EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol.
6, 2 (December, 2.
, pp.
ISSN: 2721-1150.
EISSN: 2721-1169.
DOI: 10.
62775/edukasia.
Augmented Reality as a Learning Medium for Arabic Sentence Structures: Evidence from a Quasi-Experimental Study Muhammad Nasrullah1.
Achmad Baihaqi2.
Ahmad Zubaidi3.
Jepri Nugrawiyati4 UIN Kiai Ageng Muhammad Besari Ponorogo.
Indonesia.
nasrullah752001@gmail.
UIN Kiai Ageng Muhammad Besari Ponorogo.
Indonesia.
qie@gmail.
3 UIN Kiai Ageng Muhammad Besari Ponorogo.
Indonesia.
zubaidiahmad716@gmail.
4 UIN Walisongo Semarang.
Indonesia.
n@walisongo.
ARTICLE INFO
Keywords:
augmented reality.
arabic language learning.
sentence structures.
studentsAo understanding.
educational technology.
Article history:
Received 2025-08-30
Revised 2025-10-22
Accepted 2025-11-29
ABSTRACT
This study investigates the potential of Augmented Reality (AR) as a learning medium to improve studentsAo comprehension of Arabic sentence structures.
Employing a quasi-experimental pretestAeposttest control group design, the research involved 60 fourth-semester students of the Arabic education program, divided into experimental and control classes.
Data were obtained from achievement tests and perception questionnaires.
The findings showed that students in the AR class achieved significantly higher gains in syntactic comprehension than those in the control class, with a large effect size indicating the strong pedagogical impact of AR.
In addition, students expressed highly positive attitudes toward AR, perceiving it as motivating, easy to use, and effective in visualizing grammatical structures.
These results suggest that AR not only strengthens the cognitive processes of dual coding and spatial visualization but also contributes to the pedagogical development of Arabic language The study highlights the novelty of applying AR in Arabic syntax learning and offers theoretical implications for computer-assisted language learning and applied linguistics.
This is an open access article under the CC BY-NC-SA license.
Corresponding Author:
Muhammad Nasrullah UIN Kiai Ageng Muhammad Besari Ponorogo.
Indonesia.
nasrullah752001@gmail.
INTRODUCTION
Arabic language education at the tertiary level faces persistent challenges in fostering studentsAo comprehension of complex sentence structures, such as iAorab, jumlah ismiyyah, and jumlah fiAoliyyah.
Many learners struggle to apply syntactic rules accurately, which often results in grammatical errors and hinders their ability to construct meaningful communication (Fitrianto, 2024.
Rani et al.
, 2.
Conventional teaching methods, relying on textbooks, lectures, and rote exercises, tend to emphasize rule memorization rather than active construction of knowledge, leading to low engagement and limited mastery of syntax (Arifin et al.
, 2024.
Ritonga et al.
, 2.
Preliminary assessments in several cohorts have shown that average scores in Arabic sentence structure remain below satisfactory levels, https://jurnaledukasia.
EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
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: 1067-1080 1068 of 1080 reflecting the urgent need for innovative approaches that can promote deeper understanding and sustained motivation.
Previous research has shown that Augmented Reality (AR) is effective in enhancing learning across various domains, particularly in STEM education and vocabulary acquisition (Al Rajab et al.
Hasaniyah et al.
, 2023.
Safitri & Farirahma, 2.
In STEM contexts.
AR helps students visualize abstract and spatially complex scientific concepts, thereby improving comprehension and problemsolving skills (Arifin et al.
, 2024.
Faiqoh et al.
, 2.
In language learning, most AR applications have concentrated on vocabulary, where learners benefit from multimodal exposure, contextual interaction, and increased motivation (Haq et al.
, 2024.
Rani et al.
, 2.
While these studies demonstrate the motivational and cognitive affordances of AR, they are primarily limited to discrete knowledge units such as terms or scientific objects (Huda, 2024.
Nasrullah, et al.
, 2024.
Shaharudin et al.
, 2.
Arabic syntax presents unique challenges that go beyond memorization, requiring mastery of hierarchical grammatical relationships such as iAorab, jumlah ismiyyah, and jumlah fiAoliyyah.
These structures demand dynamic visualization of grammatical roles and contextual functions within Despite the growing body of literature on AR, few studies in CALL have addressed the complexity of syntax acquisition, particularly in Arabic.
This gap highlights the novelty of the present study, which extends the application of AR from vocabulary-focused learning to the more demanding domain of Arabic sentence structure comprehension (Bessadok & Hersi, 2023.
Park & Son, 2022.
Stockwell & Ito, 2.
