PERMASALAHAN DAN TANTANGAN DALAM PENERAPAN TEKNOLOGI PEMBELAJARAN BAHASA ARAB DI SEKOLAH DAN PESANTREN

Abstract

In the era of the Industrial Revolution 4.0, information and communication technology (ICT) has transformed Arabic language learning through mobile applications, learning management systems (LMS), and multimedia that facilitate access to materials. The Indonesian government through the PINTAR Pesantren Digitalization and Merdeka Belajar programs encourages LMS integration. However, implementation in schools and pesantren is hampered by unstable internet connectivity, lack of devices, low digital competence of teachers, and less contextual content. Differences in organizational structure, financing patterns, and educational goals between formal schools and pesantren add to the complexity of technology adoption. This study used a qualitative multiple case approach with purposive sampling to select Arabic teachers, students, and the head of the institution. Data were collected through in-depth interviews, participatory observation, and document analysis of ICT policies. Thematic analysis with open and selective coding identified four main challenges: limited technical infrastructure, low digital educator competence and irrelevant content, policy barriers and organizational culture, and santri motivation that depends on active teacher interaction. The validity of the findings was maintained through source triangulation, member checking, and peer debriefing. Recommendations include continuous teacher training (ADDIE model), local content development (CTL approach), infrastructure improvement through public-private partnerships, and simplifying ICT fund management. These strategies are expected to strengthen the effectiveness of Arabic learning technology and prepare institutions for future challenges with inclusive learning.