THE REVOLUTION OF ARABIC LANGUAGE LEARNING MEDIA: CHALLENGES AND SOLUTIONS IN 3T AREAS (REMOTE, FRONTIER, OUTERMOST)

Abstract

Education plays a crucial role in a nation's development and civilization. However,

regions categorized as underdeveloped, frontier, and outermost (3T) in Indonesia face

significant challenges in providing quality education, including Arabic language

learning. Arabic, as the language of the Qur'an and a key reference in Islamic

teachings, is essential for students seeking a deeper understanding of religious texts.

Nevertheless, Arabic learning in 3T areas is hindered by linguistic and non-linguistic

factors, such as difficulties in grammar and pronunciation, low student motivation,

inadequate learning facilities, and ineffective teaching methods. This study employs a

literature review method, analyzing various academic sources to explore the

challenges and potential solutions for Arabic language learning in 3T regions. The

research highlights that the use of innovative educational media significantly

enhances students' motivation and comprehension. However, implementing digitalbased learning tools remains a challenge due to limited internet access, lack of

technological infrastructure, and insufficient teacher training. To address these

challenges, this study proposes several solutions, including improving infrastructure,

integrating local cultural resources into the curriculum, and providing teacher training

programs on innovative teaching methods. Game-based learning, such as Arabic

Monopoly, flashcards, and interactive storytelling, has proven effective in increasing

student engagement. Additionally, traditional games like spinning tops (gasing) and

congklak, adapted to Arabic language learning, can serve as culturally relevant

teaching tools. The findings emphasize the need for collaborative efforts among

educators, policymakers, and institutions to support Arabic language education in 3T

areas. By combining digital innovations with traditional learning strategies, a more

inclusive and effective learning environment can be established. This research

contributes to developing sustainable and context-appropriate Arabic language

learning strategies, ensuring equitable education opportunities in remote regions.