The learning of Arabic sentence structures at the university level often remains challenging, as many students demonstrate low comprehension and frequent errors in syntactic construction (Haq et , 2.
Conventional instructional methods, such as lecture-based teaching and textbook exercises, have shown limited effectiveness in addressing these difficulties.
Evidence from preliminary assessments indicates a significant gap in studentsAo understanding.
for instance, pretest scores from prior cohorts averaged below 60%, reflecting a need for innovative interventions (Afrianingsih et al.
Faiqoh et al.
, 2.
In addition, students report low engagement and motivation when learning grammar through traditional media.
This learning gap highlights the necessity of integrating interactive and technology-enhanced tools that can support conceptual visualization and active learning (Arifin et al.
, 2024.
Rani et al.
, 2.
Therefore, the study addresses the urgent need to explore solutions that improve both comprehension and engagement in Arabic sentence structure learning.
The primary objective of this study is to examine the effectiveness of AR-based learning media in enhancing university studentsAo understanding of Arabic sentence structures (Faiqoh et al.
, 2025.
Susiawati et al.
, 2.
In addition, the study aims to identify studentsAo perceptions and attitudes toward the use of AR as a learning tool, particularly regarding engagement and motivation.
This investigation seeks to determine whether the integration of AR can lead to measurable improvements in syntactic comprehension compared to conventional learning methods (Auliya et al.
, 2025.
Lazuardi & Syaheed.
Another goal is to assess the potential of AR to foster deeper cognitive processing and interactive learning experiences, which are often lacking in traditional instruction (Huda, 2024.
Wahyuni, 2.
Furthermore, the study intends to provide empirical evidence that can guide educators in adopting innovative strategies for Arabic language teaching.
Ultimately, these objectives align with the broader aim of enhancing learning outcomes and student satisfaction in higher education language programs.
This study addresses two main research questions: first, does the use of AR-based learning media significantly improve studentsAo understanding of Arabic sentence structures? Second, what are studentsAo perceptions and experiences in using AR technology for Arabic language learning? Based on these questions, the study hypothesizes that students in the AR-based experimental group will demonstrate higher posttest scores than those in the control group using conventional media.
Additionally, it is expected that students will report positive perceptions regarding engagement, interactivity, and cognitive support provided by AR tools.
These hypotheses are grounded in prior research suggesting that immersive digital media can enhance learning outcomes and motivation, particularly in language acquisition (Lazuardi & Syaheed, 2025.
Ritonga et al.
, 2.
The investigation Muhammad Nasrullah.
Achmad Baihaqi.
Ahamd Zubaidi.
Jepri Nugrawiyati / The Effectiveness of Arabic Language Learning Media Based on Augmented Reality (AR): Enhancing StudentsAo Understanding of Sentence Structures EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
Vol.
6, 2 (December 2.
: 1067-1080 1069 of 1080 of these questions aims to provide both empirical evidence and practical guidance for integrating AR into higher education Arabic courses.
The study offers both theoretical and practical contributions.
Theoretically, it contributes to applied linguistics and CALL by extending the application of AR from vocabulary learning and STEM visualization to the more demanding domain of Arabic syntax acquisition.
It demonstrates how AR supports dual coding and spatial reasoning, thereby offering insights into cognitive mechanisms underlying grammar learning.
Practically, the findings can guide teachers and lecturers in adopting AR tools to enhance syntax instruction, improve student engagement, and foster motivation in learning Arabic.
Furthermore, the research provides evidence for curriculum developers and policymakers regarding the integration of emerging technologies into higher education language programs.
bridging theory and practice, the study highlights the novelty of employing AR in Arabic syntax learning and underscores its potential to enrich both pedagogical strategies and future research in technology-mediated language education.
METHODS
Research Design This study employed a quasi-experimental design with a pretestAeposttest control group to evaluate the effectiveness of Augmented Reality (AR)-based Arabic language learning media in enhancing studentsAo understanding of sentence structures (Booyoesen, 2023.
Zuniari et al.
, 2.
The quasi-experimental design was chosen because the participants could not be fully randomized due to limitations in class schedules and student enrollment, yet this design still allows a systematic comparison of the intervention (AR medi.
effects on the experimental and control groups .
Nelik & Yangn Ersanl, 2.
The pretestAeposttest design was used to measure studentsAo initial ability to comprehend sentence structures before the treatment and compare it with the post-intervention outcomes, allowing for a quantitative assessment of any improvement.
The experimental group received instruction using AR-based media, while the control group followed conventional teaching This approach enables the researcher not only to assess the effectiveness of AR but also to control for other variables that might affect sentence structure comprehension, such as language background, prior learning experiences, and learning motivation.
