Cognitive-Epistemic Management of Intensive Arabic Language Learning: A Qualitative Case Study of POAC, Knowledge Quality, and Powerful Knowledge

Moh. Syaifudin; Wildana Wargadinata; Sutaman Sutaman; Usfiyatur Rusuly; Faruq Abdul Muid

doi:10.31000/x6tbtn40

Authors

Moh. Syaifudin Universitas Islam Negeri Maulana Malik Ibrahim
Wildana Wargadinata Universitas Islam Negeri Maulana Malik Ibrahim
Sutaman Universitas Islam Negeri Maulana Malik Ibrahim
Usfiyatur Rusuly Universitas Islam Negeri Maulana Malik Ibrahim
Faruq Abdul Muid Sekolah Tinggi Ilmu Bahasa Arab dan Dakwah Masjid Agung Sunan Ampel

DOI:

https://doi.org/10.31000/x6tbtn40

Keywords:

Arabic language learning, cognitive psychology, epistemic quality, instructional management, powerful knowledge

Abstract

This study explores how the management functions of planning, organizing, actuating, and controlling (POAC) operate in intensive Arabic language learning from the perspective of cognitive psychology and how these management practices shape the epistemic quality of learners’ knowledge and create conditions for the development of powerful knowledge. Employing a qualitative case-study design, the study drew on PKPBA semester learning-plan documents and interviews with eight informants identified by the codes AA, AS, BB, FH, IM, YH, AC, and NQ. The data were analyzed using the interactive model of Miles and Huberman through data condensation, data display, and conclusion drawing and verification. The findings indicate that planning facilitated the activation of prior schemata, content segmentation, and cognitive-load regulation; organizing structured attention, proficiency-based differentiation, and learning environments; actuating operationalized scaffolding, elaboration, multimodal processing, practice, and metacognitive support; and controlling reinforced retrieval, feedback, monitoring, schema restructuring, and self-regulation. Collectively, these functions enhanced the epistemic quality of Arabic-language knowledge by making it more systematic, accessible, integrated, and accurate, while creating conditions for powerful knowledge through generative use, transfer across contexts, access to academic resources, and greater epistemic autonomy. The study’s novelty lies in integrating POAC, cognitive psychology, cognitive regulation, epistemic quality, and powerful knowledge into a cognitive-epistemic management model. Theoretically, the model extends instructional management beyond administrative functions by incorporating cognitive and epistemic dimensions. Practically, it offers a framework for aligning intensive language-program management with learners’ cognitive needs and knowledge development.

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