Integrating Digital-Technology-Based Project-Based Learning to Build Student Engagement in Arabic Language Learning at Madrasah Aliyah

Nur Sholeh; Dewi Marhama. MA; Sal Sabila

doi:10.36668/dx91q874

Authors

Nur Sholeh Institut Agama Islam Pemalang, Indonesia
Dewi Marhama. MA Institut Agama Islam Pemalang, Indonesia
Sal Sabila Institut Agama Islam Pemalang, Indonesia

DOI:

https://doi.org/10.36668/dx91q874

Keywords:

Project-Based Learning; digital technology; Arabic language learning; twenty-first-century competencies

Abstract

Arabic language learning in the digital era is expected not only to develop students' linguistic competence but also to foster twenty-first-century skills through learning that is innovative, contextual, and student-centered. One instructional model considered relevant to achieving these objectives is Project-Based Learning (PjBL) integrated with digital technology. This study aims to analyze the implementation of digital-technology-based Project-Based Learning in Arabic language learning, describe the integration of digital technology across each stage of the learning process, and examine its contribution to students' learning motivation, the development of the four Arabic language skills (mah?rah al-istim?', mah?rah al-kal?m, mah?rah al-qir?'ah, and mah?rah al-kit?bah), and twenty-first-century competencies. This study employed a descriptive qualitative approach using library research. Data were collected through document analysis of scholarly books, national and international journal articles, and relevant policy documents, and were analyzed using content analysis. The findings reveal that the implementation of digital-technology-based PjBL creates a more communicative, collaborative, and contextual Arabic learning environment through authentic projects, including videos, podcasts, vlogs, and digital portfolios. The integration of digital platforms such as Google Classroom, Google Docs, Canva, and CapCut effectively supports project planning, collaboration, production, presentation, and assessment. Furthermore, this instructional model enhances students' learning motivation, promotes the integrated development of the four Arabic language skills, and strengthens twenty-first-century competencies, including critical thinking, creativity, collaboration, communication, and digital literacy. These findings suggest that integrating Project-Based Learning with digital technology provides an effective strategy for creating innovative, adaptive, and future-oriented Arabic language instruction that meets the demands of twenty-first-century education.

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