Technology for Arabic Learning as Foreign Language at Elementary School

Ahmad Roisuddin Ritonga, Apri Wardana Ritonga, Mahyudin Ritonga, Ayu Desrani


The implementation of face-to-face learning in the teaching of Arabic language in elementary schools is an effort to restore the quality of online learning. Therefore, this study aims to describe the management of face-to-face learning (FTF) implementation in Arabic language learning and the problems faced in elementary schools. The results showed that (a) the implementation of Arabic FTF in Elementary Schools has been carried out 100 percent with learning designs using "gamified" based media and contextual methods, such as snakes and ladders as well as the knowledge trees in the teaching of vocabulary, and (b) the problem of the implementation was derived from the learning process, such as ignoring health protocols, reducing the enthusiasm for FTF learning of students due to more than 2 years of online class. Other problems originated from parents who are not optimal in accompanying their children’s learning process at home. Furthermore, it was revealed that contextual learning media that are appropriate for students' age can make the learning process fun and enjoyable.


Arabic learning; language teaching; learning management

Full Text:



Akmaliyah, Hudzaifah, Y., Ulfah, N., & Pamungkas, M. I. (2021). Child-friendly Teaching Approach for Arabic Language in nn Indonesian Islamic Boarding School. International Journal of Language Education, 5(1), 501–514.

Al-busaidi, F., Hashmi, A. Al, Musawi, A. Al, & Kazem, A. (2016). Teachers ’ perceptions of the effectiveness of using Arabic language teaching software in Omani basic education. International Journal of Education and Development Using Information and Communication Technology, 12(2), 2016.

Alamer, A., & Al Khateeb, A. (2021). Effects of Using the WhatsApp Application on Language Learners Motivation: A Controlled Investigation Using Structural Equation Modelling. Computer Assisted Language Learning, 0(0), 1–27.

Alfayez, A. F. (2022). Teachers Views on the Challenges of Teaching Arabic Language Through Distance Learning in the Aftermath of the COVID 19. Revista Amazonia Investiga, 11(54), 315–326.

AlGhamdi, M. A. (2018). Arabic Learners’ Preferences for Instagram English Lessons. English Language Teaching, 11(8), 103–110.

Aljojo, N., Munshi, A., Almukadi, W., Zainol, A., Alanaya, I., Albalawi, H., Alharbi, G., Almadani, N., Almohammadi, E., Kadu, A., & Abdulghaffar, N. A. (2019). The design and implementation of an arabic pronunciation application for early childhood. Journal of Technology and Science Education, 9(2), 136–152.

Aljojo, N., Munshi, A., Almukadi, W., Zainol, A., Ihdaa Alanaya, Albalawi, H., Alharbi, G., Almadani, N., Almohammadi, E., Kadu, A., & Abdulghaffar, N. A. (2019). The Design and Implementation of an Arabic Pronunciation Application for Early Childhood. Journal of Technology …, 9(2), 136–152.

Aquilani, B., Silvestri, C., Ruggieri, A., & Gatti, C. (2017). A Systematic Literature Review on Total Quality Management Critical Success Factors and the Identification of new Avenues of Research. TQM Journal, 29(1), 184–213.

Aziz, A. A., Ibrahim, M. A., Shaker, M. H., & Nor, A. M. (2016). Teaching Technique of Islamic Studies in Higher Learning Institutions for Non-Arabic Speakers: Experience of Faculty of Quranic and Sunnah Studies and Tamhidi Centre, Universiti Sains Islam Malaysia. Universal Journal of Educational Research, 4(4), 755–760.

DeCoito, I., & Estaiteyeh, M. (2022). Transitioning to Online Teaching During the COVID-19 Pandemic: an Exploration of STEM Teachers’ Views, Successes, and Challenges. Journal of Science Education and Technology, 31(3), 340–356.

El Kah, A., & Lakhouaja, A. (2018). Developing Effective Educative Games for Arabic Children Primarily Dyslexics. Education and Information Technologies, 23(6), 2911–2930.

Farsi, N. J., El-Housseiny, A. A., Farsi, D. J., & Farsi, N. M. (2017). Validation of the Arabic Version of the Early Childhood Oral Health Impact Scale (ECOHIS). BMC Oral Health, 17(1), 1–11.

Garbe, A., ogurlu, U., Logan, N., & Cook, P. (2020). Parents’ Experiences with Remote Education during COVID-19 School Closures. American Journal of Qualitative Research, 4(3), 45–65.

Hackett, A. (2016). Young Children as Wayfarers: Learning about Place by Moving Through It. Children and Society, 30(3), 169–179.

Hakim, R., Ritonga, M., Khodijah, K., Zulmuqim, Z., Remiswal, R., & Jamalyar, A. R. (2022). Learning Strategies for Reading and Writing the Quran: Improving Student Competence as Preservice Teachers at the Faculty of Tarbiyah and Teacher Training. Education Research International, 2022, 1–7.

Handayani, Y. S., & Sulastri, A. (2022). Teacher Resilience Facing Technostress in the Implementation of Synchronous Hybrid Learning in Elementary School. Proceedings of the Interdisciplinary Conference of Psychology, Health, and Social Science (ICPHS 2021), 639(Icphs 2021), 170–181.

Hännikäinen, Maritta, & Munter, H. (2018). Toddlers’ Play in Early Childhood Education Settings. In P. K. Smith, & J. L. Roopnarine (Eds.). In The Cambridge Handbook of Play: Developmental and Disciplinary Perspectives. Cambridge University Press. Cambridge Handbooks in Psychology.

Herlinawati, N., Dewi, Y. S., Krisnana, I., Prasetyo, Y. B., & Kamel, A. D. (2021). Risk Factors of Transmission of Coronavirus Disease 2019 (Covid-19) in Children: A Review. The Malaysian Journal of Nursing, 13(1).