Table 1 presents information related to the experimental design of the study.
Table 1.
Experimental design.
Group
Pretest (OCA) Treatment (X) Experimental OCA
XCA: AR-Based Learning Media Control
OCA
XCC: Conventional Learning Method Notes:
A OCA = Pretest score on sentence structure comprehension.
A XCA = AR-based learning intervention.
A XCC = Conventional learning intervention.
A OCC = Posttest score on sentence structure comprehension.
Posttest (OCC) OCC
OCC
Participants The population of this study comprised all fourth-semester students enrolled in the Arabic Language Education program at UIN Ponorogo.
A purposive sampling technique was employed to select participants who met specific inclusion criteria, such as regular attendance and consent to participate in the study.
A total of 60 students were selected, divided into 33 students in the experimental group (Class A), which received instruction using AR-based learning media, and 27 students in the control group (Class B), which followed conventional teaching methods.
The participants were selected through purposive sampling because the classes had already been Muhammad Nasrullah.
Achmad Baihaqi.
Ahamd Zubaidi.
Jepri Nugrawiyati / The Effectiveness of Arabic Language Learning Media Based on Augmented Reality (AR): Enhancing StudentsAo Understanding of Sentence Structures EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
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6, 2 (December 2.
: 1067-1080 1070 of 1080 administratively assigned at the university.
Random assignment was therefore not feasible due to scheduling and curriculum constraints.
The characteristics of the research respondents are shown in Table 2.
Table 2.
Characteristics of respondents.
Variable / Category Gender Ae Male Gender Ae Female Age Ae Mean (SD) Age Range Semester Experience with AR Ae Yes Experience with AR Ae No Experimental Group (AR) Ai Class A .
= .
3 (A0.
years 19Ae22 years 4 .
ll participant.
Control Group Ai Class B .
= .
1 (A0.
years 19Ae22 years 4 .
ll participant.
Total (N = .
2 (A0.
19Ae22 years 4 .
ll participant.
Table 1 summarizes the demographic characteristics of the respondents involved in this study.
The majority of participants were female .
3%), while males accounted for 36.
The average age of the students was 20.
2 years (SD = 0.
, with an age range of 19 to 22 years, and all participants were enrolled in the fourth semester.
Regarding prior exposure to Augmented Reality (AR), only 18.
3% of students reported having previous experience, while the vast majority .
7%) had no prior AR experience, indicating relatively homogeneous baseline exposure across groups.
The sampling procedure employed intact class selection .
uasi-experimental desig.
due to administrative considerations and to minimize disruption to ongoing lectures.
Two intact classes from the same semester were purposively assigned: one designated as the experimental group, which received ARbased instructional media, and the other as the control group, which received conventional instruction.
Inclusion criteria required that students be officially enrolled in the fourth semester, provide informed consent to participate, and attend at least 80% of the sessions.
In contrast, students who did not meet these criteria were excluded from the analysis.
Procedures The research procedures were systematically designed to evaluate the effectiveness of AR-based learning media in improving studentsAo understanding of Arabic sentence structures.
Initially, both the experimental and control groups underwent a pretest to assess their baseline knowledge of sentence Each instructional session lasted approximately 90 minutes, covering key topics such as nominal and verbal sentences, word order, and syntactic functions.
After the completion of the treatment, a posttest was administered to both groups to measure learning gains and identify differences in comprehension between AR-assisted and traditional methods.
Throughout the procedure, all instructional materials were aligned with the course syllabus, and the sequence of activities ensured consistency across groups while allowing the AR intervention to provide a richer, more engaging learning experience.
The structured implementation of pretest Ie treatment Ie posttest enabled a clear comparison of outcomes and supported the investigation of ARAos pedagogical impact.
Data Collection and Research Instruments Data for this study were collected using a combination of pretestAeposttest assessments, student perception questionnaires, and classroom observations to obtain quantitative evidence of learning outcomes and engagement.
The pretest and posttest, administered before and after the intervention respectively, measured studentsAo understanding of Arabic sentence structures through multiple-choice questions that assessed both lower-order and higher-order thinking skills (HOTS).
In addition, the student perception questionnaire, using a five-point Likert scale, captured studentsAo attitudes.
Muhammad Nasrullah.
Achmad Baihaqi.
Ahamd Zubaidi.
Jepri Nugrawiyati / The Effectiveness of Arabic Language Learning Media Based on Augmented Reality (AR): Enhancing StudentsAo Understanding of Sentence Structures EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
Vol.
6, 2 (December 2.
: 1067-1080 1071 of 1080 satisfaction, and perceived usefulness of the AR-based learning media.
