Transformasi Pembelajaran Bahasa Arab di Era Artificial Intelligence: Tantangan, Peluang, dan Orientasi Nilai

Abstract

The development of Artificial Intelligence (AI) has brought significant changes to various fields, including education and language learning. This situation has sparked various discussions regarding the future of Arabic language learning amid the increasing use of AI-based technology. This study aims to analyze the existence of Arabic language learning in the AI era, identify the challenges and opportunities it faces, and formulate a value orientation for its development using an axiological framework consisting of six value dimensions: utility, ethical, epistemic, humanistic, spiritual, and pedagogical. The study employs a qualitative approach using library research. Data were collected from books, journal articles, and scholarly sources on Arabic language learning, artificial intelligence, contemporary education, and the philosophy of education. The data were analyzed using content analysis through data collection, reduction, categorization into the six value dimensions, interpretation, and drawing conclusions. Research findings indicate that Arabic language learning remains relevant in the age of AI because it serves functions that cannot be fully replaced by technology, particularly in understanding Islamic sources and developing comprehensive language proficiency. On the other hand, the use of AI presents a number of challenges, such as increased student dependence on technology, reduced critical thinking skills, the potential for misinformation, and a diminished humanistic dimension in the learning process. Nevertheless, AI also offers various opportunities through more personalized, interactive, efficient, and accessible learning. The axiological analysis shows that AI offers its greatest value in the utility and pedagogical dimensions, while requiring caution in the ethical, epistemic, humanistic, and spiritual dimensions. The article proposes a value orientation in which AI is positioned as a verified means, supervised by teachers and directed toward educational goals rather than as a substitute for human educators. The novelty of this article lies in a multidimensional axiological framework for reading the challenges and opportunities of AI in Arabic language learning.