Deep Learning Approach for Arabic Vocabulary Mastery in the Digital Era
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Abstract
This research examines applying a deep learning approach in teaching Arabic vocabulary (mufradāt) by integrating three main pillars: mindful learning, meaningful learning, and joyful learning. The research explores how these principles can enhance Arabic vocabulary mastery through innovative technology-based strategies. Using the Integrative Literature Review (ILR) method, this study synthesizes relevant literature from indexed journals, academic books, and research reports published between 2020 and 2025. Data was collected from trusted academic databases such as Google Scholar, Crossref, and Scopus. After a rigorous selection process, 12 high-quality literature sources were analyzed to identify key themes, methodologies, and findings. The analysis process involved identifying the theoretical foundation, objectives, methodology, findings, and relevance of deep learning-based mufradāt instruction studies. Key findings from various sources were synthesized to formulate a conceptual instructional model that integrates deep learning principles to enhance the effectiveness of Arabic vocabulary learning. The results show that the deep learning approach improves Arabic vocabulary mastery by encouraging student engagement, contextual understanding, and emotional motivation. Mindful learning enhances focus and retention through reflective practices and multimedia tools. Meaningful learning strengthens long-term memory by connecting new vocabulary with prior knowledge and real-life contexts. Joyful learning increases motivation through gamification, interactive media (such as Duolingo, Kahoot!, and Educandy), and collaborative activities. However, limited technological infrastructure in remote areas can hinder implementation. In conclusion, the deep learning approach supported by mindful, meaningful, and joyful learning strategies offers a transformative framework for teaching Arabic vocabulary. Educators can create engaging, effective, and sustainable learning environments by leveraging technology and student-centered pedagogy.
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
Istiqomah, S. N., & Sopian, A. . (2025). Deep Learning Approach for Arabic Vocabulary Mastery in the Digital Era. Aphorisme: Journal of Arabic Language, Literature, and Education, 6(1), 97–115. https://doi.org/10.37680/aphorisme.v6i1.7183
References
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Anhar, A., Nurhuda, A., Lathif, N. M., & Mahbubi, M. (2025). Diskursus Deep Learning Curriculum dan Pengembangan Isunya di Masa Depan melalui Tinjauan Analisis Bibliometrik. Alwashliyah JPSH, 3, 1–17.
Ashari, M. K., Rohmah, A. N., Yudi, U., Learning, J., Interaktif, K., & Aplikasi, B. (2023). Joyful Learning With App-Based Interactive Quizzes in Senior High Schools In The Digital Era. Jurnal CENDEKIA : Media Komunikasi Penelitian Dan Pengembangan Pendidikan Islam Volume, 15(02), 210–228.
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Chamidah, D., Fauzan, A., & Bakheet, B. M. (2023). I’dâd Wasîlah Ta’lîm al-Mufradât ‘alâ Asâs Android bi Istikhdâm Mauqi’ Kodular. International Journal of Arabic Language Teaching, 5(02), 274. https://doi.org/10.32332/ijalt.v5i02.6664
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Feriyanto, F., & Anjariyah, D. (2024). Deep Learning Approach Through Meaningful , Mindful , and Joyful Learning : A Library Research. Electronic Journal of Education, Social Economics and Technology, 5(2), 208–212.
Fitria, A., & Roziqi, M. A. (2022). Educandy Platform in Improving the Understanding of Arabic Vocabulary for High School Students During the Pandemic. Alsinatuna, 7(2), 143–157. https://doi.org/10.28918/alsinatuna.v7i2.4865
Gharawi, M. A., & Bidin, A. (2016). Computer Assisted Language Learning for Learning Arabic as a Second Language in Malaysia: Teacher Perceptions. International Journal of Information and Education Technology, 6(8), 633–637. https://doi.org/10.7763/ijiet.2016.v6.764
Ghebrechristos, H., & Alaghband, G. (2020). Deep curriculum learning optimization. SN Computer Science, 2–14. https://doi.org/10.1007/s42979-020-00251-7
Gufron, I. A., & Rofi, S. A. (2024). Kajian Aksiologi Pemebelajaran Berbasis Deep Learning Pada Pendidikan Dasar. Pendas : Jurnal Ilmiah Pendidikan Dasar, 9(4), 524–530. https://doi.org/10.1134/s0514749219040037
