Exploring Pedagogical Content Knowledge in Improving Learning Outcomes at Al-Musyawarah Islamic High School Bandung

Abstract

This study aims to explore the implementation of Pedagogical Content Knowledge (PCK) by Arabic language teachers in improving students' learning outcomes at SMA Islam Al-Musyawarah Bandung, employing a qualitative approach with a case study design. The primary focus lies on the teacher's ability to choose an appropriate approach for a particular topic, simplify complex grammatical concepts, and relate the material to the cultural context and students' daily lives. The results of the study indicate that teachers who apply contextual, collaborative, and project-based approaches, such as learner-centered learning and experiential learning, can create more meaningful and engaging learning experiences compared to conventional, structural approaches. In addition, the simplification of concepts is achieved through visual strategies, games, and scaffolding that facilitate students' understanding of abstract grammatical concepts. Both also demonstrate the ability to ground Arabic in students' real lives and integrate Arabic and local cultural values interculturally, making learning more relevant and oriented towards the development of communicative competence and cultural awareness. These findings emphasize the importance of mastery of PCK by Arabic language teachers in designing adaptive and contextual learning to meet the demands of 21st-century education.