAN 4 Jakarta. Using a phenomenological approach, this research examines teaching practices and instructional materials from both teachers’ and students’ perspectives. The findings indicate positive impacts on students’ Arabic learning, reflected in improved academic achievement, learning progress, and success, including accomplishments in Arabic Language Olympiad competitions resulting from differentiated learning practices. Teachers also benefit from the curriculum’s conceptual and flexible teaching materials, which enable them to design and develop personalized instructional resources. Overall, the Merdeka Curriculum promotes student-centered learning, enhances instructional creativity, and fosters meaningful learning experiences in Arabic language education.

This study explored the interplay of personality, learning strategies, and learning environments in achieving success in Arabic grammar learning. A narrative inquiry approach was employed, with participants purposively selected based on their outstanding achievements in Arabic grammar competitions. Data were collected through in-depth interviews, and participants’ experiences were reconstructed and interpreted for analysis. The findings indicated that, in addition to effective instructional management and well-structured curriculum design, the integration of constructive personality traits, strategic learning approaches, and supportive learning environments significantly contributed to learners’ success in mastering Arabic grammar.

This study examines the linguistic complexity of Arabic in morphology, semantics, and phonology, compared with other languages, and its impact on cognitive functions. Using a qualitative design and literature review method, the research draws on primary sources from Leipzig University journals and secondary sources from scholarly books, journals, and kutub al-turāth. Data were collected through document analysis and interpreted through reading, coding, and synthesis. The findings indicate that Arabic presents higher linguistic complexity in morphology, semantics, and phonology compared to English, German, and Hebrew. Furthermore, mastering Arabic contributes to the enhancement of cognitive functions, as its grammatical system stimulates both hemispheres of the brain. These results highlight not only the distinct linguistic structure of Arabic but also its cognitive benefits, suggesting that the study of Arabic can play a significant role in strengthening mental flexibility and intellectual capacity.

This study aimed to examine the effectiveness of contextual semantic theory in the teaching of Qirā’ah al-Kutub as a means to strengthen students’ linguistic competence. The approach emphasizes understanding word meanings (mufradāt) within social, cultural, and pragmatic contexts rather than focusing solely on grammatical structures. A descriptive-qualitative method was used, with data collected through questionnaires and interviews involving 10 students from the Islamic Family Law program who studied classical texts from Fiqh al-Sunnah. The findings indicated a significant improvement in meaning comprehension, learning motivation, and students' interpretative skills. Contextual semantics proved relevant for Arabic language education, especially in enhancing the ability to read and understand authentic texts. This research contributes to the development of context-based linguistic pedagogy in advanced Arabic language learning.

This study aimed to identify the concrete form of integrating the TPACK model in teaching reading skills (Mahārah al-Qirāʾah) to Arabic Language Education students at IAIN Lhokseumawe. Using a descriptive qualitative approach, data were collected through observations and interviews with the head of the study program, 2 lecturers, and 8 students. The data were analyzed through simplification, presentation, and conclusion drawing. The findings showed that the integration of the TPACK model in Mahārah al-Qirāʾah was carried out through three main stages: planning, implementation, and evaluation. Lecturers applied interactive and collaborative methods that enhanced students’ Arabic reading skills, including comprehension, fluency, and digital literacy. These efforts led to increased student engagement and motivation in learning. Therefore, the study concludes that the integration of TPACK in teaching Qira'ah was effectively implemented and aligns with the aim of providing an alternative model to improve reading skills in the Arabic Language Education Study Program at IAIN Lhokseumawe.

This research aimed to determine the type and level of engagement with Arabic-language social media among students in the Arabic Language Education Department at Maulana Malik Ibrahim State Islamic University in Malang. The study employed a quantitative descriptive approach. The research population consisted of students from the Arabic Language Teaching Department, with a sample selected through purposive sampling, focusing on those who utilized social media for Arabic language learning in class. Data were collected using questionnaires featuring a Likert scale and brief interviews. The researchers employed descriptive statistical analysis to summarize and present the collected data in terms of frequencies, percentages, and means, providing an overview of students' participation in Arabic-language social networking platforms. The results of the research were as follows: (1) the students actively engage with social media for learning Arabic, their interaction is predominantly limited to grammar content created by Indonesian speakers, with minimal exposure to native Arabic media and cultural resources., and (2) the students occasionally engage with Arabic-language social media, mainly on Instagram and YouTube, but overall participation and consistency remain low. The limited and irregular exposure of students to Arabic-language media—particularly from native sources—suggests a missed opportunity in Arabic language pedagogy, where consistent engagement with authentic media could significantly enhance linguistic competence, cultural understanding, and communicative skills.

This research aimed to develop and evaluate the effectiveness of a STEM-literacy-lifeskills-based multimedia e-book (me-book) in facilitating Quranic comprehension through Arabic language learning in pesantren. The study employed a research and development (R&D) method, which included needs analysis, design, development, and evaluation stages. The effectiveness of the me-book was assessed through expert validation, trials with a target group of 90 students who memorize the Quran at PPTQ Al-Muanawiyah in Jombang, East Java, and an impact analysis on Arabic learning outcomes. The findings indicated that the me-book significantly enhances students’ engagement, comprehension, and retention of Arabic, ultimately supporting their ability to understand Quranic texts. Students’ perspectives further highlight the me-book’s role in making Arabic learning more structured and accessible, without undermining traditional pedagogical values. In conclusion, the STEM-literacy-lifeskills-based me-book serves as an effective instructional tool for pesantren students, bridging the gap between classical Arabic studies and contemporary educational methodologies to deepen their understanding of the Quran.

This study explored the phonetic contrasts between Arabic Fusha and the Levantine dialect ('Amiya) in Abeer Nehme's album, Bi Saraha. By analyzing seven songs through a comparative approach, it identifies 180 phonetic transformations, including lenition, fortition, sound loss, sound addition, metathesis, assimilation, and tone changes. These variations highlight differences in consonant substitution, vowel simplification, and intonation, showcasing the flexibility and emotional resonance of 'Amiya in contrast to the formality of Fusha. The findings emphasize the geographic, cultural, and linguistic influences that reveal 'Amiya's adaptability for daily communication and musical expression. Utilizing the theories of Crowley and Chaer, the study explains these changes as responses to articulation efficiency, regional norms, and aesthetic needs. This research contributes to the field of Arabic linguistics by providing insights into dialectal phonetics and their interaction with cultural contexts, thereby encouraging further exploration of morphological and semantic aspects.