Proficiency in speaking skills (maharah kalām) is crucial for Arabic language acquisition, yet conventional, teacher-centered approaches often provide limited opportunities for contextual communication. This study develops and evaluates an immersive Virtual Reality (VR) learning medium using the Delightex platform to enhance students’ Arabic speaking performance. Employing an R&D design with the ADDIE model, participants were 30 seventh-grade female students at a modern Islamic boarding school. Data were collected via observations and semi-structured interviews, speaking tests (pre–post), and questionnaires, and analyzed using mixed methods. Results indicate substantial improvement: the average score increased from 66.1 (pre-test) to 85.5 (post-test), with 28 of 30 students (98%) meeting the minimum mastery criterion KKM. The normalized gain (N-Gain) attained a value of 0.57, classified as medium-high. Qualitative findings show higher engagement, reduced speaking anxiety, better contextual vocabulary use, and increased confidence during avatar-based dialogues in a virtual library scenario. The findings indicated that Delightex-VR media is highly efficient in enhancing maharah kalām and aids in the advancement of technology-driven Arabic language learning methods in Islamic boarding schools.

Research on the contribution of Musabaqah Fahmil Qur'an (MFQ) materials to developing critical thinking skills remains limited, particularly regarding its Arabic language questions. This study analyses the role of Arabic questions in the 2022 MFQ guidebook in enhancing the critical thinking skills of university students, focusing on the El-Faqih community at UIN Malang. Using a descriptive qualitative approach, data were collected through Arabic tests and critical thinking questionnaires based on Angelo's framework. The results reveal that MFQ questions are designed with a scaffolded difficulty level, peaking in the final round. This structure effectively stimulates higher-order thinking skills, such as interpreting, analysing, and evaluating Qur'anic content. The findings confirm that MFQ significantly sharpens critical thinking. Therefore, educators and competition organisers should design questions that promote deeper cognitive engagement. Further research is recommended to explore additional pedagogical strategies to maximise MFQ's critical thinking benefits.

A gap analysis of the literature indicates that while research on the implementation of the Merdeka Curriculum is well-documented, its integration with the Technological Pedagogical Content Knowledge (TPACK) framework, particularly in Arabic language learning, remains under-investigated. This qualitative case study aims to analyze the implementation process of the Merdeka Curriculum integrated with TPACK in Arabic language instruction at a Madrasah Aliyah in Southeast Sulawesi. Data were collected through observation, interviews, and document analysis. The findings reveal that TPACK integration is operationalized through three main practices: (1) The application of student-centered learning using digital platforms like Quizizz to stimulate critical and creative thinking through scenario-based tasks, multimedia prompts, instant feedback, and self-paced learning; (2) Adaptive learning tailored to student development stages, characterized by the teacher's ability to balance content, pedagogy, and technology, utilizing WhatsApp for consultation; and (3) Inter-teacher collaboration in developing syllabi, teaching materials, and assessments using WhatsApp Groups and Google Classroom. This study concludes that TPACK integration can be effectively embodied within the Merdeka Curriculum through integrated pedagogical strategies and contextualized use of technology.

Arabic Rhetoric (Ilm al-Bayan) is often perceived as challenging by university students due to its abstract concepts and reliance on traditional, teacher-centered instruction. Despite its linguistic and cultural importance, efforts to modernize its teaching through pedagogically sound, technology-enhanced methods remain limited. This study addresses this gap by integrating the ADDIE instructional design model with the Content and Language Integrated Learning (CLIL) approach to develop an interactive e-module tailored specifically for Ilm al-Bayan instruction. Employing a quasi-experimental design, the research involved 110 undergraduate students from the Arabic Language Department at State Islamic University in Padang. Data collected through expert validation, questionnaires, pre-tests, and post-tests were analyzed both statistically and thematically. The findings reveal that while students acknowledge the value of Ilm al-Bayan for developing linguistic, aesthetic, and critical skills, they face significant challenges due to outdated resources, teacher-centered approaches, and limited interactivity. Students expressed a strong preference for flexible, autonomous, and interactive learning tools, particularly digital platforms. Results demonstrate that the CLIL-based e-module effectively addresses these needs by combining meaningful content with language learning through multimedia, interactive exercises, and instant feedback, thereby enhancing comprehension, motivation, and self-directed learning. This need analysis confirms the timeliness and necessity of developing a CLIL-integrated e-module for Ilm al-Bayan, offering a transformative approach that makes Arabic Rhetoric education more engaging, accessible, and effective in higher education contexts.

Previous studies on technology-enhanced Arabic language learning have predominantly focused on general applications or higher education levels, leaving a significant gap regarding interactive, game-based tools for vocabulary acquisition at the primary Islamic school (Madrasah Ibtidaiyah/MI) level. This study investigates the effectiveness of interactive, game-based digital media, specifically Kahoot!, in developing Arabic vocabulary among fifth-grade students at Madrasah Ibtidaiyah. Addressing the identified gap, the research employs a quantitative approach, utilizing pre-test and post-test measurements. The results demonstrate a significant increase in learning outcomes, with the average score rising from 30.90 (pre-test) to 80.00 (post-test). Statistical analysis (t-test, t-value = 11.260 > t-table 1.721, df=21) confirms that the use of Kahoot! positively and significantly enhances students' Arabic vocabulary mastery. The findings indicate that this method successfully boosts student enthusiasm and active participation. Consequently, Kahoot! is recommended as an effective and innovative alternative medium for Arabic vocabulary learning at the primary Islamic school level.

