اتجاهات وتحديات استخدام أنظمة إدارة التعلم (LMS) في تعليم اللغة العربية:مراجعة منهجية للأدبيات
Keywords:
Learning Management System, Arabic language education, e-learning, educational technology, blended learningAbstract
The widespread shift to digital learning, accelerated by the COVID-19 pandemic, has highlighted the critical role of Learning Management Systems (LMS) in Arabic language education. Despite increasing adoption, Arabic-specific pedagogical and technical challenges persist, including right-to-left script support, limited Arabic resources, and varied digital competence among instructors. This study systematically reviews 65 peer-reviewed articles published between 2013 and 2024, focusing on LMS trends, implementation strategies, reported benefits, and persistent challenges. Data were collected from Scopus, Web of Science, ERIC, and national databases (Sinta, Google Scholar Indonesia), screened with predefined inclusion/exclusion criteria, and analyzed using thematic synthesis. Results indicate a growing adoption of platforms such as Moodle, Google Classroom, Blackboard, and Edmodo, especially within hybrid and flipped learning environments. Key benefits include enhanced learner autonomy, immediate formative feedback, access to authentic Arabic materials, and facilitation of out-of-class practice. Challenges remain in instructor digital literacy, institutional infrastructure, equitable access, and culturally responsive design. Notably, LMS effectiveness is contingent on the integration of pedagogical strategies, institutional support, and adaptation to Arabic language characteristics. The study offers practical recommendations for educators, curriculum developers, and policymakers, emphasizing the need for context-sensitive LMS deployment, professional development, and equity-focused policies to maximize Arabic language learning outcomes.
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