Literature Analysis on the Implications of Project-Based Learning in Arabic Language Learning for Strengthening 6C Competencies in the Society 5.0 Era

Abstract

The Society 5.0 era demands the integration of technology and 21st-century competencies in learning, including strengthening critical thinking, communication, collaboration, creativity, character, and citizenship (6C) skills. Arabic language learning in higher education, especially in non-Arabic study programs, still faces challenges such as low interest and a lack of contextual learning methods. Project-Based Learning (PjBL) is a relevant approach because it emphasizes authentic inquiry, collaboration, and real product development. This study aims to analyze the literature on the implementation of PjBL in Arabic language learning and its implications for strengthening 6C competencies in the Society 5.0 era. The research method uses a literature study with a qualitative approach through a review of journals, books, and academic publications related to PjBL, Arabic language learning, and 21st-century competencies. The analysis was carried out by identifying, classifying, and synthesizing key findings. The results show that PjBL is able to improve all aspects of 6C through problem-solving activities, teamwork, academic communication, creativity in products, character building, and digital citizenship awareness. The implications of this research confirm that PjBL can be an effective strategy for reconstructing Arabic language learning to be more adaptive, collaborative, and in line with the demands of the Society 5.0 era