Pedagogical Mechanisms Associated with the Manifestation of Transformative Competencies in Arabic Language Learning: A Multiple-Case Study in Malang, Indonesia

Muhammad Aminudin; Maluatul Hasanah; Danial Hilmi

doi:10.31000/376sc156

Authors

Muhammad Aminudin Universitas Islam Negeri Maulana Malik Ibrahim
Maluatul Hasanah Universitas Islam Negeri Maulana Malik Ibrahim
Danial Hilmi Universitas Islam Negeri Maulana Malik Ibrahim

DOI:

https://doi.org/10.31000/376sc156

Keywords:

Pedagogical mechanisms, Arabic language learning, Transformative Competencies 2030

Abstract

This study examines how pedagogical mechanisms are associated with the manifestation of Transformative Competencies 2030 in Arabic language learning at Madrasah Aliyah in Malang, Indonesia. Using a qualitative multiple-case study, the research located in MAN 2 Kota Malang and MA Nurul Ulum Kota Malang, representing public and private institutional contexts. Data were collected through classroom observations, semi-structured interviews, document analysis, and a supporting questionnaire involving 83 students, and analyzed through within-case and cross-case analysis. The research indicate that transformative competencies became visible through context-responsive pedagogical mechanisms that created opportunities for meaningful learning, learner agency, and co-agency. Creating New Value was manifested through students’ reinterpretation and application of existing Arabic knowledge; Reconciling Tensions and Dilemmas through perspective-taking, dialogue, negotiation, and constructive responses to differences; and Taking Responsibility through students’ recognition of learning needs and strategic use of teachers, peers, and additional learning resources. Although the two madrasahs followed different contextual pathways, both provided conditions for transformative competency manifestations. The study provides an empirically grounded account of how transformative competencies become observable through ordinary Arabic language learning activities rather than through a separate competency-oriented programme. Theoretically, it connects the OECD framework with learner agency, co-agency, and institutionally situated learning contexts. Practically, it suggests that Arabic teachers can create transformative learning opportunities by organizing contextual, participatory, collaborative, and adaptive learning environments.

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