Teachers’ Experiences With Mobile Apps for Arabic Language Learning: Insights From Islamic Schools in Palu, Indonesia

Abstract

The integration of mobile applications in Arabic language learning has become increasingly relevant with the advancement of technology, particularly within Islamic schools (madrasahs). This study investigates the perspectives of Islamic school stakeholders in Palu, Central Sulawesi, Indonesia, regarding the use of mobile apps for Arabic language teaching and learning. Using the framework of Mobile-Assisted Language Learning (MALL) and the Technology Acceptance Model (TAM), this research explores the understanding and the awareness of stakeholders, their perception, challenges and barriers encountered during the use of mobile applications, and suggestion for potential improvements of mobile apps in the Arabic language learning process. Data were collected from teachers, students, school administrators, parents to better understand the awareness of stakeholders, their perceptions of mobile app utility, ease of use, and the integration into the curriculum. Findings indicate that while mobile apps enhance flexibility, engagement, and interactive learning, several challenges persist, including infrastructural limitations, teacher readiness, and cultural attitudes of both teachers and students toward technology. The study highlights the necessity of tailored technological solutions that align with pedagogical and religious values of Islamic education. Recommendations include improved teacher training, enhanced mobile apps content relevance, and institutional support for technology integration. By providing insights into the specific educational context of Palu, this research contributes to a broader understanding of mobile applications in Arabic language learning and offers practical implications for teachers, regional education stakeholders, app developers, and policymakers.

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