Classroom observations were conducted during the treatment phase to monitor studentsAo participation, interaction with AR materials, and engagement levels, providing supplementary qualitative data to support the quantitative findings.
Data collection occurred over a four-week period, coinciding with the instructional sessions, ensuring that all measurements were timely and reflective of the immediate impact of the AR intervention.
The test instrument consisted of 10 multiple-choice items assessing basic comprehension of Arabic sentence structures.
While reliable for measuring core syntactic understanding, the instrument remains limited in scope as it does not fully capture the complexity of advanced syntactic features.
Table 3 presents information related to the pretestAeposttest multiple choice Table 3.
PretestAeposttest multiple choice instrument .
rabic sentence structure, experimental & contro.
Pretest Instrument Identify the subject in: aAEIEIA aAO EA Identify the verb in: AEEa EA aAEOA Which sentence is grammatically correct? .
AEOEA
3 AEOE OE EOA
a ) 2 A)E EOA
AEOE EOA
a A )OEA4 AEOE E EOA
Rearrange: (A uEOAUa A ONAUa AIIA
A)EIA
Identify the object: aAC EEA aAEA Which sentence shows correct gender agreement? .
aAEIA
4 AEOE EA
a ) 3 A )EIa EA2 A)OEA aAEOE A Select correct sentence: .
aAEIEIA
3 A )EIEI EI EEA2 A)OEcI EEA
A )EIEI EE OEcIA4 AEIEIa EI EEA
Translate: AuThe boy reads a bookAy Detect the error: AEIa OEA
AEE A
Combine: (A AOAUa A EAUa A OAUa AEOEA
A)EAAEA
Posttest Instrument Identify the subject in: AEEa OEA aAEA Identify the verb in: AEIEIa A aAEA Which sentence is grammatically correct? .
aA )EIA2 AEIa OC EEA
AEOEA
a A )OCA4 AEOE C EEA a ) 3 AC EEA aAEEA Rearrange: (A uEO EOCAUa A IAUa A)ONA Identify the object: aAE EEA aAEOA Which sentence shows correct gender agreement? .
AEIa ONA aA )EOEa ONA4 AEOE NA a ) 3 AEIa NA Select correct sentence: .
aAEIEIA
aA )EIEIA3 A )EIEI EI EEA2 AOEcI EEA
aA )EIEI EE OEcIA4 AEI EEA
Translate: AuThe girl reads a bookAy Detect the error: AEOE OE EA
Combine: (A AOAUa A EOAUa A EAUa AEIA
A)EIA
Cognitive Level LOTS Ae Knowledge LOTS Ae Knowledge HOTS Ae Analysis Score HOTS Ae Creation LOTS Ae Comprehension HOTS Ae Analysis LOTS Ae Knowledge LOTS Ae Comprehension HOTS Ae Evaluation HOTS Ae Creation Both tests were developed with equivalent difficulty levels and cognitive domains, ensuring isomorphic assessment while avoiding identical items to minimize memory effects.
The tests included a combination of lower-order thinking skills (LOTS), such as knowledge and comprehension, and higher-order thinking skills (HOTS), such as analysis, evaluation, and creation, in accordance with BloomAos taxonomy.
Each test contained 10 multiple-choice questions, with LOTS items scored 1 point and HOTS items scored 2 points, allowing a total maximum score of 14 points.
The pretest was administered before the intervention to assess baseline competencies, while the posttest was conducted after the AR-based learning sessions to determine the effectiveness of the media.
The studentsAo perceptions of the AR-based Arabic learning media were measured using a structured questionnaire developed on a five-point Likert scale, ranging from 1 .
trongly disagre.
to 5 .
trongly agre.
The questionnaire consisted of 15 items divided into three dimensions: .
usability Muhammad Nasrullah.
Achmad Baihaqi.
Ahamd Zubaidi.
Jepri Nugrawiyati / The Effectiveness of Arabic Language Learning Media Based on Augmented Reality (AR): Enhancing StudentsAo Understanding of Sentence Structures EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
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6, 2 (December 2.
: 1067-1080 1072 of 1080 and accessibility of the AR media, .
engagement and motivation during learning, and .
perceived improvement in understanding sentence structures.
This instrument aimed to capture studentsAo subjective experiences and satisfaction with the AR-based learning process.
The questionnaire was validated through expert review to ensure content relevance and clarity, and its reliability was confirmed using CronbachAos alpha, which yielded a value of 0.
87, indicating high internal consistency.
The results from this questionnaire provided important insights into how AR technology supports student learning and engagement in Arabic sentence structure comprehension.
Table 4 presents information related to the student perception questionnaire on AR-based arabic learning media.
