Digital Competence of Arabic Language Teachers and Its Role in Developing Technology-Based Arabic Education
Keywords:
Digital Competence, Language Education, Technology IntegrationAbstract
The development of digital technology has driven the transformation of learning, including in Arabic language learning, which requires teachers to be digitally prepared and competent. Teachers' digital competence is a key factor in effectively and meaningfully integrating technology into the learning process. This study aims to explore the digital competence of Arabic language teachers, their role in the development of technology-based Arabic language learning, as well as the challenges and efforts involved in developing this competence. This study uses a qualitative approach with a descriptive design and was conducted at Madrasah Aliyah Negeri (MAN) 2 Kudus. Data were collected through semi-structured interviews, non-participant observation, and documentation, then analyzed using Miles and Huberman's interactive analysis model with triangulation techniques to ensure data validity. The results show that Arabic language teachers have fairly good digital competencies in utilizing digital devices and platforms to support interactive and contextual learning. However, the development of teachers' digital competencies still faces challenges in the form of limited mastery of certain technologies, technical constraints, and the demand for continuous adaptation. Institutional support and professional motivation of teachers play an important role in strengthening these digital competencies. These findings contribute to the development of technology-based Arabic language learning practices and serve as a reference in the formulation of policies and programs for teacher competency development in the digital age.
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