Contextual-adaptive model of Arabic language learning management in the era of Artificial Intelligence: A multisite study on Islamic educational institutions in Yogyakarta
english
DOI:
https://doi.org/10.51468/jpi.v8i2.1701Keywords:
learning management, Arabic, artificial intelligence, digital learning; contextual-adaptive.Abstract
The development of artificial intelligence (AI) encourages changes in the management of Arabic language learning, but the adoption rate in Islamic educational institutions is not uniform and is not always in line with the readiness of students, teachers, infrastructure, and institutional governance. This study aims to analyze the management pattern of Arabic language learning in the context of different AI and digital learning adoption and formulate a contextual-adaptive model that is appropriate for Islamic educational institutions. The research uses a qualitative approach with a multisite study design in six educational institutions in Yogyakarta, namely MI Annidzomiyyah, Salafiyah Ula Islamic Centre Bin Baz, SDIT Al-Ukhuwah Al-Islamiyyah, MTsN 1 Yogyakarta, Aisyiyah Flagship Junior High School, and MA Bin Baz Putri. Primary data came from field observations, interviews with Arabic teachers, and learning documentation in the even semester 2025/2026. The analysis was carried out through per-site data condensation, cross-case matrix preparation, thematic comparison, and conceptual pattern formulation. The results of the study showed five findings. First, technology adoption is on the continuum from book-based learning to managed digital integration. Second, AI functions more as a teacher's work assistant for planning, material search, pronunciation, and evaluation preparation than as a tool used directly by students. Third, verification of AI outputs for Arabic books, modules, dictionaries, and references is an important control mechanism. Fourth, hybrid practices that combine digital media with manual exercises and authentic assessments are still needed, especially for oral, listening, and writing skills. Fifth, the sustainability of AI use is influenced by gadget policies, the availability of facilities, time allocation, and teacher competency development. Based on these findings, the study formulated a Contextual-Adaptive Model consisting of context diagnosis, adaptive planning, hybrid-controlled implementation, authentic verification and assessment, as well as institutional support and teacher development. This model places AI as a support tool for pedagogical decisions, not a substitute for teachers' academic authority.
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