Analyzing the Implementation of Blended Learning in Arabic Mufrodat Instruction at MA Al-Mubarok Bandar Mataram, Central Lampung

Abstract

This study examines the implementation of the blended learning approach in teaching mufrodat (Arabic vocabulary) to students at MA Al-Mubarok Bandar Mataram, Central Lampung. The research employs a qualitative case study design, focusing on how face-to-face instruction is combined with online learning platforms such as Google Classroom, WhatsApp, and Quizizz. Data were collected through classroom observation to explore students’ learning behavior, participation, and responses toward the blended learning environment. The findings reveal that the blended learning method creates a more flexible instructional atmosphere, enabling students to access learning materials beyond classroom hours and to reinforce vocabulary mastery through repeated exposure and self-directed learning. The implementation encourages active participation, increases students’ motivation, and facilitates more dynamic teacher–student interaction. Students were found to be more engaged during activities involving games-based assessment and collaborative online tasks. Nevertheless, several challenges were identified, including unstable internet connectivity for some learners and inconsistent submission of assignments. These obstacles indicate the need for improved technological support and stronger learning management strategies. Overall, blended learning demonstrates strong potential as an effective instructional method for enhancing Arabic vocabulary acquisition when supported by adequate infrastructure, teacher readiness, and structured learning design. The study suggests further exploration related to digital literacy development among teachers and students to optimize blended learning implementation in Islamic educational institutions.