Pemanfaatan Teknologi Digital dalam Pembelajaran Bahasa Arab di Pesantren: Peluang, Tantangan, dan Konsep Integrasinya

Abstract

Digital technology opens new opportunities for Arabic language learning, yet its adoption in pesantren must consider the tradition of studying classical texts, limited facilities, and the need to uphold learning etiquette. This article aims to map forms of digital technology use in Arabic learning, to analyze its opportunities and challenges for pesantren, and to formulate an integration concept suited to pesantren characteristics. Using library research with a qualitative-descriptive approach and content analysis of literature on Arabic learning, language learning technology, and pesantren digitalization, the study finds that digital technology can support all four Arabic language skills, widen access to learning resources, and provide independent practice for students. However, its use is constrained by infrastructure, teachers' digital competence, content quality, risks of dependency, and the accuracy of artificial intelligence outputs. The article proposes an integration concept that positions technology as a supporting tool for the classical text tradition, comprising five components: goals and curriculum, skill-based media selection, the teacher's role, digital etiquette and verification, and facility support and evaluation. It concludes that technology integration in pesantren should be selective and gradual.