A Conceptual Framework of Arabic Reading Skills in Qur’anic Memorization: Integrating Philosophy of Science and AI-Assisted Learning

2026-04-13T06:04:35+07:00

This study addresses the tendency in Qur’anic learning research to separate reading skills (maharah qira’ah) and memorization, without integrating them within a philosophy of science framework. In addition, the use of Artificial Intelligence (AI) remains largely technical. This study aims to construct a conceptual framework integrating reading and memorization from ontological, epistemological, and axiological perspectives, and to explore AI-assisted learning as a supporting approach. A qualitative systematic literature-based conceptual design was employed using thematic analysis and conceptual synthesis. The findings indicate that reading functions ontologically as a meaning-making process, epistemologically as a mechanism of knowledge construction through encoding, storage, and retrieval, and axiologically as a means to improve memorization quality in terms of accuracy, retention, and efficiency. AI integration strengthens these processes through real-time feedback and adaptive learning, enabling an integrated learning cycle between reading and memorization. This study contributes a conceptual framework linking reading, memorization, and technology within a unified epistemic system

Rethinking AI in Arabic Translation Learning: The Role of DeepL and Teacher Mediation

2026-04-20T11:28:00+07:00

This study aims to analyze the implementation of DeepL AI Translate in Arabic translation learning at MTs Alkhairaat Pusat Palu Indonesia, examine its impact on students’ learning processes, and identify the role of teachers in controlling the quality of AI-assisted translations. This research employs a qualitative descriptive approach within a naturalistic framework, with data collected through 15 days of classroom observations, in-depth interviews, and documentation. The findings reveal that DeepL is integrated into a structured learning process consisting of pre-translation, AI-assisted translation, post-translation, and evaluation stages. The use of DeepL enhances student participation, learning efficiency, confidence, and vocabulary comprehension. However, its use remains largely limited to lexical-level support and may lead to dependency if not pedagogically controlled. In this context, teachers play a crucial role as mediators, facilitators, and quality controllers of translation outcomes. This study highlights that the effectiveness of AI in language learning depends not only on technological capability but also on its pedagogical integration within the classroom.

Alibbaa': Jurnal Pendidikan Bahasa Arab

A Conceptual Framework of Arabic Reading Skills in Qur’anic Memorization: Integrating Philosophy of Science and AI-Assisted Learning

Rethinking AI in Arabic Translation Learning: The Role of DeepL and Teacher Mediation