Table 4.
Student perception questionnaire on AR-based arabic learning media.
Dimension Learning Effectiveness Motivation Usability Learning Effectiveness Learning Outcomes Engagement Engagement Usability Learning Effectiveness Motivation Multimedia Learning Usability Engagement Learning Outcomes Motivation / Attitude Items The AR-based learning media helped me understand Arabic sentence structures more easily.
Using AR increased my motivation to study Arabic sentence structures.
The instructions in the AR media were clear and easy to follow.
The AR media allowed me to visualize sentence structures more clearly.
I felt more confident in constructing Arabic sentences after using the AR The AR media provided interactive activities that enhanced my learning.
I enjoyed learning Arabic using AR compared to traditional methods.
The media was user-friendly and easy to navigate.
The AR media helped me correct my mistakes effectively.
I would like to use AR-based learning media in other Arabic language topics.
The visual and auditory elements in AR supported my understanding.
The pace of AR activities was suitable for my learning needs.
Using AR enhanced my focus and attention during learning.
The media encouraged me to practice constructing sentences independently.
I feel that AR-based learning should be integrated into regular Arabic courses.
Data Analysis The collected data were analyzed using both descriptive and inferential statistical techniques.
Initially, assumptions of normality and homogeneity of variance were tested to ensure the suitability of parametric tests (Daryono et al.
, 2020.
Purwanto et al.
, 2.
For the main analysis, a paired-sample t-test was conducted to compare pretest and posttest scores within each group, determining the improvement in studentsAo understanding of Arabic sentence structures (Hidayanthi et al.
, 2022.
Zuniari et al.
, 2.
Additionally, an independent-sample t-test was employed to compare the posttest scores between the experimental group (AR-based learnin.
and the control group .
onventional learnin.
, assessing the effectiveness of the AR intervention.
To quantify the magnitude of the interventionAos effect.
CohenAos d was calculated, providing an interpretation of practical significance.
For the student perception questionnaire, descriptive statistics, including mean scores and standard deviations, were computed to summarize studentsAo attitudes, satisfaction, and perceived usefulness of the AR-based This comprehensive analysis approach ensured that both statistical significance and educational relevance were thoroughly evaluated.
Future studies are recommended to employ larger and more diverse samples across multiple institutions and to develop more comprehensive assessment tools that cover a wider range of syntactic competencies.
Muhammad Nasrullah.
Achmad Baihaqi.
Ahamd Zubaidi.
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: 1067-1080
1073 of 1080
FINDINGS AND DISCUSSION
Findings Table 5 presents the descriptive statistics of studentsAo pretest, posttest, and gain scores in both The experimental group .
= .
, which received instruction using Augmented Reality (AR)based learning media, achieved a higher mean score at posttest (M = 82.
SD = 5.
compared to their pretest score (M = 62.
SD = 6.
, yielding a substantial mean gain of 19.
76 (SD = 5.
Meanwhile, the control group .
= .
, which followed conventional learning, also showed improvement from pretest (M = 61.
SD = 7.
to posttest (M = 71.
SD = 6.
, with a smaller mean gain of 9.
26 (SD =
These descriptive results indicate that although both groups improved after the intervention, the experimental group demonstrated a markedly greater increase in sentence structure understanding compared to the control group, suggesting the potential effectiveness of AR-based media in enhancing studentsAo learning outcomes.
Table 5.
Descriptive statistics of pretest, posttest, and gain scores by group.
Group Experimental (AR) Control Pretest (Mean A SD) 42 A 6.
89 A 7.
Posttest (Mean A SD) 18 A 5.
15 A 6.
Gain Score (Mean A SD) 76 A 5.
26 A 4.
Figure 1 presents a comparison of the mean pretest and posttest scores between the experimental group (AR-based instructio.
and the control group.
The experimental group showed a substantial increase from pretest (M = 62.
to posttest (M = 82.
, while the control group also improved from pretest (M = 61.
to posttest (M = 71.
, although with a smaller gain.
These results visually illustrate that the AR-based learning media produced greater improvement in studentsAo comprehension of Arabic sentence structures compared to conventional instruction.
Figure 1.
Comparison of pretest and posttest mean scores between experimental .
and control groups.
The results of the normality tests (Table .
using both Kolmogorov-Smirnov and Shapiro-Wilk indicated that the distribution of scores in each group met the assumption of normality.
For the experimental group, the pretest scores (K-S = .
112, p = .
S-W = .
973, p = .
and posttest scores (KS = .
106, p = .
S-W = .
968, p = .
were normally distributed.
Similarly, for the control group, the pretest scores (K-S = .
115, p = .
S-W = .
