Penggunaan AI Dalam Pengajaran Bahasa Arab Di Universiti Islam Antarabangsa Tuanku Syed Sirajuddin (UNISIRAJ): Persepsi, Penggunaan Dan Cabaran

The Use of AI in Teaching Arabic at the Tuanku Syed Sirajuddin International Islamic University (UNISIRAJ): Perception, Use and Challenges

Abstract

Perkembangan kecerdasan buatan (Artificial Intelligence, AI), khususnya teknologi AI generatif, telah membawa perubahan terhadap amalan pengajaran dan pembelajaran di institusi pengajian tinggi, termasuk dalam pendidikan Bahasa Arab. Namun demikian, keberkesanan penggunaannya bukan sahaja bergantung kepada keupayaan teknologi, malah turut dipengaruhi oleh persepsi, pengalaman dan pertimbangan pedagogi pensyarah. Kajian ini bertujuan meneroka persepsi pensyarah terhadap penggunaan AI dalam pengajaran Bahasa Arab di Universiti Islam Antarabangsa Tuanku Syed Sirajuddin (UNISIRAJ), dengan memberi tumpuan kepada bentuk penggunaan, manfaat, kesan terhadap pembelajaran, cabaran serta strategi kawalan terhadap kebergantungan pelajar kepada AI. Kajian menggunakan pendekatan kualitatif deskriptif. Data diperoleh melalui soal selidik soalan terbuka yang melibatkan tujuh orang pensyarah Bahasa Arab yang mengajar pada peringkat Asasi, Diploma dan Ijazah Sarjana Muda. Data dianalisis secara tematik berdasarkan pola jawapan responden. Dapatan menunjukkan bahawa AI digunakan sebagai alat sokongan dalam penyediaan bahan, latihan, terjemahan, pembinaan ayat, penguasaan nahu dan sorf, penilaian formatif serta pengayaan maklumat. Pensyarah turut melihat AI sebagai medium yang dapat meningkatkan interaktiviti, motivasi, keyakinan dan penglibatan pelajar. Walau bagaimanapun, beberapa cabaran dikenal pasti, khususnya ketidakakuratan makna dan istilah Bahasa Arab, kesalahan terjemahan, ketidakstabilan capaian internet serta isu integriti akademik dan kebergantungan pelajar. Oleh itu, pensyarah menggunakan strategi seperti garis panduan penggunaan AI, semakan silang, pembentangan lisan dan pengimbangan antara tugasan berasaskan AI dengan tugasan tanpa AI. Kajian merumuskan bahawa AI mempunyai potensi besar dalam memperkukuh pengajaran Bahasa Arab, tetapi keberkesanannya bergantung pada literasi AI, bimbingan pensyarah dan penggunaan yang beretika serta berorientasikan pedagogi.

The development of artificial intelligence (Artificial Intelligence, AI), especially generative AI technology, has brought changes to teaching and learning practices in higher education institutions, including in Arabic education. However, the effectiveness of its use does not only depend on technological capabilities, but is also influenced by the lecturer's perception, experience and pedagogical considerations. This study aims to explore lecturers' perceptions of the use of AI in teaching Arabic at the Tuanku Syed Sirajuddin International Islamic University (UNISIRAJ), by focusing on forms of use, benefits, effects on learning, challenges and control strategies for students' dependence on AI. The study uses a descriptive qualitative approach. Data was obtained through an open-ended questionnaire involving seven Arabic language lecturers who teach at the Foundation, Diploma and Bachelor's level. The data was analyzed thematically based on the pattern of respondents' answers. Findings show that AI is used as a support tool in material preparation, training, translation, sentence construction, nahu and surf mastery, formative assessment and information enrichment. Lecturers also see AI as a medium that can increase student interactivity, motivation, confidence and engagement. However, several challenges were identified, particularly the inaccuracy of Arabic meanings and terms, translation errors, instability of internet access as well as issues of academic integrity and student dependency. Therefore, lecturers use strategies such as guidelines for the use of AI, cross-checking, oral presentations and balancing between AI-based tasks and non-AI-based tasks. The study concludes that AI has great potential in strengthening the teaching of Arabic, but its effectiveness depends on AI literacy, lecturer guidance and ethical and pedagogically oriented use.