INTERAKSI MAHASISWA DENGAN CHATGPT DALAM PEMBELAJARAN BAHASA ARAB: PERSPEKTIF TEORI SOSIOKULTURAL VYGOTSKY

Abstract

This study aims to analyze the use of ChatGPT in Arabic language learning in higher education institutions in Indonesia, as well as to examine students’ interaction patterns in utilizing it. The study employed an explanatory sequential mixed-methods design, involving a sample of 190 fifth-semester students majoring in Arabic Language Education from several State Islamic Universities, including UIN Yogyakarta, UIN Walisongo Semarang, UIN Bandung, UIN Jakarta, and UIN Malang.Data were collected through questionnaires and interviews, with primary data derived from questionnaire responses and secondary data obtained from observations and relevant literature. Data analysis was conducted using descriptive quantitative analysis in the quantitative phase, followed by the Miles and Huberman model in the qualitative phase.The findings indicate that ChatGPT is utilized by students in Arabic language learning; however, its use tends to be oriented toward instant purposes, such as completing academic assignments. In particular, the translation feature is widely used to help students understand Arabic texts more quickly and efficiently. From the perspective of Vygotsky’s sociocultural theory, particularly within the Zone of Proximal Development, ChatGPT assists students in accomplishing academic tasks by functioning as both scaffolding and a More Knowledgeable Other. Nevertheless, there is a need for instructional strategies and policy recommendations to promote a more effective Human–AI-based Arabic language learning approach.