Digital-Mediated Transformative Learning: A Mezirowan Perspective on Meaning Reconstruction in Arabic Language Education

Noor Zinatul Hamidah; Muassomah Muassomah; Raden Taufiqurrochman; Mohammad Shohibul Anwar; Rodiatul Maghfiroh

doi:10.62775/edukasia.v5i2.1879

Authors

Noor Zinatul Hamidah Universitas Islam Negeri Maulana Malik Ibrahim Malang
Muassomah Muassomah Universitas Islam Negeri Maulana Malik Ibrahim Malang
Raden Taufiqurrochman Universitas Islam Negeri Maulana Malik Ibrahim Malang
Mohammad Shohibul Anwar Akademi Maritim Suaka Bahari Cirebon
Rodiatul Maghfiroh Sekolah Tinggi Ilmu Tarbiyah Buntet Pesantren Cirebon

DOI:

https://doi.org/10.62775/edukasia.v5i2.1879

Keywords:

Digital-Mediated Learning; Transformative Learning; Meaning Reconstruction; Arabic Language Education

Abstract

This study aims to examine how digital media mediates the transformative learning process in Arabic language learning at MAN 1 Jember using the perspective of Jack Mezirow’s transformative learning theory. This study used a qualitative approach with a single-classroom case-study design and a descriptive-interpretive orientation. Data were collected through classroom observations, semi-structured interviews, and analysis of digital learning artifacts. The results show that digital media functions as an epistemic mediator, raising disorienting dilemmas, facilitating critical reflection, strengthening reflective dialogue, and supporting the reconstruction of students’ frames of reference. Digital mediation encourages a shift in students’ understanding of Arabic from a structural subject to contextual, social, and meaning-oriented language practices. Theoretically, this study enriches Mezirow’s framework by emphasizing the role of digital, multimodal cues in meaning reconstruction. Pedagogically, these findings provide a foundation for the development of digital-based Arabic language learning that is reflective and transformative.

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