971, p = .
and posttest scores (K-S = .
102, p = .
S-W =
979, p = .
also showed no deviation from normality.
In addition.
LeveneAos Test of Equality of Error Muhammad Nasrullah.
Achmad Baihaqi.
Ahamd Zubaidi.
Jepri Nugrawiyati / The Effectiveness of Arabic Language Learning Media Based on Augmented Reality (AR): Enhancing StudentsAo Understanding of Sentence Structures EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
Vol.
6, 2 (December 2.
: 1067-1080 1074 of 1080 Variances confirmed the homogeneity of variances across groups (F.
= 1.
247, p = .
These results demonstrate that the data met the assumptions required for parametric testing, thereby allowing the use of paired-sample t-tests and independent-sample t-tests to examine the effectiveness of Augmented Reality (AR)-based learning media in enhancing studentsAo understanding of Arabic sentence structures.
Table 6.
Paired samples test.
Group Experimental (AR) Control Mean Difference (PostAePr.
SD Difference t-value Sig.
-taile.
The paired-sample t-test was conducted to examine within-group improvements in studentsAo understanding of Arabic sentence structures before and after the intervention.
As shown in Table 3, the experimental group .
= .
, which received instruction through AR-based learning media, demonstrated a significant increase from pretest (M = 62.
SD = 6.
to posttest (M = 82.
SD = 5.
with a mean difference of 19.
76 (SD = 5.
, t.
= 21.
34, p < .
Similarly, the control group .
= .
, which received conventional instruction, also showed improvement from pretest (M = 61.
SD = 7.
to posttest (M = 71.
SD = 6.
, with a mean difference of 9.
26 (SD = 4.
, t.
= 10.
01, p < .
Although both groups achieved statistically significant gains, the experimental group exhibited a markedly greater increase in posttest performance, suggesting that the use of AR-based instructional media was more effective in enhancing studentsAo comprehension of Arabic sentence structures compared to traditional teaching methods.
Table 7.
Independent samples test LeveneAos Test F = 1.
Sig.
= .
t-test for Equality of Means Equal Equal Sig.
Mean Difference Std.
Error Difference Confidence Interval Lower = 7.
Upper = 14.
Lower = 7.
Upper = 14.
The independent-sample t-test was performed to compare the posttest scores of the experimental and control groups.
As shown in Table 8, the experimental group (M = 82.
SD = 5.
91, n = .
scored significantly higher than the control group (M = 71.
SD = 6.
43, n = .
LeveneAos test indicated that the assumption of equal variances was met.
= 1.
247, p = .
Under this condition, the independent t-test revealed a statistically significant difference between groups, t.
= 7.
24, p < .
with a mean difference of 11.
03 (SE = 1.
52, 95% CI .
98, 14.
This result demonstrates that the experimental group achieved markedly better outcomes than the control group, supporting the effectiveness of Augmented Reality (AR)-based learning media in enhancing studentsAo comprehension of Arabic sentence structures compared to conventional methods.
Table 8.
Effect size (CohenAos .
Comparison Experimental (AR): Pretest Ie Posttest Control: Pretest Ie Posttest Experimental vs Control (Posttes.
Mean Difference Pooled CohenAos d Effect Size Interpretation Very Large Large Very Large Muhammad Nasrullah.
Achmad Baihaqi.
Ahamd Zubaidi.
Jepri Nugrawiyati / The Effectiveness of Arabic Language Learning Media Based on Augmented Reality (AR): Enhancing StudentsAo Understanding of Sentence Structures EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
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: 1067-1080 1075 of 1080 To further examine the magnitude of the observed differences.
CohenAos d was calculated as a measure of effect size.
As presented in Table 5, the experimental group demonstrated a very large effect from pretest to posttest .
= 3.
, while the control group showed a large effect .
= 1.
Moreover, the comparison of posttest scores between the experimental and control groups yielded a very large effect size .
= 1.
, indicating that the AR-based instructional media produced not only statistically significant but also practically meaningful improvements in studentsAo comprehension of Arabic sentence structures.
These findings highlight the substantial educational impact of integrating AR technology into Arabic language instruction.
Figure 2.
StudentsAo responses to AR-based learning media The highest ratings were obtained for visualization of sentence structures (M = 4.
and overall satisfaction (M = 4.
, followed by learning motivation (M = 4.
and engagement (M = 4.
Ease of use was also rated positively (M = 4.
Overall, students expressed strong agreement that AR media enhanced their learning experience and facilitated understanding of Arabic sentence structures.
Discussion The findings of this study revealed that the experimental group taught using Augmented Reality (AR) media experienced a significantly greater improvement in sentence structure comprehension compared to the control group.
