Transforming Arabic Language Learning to Improve Islamic Education

Abstract

Arabic is the main foundation in understanding the sources of Islamic teachings, but conventional Arabic language learning faces significant challenges in the form of low learning motivation, monotonous methods, and minimal technology integration. The urgency of transforming Arabic language learning has become an urgent need to improve the quality of Islamic education in the digital era. This study aims to analyze the transformation model of Arabic language learning and measure its impact on improving students' linguistic competence and Islamic understanding. The research used qualitative methods with a case study approach. Data were collected through participant observation, in-depth interviews, and analysis of learning documents at two Islamic educational institutions. Data analysis was carried out using triangulation and thematic coding techniques to identify effective transformation patterns. Data analysis using the interactive model of Miles, Huberman, and Saldana to explore the contribution of Arabic language learning to Islamic education. The results of the study show that the transformation of learning through the integration of digital technology, communicative-interactive methods, and contextual teaching and learning approaches resulted in significant improvements in students' Arabic language skills. The implementation of mobile-based learning applications and e-learning platforms increases motivation and enthusiasm for learning, as well as strengthens understanding of Islamic texts. Project-based learning models have proven to be most effective in developing productive skills by creating a more interactive and contextual learning environment. These findings position transformative Arabic language pedagogy as a vital and sustainable strategy in the ongoing development of Islamic education institutions in the digital age