Amrina Rosyada, Hermiwati, Muhammad Fadhil Hadziq, Nanda Dzikrillah Pelealu, Muh Thahilal Jahidul Hasyb

Ibtikar Tiknulujiya Adz-Dzaka’ Al-Ishthina’iyy Fi Wajibati Ath-Thalabah Bi Al-Lughah Al-Arabiyah

Introduction

Ibtikar tiknulujiya adz-dzaka’ al-ishthina’iyy fi wajibati ath-thalabah bi al-lughah al-arabiyah. اكتشف كيف يرى الطلاب استخدام ابتكار الذكاء الاصطناعي في واجبات اللغة العربية بالتعليم العالي، مع تحليل فوائده في الكفاءة والتحديات المحتملة.

Abstract

The development of artificial intelligence (AI) technology innovation has had a significant impact on the process of completing academic assignments, particularly in Arabic language learning in higher education. This study aims to examine students' perceptions of the use of AI technology in completing Arabic language assignments, using Davis's (1989) Technology Acceptance Model (TAM) theoretical framework, which focuses on two main indicators: perceived usefulness and perceived ease of use. The research method used was a qualitative approach with a phenomenological design to explore students' experiences in depth. Data were obtained from nine purposively selected Master of Arabic Language Education students at Maulana Malik Ibrahim State Islamic University of Malang, then collected through in-depth interviews and analysed thematically. The results showed that students felt that AI technology innovation was very helpful in completing assignments, especially in accelerating information access, compiling academic papers, and increasing learning efficiency. However, students were also aware of challenges in the form of potential dependency and the risk of declining critical thinking skills. The conclusion of this study confirms that AI innovation has great potential as an effective support for academic assignments, with the note that its use needs to be directed wisely and supported by strengthening technological literacy.

Review

This paper, titled "Ibtikar Tiknulujiya Adz-Dzaka’ Al-Ishthina’iyy Fi Wajibati Ath-Thalabah Bi Al-Lughah Al-Arabiyah," addresses a highly pertinent and contemporary issue: the integration of Artificial Intelligence (AI) technology in the context of academic assignments, specifically within Arabic language learning in higher education. The study's focus on students' perceptions, framed by Davis's (1989) Technology Acceptance Model (TAM), provides a robust theoretical lens for understanding adoption factors like perceived usefulness and perceived ease of use. The qualitative, phenomenological design promises an in-depth exploration of student experiences, which is crucial for capturing the nuances of technology integration in a specialized language learning environment. The methodology, utilizing in-depth interviews with a purposively selected sample of nine Master of Arabic Language Education students, appears appropriate for uncovering rich, qualitative data on individual experiences. The findings reveal a dual perspective: students overwhelmingly perceive AI as highly beneficial, citing accelerated information access, improved academic paper compilation, and enhanced learning efficiency as key advantages. This aligns well with the 'perceived usefulness' construct of TAM. However, the study commendably also identifies critical challenges, notably the risk of over-dependency and a potential decline in critical thinking skills, offering a balanced view of AI's integration into academic practice. In conclusion, this research effectively confirms the significant potential of AI innovation as an effective support tool for academic assignments in Arabic language learning. The abstract concludes with a crucial caveat: that its utility is maximized when directed wisely and supported by strengthened technological literacy. While the qualitative approach offers depth into student perceptions, future research could consider exploring these challenges further, perhaps through action research to develop and test strategies for mitigating dependency and fostering critical thinking alongside AI use, or by examining a broader demographic to understand generalizability. This study makes a valuable initial contribution to understanding AI adoption in a specific educational context, laying groundwork for further exploration into optimal integration practices.

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