The findings in this research indicate that the main problems regarding the implementation of TPACK in Arabic language teaching are the teacher's weak desire to achieve learning goals, limited technological resources, and the teacher's weak pedagogical competence.
Abstract
This research explores the Technological Pedagogical Content Knowledge (TPACK) problem in Arabic language learning and how to design TPACK based on a praxeological approach for Arabic language teachers to solve issues faced by students learning Arabic in secondary school. In this context, the TPACK design, based on a praxeological approach, is ideal for solving Arabic language learning problems. This research was carried out using the Systematic Literature Review (SLR) method with data collection using the Preferred Reporting Items for Systematic Review and Meta-analysis (PRISMA) method regarding praxeology-based TPACK research in teaching Arabic in schools. Researchers used data sources, including journals, books, and other supporting sources, in this research. The findings in this research indicate that the main problems regarding the implementation of TPACK in Arabic language teaching are (1) the teacher's weak desire to achieve learning goals, (2) limited technological resources, and (3) the teacher's weak pedagogical competence. This problem occurs continuously because Arabic teachers need to have basic guidelines regarding the main steps to implement TPACK. Therefore, the TPACK design is based on a praxeological approach, which includes the see, act, and judge cycle and can help teachers diagnose the problems faced by students in detail. Teachers can take more directed, targeted, and practical actions when teaching Arabic.
The development of instructional media and learning technologies requires Arabic language teachers to adapt relevant teaching strategies in order to enhance students’ language skills, particularly reading ability (al-qirā’ah). This study aims to analyze and describe the strategies employed by Arabic language teachers in utilizing instructional media and learning technologies to improve students’ reading skills at MTs YPPA Cipulus. The study adopts a qualitative method with a case study approach, selected to obtain an in-depth understanding of teachers’ practices, challenges, and pedagogical considerations in the use of instructional media and learning technologies. The findings indicate that teachers employ instructional media in an adaptive manner, including the use of the online platform MTS Arabic, which is subsequently converted into printed teaching materials due to limited facilities and school policies that prohibit students from using digital devices. These conditions arise from constraints in technological infrastructure and students’ low levels of digital literacy, despite teachers’ efforts to enhance their competencies through artificial intelligence (AI)-based technology training. This study concludes that the utilization of instructional media and learning technologies remains at the level of teacher readiness and has not yet been optimally implemented in instructional practice. Nevertheless, there is considerable potential to improve the effectiveness of reading instruction through the strengthening of infrastructure and the adoption of more adaptive school policies that support the gradual integration of technology.
The integration of listening, speaking, reading, and writing remains a major challenge in Arabic language instruction, as these skills are often taught separately, resulting in limited communicative competence among learners. Although Project-Based Learning (PjBL) has been widely implemented in language education, comprehensive evidence regarding its role in integrating the four Arabic language skills is still limited. Therefore, this study aims to examine how PjBL facilitates the integrated development of Arabic language skills while fostering learners’ linguistic and communicative competence. This study employed a qualitative library research approach by analyzing peer-reviewed journal articles, books, and relevant academic publications published between 2021 and 2025. Data were collected through documentation and analyzed using content analysis to identify recurring themes, instructional patterns, and pedagogical implications. The findings reveal that PjBL creates a student-centered learning environment in which listening, speaking, reading, and writing are developed simultaneously through interconnected project stages, including planning, information gathering, collaborative discussion, product development, presentation, and reflection. Listening skills are enhanced through exposure to instructions and authentic audio materials, speaking through group discussions and presentations, reading through the exploration of various written sources, and writing through the production of reports, dialogues, posters, and digital content. Furthermore, PjBL promotes learner motivation, creativity, critical thinking, collaboration, self-confidence, and meaningful language use in authentic contexts. Despite challenges related to instructional time, teacher readiness, and technological resources, the findings suggest that PjBL remains an effective pedagogical approach for developing integrated Arabic language proficiency. This study contributes a comprehensive synthesis of recent evidence and offers a conceptual framework for implementing integrated, communicative, and project-oriented Arabic language instruction in secondary education.
