Pedagogical Competence of Arabic Language Teachers in Applying Arabic Teaching Theories at the Imam Ibnu Hazm Foundation (Al-Islah Al-Islami Islamic Boarding School, Kampar, Riau)

Abstract

This study aims to analyze the pedagogical competence of Arabic language teachers in applying language teaching theory at Al-Islah Islamic Boarding School in Kampar, Riau. The focus of this study is on four Arabic language teachers with different educational backgrounds, namely two senior teachers who graduated from traditional Islamic boarding schools and two young teachers who graduated from universities. This study uses a descriptive qualitative approach with data collection techniques in the form of interviews, observations, and documentation. The results of the study indicate that there are significant differences in the application of teaching theory between senior and young teachers. Senior teachers tend to use traditional approaches based on memorization and classical texts, while younger teachers are more adaptive with communicative approaches and utilize modern learning media and technology. Factors influencing the level of understanding and application of teaching theory include educational background, teaching experience, institutional support, as well as teachers' motivation and awareness of the importance of theory in teaching practice. This study recommends the need for continuous training and collaboration among teachers as a strategy to enhance pedagogical competence to support effective, contextual, and relevant Arabic language learning.