Pedagogical Competence Design: Arabic Teaching as a Foreign Language based on a Praxeological Approach

Yayan Nurbayan; Anwar Sanusi; Neneng Sri Wulan; Zawawi bin Ismail

doi:10.17509/alsuniyat.v7i2.73132

Pedagogical Competence Design: Arabic Teaching as a Foreign Language based on a Praxeological Approach

Yayan Nurbayan, Anwar Sanusi, Neneng Sri Wulan, Zawawi bin Ismail

Abstract

Teaching Arabic as a foreign language in Madrasah Aliyah requires an effective teaching method design to ensure the success of the learning process. This study aims to discuss the causes of the low quality of students' Arabic learning in schools and the design of teacher pedagogical competence based on praxeology as a solution. This study was conducted using the Systematic Literature Review (SLR) method. This study used four databases, ScienceDirect, Taylor and Francis, John Wiley and Sons, and Emerald, to collect literature. Researchers also obtained some additional literature through SpringerLink and Google Scholar through snowballing. The findings in this study indicate that the constraints to learning Arabic experienced by students consist of three aspects: (1) epistemological constraints, (2) ontogenic constraints, and (3) didactic constraints. Therefore, the design of pedagogical competence based on the praxeological approach is presented as a solution by offering a way of teaching Arabic that focuses on the needs and problems students face in learning Arabic so that they can take more focused, targeted, and practical actions.

Keywords

Arabic; Pedagogical competence; Praxeological approach; Teachers; Teaching design

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References

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DOI: https://doi.org/10.17509/alsuniyat.v7i2.73132