Integrating Character Values and EdTech Media: A Study of Arabic Teachers' Pedagogical Competence in Bandung Raya
Keywords:
Arabic Teacher; Character Building; Character Values; EdTech; PedagogicAbstract
This study examines Arabic teachers’ pedagogical competence in integrating character values and utilizing educational technology (EdTech) media across the three stages of Arabic language instruction: initial, core and closing learning activities. A mixed-methods approach with a single-case study design was employed. The research involved 50 Arabic teachers (AT) from Madrasah Aliyah across the Bandung Raya region. Data were collected through questionnaires, in-depth interviews and classroom observations. Quantitative data were analyzed descriptively, while qualitative data were examined using Miles and Huberman’s interactive model, which involves data reduction, data display and conclusion drawing. The findings reveal that in initial learning activities, 60% of ATs consistently strengthen students’ religious values through greetings and group prayers and promote integrity by involving punctual students in leading prayers. However, other values, such as nationalism and deeper forms of integrity, remain underemphasized and EdTech media are rarely utilized due to limited access and inadequate digital literacy. In core learning activities, character values such as cooperation and respect are frequently integrated, yet 82% of ATs never use digital platforms like Google Classroom for online discussions, indicating a gap in EdTech media implementation. In closing learning activities, 90% of ATs routinely incorporate religious elements through prayers and reflections, but 60% have never used EdTech tools such as Kahoot, Quizizz or Wordwall for assessment. These findings underscore the need for professional development programs that enhance teachers’ capacity to integrate character education with digital innovation. The study also highlights the importance of institutional support in fostering pedagogical transformation aligned with the demands of 21st-century learning.
https://doi.org/10.26803/ijlter.24.8.11
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