This article aimed to describe the problems of learning Arabic and the use of smartphones to overcome these problems. This qualitative descriptive study examined 11 teachers at a madrasah ibtidaiyah in Central Kalimantan. The data was extracted through observation, interviews, and documentation. To validate the data using the triangulation technique. The data were analyzed by data reduction steps, data presentation, and conclusion drawing. The results showed that the problems of learning Arabic include teachers and students not knowing vocabulary, teachers not being confident in teaching, and students not pronouncing Arabic letters correctly. All teachers try to improve their Arabic language skills using smartphones to overcome these problems. To strengthen the sound of the letters, the teacher often listens to YouTube listening to Arabic script readings, makes videos reading Arabic vocabulary and texts, looks for videos on YouTube that contain engaging Arabic learning, and looks for materials that suit the characteristics of students.

The transformation of learning statically requires teachers to adapt to technology to face significant changes, especially in terms of adoption of digital education. What the teacher provides is not only the transmission of learning materials, but also digital literacy to facilitate the needs of students according to conditions in the field. Based on preliminary data, it is known that Arabic language teachers at Madrasah Aliyah Nuruzholam, Seruyan Regency, Central Kalimantan experience problems in terms of limited ability in the field of learning technology. The research method used was descriptive qualitative method which aimed to describe the digital literacy competence of Arabic language teachers at Madrasah Aliyah Nuruzholam. The results of the study showed that the digital literacy competence of Arabic language teachers can be seen from the teacher's activities such as; First, teachers can use the internet and use Google as a medium for finding information. Second, teachers obtain information by using the internet, Third, familiar teachers use the YouTube application as a means of finding information or learning Arabic resources. Fourth, the teacher uses the information obtained as a source of learning Arabic without any validation of data processing.