The Utilization of Artificial Intelligence (AI) in Arabic Language Learning in Indonesia

Abstract

This article explores the utilization of Artificial Intelligence (AI) in Arabic language learning in Indonesia, positioning AI as an emerging technological advancement that significantly reshapes instructional practice and foreign language pedagogy. The study aims to describe the implementation of AI-based tools in Arabic learning, identify opportunities and challenges, and analyze their impact on learning effectiveness and student motivation. A qualitative descriptive method with a literature review approach was employed by reviewing relevant journal publications, books, and policy documents. The findings show that AI-assisted technologies such as automated writing evaluation, intelligent tutoring systems, machine translation tools, and speech recognition platforms support vocabulary enhancement, pronunciation accuracy, writing skills, and personalized learning pathways. However, challenges arise in digital literacy gaps, low infrastructure support, data privacy, and teacher resistance to technological transformation. The study concludes that AI has strong potential to enhance Arabic learning outcomes, yet its successful application requires professional development, curriculum integration, strategic technology management, and ethical considerations. The implications highlight the need for institutional policy readiness, teacher training, and equitable technology access to maximize AI's educational benefits in Indonesian Arabic language instruction.