NEEDS ANALYSIS OF TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) IN ARABIC LANGUAGE LEARNING Rima Ajeng Rahmawati, Khairil Anwar, Muhammad Zaky Sya^bani, M. Yasha Al-Faridzi, Andre Prayoga
Institut Agama Islam Darul Fattah Lampung
Abstract
The purpose of this study is to explore the needs of Arabic language teachers in applying the Technological Pedagogical and Content Knowledge (TPACK) framework within the teaching and learning process. The research adopts a Research and Development (R&D) design using the Dick, Carey & Carey (1990) instructional model, with emphasis on the initial stage, namely the needs analysis, which is approached through the Analysis phase of the ADDIE framework. Data were obtained through questionnaires and structured interviews administered to Arabic teachers from various educational levels. The results show that teachers possess sufficient competence in Content Knowledge (CK) and Pedagogical Knowledge (PK), whereas their Technological Knowledge (TK) and skills in integrating TPACK are still limited. Furthermore, teachers expressed strong demands for hands-on, context-based training, adequate digital infrastructure, and practical guidance to support the implementation of TPACK in Arabic language instruction. These insights serve as an important basis for formulating more focused professional development programs and for improving the quality of Arabic language teaching in today^s digital context.
Keywords: Needs analysis- TPACK- Arabic language
Topic: AI in Language, Literature and Arts Education