Dewi Qotrun Nada Najwa, M. Khairi, Adi Fadli· Journal of Arabic Literature· 0 citations
This study aims to evaluate the implementation of the Merdeka Curriculum in Arabic language learning at the Madrasah Tsanawiyah (MTs) level using a constructivist perspective, in order to identify the alignment between curricular concepts and classroom practices. This research employs a qualitative approach with a library research design. Data were collected from various scholarly sources, including books, journal articles, and relevant documents, and analyzed using content analysis techniques through stages of identification, classification, and interpretation. The validity of the findings was ensured through source triangulation. The results indicate that, conceptually, the Merdeka Curriculum is highly aligned with constructivist principles, particularly in terms of student-centered learning, flexible instructional planning, and the integration of assessment as an essential component of the learning process. In practice, Arabic language instruction demonstrates a shift toward student-centered learning through the application of active learning models, although teacher-centered approaches still dominate in certain aspects. Assessment practices have begun to adopt authentic and formative approaches, but their implementation remains suboptimal. Furthermore, several challenges persist, including limited teacher pedagogical competence, heterogeneous student abilities, and insufficient learning resources and facilities. Despite these constraints, the implementation of the Merdeka Curriculum has positively impacted students’ motivation, engagement, and communicative competence in Arabic language learning.
Prospective teachers in Islamic Early Childhood Education (PIAUD) require integrated competencies to design Arabic learning that is linguistically accurate, developmentally appropriate, engaging, inclusive, and pedagogically meaningful. However, existing teacher preparation frequently separates Arabic language knowledge, early childhood pedagogy, learning media, and assessment, resulting in fragmented professional competence. This study aims to develop an evidence-informed competency framework to guide the preparation of PIAUD students at STAI Kuningan in designing Arabic learning for young children. The study employed a structured narrative review with an integrative conceptual synthesis by examining 18 selected scholarly and policy sources related to pedagogical content knowledge, early childhood education, Arabic language teaching, digital competence, learning media, and preservice teacher education. Thematic coding and conceptual comparison were used to identify recurring competency components and integrate them into a coherent framework. The findings generated six interrelated competency domains: child-development alignment, Arabic linguistic and content accuracy, coherence among objectives, activities, and assessment, play-based interaction and scaffolding, purposeful and safe media integration, and assessment, differentiation, and reflective improvement. The review also identified a recurring preparation gap in which confidence in using digital tools does not necessarily reflect integrated teaching competence. The proposed framework provides a practical foundation for curriculum redesign, authentic assessment, portfolio development, and future empirical validation to strengthen the preparation of prospective PIAUD teachers.
Teacher Professional Development (TPD) programs have an important role in strengthening teacher competence and enhancing education quality. However, in Indonesia, English language teachers continue to face challenges that can impede their professional development as teachers. This study aims to investigate EFL teachers’ challenges in pursuing their teacher professional development and to propose a model design that corresponds to the challenges. This study employed a systematic review of 30 journal articles published between 2018 and 2025 used to identify and analyze the challenges experienced by teachers. Guided by the theory of practice architectures, the findings reveal three major categories of challenges: cultural-discursive, material-economic, and social-political. These findings highlight the importance of designing TPD that is relevant to teachers’ socio-cultural and material-economic conditions, integrates the Technological Pedagogical Content Knowledge (TPACK) framework, and promotes teacher motivation. Based on the findings, the study proposes integrating the Technological Pedagogical Content Knowledge (TPACK) framework and the L-VE (Localisation, Valuableness, and Engagingness) model to improve the quality and sustainability of TPD programs in Indonesia.
Debora Tri Ragawanti, Dian T. Sumakul, Yustinus Calvin Gai Mali et al.· Celt: A Journal of Culture,...· 0 citations
Arabic language education is increasingly transitioning into digital spaces to meet the demands of modern learners and expand accessibility. However, many existing online Arabic learning modules lack structured instructional design, resulting in limited learner engagement and effectiveness. This paper addresses this gap by proposing a systematic approach for developing an Arabic-language online learning module using the ADDIE instructional design model, which comprises five phases: Analysis, Design, Development, Implementation, and Evaluation. The study presents a conceptual application of each ADDIE phase tailored to Arabic language instruction, incorporating needs analysis, learning objectives, content creation, digital tools, and formative assessments. The proposed design framework is expected to result in a more coherent, interactive, and learner-centered module that improves student outcomes in language acquisition. This research contributes to Arabic language pedagogy by offering a replicable model for educators and designers to develop high-quality digital learning materials aligned with pedagogical and technological best practices.
Mohammad Taufiq Abdul Ghani, N. Atoh, Zarima Mohd Zakaria et al.· Ijaz Arabi Journal of Arabic...· 0 citations