UIN Sunan Kalijaga Yogyakarta hosted the 2nd International Conference of the Association of Arabic Language Education Departments, held alongside the 2026 National Working Meeting (Rakernas) of the Indonesian Association of Arabic Language Education Study Programs (PPPBA). As an institution offering Arabic Language Education programs from the undergraduate through doctoral level, UIN Sunan Kalijaga took part in this forum, which brought together administrators of Arabic language education programs from universities across Indonesia. The event was held in hybrid format on Wednesday–Friday (23–25/9/2026), in person at University Hotel Yogyakarta and online via Zoom Meeting.

Head of the Undergraduate Arabic Language Education Study Program, Nurul Huda, explained that the international conference carried the theme “Generative Artificial Intelligence and the Transformation of Arabic Language Education: Innovating Curriculum, Teaching Methods, and Assessment in the Era of Society 5.0,” providing an academic space to discuss developments in Arabic language education amid technological transformation, particularly the use of generative artificial intelligence in curriculum development, teaching, and assessment.

The conference, she said, brought together academics and Arabic language education experts from various countries. Prof. Dr. Yassine Seraiaia of Mohamed Cherif Messaadia University, Souk Ahras, Algeria; Prof. Dr. Tulus Musthafa of UIN Sunan Kalijaga Yogyakarta; and Prof. Dr. Hanik Mahliatussikah of Universitas Negeri Malang attended in person at the conference venue at University Hotel Yogyakarta, while several other international speakers took part and presented online via Zoom.

The presence of these academics expanded the space for dialogue on the future of Arabic language education, particularly in facing the development of generative artificial intelligence and the competency demands of the Society 5.0 era.

“The exchange of ideas addressed not only the use of technology, but also how such innovation can be pedagogically integrated into the curriculum, teaching methods, and assessment systems for Arabic language,” she said.

In addition, the 2026 PPPBA Rakernas served as a strategic agenda item within this series of activities. Head of the Master's Arabic Language Education Study Program, Dr. Dailatus Syamsiyah, said the Rakernas specifically addressed the development of Semester Learning Plans (RPS) for the Arabic Language Education Study Program at the undergraduate, master's, and doctoral levels. The discussion aimed to build a shared perspective and develop RPS models more closely aligned with the principles of Outcome-Based Education (OBE).

For the undergraduate program, she added, discussions focused on developing RPS related to the four Arabic language skills: mahārah al-istimā' (listening), mahārah al-kalām (speaking), mahārah al-qirā'ah (reading), and mahārah al-kitābah (writing). The aim was to ensure that instruction in these four skills has clear, measurable outcomes aligned with the competencies graduates are expected to possess.

“At the master's level, discussions addressed RPS focused on Arabic language curriculum and instruction. At this level, the focus is on strengthening students' abilities to analyze, develop, evaluate, and innovate Arabic language curriculum and instruction in line with developments in science, technology, and societal needs,” she explained.

Meanwhile, at the doctoral level, discussions focused on Arabic language research methods, aimed at strengthening students' abilities to select and develop research designs, methodological approaches, and analytical techniques, and to produce research that contributes to the advancement of Arabic Language Education as a field of study.

In connection with this, Head of the Doctoral Arabic Language Education Study Program, Dr. Muhajir, stated that one of the Rakernas recommendations was to guide the development of RPS for Arabic Language Education Study Programs to be more closely aligned with OBE principles. Within this framework, the RPS is no longer merely an administrative document but an instrument connecting Graduate Learning Outcomes (CPL), Course Learning Outcomes (CPMK), Sub-CPMK, materials, teaching strategies, student activities, and assessment.

He also expressed hope that OBE-based RPS development can strengthen the alignment between the learning process and the competencies students must achieve at each level.

According to him, the series of events comprising the 2nd International Conference and the 2026 PPPBA Rakernas also holds relevance to the Sustainable Development Goals (SDGs) agenda. In particular, the event supports SDG 4: Quality Education, through strengthening the quality of curriculum, teaching, assessment, and the development of learning-outcome-based RPS.

Discussions on generative artificial intelligence and educational technology innovation also relate to SDG 9: Industry, Innovation and Infrastructure, particularly in encouraging innovation and the use of technology in Arabic language education.

Meanwhile, the involvement of academics and institutions from various countries, along with the strengthening of networks among study programs and universities, aligns with SDG 17: Partnerships for the Goals. This international forum served as a space to strengthen academic collaboration, knowledge exchange, and the development of cross-national research and education networks in Arabic language studies.

Through this series of activities, PPPBA encouraged a shared direction in developing national standards and OBE-based RPS models for Arabic Language Education Study Programs. The Rakernas recommendations are expected to serve as a foundation for each study program to develop its RPS according to its own institutional characteristics and needs, while remaining grounded in learning outcomes and outcome-based education principles.

As such, the 2nd International Conference and the 2026 PPPBA Rakernas also marked a strategic moment for strengthening the quality of Arabic Language Education curriculum and instruction in Indonesia.

Ultimately, the 2026 PPPBA Rakernas is expected to produce recommendations that further orient the RPS of Arabic Language Education Study Programs in Indonesia toward Outcome-Based Education (OBE), while strengthening the contribution of Arabic language education to SDG values.

From Yogyakarta, the spirit of “مدير الضاد: نُجَدِّد، نُبْدِع، نُثْرِي”, “Mudir Al-Dhad: Renewing, Innovating, and Enriching”, found its place in the effort to renew, open space for innovation, and enrich the treasury of Arabic language education at both the national and global levels. (humassk)