The Influence of Non-Specialist Teacher Competence on the Success of Arabic Language Learning at MI Nurul Huda Karangtalok Pemalang

Atiul Fana; Taufiqur Rohman

doi:10.58421/gehu.v5i1.1087

DOI:

https://doi.org/10.58421/gehu.v5i1.1087

Authors

Atiul Fana Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
Taufiqur Rohman Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Keywords:

Arabic Language Learning , Learning Success , Madrasah Ibtidaiyah, Non-Specialist Teacher, Teacher Competence

Abstract

This study aims to analyze the effect of non-specialist teacher competence on the success of Arabic language learning at MI Nurul Huda Karangtalok, Pemalang. The research employed a quantitative approach using an explanatory research design with a correlational method. The population consisted of 60 students, all of whom were selected as the research sample using a saturated sampling technique. Data were collected using a closed-ended questionnaire based on a five-point Likert scale to measure non-specialist teacher competence and learning success. The data were analyzed using validity and reliability tests, normality tests, simple linear regression, t-tests, and coefficient of determination analysis. The results revealed that non-specialist teacher competence had a positive and significant effect on the success of Arabic language learning, with a significance value of 0.000 (<0.05). The coefficient of determination (R²) was 0.360, indicating that teacher competence accounted for 36.0% of learning success. These findings suggest that non-specialist teacher competence plays an important role in improving Arabic language learning success at the Madrasah Ibtidaiyah level.

Downloads

Download data is not yet available.

References

Hidayat, R., & Suryani, N. (2021). Pembelajaran bahasa Arab di madrasah ibtidaiyah dalam perspektif pendidikan Islam. Jurnal Pendidikan Agama Islam, 5(2), 101–112.

Rahman, M. (2022). Pembelajaran bahasa Arab di madrasah ibtidaiyah: Tantangan dan strategi pengembangan. Jurnal Bahasa dan Pendidikan Islam, 9(1), 55–67.

Aini, N., & Ma’arif, M. A. (2021). Peran guru non-spesialis dalam pembelajaran bahasa Arab di madrasah ibtidaiyah. Jurnal Pendidikan Islam, 10(2), 145–156.

Fitriani, L. (2023). Problematika pembelajaran bahasa Arab di madrasah ibtidaiyah daerah pedesaan. Jurnal Pendidikan Madrasah, 8(1), 22–34.

Uno, H. B. (2021). Teori motivasi dan pengukurannya: Analisis di bidang pendidikan. Jakarta: Bumi Aksara.

Karim, A., & Nabila, F. (2022). Kompetensi guru dan pengaruhnya terhadap efektivitas pembelajaran di sekolah dasar. Jurnal Pendidikan Dasar, 7(3), 233–242.

Lestari, D., & Wahyuni, S. (2021). Kompetensi pedagogik guru dan efektivitas pembelajaran di madrasah ibtidaiyah. Jurnal Pendidikan Guru Madrasah, 4(2), 89–99.

Ridwan, M. (2022). Pengaruh kompetensi guru terhadap hasil belajar siswa madrasah ibtidaiyah. Jurnal Penelitian Pendidikan Islam, 11(2), 176–186.

Sugiyono. (2021). Metode penelitian kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta.

Ghozali, I. (2021). Aplikasi analisis multivariate dengan program IBM SPSS 26. Semarang: Badan Penerbit Universitas Diponegoro

Azwar, S. (2020). Reliabilitas dan validitas. Yogyakarta: Pustaka Pelajar.

Fauzi, A. (2021). Pengaruh kompetensi guru terhadap keberhasilan pembelajaran siswa sekolah dasar. Jurnal Ilmu Pendidikan, 6(1), 45–54.

J. Hattie, Visible Learning, London, UK: Routledge, 2009.

A. Darling-Hammond, “Teacher quality and student achievement,” Education Policy Analysis Archives, vol. 8, no. 1, pp. 1–44, 2000.

R. M. Ryan and E. L. Deci, “Intrinsic and extrinsic motivations,” Contemporary Educational Psychology, vol. 25, no. 1, pp. 54–67, 2000.

J. Richards and T. Rodgers, Approaches and Methods in Language Teaching, Cambridge, UK: CUP, 2014.

D. Brown, Teaching by Principles, New York, NY, USA: Pearson, 2015.

J. Harmer, How to Teach English, Harlow, UK: Longman, 2007.

M. Borg, “Teacher cognition in language teaching,” Language Teaching, vol. 36, no. 2, pp. 81–109, 2003.

OECD, Teachers Matter, Paris, France: OECD Publishing, 2005.

UNESCO, Improving the Quality of Teacher Education, Paris, France: UNESCO, 2017.

[22] B. Joyce, M. Weil, and E. Calhoun, Models of Teaching, Boston, MA, USA: Pearson, 2015.

L. Shulman, “Those who understand: Knowledge growth in teaching,” Educational Researcher, vol. 15, no. 2, pp. 4–14, 1986.

H. Alrabadi, “Teaching Arabic as a foreign language,” International Journal of Humanities and Social Science, vol. 6, no. 6, pp. 1–8, 2016.

A. Al-Batal, “Arabic language teaching research,” The Modern Language Journal, vol. 101, no. 3, pp. 579–594, 2017.

S. Munir, “Strategi pembelajaran bahasa Arab berbasis komunikatif,” Arabiyat, vol. 6, no. 2, pp. 120–134, 2019.

A. M. Yusuf, “Kinerja guru dan mutu pembelajaran madrasah,” Cakrawala Pendidikan, vol. 39, no. 1, pp. 75–87, 2020.

R. Sa’diyah, “Kompetensi profesional guru bahasa Arab,” Edukasia, vol. 14, no. 2, pp. 201–218, 2019.

A. Hakim, “Pengaruh kompetensi pedagogik guru terhadap hasil belajar,” Jurnal Pendidikan, vol. 21, no. 3, pp. 310–322, 2020.

M. Anwar, “Manajemen pembelajaran bahasa Arab,” Al-Ta’lim Journal, vol. 27, no. 1, pp. 15–26, 2020.

S. Rohmah, “Motivasi belajar bahasa Arab siswa MI,” Jurnal Pendidikan Islam, vol. 12, no. 1, pp. 67–80, 2022.

A. Pratama, “Teacher competence and learning outcomes,” Journal of Education Research, vol. 5, no. 2, pp. 144–153, 2021.

N. Kurniawati, “Pembelajaran bahasa asing di sekolah dasar,” Jurnal Pendidikan Dasar, vol. 9, no. 2, pp. 95–107, 2021.

H. Susanto, “Evaluasi pembelajaran di madrasah ibtidaiyah,” Madrasah Journal, vol. 11, no. 1, pp. 33–45, 2019.

R. Wijaya, “Peran guru dalam pembelajaran efektif,” Cakrawala Pendidikan, vol. 40, no. 2, pp. 289–300, 2021.

F. Maulida, “Active learning in Arabic language teaching,” Arab World English Journal, vol. 11, no. 4, pp. 250–265, 2020.

M. Al-Harbi, “Teacher competency and language learning outcomes,” Journal of Language Teaching and Research, vol. 10, no. 2, pp. 349–357, 2019.

T. Widodo, “Quality of teaching in Islamic schools,” Journal of Education and Learning, vol. 14, no. 3, pp. 392–401, 2020.

A. Rahmawati, “Classroom management and learning success,” International Journal of Instruction, vol. 13, no. 2, pp. 325–338, 2020.

S. Hidayah, “Teacher competence and student engagement,” Journal on Efficiency and Responsibility in Education and Science, vol. 12, no. 4, pp. 171–179, 2019.