Evaluation of the Implementation of Digital Arabic Language Learning Using the Cipp Model Among Arabic Language Education Students

This study aims to evaluate the implementation of digital Arabic language learning among students enrolled in an Arabic Language Education Study Program at a state university in Makassar, Indonesia, using the Context, Input, Process, and Product (CIPP) evaluation model. This study employed a qualitative evaluative approach, with the head of the study program, lecturers, and students participating as research participants. Data were collected through observation, in-depth interviews, and document analysis. The data were analyzed using the interactive model developed by Miles, Huberman, and Saldaña, comprising data reduction, data display, and conclusion drawing and verification. The findings indicate that, in the context dimension, the implementation of digital Arabic language learning aligns with the needs of digital transformation and the demands of twenty-first-century education. In the input dimension, digital infrastructure, institutional support, and lecturers’ competencies were generally adequate, although variations in students’ digital literacy remained evident. In the process dimension, digital learning facilitated student interaction, participation, and flexibility in learning. In the product dimension, the implementation contributed to improvements in Arabic language proficiency, learner autonomy, and students’ digital literacy. Overall, the findings indicate that the implementation of digital Arabic language learning was generally effective and warrants further development. This study recommends strengthening technological infrastructure, providing continuous digital literacy training, and optimizing the integration of digital technologies and artificial intelligence into Arabic language learning.