حتليل معرفة طلبة قسم تعليم اللغة العربية يف جامعة كدير ي اإلسالمية احلكومية يف استخدام تكنولوجيا املعلومات يف تعلم اللغة العربية على ضوء نظرية بلوم

Husna, Vina Nihayatul (2025) حتليل معرفة طلبة قسم تعليم اللغة العربية يف جامعة كدير ي اإلسالمية احلكومية يف استخدام تكنولوجيا املعلومات يف تعلم اللغة العربية على ضوء نظرية بلوم. Undergraduate (S1) thesis, UIN Syekh Wasil Kediri.

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Abstract

ABSTRACT Husna, Vina Nihayatul. Analysis of the Knowledge of Arabic Language Education Students at the State Islamic Institute of Kediri in the Use of Information Technology in Learning Arabic Based on Bloom's Taxonomy Theory". Undergraduate Thesis. Department of Arabic Language Education, Faculty of Tarbiyah, State Islamic Institute of Kediri. Advisor M. Syamsul Ma’arif, M.Pd.I. and Moh. Soleh Afyuddin, M.Pd. 2025. Keywords: Technology, Artificial Intelligence, Revised Bloom’s Taxonomy. The use of technology and artificial intelligence (AI) in learning Arabic is significantly influenced by students’ level of knowledge. Increasing knowledge or IQ can reduce the impact of poor-quality information and enhance the usefulness of information systems. Therefore, knowledge plays a crucial role in the effective use of information technology in Arabic language learning to maximize its utility. This study aims to determine the knowledge level of students in the Arabic Language Education Department at IAIN Kediri regarding the use of technology and AI in learning Arabic. This research employs a descriptive quantitative approach using a survey method. The instrument used is a questionnaire based on the Revised Bloom’s Taxonomy, which includes four dimensions of knowledge: factual, conceptual, procedural, and metacognitive. The sample consists of 167 randomly selected students from the 2021– 2023 academic cohorts. The validity of the instrument was assessed through expert judgment and field testing, while reliability was tested using the Cronbach’s Alpha formula, yielding high reliability. Data were analyzed using descriptive quantitative techniques. The results show that, in general, the students’ knowledge level is high, with an overall average score of 3.71. Specifically, factual knowledge scored an average of 3.88 (high category), conceptual knowledge 3.74 (high), procedural knowledge 3.69 (high), and metacognitive knowledge 3.52 (high). These findings indicate that students have a good understanding of technology and AI in Arabic language learning. However, the metacognitive aspect awareness and control over learning strategies using technology still needs improvement.

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