Jalil, N. A., Hwang, H. J., & Dawi, N. M. (2019). Machines Learning Trends, Perspectives and Prospects in Education Sector. ICEMT 2019: Proceedings of the 2019 3rd International Conference on Education and Multimedia Technology, 201–205.

Khairiah, K., & Sirajuddin, S. (2019). The Effects of University Leadership Management: Efforts to Improve the Education Quality of State Institute for Islamic Studies (IAIN) of Bengkulu. Jurnal Pendidikan Islam, 7(2), 239–266.

Khlaif, Z. N., Salha, S., Affouneh, S., Rashed, H., & ElKimishy, L. A. (2021). The Covid-19 Epidemic: Teachers’ Responses to School Closure in Developing Countries. Technology, Pedagogy and Education, 30(1), 95–109.

Kissine, M., Luffin, X., Aiad, F., Bourourou, R., Deliens, G., & Gaddour, N. (2019). Noncolloquial Arabic in Tunisian Children With Autism Spectrum Disorder: A Possible Instance of Language Acquisition in a Noninteractive Context. Language Learning, 69(1), 44–70.

Limbers, C. A. (2021). Factors Associated with Caregiver Preferences for Children’s Return to School during the COVID-19 Pandemic. Journal of School Health, 91(1), 3–8.

Martín-Sánchez, M., Cáceres-Muñoz, J., & Flores-Rodríguez, C. (2022). The Effects of the COVID-19 Pandemic on Educational Communities: Evidence of Early Childhood Education Students. International Journal of Environmental Research and Public Health, 19(8), 4707.

Mather, M., & Sarkans, A. (2018). Student Perceptions of Online and Face-to-Face Learning. International Journal of Curriculum and Instruction, 10(2), 61–76.

Meccawy, M., Meccawy, Z., & Alsobhi, A. (2021). Teaching and Learning in Survival Mode: Students and Faculty Perceptions of Distance Education during the COVID-19 Lockdown. Sustainability (Switzerland), 13(14), 1–23.

Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis. Sage Publications.

Netto, G., Baillie, L., Georgiou, T., Wan Teng, L., Endut, N., Strani, K., & O’Rourke, B. (2022). Resilience, Smartphone Use and Language among Urban Refugees in the Global South. Journal of Ethnic and Migration Studies, 48(3), 542–559.

Niemi, H. M., & Kousa, P. (2020). A Case Study of Students’ and Teachers’ Perceptions in a Finnish High School during the COVID Pandemic. International Journal of Technology in Education and Science, 4(4), 352–369.

Oudeh, T. Y. (2019). Teaching Arabic Language to Speakers of Other Languages (Between Tradition and Innovation). Elementary Education Online, 18(4), 2157–2171.

Peters, M. A., Rizvi, F., McCulloch, G., Gibbs, P., Gorur, R., Hong, M., Hwang, Y., Zipin, L., Brennan, M., Robertson, S., Quay, J., Malbon, J., Taglietti, D., Barnett, R., Chengbing, W., McLaren, P., Apple, R., Papastephanou, M., Burbules, N., … Misiaszek, L. (2022). Reimagining the New Pedagogical Possibilities for Universities Post-Covid-19: An EPAT Collective Project. Educational Philosophy and Theory, 54(6), 717–760.

Pichardo, J. I., López-Medina, E. F., Mancha-Cáceres, O., González-Enríquez, I., Hernández-Melián, A., Blázquez-Rodríguez, M., Jiménez, V., Logares, M., Carabantes-Alarcon, D., Ramos-Toro, M., Isorna, E., Cornejo-Valle, M., & Borrás-Gené, O. (2021). Students and Teachers Using Mentimeter: Technological Innovation to Face the Challenges of the COVID-19 Pandemic and Post-Pandemic in Higher Education. Education Sciences, 11(11), 667.

Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2021). Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education. Postdigital Science and Education, 3(3), 715–742.

Ritonga, M., Lahmi, A., Saputra, R., Mursal, & Nofrizaldi. (2022). Online Learning During the Covid-19 Pandemic Period: Studies on the Social Presence and Affective and Cognitive Engagement of Students. Pegem Egitim ve Ogretim Dergisi, 12(1), 207–212.

Salam, M. Y., Asrori, I., Mudinillah, A., & Sayyid Ibrahim, M. A. A. (2022). Arabic Language Learning For Elementary Schools During Pandemic Covid-19. Ijaz Arabi Journal of Arabic Learning, 5(2), 446–458.

Stehle, S. M., & E.Peters-Burton, E. (2019). Developing student 21 st Century skills in selected exemplary inclusive STEM high schools. International Journal of STEM Education, 1, 1–15.

Susanto, S., Muafiah, E., Desrani, A., Ritonga, A. W., & Hakim, A. R. (2022). Trends of Educational Technology (EdTech): Students’ Perceptions of Technology to Improve the Quality of Islamic Higher Education in Indonesia. International Journal of Learning, Teaching and Educational Research, 21(6), 226–246.

Sweidan, S. Z., Salameh, H., Zakarneh, R., & Darabkh, K. A. (2022). Autistic Innovative Assistant (AIA): an Android Application for Arabic Autism Children. Interactive Learning Environments, 30(4), 735–758.

Visković, I., & Višnjić Jevtić, A. (2017). Development of Professional Teacher Competences for Cooperation with Parents. Early Child Development and Care, 187(10), 15691582.


Article Metrics

Abstract view : 24 times
PDF - 11 times


  • There are currently no refbacks.

Copyright (c) 2024 Apri Wardana Ritonga, Mahyudin Ritonga, Ayu Desrani

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


Google ScholarDimensions width=width=alt= "   width=

free web stats Aflj's Visitors

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.