ARABIC LANGUAGE MATERIALS IN PESANTREN-BASED UNIVERSITY: OPPORTUNITIES, CHALLENGES, AND STUDENT PERCEPTIONS
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Abstract
Digital transformation in higher education encourages technology-enhanced language learning, yet its implementation in pesantren-based Arabic education remains underexplored. This qualitative multiple-case study with embedded survey data investigated three pesantren-based universities in East Java, Indonesia. Thirty students participated. Data were collected through questionnaires, interviews, observations, and document analysis, and examined using descriptive statistics and thematic cross-case analysis. Findings indicate that learning management systems, multimedia lectures, interactive documents, and mobile applications were used mainly as complements to kitab-based instruction. These tools enhanced accessibility, engagement, and learner autonomy, but integration was constrained by infrastructural limitations, uneven teacher readiness, and strong cultural preferences for face-to-face learning. Students reported generally positive perceptions of usefulness and effectiveness. Digital Arabic materials support hybrid, culturally responsive pedagogy, suggesting that blended integration—rather than technological replacement—offers a sustainable model for pesantren-based higher education.
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