AI INTERAKTIF DALAM PEMBELAJARAN ISTIMA : STUDI KASUS DI MTS ALIF LAAM MIIM SURABAYA
DOI:
https://doi.org/10.23969/jp.v10i04.36184Keywords:
Interactive AI, Arabic listening skills (istimā‘), Google AI Studio, Pipit AIAbstract
This study explores the implementation of interactive Artificial Intelligence (AI) in enhancing Arabic listening skills (maharah istimā‘) among students at MTs Alif Laam Miim Surabaya. Using a qualitative case study approach, the research investigates how Google AI Studio and Pipit AI support the development of students’ auditory comprehension through multimodal learning experiences. Data were collected through classroom observations, in-depth interviews with teachers and students, and documentation of learning activities. The findings show that AI integration significantly improves students’ motivation, engagement, and listening comprehension. Google AI Studio provides clear and repetitive Arabic audio with near-native pronunciation, while Pipit AI generates contextualized video avatars that strengthen semantic understanding through visual cues. These multimodal features help students recognize phonetic patterns, infer meaning, and maintain sustained focus during learning. The study also identifies several supporting factors, including teacher competence in designing AI-based instruction and students’ positive attitudes toward digital media. However, challenges remain in the form of unstable internet connectivity, occasional unclear AI-generated audio, and the need for pedagogical supervision to ensure information validity. Overall, interactive AI serves as an effective complementary tool that enhances phonetic accuracy, contextual understanding, and learner autonomy in Arabic listening instruction. This research contributes empirically to the integration of AI-mediated listening pedagogy at the secondary Islamic education level and provides a model for future curriculum innovation in Arabic language learning.
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