Strengthening the Pedagogical Competence of Arabic Language Education Students through Microteaching Learning in the Arabic Education Study Program at Universitas Ibrahimy

Abstract

Pedagogical competence is a fundamental competency that prospective Arabic language teachers must possess to conduct effective, communicative, and professional learning. This study aims to describe the implementation of microteaching and analyze its role in strengthening the pedagogical competence of students in the Arabic Language Education Study Program at Ibrahimy University. A descriptive qualitative approach was employed, with data collected through observations, interviews, and documentation. The participants consisted of one microteaching lecturer and fifteen sixth-semester students selected through purposive sampling based on their active involvement in microteaching activities. Data were analyzed through data reduction, data display, and conclusion drawing, while source and technique triangulation were used to ensure validity. The findings reveal that microteaching significantly contributes to the development of students’ pedagogical competence, particularly in lesson planning, classroom management, instructional delivery, the use of teaching methods and media, and the provision of reflective feedback. Repeated teaching practices also enhanced students’ self-confidence, communication skills, and readiness to teach in real classroom settings. Furthermore, the study found that pedagogical competence is not shaped solely through technical teaching practice but is also influenced by the Islamic boarding school academic culture that promotes discipline, responsibility, collaboration, etiquette, and the use of Arabic in daily academic interactions. Therefore, the integration of microteaching and Islamic boarding school academic culture offers an effective model for preparing prospective Arabic language teachers who are pedagogically competent, communicative, and characterized by strong Islamic values.