The mean gain score of the experimental class .
76 A 6.
was more than double that of the control class .
26 A 5.
, and the paired-sample t-test confirmed this difference as highly significant .
< .
Furthermore, the effect size calculated using CohenAos d was greater than 7, indicating a very large magnitude of impact, far beyond what is typically considered educationally These results strongly support the effectiveness of AR as a pedagogical tool in enhancing syntactic understanding in Arabic language learning.
Similar outcomes were reported by imek .
, who demonstrated that AR-based tools improved learnersAo conceptual grasp in STEM education, and by Martyn-Valero et al.
, who found that AR significantly enhanced vocabulary acquisition and learner motivation in Arabic sentence structures.
However, while previous studies focused on STEM or vocabulary learning, the present study extends the evidence to the domain of Arabic syntax, a more abstract and challenging area (Al khresheh et al.
, 2024.
Booyoesen, 2.
This contextual variation highlights that AR is not only effective in concrete or visual domains but can also support complex grammatical learning by bridging abstract structures with immersive visualization.
The results of this study can also be interpreted through the lens of established learning theories.
According to Akram & Abdelrady .
and Esiyok et al ( 2.
, students learn more effectively when information is presented through both visual and verbal channels, a process known as dual coding.
Muhammad Nasrullah.
Achmad Baihaqi.
Ahamd Zubaidi.
Jepri Nugrawiyati / The Effectiveness of Arabic Language Learning Media Based on Augmented Reality (AR): Enhancing StudentsAo Understanding of Sentence Structures EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
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: 1067-1080 1076 of 1080 integrating interactive 3D visualization with textual explanations.
AR supports this dual processing and reduces the cognitive load associated with understanding abstract sentence structures.
From a constructivist perspective.
AR creates opportunities for learners to actively engage with the material, manipulate visual representations, and build their own understanding of grammatical relations rather than passively receiving information.
This aligns with prior studies showing that immersive environments foster deeper engagement and higher-order thinking (Roudi & Reza, 2020.
Sukatiman et , 2.
Moreover, the findings resonate with the theory of spatial visualization, which emphasizes that learners of foreign languages benefit from spatially mapping syntactic structures to improve Thus.
AR does not merely enhance motivation but provides a theoretically grounded mechanism for improving complex cognitive processes involved in Arabic syntax learning.
When compared with prior research, the present study extends the evidence base for the effectiveness of AR in language learning.
Previous studies, such as Casteleiro-Pitrez .
, have demonstrated that AR enhances vocabulary acquisition and learner engagement in foreign language, while Pujiastuti & Haryadi .
highlighted its potential in promoting situated and experiential learning across STEM domains.
However, much of the AR literature remains concentrated in science, technology, and mathematics, with relatively limited exploration in the area of Arabic sentence The current findings contribute a novel perspective by showing that AR is not only useful for vocabulary or cultural learning, but also highly effective in supporting syntactic understanding, a domain traditionally perceived as abstract and difficult to master through conventional text or audiobased methods.
This underscores the contribution of AR in making invisible grammatical relations more concrete and accessible, offering a fresh pathway for improving the teaching of Arabic sentence structures (Al Rajab et al.
, 2023.
Hasaniyah et al.
, 2.
Student perceptions further reinforce the effectiveness of AR-based learning media.
The questionnaire results (M = 4.
35Ae4.
indicate that students regarded AR as easy to use, motivating, and particularly helpful in visualizing sentence structures that are often abstract in traditional instruction.
Such positive responses are critical, as learner acceptance strongly influences the sustainability of technology integration in higher education classrooms.
This finding aligns with the Technology Acceptance Model (TAM), which posits that perceived ease of use and perceived usefulness are key predictors of user adoption (Al-Adwan et al.
, 2024.
Alfadda & Mahdi, 2021.
Han & Sa, 2.
Similar results have been reported in AR-related studies in education, where favorable student attitudes were shown to correlate with higher engagement and learning outcomes .
Nelik & Yangn Ersanl, 2022.
Wahyuni et al.
, 2.
The consistently high ratings in this study suggest that beyond cognitive gains.
AR also fosters an affective dimension of learning, which is vital for the long-term implementation of technology-enhanced Arabic language instruction.
The results of the student perception survey (M = 4.
35Ae4.
demonstrate that learners found the AR-based media to be easy to use, motivating, and particularly effective in visualizing Arabic sentence structures, which are often challenging to grasp through text or audio alone.
Such positive attitudes are crucial, as learner acceptance plays a key role in determining the sustainability of instructional technology integration.
