Volume III: Education and Ecological Literacy

Integrating Islamic Knowledge and Modern Educational Science in Arabic Language Learning: A Conceptual Framework of Integrative Arabic Learning for Prospective Elementary Islamic Teachers (IAL-PEIT)

  • Harmanto Raharjo UIN Sunan Gunung Djati Bandung, Indonesia
  • Aulia Rahmi UIN Sunan Gunung Djati Bandung, Indonesia

Keywords

Islamic knowledge integration; conceptual framework; pedagogical competence; Arabic language learning; PGMI.

Abstract

The dichotomy between religious and general sciences in Islamic education in Indonesia remains a structural obstacle that shapes the design of Arabic language instruction, particularly in Madrasah Ibtidaiyah Teacher Education (PGMI) study programmes. This study aims to construct the conceptual framework of Integrative Arabic Learning for Prospective Elementary Islamic Teachers (IAL-PEIT), which unites three pillars—Islamic knowledge, modern educational science, and Arabic language learning—within a single model designed specifically for prospective Islamic elementary school teachers. The study employs a qualitative approach with a conceptual research design grounded in a systematic literature review, complemented by content analysis and thematic synthesis of reputable sources retrieved from the Google Scholar, SINTA, and Scopus databases. The validity of the resulting framework is established through source triangulation and the testing of argumentative coherence across components, in accordance with the epistemic standards of conceptual research. The findings identify three principal components of IAL-PEIT: (1) an epistemological foundation of Islamic knowledge integration serving as a value base; (2) modern pedagogical principles relevant to prospective Islamic elementary school teachers; and (3) an Arabic language learning design built on integrative competencies. The framework is expected to serve as a conceptual reference for PGMI lecturers in developing Arabic syllabi oriented not only towards linguistic proficiency but also towards the formation of Islamic character and pedagogical competence. The study recommends empirical testing of the IAL-PEIT framework through research and development, expert judgment validation, and cross-institutional implementation trials at Indonesian State Islamic Higher Education Institutions (PTKIN) as an agenda for further research.

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