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Beyond Error Correction: ChatGPT as Formative Feedback for Arabic Writing

Jurnal Pendidikan Islam · Vol. 13 No. 1 (2026) · hlm. 13–24

DOI
10.15575/jpi.v13i1.57550
ISSN
2460-8149, 2355-4339
Terbit
2026-10-14
Penerbit
The Faculty of Tarbiyah and Teacher Training associated with PSPII
Bahasa
eng

Abstrak

The increasing adoption of large language models (LLMs) is transforming language education; however, evidence regarding their pedagogical value for Arabic writing remains limited. This study investigates the educational potential of ChatGPT as an AI-assisted formative feedback tool for Arabic academic writing in a pesantren-based university in Indonesia. To achieve this, employing a qualitative descriptive design, the study integrates Error Analysis with the Student Feedback Literacy framework to examine students’ writing errors and evaluate the educational quality of AI-generated feedback. A corpus of 30 Arabic writing texts produced by 30 first-year students enrolled in an intensive Arabic matriculation program was analyzed. ChatGPT (GPT-4, May 2024 version) generated corrective feedback using a standardized prompt, and two Arabic linguistics experts evaluated the linguistic accuracy and pedagogical usefulness of each response. The findings identified 132 errors comprising 39.4% lexical, 32.6% syntactic, and 28.0% morphological errors. Notably, ChatGPT produced fully acceptable feedback for 50.76% of the errors, demonstrating its capacity in lexical and syntactic correction. However, its performance was less consistent in addressing morphologically complex and context-dependent constructions. Overall, the findings indicate that ChatGPT supports learners’ ability to recognize and revise writing errors, although it still requires teacher validation. Consequently, this study contributes valuable insights into AI-assisted language education through meaningful engagement with formative feedback in Arabic writing.

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40 penulis · 105 tautan kepenulisan bersama · 50 lintas organisasi · menampilkan 40 yang paling banyak terhubung

