This research investigates the Arabic Teachers’ training and the effect of their work success, a case study of Sultan Idris Education University Malaysia (UPSI). The study will use mixed methods between quantitative which use questioners that will distribute among students at UPSI those who studying and was studied Arabic language as their medium.. This study found that the teachers’ training was highly impacted on their work success in the field according to the data collection of the study. Overall, The contents, materials, facilities and curriculum which are offered by the Arabic unit of UPSI was suitable for the teacher’s training, as well as , the students were giving full intentions to all language skills and another sub educational skills during their training and practical training. Clarity, it seems that majority of students were familiar with the teaching methods used in teaching and learning process based on the high percentage

COVID 19 has total changed our lifestyle, as well as the style of education of teaching and learning. Because of COVID19, almost everything must to move on by online of technology. This research wasfocused on WECHAT asaTechnology innovation which is employed in teaching Arabic for Public Chinese Muslim Adults duringCOVID-19 Pandemic Movement Control Order (MCO). And explored the impact of WECHAT as a technology Innovation to teach Arabic for public Chinese Muslim adults. The research design was a quasi-experimental, quantitative study. Quantitative data were collected from 25 Public Chinese Muslims adults from different state of china, the descriptive method were descripted the percentage of participants information and paired T-Test was used to determine the significant impact on student improvement for their 4 skills (reading, writing, listening and speaking) of Arabic language by WECHAT teaching. This paired t-test compared pre-and post-test results for those 25 participants. The resultsfound and concluded that teaching Arabic By WECHAT had a significant impact on participants’4 skills of Arabic language according to analysis of their scores.

Pembelajaran interaktif digunakan sebagai pendekatan terkini dalam dunia pendidikan 5.0. Elemen ketertarikan dan menyeronokkan yang terdapat dalam kaedah pembelajaran interaktif ini amat sinonim dengan perkembangan murid-murid di pelbagai tahap pendidikan lebih-lebih lagi pendidikan rendah yang melibatkan murid-murid yang berumur 7 hingga 12 tahun. Hal ini berikutan, murid-murid di sekolah rendah kebiasaannya lebih tertarik kepada cara pengajaran yang bersifat interaktif yang mampu merangsang perhatian fokus, semangat dan motivasi mereka untuk terlibat dalam aktiviti pengajaran guru. Penggunaan pembelajaran interaktif yang menggabungkan beberapa pendekatan pembelajaran yang menarik seperti pembelajaran berasaskan permainan, pembelajaran berpusatkan murid, pembelajaran koperatif serta pembelajaran aktif menjadikan ianya relevan dan sesuai diaplikasikan dalam proses pengajaran dan pembelajaran (PdP) bahasa Arab tahun 1 Kurikulum Kelas Al-Quran dan Fardhu ‘Ain (KAFA). Dalam kajian ini, Modul Pembelajaran Interaktif (MPI) dibina oleh pengkaji bertujuan meningkatkan sumber pengetahuan guru mengenai kaedah pembelajaran interaktif (PPI) dalam proses PdP bahasa Arab tahun 1 KAFA. Modul ini dibina berdasarkan daripada kurikulum dan buku teks bahasa Arab KAFA tahun 1 yang memfokuskan kepada penguasaan kemahiran asas bahasa Arab iaitu kemahiran mendengar, bertutur, menulis dan membaca melalui topik pembelajaran yang terdapat di dalam buku teks seperti huruf-huruf Arab, nombor dan bilangan, keluarga, kata sapaan dan sebagainya. Justeru, satu tinjauan literatur dijalankan bertujuan memastikan bahawa pembangunan modul serta kajian yang dijalankan mencapai tahap relevan berdasarkan kajian serta rujukan yang berkait dengan PPI dalam PdP bahasa Arab tahun 1 KAFA.