Taḥlīl al-Akhṭā’ al-Lughawiyyah al-‘Arabiyyah ladā Ṭullāb al-Jīl Z fī al-Madāris al-Thānawiyyah bi-Musā‘adat Tiknūlūjiyā al-Dhakā’ al-Iṣṭinā‘ī

Abstract

The teaching of the Arabic language has witnessed a significant and important transformation with the rapid advancement of technology and the development of innovative learning methods. In the current digital age, the integration of Artificial Intelligence (AI) into Arabic language education is not just an additional option, but has become a strategically critical necessity in efforts to improve the effectiveness of Arabic language instruction. Despite the increasing importance of AI tools in analyzing and correcting patterns of linguistic errors, current research still lacks an in-depth study that specifically focuses on the quality of Arabic linguistic errors committed by "Gen Z students" at the secondary level, who possess unique digital learning and interaction characteristics. Moreover, there is a scarcity of studies that effectively evaluate how Artificial Intelligence technology can contribute directly to the analysis and correction of these specific errors within the context of Arabic secondary education. This study used an experimental method with a sample of 60 students from several high schools in Pati Regency. The students were divided into two groups: an experimental group that used smart technology and a control group that did not use smart technology. The data were analyzed using t-test. The results showed that the experimental group that used smart technology had a lower average Arabic language error compared to the control group, with a decrease in average error from 16.2 to 6.8. The results of this study indicate that smart technology can be an effective tool in reducing Arabic language errors among Generation Z.