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  • Universitas Islam Negeri Maulana Malik Ibrahim
  • University of Darussalam Gontor
  • Universitas Gadjah Mada
  • Universitas Islam Negeri Fatmawati Sukarno Bengkulu
  • Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi
  • Universitas Islam Negeri Alauddin Makassar
  • Al-Azhar University
  • Organisasi lain
  • Afiliasi tidak diketahui
  • Organisasi berbeda
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Rekan penulisOrganisasiArtikel bersama
Wildana WargadinataUniversitas Islam Negeri Maulana Malik Ibrahim1
Galuh Nur RohmahUniversitas Islam Negeri Maulana Malik Ibrahim1
Rohmani Nur IndahUniversitas Islam Negeri Maulana Malik Ibrahim1
Siti MasitohUniversitas Islam Negeri Maulana Malik Ibrahim1
Istiadah IstiadahUniversitas Islam Negeri Maulana Malik Ibrahim1
Irwan AbdullahUniversitas Gadjah Mada1
Miftahul KhaerahUniversitas Islam Negeri Maulana Malik Ibrahim1
Afifah AfifahUniversitas Islam Negeri Maulana Malik Ibrahim1
Muh. Naufal FitraUniversitas Islam Negeri Maulana Malik Ibrahim1
Nur MaidahUniversitas Islam Negeri Alauddin Makassar1
Muhammad Irham Sya'rawiAl-Azhar University1
Achmad Sirojul MunirUniversitas Islam Negeri Maulana Malik Ibrahim1
Putri Ananda SakaUniversitas Gadjah Mada1
Busyro BusyroUniversitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi1
Nunu BurhanuddinUniversitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi1
Moh. Ali WafaSyarif Hidayatullah State Islamic University Jakarta1
Nurul HidayahUniversity of Darussalam Gontor1
Muhammad WahyudiUniversity of Darussalam Gontor1
Marheni Br MahaUniversity of Darussalam Gontor1
Yola OktaviaUniversitas Islam Negeri Maulana Malik Ibrahim1
Rita Wilda WardaniUniversitas Islam Negeri Maulana Malik Ibrahim1
Akhmad MuzakkiUniversitas Islam Negeri Maulana Malik Ibrahim1
Khairiah KhairiahUniversitas Islam Negeri Fatmawati Sukarno Bengkulu1
Salmy Edawati YaacobNational University of Malaysia1
Penny Respati YurisaUniversitas Islam Negeri Maulana Malik Ibrahim1
Demina DeminaUniversitas Islam Negeri Mahmud Yunus Batusangkar1
Sulistyorini SulistyoriniUniversitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung1
Mira MaretaUniversitas Islam Negeri Mataram1
Mirna YusufUniversitas Gadjah Mada1
Alfauzan AminUniversitas Islam Negeri Fatmawati Sukarno Bengkulu1
Khairiah KhairiahUniversitas Islam Negeri Fatmawati Sukarno Bengkulu1
Muhammad Al FarobiUniversitas Islam Negeri Maulana Malik Ibrahim1
Muhammad Afiq AminullahUniversitas Islam Negeri Maulana Malik Ibrahim1
Titi MulyantiUniversitas Islam Negeri Maulana Malik Ibrahim1
Salwa Qozziyatul MardhiyahUniversitas Islam Negeri Maulana Malik Ibrahim1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.uinsgd.ac.id/index.php/jpi/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Beyond Error Correction: ChatGPT as Formative Feedback for Arabic Writing</dc:title>
	<dc:creator>Zaid, Abdul Hafidz bin</dc:creator>
	<dc:creator>Muassomah, Muassomah</dc:creator>
	<dc:creator>Ismail, Moh.</dc:creator>
	<dc:creator>Setiyadi, Alif Cahya</dc:creator>
	<dc:creator>Yasin, Agus</dc:creator>
	<dc:subject xml:lang="en-US">Arabic Writing</dc:subject>
	<dc:subject xml:lang="en-US">ChatGPT</dc:subject>
	<dc:subject xml:lang="en-US">Error Analysis</dc:subject>
	<dc:subject xml:lang="en-US">Formative Feedback</dc:subject>
	<dc:subject xml:lang="en-US">Student Feedback Literacy</dc:subject>
	<dc:description xml:lang="en-US">The increasing adoption of large language models (LLMs) is transforming language education; however, evidence regarding their pedagogical value for Arabic writing remains limited. This study investigates the educational potential of ChatGPT as an AI-assisted formative feedback tool for Arabic academic writing in a pesantren-based university in Indonesia. To achieve this, employing a qualitative descriptive design, the study integrates Error Analysis with the Student Feedback Literacy framework to examine students’ writing errors and evaluate the educational quality of AI-generated feedback. A corpus of 30 Arabic writing texts produced by 30 first-year students enrolled in an intensive Arabic matriculation program was analyzed. ChatGPT (GPT-4, May 2024 version) generated corrective feedback using a standardized prompt, and two Arabic linguistics experts evaluated the linguistic accuracy and pedagogical usefulness of each response. The findings identified 132 errors comprising 39.4% lexical, 32.6% syntactic, and 28.0% morphological errors. Notably, ChatGPT produced fully acceptable feedback for 50.76% of the errors, demonstrating its capacity in lexical and syntactic correction. However, its performance was less consistent in addressing morphologically complex and context-dependent constructions. Overall, the findings indicate that ChatGPT supports learners’ ability to recognize and revise writing errors, although it still requires teacher validation. Consequently, this study contributes valuable insights into AI-assisted language education through meaningful engagement with formative feedback in Arabic writing.</dc:description>
	<dc:publisher xml:lang="en-US">The Faculty of Tarbiyah and Teacher Training associated with PSPII</dc:publisher>
	<dc:date>2026-10-14</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.uinsgd.ac.id/index.php/jpi/article/view/57550</dc:identifier>
	<dc:identifier>10.15575/jpi.v13i1.57550</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan Islam; Vol. 13 No. 1 (2027): Jurnal Pendidikan Islam; 13-24</dc:source>
	<dc:source xml:lang="id-ID">Jurnal Pendidikan Islam; Vol 13 No 1 (2027): Jurnal Pendidikan Islam; 13-24</dc:source>
	<dc:source>2460-8149</dc:source>
	<dc:source>2355-4339</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.uinsgd.ac.id/index.php/jpi/article/view/57550/17369</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2026 Jurnal Pendidikan Islam</dc:rights>
</oai_dc:dc>