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Hammad Al-Rashidi, A., & Aberash, A. (2024). Reflective thinking and self-evaluation in language learning: mirroring the impacts on Saudi Arabian EFL students’ growth mindfulness, resilience, and academic well-being. Asian-Pacific Journal of Second and Foreign Language Education, 9(1), 1–24. https://doi.org/10.1186/s40862-024-00265-1
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Ilhami, R., Wargadinata, W., Hasan, N., Ikhlas, M., & Najar, S. A. (2022). Quizizz As an Arabic Vocabulary Media Learning in Digitalization Era: Process, Weakness and Strengths. Al-Ta’rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya. https://doi.org/10.23971/altarib.v10i1.3787
Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144–156. https://doi.org/10.1093/clipsy/bpg016
Kuru Gönen, S. İ. (2022). Mindfulness-based practices for EFL teachers: sample tasks and insights to cultivate mindfulness. Focus on ELT Journal, 4(3), 78–93. https://doi.org/10.14744/felt.2022.4.3.6
Latifatul Inayati, N., Kasanah, U. N., & Khotimah, K. (2021). Pendampingan Metode Musābaqah Biṭāqah Mukhtaliṭul Kalimah Dalam Pembelajaran Bahasa Arab Di Pondok Pesantren Darusy Syahadah Boyolali. Jurnal Pengabdian Masyarakat Nusantara (JPMN), 1(1), 18. https://doi.org/10.35870/jpmn.v1i1.263
M Mohideen, H. L. (2024). Exploring the Opportunities of Implementing Artificial Intelligence (AI) Technology for Teaching Arabic to Non-Native Speakers: A Theoretical Approach. Journal of Digital Learning and Distance Education, 2(9). https://www.rjupublisher.com/ojs/index.php/JDLDE
Mariana, A., & Hula, I. R. N. (2024). Application of Deep Learning in Foreign Language Learning for Boarding Students : Meaningful , Mindful , and Joyful Analysis. Proceedings of Law, Education, Adn Socio-Economic Studies, 1.
Mayer, R. E. (2002). Multimedia Learning. The Psychology Of Learning And Motivation, 41, 71–94. https://doi.org/10.1057/9780230800601_4
Muhaimin, A., & Thoms, G. (2025). The Role of Visual Media in the Mastery of Arabic Vocabulary ( Mufradat ) for Grade VII Students of Salafiyah Wustho Islamic Centre BIn Baz Togyakarta. International Journal of Post Axial: Futuristic Teaching and Learning, 3(2), 73–84.
Muharom Albantani, A., & Madkur, A. (2018). Think Globally, Act Locally: The Strategy of Incorporating Local Wisdom in Foreign Language Teaching in Indonesia. International Journal of Applied Linguistics and English Literature, 7(2), 1. https://doi.org/10.7575/aiac.ijalel.v.7n.2p.1
Mystakidis, S. (2021). Deep Meaningful Learning. Encyclopedia, 1(3), 988–997. https://doi.org/10.3390/encyclopedia1030075
Nisa, A. Z., Sopian, A., & Nurbayan, Y. (2024). The Effectiveness of Using the Aural-Oral Approach in Arabic Learning (Mufradāt). Tadris Al-’Arabiyyah: Jurnal Pendidikan Bahasa Arab Dan Kebahasaaraban, 3(1), 1–12. https://doi.org/10.15575/ta.v3i1.32039
Nurdiana, R., Kumalasari, D., Setiawan, C., & Daroini, S. (2023). Significance of Local Wisdom in Preparing Arabic Teaching Materials. Tadris Al-’Arabiyyah: Jurnal Pendidikan Bahasa Arab Dan Kebahasaaraban, 2(2), 156–167. https://doi.org/10.15575/ta.v2i2.26328
Okumuş Dağdeler, K. (2023). A systematic review of Mobile-Assisted Vocabulary Learning research. Smart Learning Environments, 10(1). https://doi.org/10.1186/s40561-023-00235-z
Purba, A. (2022). How First and Second Languages Influence Indonesian Students’ English as a Third Language: Transfer and Interference Analysis. Elsya : Journal of English Language Studies, 4(2), 147–156. https://doi.org/10.31849/elsya.v4i2.8704
Putri, R., Syahnam, S., Kurnia, H., Indah, M., & Fierna, M. (2022). Penerapan Deep Learning dalam Pendidikan di Indonesia. Prosiding Seminar Nasional Pendidikan Pancasila Dan Kewarganegaraan Universitas Pamulang, 2, 97–102.
Ritonga, M., Febriani, S. R., Kustati, M., Khaef, E., Ritonga, A. W., & Yasmar, R. (2022). Duolingo: An Arabic Speaking Skills’ Learning Platform for Andragogy Education. Education Research International, 1–9. https://doi.org/10.1155/2022/7090752
Rizqia, A. S., Sopian, A., Ridlo, A., & Abdulkhaleq, Al-Rawafi. (2024). Using Mimicry Memorization Method in Improving Student’s Learning Outcomes on the Lesson of Arabic Language. Arabi : Journal of Arabic Studies, 9(1), 80–90. https://journal.imla.or.id/index.php/arabi/article/view/742
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