Learning Arabic through immersion programs has a significant impact on improving language skills. This study explores the differences in the implementation of immersion programs between domestic and foreign institutions with a focus on teacher performance and student achievement. The lack of comparative studies in this area motivates more in-depth analyses to understand the variation in effectiveness. The literature study approach compares teaching practices and learning outcomes in both contexts. The study results revealed that the immersion program improved students' Arabic language skills by up to 54.0%. However, there was a variation in success between domestic and international institutions. This difference is mainly due to different teaching approaches and the use of learning media. Teachers abroad use student-centred communicative methods, while traditional methods dominate domestically. In addition, the use of educational technology is more optimal abroad, which has an impact on student learning outcomes. This study's implications emphasise adapting immersion programs tailored to local characteristics. The exchange of best practices between domestic and foreign institutions and the continuous training of teachers is essential to improve the effectiveness of Arabic language learning globally.

In an era of globalization marked by developments in technology and cross-cultural communication, Arabic faces significant challenges in maintaining its relevance and appeal among the Alpha generation. The generation born between 2010-2024 is the first generation that has been thoroughly exposed to digital technology from birth, with characteristics that are very different from previous generations. This research aims to analyze the Alpha Generation's perception of Arabic through a psycho-sociolinguistic approach, which examines psychological (interest, motivation and attitudes) and social (influence of the environment, media and global culture) aspects in learning Arabic. This research uses a qualitative method with a descriptive-analytical approach. Data was collected through in-depth interviews and observations of Generation Alpha students in an Islamic-based education environment. The research results show that the Alpha generation's perception of Arabic is influenced by three main factors: digital exposure, individual psychological constructs, and socio-cultural context. Most of the Alpha Generation have motivation to learn Arabic which is influenced by religious factors, but negative perceptions of the difficulty of this language often reduce their interest. This research is expected to provide new theoretical contributions in understanding the dynamics of language perception in the digital native generation and practical implications for the development of more contextual and innovative Arabic language teaching methods.

Despite the growing recognition of multicultural values in education, Arabic reading materials that explicitly incorporate multicultural themes remain limited, especially within Islamic higher education. This study aims to fill this gap by: (1) designing a multicultural-based reading syllabus, (2) developing appropriate reading materials, (3) assessing the feasibility of both, and (4) evaluating their effectiveness in improving students’ reading skills. Employing a mixed-methods approach with field research, the development follows Borg and Gall’s ten-step model. Data were collected through observation, interviews, documentation, questionnaires, and reading tests, involving second-semester students from classes A7 and A8 of the Islamic Education Program at FTIK, IAIN Jember. Results show that the syllabus aligns with subject-centered design and KKNI standards, while the developed materials reflect multicultural values such as tolerance, justice, equality, and humanity. Statistical analysis confirms a significant improvement in students’ reading abilities after using the materials. The study concludes that integrating multicultural themes into Arabic reading instruction not only enhances language proficiency but also cultivates inclusive and culturally responsive learning. These findings suggest the potential for broader implementation of multicultural approaches in Arabic language curricula across Islamic higher education institutions.

This study investigates the vitality of the Arabic language and the role of Arabic language landscapes in supporting learning at Islamic universities in West Sumatra. Using a mixed-method Exploratory Sequential Design, data were collected through observations, focus group discussions, and surveys. Although Arabic signage is commonly found on campuses, its distribution is uneven and its use inconsistent. According to UNESCO’s criteria, Arabic in this context is classified as “vulnerable.” Nevertheless, Arabic landscapes demonstrate potential as learning resources, educational media, and components of a supportive linguistic environment. Students reported improvements in vocabulary and contextual understanding through exposure to these elements. While often symbolic, Arabic landscapes can provide meaningful educational value if effectively integrated. The study concludes that their strategic use could enhance Arabic language learning in higher education. Further research is recommended to involve broader populations and explore innovative approaches to incorporating Arabic landscapes into both formal and informal learning environments.

Research on Arabic language teaching models remains largely focused on conventional approaches, while the application of innovative models such as Problem Based Learning (PBL) has received limited attention, particularly in enhancing maharah kalam (speaking skills). Yet, PBL has been proven effective in promoting active student engagement through contextual problem-solving. This study aims to evaluate the effectiveness of the PBL model in improving the Arabic speaking skills of students in the Arabic Language Education Program at the University of Muhammadiyah Bima. The research employed a one-group pretest-posttest design, with data collected through observation, interviews, and speaking proficiency tests. Data analysis was conducted using a one-sample t-test. The results revealed a significant improvement in maharah kalam after the implementation of PBL, with the t-count (71.95) considerably exceeding the critical t-table value (2.144). These findings indicate that PBL is an effective approach to teaching Arabic speaking skills at the tertiary level. The study implies the need for the development of more communicative and problem-solving-based instructional designs in Arabic language education.