The  Influence of Generative AI on Student Engagement and Academic Outcomes in Arabic Language Learning

Azkia Muharom Albantani; Abd. Rozak; Muhammad Sabri Sahrir; Bilqis Khoiriyyah

doi:10.30762/asalibuna.v9i02.6810

Authors

Azkia Muharom Albantani UIN Syarif Hidayatullah Jakarta
Abd. Rozak UIN Syarif Hidayatullah Jakarta
Muhammad Sabri Sahrir International Islamic University Malaysia (IIUM)
Bilqis Khoiriyyah UIN Syarif Hidayatullah Jakarta

DOI:

https://doi.org/10.30762/asalibuna.v9i02.6810

Keywords:

Arabic language learning, AI technology, student perceptions, technology-assisted learning, language acquisition, Pembelajaran bahasa Arab, knologi kecerdasan buatan (AI), persepsi siswa, pembelajaran yang didukung teknologi, penguasaan Bahasa

Abstract

This study examines the influence of generative artificial intelligence (AI) on student engagement and academic outcomes in Arabic language learning through a quantitative descriptive survey design that captures learners’ perceptions of AI-assisted instruction. Participants were students engaged in Arabic language learning contexts who had used generative AI tools to support their studies. The findings show that learners perceived AI as most effective in facilitating access to learning materials and enhancing vocabulary acquisition, while its role in sustaining focus and supporting writing skill development received the lowest ratings. Qualitative findings further indicate that students valued AI for its immediacy, flexibility, and personalized feedback, alongside concerns about overreliance and reduced depth of engagement. Overall, the results suggest that while generative artificial intelligence provides meaningful pedagogical support in Arabic language learning—particularly for vocabulary development and resource accessibility—intentional instructional guidance remains necessary to address its limitations, contributing novel mixed-methods evidence to the underexplored field of AI-assisted Arabic as a second language learning.

Penelitian ini mengkaji pengaruh kecerdasan buatan generatif (AI) terhadap keterlibatan siswa dan hasil akademik dalam pembelajaran bahasa Arab melalui desain survei deskriptif kuantitatif yang menangkap persepsi siswa terhadap instruksi yang didukung AI. Peserta penelitian adalah siswa yang terlibat dalam konteks pembelajaran bahasa Arab dan telah menggunakan alat kecerdasan buatan generatif untuk mendukung studi mereka. Hasil penelitian menunjukkan bahwa peserta didik menganggap AI paling efektif dalam memfasilitasi akses ke bahan pembelajaran dan meningkatkan penguasaan kosakata, sementara perannya dalam mempertahankan fokus dan mendukung pengembangan keterampilan menulis mendapatkan penilaian terendah. Temuan kualitatif lebih lanjut menunjukkan bahwa siswa menghargai kecerdasan buatan (AI) karena kecepatan, fleksibilitas, dan umpan balik yang dipersonalisasi, meskipun ada kekhawatiran tentang ketergantungan berlebihan dan berkurangnya kedalaman keterlibatan. Secara keseluruhan, hasil penelitian menunjukkan bahwa meskipun kecerdasan buatan generatif memberikan dukungan pedagogis yang berarti dalam pembelajaran bahasa Arab—terutama dalam pengembangan kosakata dan aksesibilitas sumber daya—panduan instruksional yang terencana tetap diperlukan untuk mengatasi keterbatasannya, sehingga memberikan bukti baru berbasis metode campuran dalam bidang yang belum banyak dieksplorasi mengenai pembelajaran bahasa Arab sebagai bahasa kedua dengan bantuan kecerdasan buatan.

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