Augmented reality technology has been widely adopted in various fields, particularly in the realm of education. In the west, this technology has been applied to various foreign languages such as Malay, English, Chinese, Spanish, French, and Ukrainian. However, in the context of learning Arabic in Malaysia, the use of this technology has been less explored, particularly from the perspective of students at the public university level. Hence, this study aims to examine the level of perception among students at University Sains Islam Malaysia (USIM) regarding the use of augmented reality as a new technology in Arabic language learning today. A questionnaire was used in this study to collect data from a sample of 30 respondents. Analytical findings on frequency distribution, percentage, mean, and standard deviation were obtained through descriptive statistical analysis. Cronbach’s alpha analysis showed that all eight items of the questionnaire had good internal consistency. The overall mean score of the items was 4.48, indicating a high level of data interpretation. Based on the analysis of the findings, the study revealed that the majority of students responded positively and expressed satisfaction with their readiness to use augmented reality in language learning. In conclusion, augmented reality is a valuable learning aid that can greatly benefit students in understanding Arabic vocabulary more easily.

The advancement of modern technology has greatly influenced national development, with technologies like Augmented Reality (AR) increasingly integrated into education in Malaysia and Indonesia. Despite this, no study has yet explored the specific need for AR technology in teaching Arabic vocabulary from the KSSR syllabus in primary schools. Currently, students rely on traditional teaching methods, which limit their learning experience. This study investigates the need for AR-Mufradat development among Year 5 students at Sri Al-Amin Bangi Primary School. A quantitative approach was used, involving 30 students as respondents, and data was collected through a survey. The findings, analyzed using SPSS version 26, reveal a high demand for AR-Mufradat among these students. This study aims to guide future research, suggesting that AR technology could enhance the teaching and learning of Arabic, allowing students to master the language more effectively.

Kolokasi merupakan aspek yang penting dan perlu diberi perhatian dalam pembelajaran bahasa Arab. Untuk mengetahui tahap pengetahuan kolokasi dalam bahasa Arab memerlukan alat ukur yang jitu dari segi kesahan konstruk dan kebolehpercayaan. Kajian ini bertujuan untuk mengesahkan instrumen bagi mengukur tahap pengetahuan kolokasi bahasa Arab dalam kalangan graduan bahasa Arab di universiti awam. Untuk tujuan tersebut, set ujian telah diedarkan kepada pelajar tahun akhir yang sedang mengikuti program pengajian bahasa Arab di KUIS. Instrumen yang dibangunkan ini diberi nama instrumen Pengetahuan Kolokasi Bahasa Arab (i-KAC). Seramai 61 orang pelajar awam telah dijadikan responden dalam kajian ini. Kesahan dan kebolehpercayaan dalam kajian ini diukur menggunakan Model Pengukuran Rasch menggunakan perisian Winstep versi 3.68.2. Tahap noise yang diukur adalah sebanyak 4.9% dan jauh daripada nilai terkawal maksima iaitu sebanyak 15%, namun tiada pasangan item yang mengelirukan timbul dalam soal selidik ini. Dari sudut kebolehpercayaan, indek kebolehpercayaan item menunjukkan tahap kebolehpercayaan yang tinggi iaitu 0.91 manakala indeks kebolehpercayaan responden adalah 0.81. Dapatan ini memberikan kesahan konstruk instrument i-KAC. Model Pengukuran Rasch telah menunjukkan bahawa instrumen i-KAC ini mempunyai tahap kesahan dan kebolehpercayaan yang tinggi dan digunakan dalam pengukuran pengetahuan kolokasi dalam pembelajaran bahasa Arab.

In this booming era of the Industrial Revolution 4.0, the issue of teachers willingness to use information technology in teaching Arabic is often debated. The emergence of new technologies, such as augmented reality technology applied in the education system, has had a positive effect on teaching. However, there is still a lack of research in the context of teaching a foreign language. Therefore, this study discusses the readiness of teachers from the aspect of their knowledge towards the use of augmented reality technology in teaching Arabic in primary schools. In addition, this study uses a quantitative study in the form of a survey method involving a total of 36 Arabic language teachers who were used as respondents in this study. The use of a set of questionnaires as a research instrument is the basis for data collection to identify their level of knowledge readiness. The data from this study were processed using the Statistical Package for the Social Science version 26 (SPSS). The results of the study show that the level of readiness of teachers from the aspect of knowledge towards the use of augmented reality technology in the teaching of Arabic in Malaysia is at a moderate level. Therefore, it is hoped that this study will be used as a guide and benefit those responsible for ensuring that the process of teaching and learning Arabic based on augmented reality technology can be implemented in a meaningful way, thereby improving the performance of students in mastering the Arabic language.

The era of Industrial Revolution 4.0 has brought the debate of teachers' willingness to use information technology in teaching Arabic. Thus, new technologies have emerged with a positive effect on teaching, such as augmented reality technology applied in the education system, especially in teaching. However, there is still limited research with regards to teaching in a foreign language. Therefore, the present study discusses the readiness of teachers from the aspect of knowledge and their attitude towards the use of augmented reality technology in the teaching of Arabic in Malaysia. The study was carried out using quantitative methodology with the use of survey questionnaire that is distributed to 36 Arabic language teachers as respondents. The usage of questionnaires as a research instrument forms the basis for data collection to identify respondents’ level of readiness. Afterwards, data analysis was carried out using the Statistical Package for the Social Science version 26 (SPSS). The results of the study show that the level of readiness of the teachers in terms of their attitude towards the use of augmented reality technology in the teaching of Arabic in Malaysia is at a moderate level. Nevertheless, teachers' attitudes and knowledge are still found to be at a low level, especially for veteran teachers who have no experience in information technology to influence their enthusiasm towards the use of technology in their teaching. The implication of the current study is hoped to be useful and beneficial as a guide to stakeholders who are responsible for ensuring the process of teaching and learning Arabic which is based on augmented reality technology can be implemented in a meaningful way, thereby improving the performance of students in mastering the Arabic language.