Teacher Strategies in Integrating Digital Technology in Arabic Language Learning at Madrasah Aliyah Pompanua, Bone Regency

Abstract

This study investigates teacher strategies in integrating digital technology into Arabic language instruction at Madrasah Aliyah Pompanua, Bone Regency. Employing a qualitative descriptive approach, data were collected through interviews, observations, and documentation involving four Arabic teachers and 30 students. Findings reveal that teachers implement various strategies including utilizing mobile applications, interactive multimedia, online learning platforms, and digital assessment tools. Key strategies encompass technological pedagogical content knowledge development, collaborative learning facilitation, differentiated instruction through technology, and continuous professional development. Challenges identified include limited infrastructure, varying digital literacy levels, and resistance to pedagogical change. The study demonstrates that successful technology integration requires comprehensive planning, institutional support, and ongoing teacher training. These findings contribute to understanding effective digital pedagogy in Islamic educational contexts and offer practical implications for madrasah administrators seeking to enhance Arabic language instruction through technology.