This finding is consistent with the Technology Acceptance Model (TAM), which emphasizes that perceived ease of use and perceived usefulness significantly influence user adoption and continued use of technology in learning contexts (Al Rajab et al.
, 2023.
Hasaniyah et al.
, 2.
Similar studies have also reported that favorable student perceptions of AR positively affect engagement and language learning outcomes (Syarofah et al.
, 2024.
Yasin, 2.
Therefore, the positive reception in this study not only validates the cognitive effectiveness of AR but also highlights its affective impact, reinforcing its potential for long-term adoption in Arabic language instruction (Auliya et al.
, 2025.
Lazuardi & Syaheed, 2025.
Syarifah, 2.
The findings confirm that students in the AR-based class demonstrated significantly higher gains in syntactic comprehension compared to the control class.
These results align with the principles of multimedia learning and dual coding theory, which suggest that multimodal visualization supports deeper processing of abstract information.
AR facilitated studentsAo ability to visualize and manipulate Muhammad Nasrullah.
Achmad Baihaqi.
Ahamd Zubaidi.
Jepri Nugrawiyati / The Effectiveness of Arabic Language Learning Media Based on Augmented Reality (AR): Enhancing StudentsAo Understanding of Sentence Structures EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
Vol.
6, 2 (December 2.
: 1067-1080 1077 of 1080 sentence structures, thereby enhancing their grammatical understanding and engagement.
Nevertheless, several limitations must be acknowledged.
First, the participants were relatively homogeneous, consisting of students from the same academic program and semester, which restricts the generalizability of the results to broader populations.
Second, the intervention was carried out within a limited timeframe, providing only a short-term view of the learning process.
Longer-term studies are needed to examine whether AR produces sustained improvements in syntactic competence.
Third, the strong positive results observed may in part reflect a novelty effect, as students could have been motivated by the excitement of using new technology rather than solely by its pedagogical Future research should therefore investigate whether the benefits of AR persist after the novelty has diminished.
These limitations point to important directions for future inquiry.
Expanding the sample to include students from multiple institutions and diverse academic backgrounds would increase external Developing more comprehensive assessment instruments that capture both basic and advanced syntactic features could also provide a more nuanced understanding of ARAos impact.
addition, longitudinal research designs are needed to explore the durability of ARAos effects on grammar acquisition over time.
By addressing these issues, future studies can build on the present findings and further clarify the role of AR in advancing technology-enhanced language learning.
CONCLUSION
The findings of this study provide strong evidence that Augmented Reality (AR) is an effective medium to enhance studentsAo understanding of Arabic sentence structures.
The experimental group that employed AR-based learning media achieved significantly higher gains compared to the control group, with a large effect size indicating substantial pedagogical impact.
Students also reported highly positive perceptions of AR, particularly in terms of its ease of use, motivational appeal, and ability to visualize abstract syntactic concepts.
These outcomes highlight the novelty of applying AR to Arabic syntax learning, a domain that has traditionally been difficult to master through conventional textbased or lecture-driven methods.
Beyond its immediate results, this research offers both theoretical and practical contributions.
Theoretically, the study extends the scope of Computer-Assisted Language Learning (CALL) by moving from the widely studied domains of vocabulary and STEM education to the more complex area of Arabic syntax acquisition.
It supports applied linguistics and Arabic pedagogy by demonstrating how AR facilitates dual coding, spatial reasoning, and active construction of grammatical knowledge.
This provides a theoretical basis for developing CALL models specifically tailored to Arabic grammar Practically, the findings suggest that language instructors and curriculum designers can integrate AR to create interactive, learner-centered approaches that make grammar instruction more engaging and comprehensible.
Future research should build on these findings by adopting multi-site designs across diverse institutions, expanding the range of syntactic features assessed, and incorporating longitudinal approaches to evaluate the sustainability of ARAos effects.
In addition, exploring ARAos potential in other language skills such as listening and speaking can broaden its pedagogical contributions.
By bridging theoretical insights and classroom practice, this study underscores the role of AR not only as a motivational tool but also as a substantive contribution to the development of technology-mediated Arabic language education.
Acknowledgments: This research was conducted with financial support from the Directorate of Islamic Higher Education.
Directorate General of Islamic Education.
Ministry of Religious Affairs through the Recipient of Applied Research Assistance for National Development Number 6010 of 2022.
Muhammad Nasrullah.
Achmad Baihaqi.
Ahamd Zubaidi.
Jepri Nugrawiyati / The Effectiveness of Arabic Language Learning Media Based on Augmented Reality (AR): Enhancing StudentsAo Understanding of Sentence Structures EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
Vol.
6, 2 (December 2.
: 1067-1080
1078 of 1080
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