Arabic-Indonesian Translation Learning in the Era of Artificial Intelligence: Transformation of Methods, Translation Competence, and Academic Ethics

Abstract

The development of Artificial Intelligence has significantly transformed various educational fields, including Arabic-Indonesian translation learning. The emergence of machine translation, chatbots, and generative AI enables students to produce translations quickly, but it also raises pedagogical and ethical concerns. This article aims to analyze the transformation of Arabic-Indonesian translation learning methods in the era of Artificial Intelligence, identify the translation competencies required by students, and formulate academic ethical principles for the use of AI in translation learning. This study employs library research with a descriptive-analytical and conceptual-critical approach. The data were obtained from literature on translation theory, Arabic language learning, AI in education, machine translation, and academic ethics. The findings indicate that AI does not merely function as a technical translation tool but also transforms translation learning methods from manual translation practices into learning activities based on evaluation, post-editing, and accountability. Translation competence in the AI era should not be limited to linguistic mastery but must also include semantic, cultural, technological, evaluative-critical, and ethical competencies. This article proposes the 5M pedagogical framework—reading, analyzing, comparing, editing, and accounting—as a conceptual alternative for AI-assisted Arabic-Indonesian translation learning.