TANTANGAN PEMBELAJARAN BAHASA ARAB BAGI GURU MADRASAH ALIYAH SWASTA ULUMUL QUR’AN STABAT DI ERA TEKNOLOGI DIGITAL

Abstract

The rapid digital transformation in education has significantly influenced Arabic language teaching practices. While digital technologies offer broader access to multimedia resources, interactive platforms, and flexible learning models, teachers continue to face substantial challenges in integrating these tools effectively. This study provides a systematic literature review of publications from 2015–2025 to identify the major categories of challenges faced by Arabic language teachers in the digital era. Using thematic analysis, five dominant themes emerged: (1) limited digital infrastructure and unequal access, (2) low digital literacy and pedagogical readiness among teachers, (3) insufficient quality and alignment of digital Arabic-learning content, (4) pedagogical difficulties in maintaining authentic oral interaction, and (5) gaps in policy, institutional support, and professional development. The discussion elaborates on how these challenges affect instructional quality, teacher performance, and student outcomes. The study concludes with recommendations for capacity building, infrastructure investment, curriculum-based digital content development, and blended learning models tailored for Arabic pedagogy.